Petra Poljak

IB DP Mathematics Applications and Interpretations

Ms. Box

15.1.2020

Mathematics IA: Drawing with graphs, equations and functions DRAFT

Introduction:

The initial idea for this assessment was to attempt replicating a work of art through the

usage of equations and functions in graphing. This idea was the most personally interesting as I

was able to connect my admiration for the visual arts and find an approach to it using

mathematics. When beginning to search for different artworks I could replicate, I came across an

issue. It would be hard to replicate a full piece of art as it would be extremely difficult time wise.

I was also unsure on the ability of recreating an artwork as it consisted of many organic shapes

rather than geometric. Due to these two points, I decided to create a sketch of my own which

would allow me to manipulate with its shape and form. I used inspiration from a few of my

favourite artworks and decided on creating a hand sketch. This would allow for some organic

form being used as it is a natural shape but my manipulation of the sketch allowed for simplicity

in details and the overall shape. I looked for creating something visually simple which would

require the usage of basic equations but also more complex equations. After sketching out the

hand, I transferred the image onto desmos as my main graphing platform and began to work on a

new layer above the sketch in which I played around with some basic equations and functions.

While I tested out different functions, I was able to familiarize myself with the Desmos program.

Along with this, I found multiple instructional videos on how to use Desmos. After

understanding the basics on desmos I did more research on the usage of mathematics,

specifically graphing in its relation to the arts. Here I came across the closely tied concept of grid

drawing and replication of images in drawing, this connected to the idea of using concrete visual

perception.
Research on functions and equations;

After making sure I knew what I was going to graph, I had to move on to finding the

types of equations I would be using and the functions I needed. This would then lead to me

tracing the basic outline of the hands in my sketch in Desmos. The main functions and

equations I used and manipulated were the following three :

-​ Straight lines

- Circle functions

- Linear functions

These were used to create smaller cut-off linear lines along with curved lines. By sticking

to only two types of shapes of what the functions could produce I allowed myself to manage my

time well and wouldn’t need to spend as much on manipulation of the functions and equations.

This is also why my sketch wasn’t as detailed. I attempted graphing multiple types of equations

and found the most fitting ones for the desired lines in the sketch. One of the more important

factors of manipulation came from the restricting of domains and ranges in the functions.Most of

the process in creating the functions was made up of guessing and estimating values in the

functions and equations. By doing so, I was able to find the most precise value and create

something accurate to the original sketch. This included visual understanding of the sketch and

the graph as I based the estimation simply by eye. I knew when I was becoming more accurate

and precise to sketch because there were clear connectors between the lines I created. By using

the limiting of domains and ranges, I was able to achieve accuracy. By completing the drawing

on Desmos, I believe the sketch and graph are very similar and I feel as if I have accomplished

my task.
Linear Equations

By starting with the most basic, linear equation, I was able to outline the largest linear

lines which didn't have as much detail in the form of the shape on the sketch.

As an example, The opened side of the hand, the wrist, on the sketch (F.1) has the following

shape:

In order to create the similar base shape for this, I used the

linear equation formula. In the slope intercept ​form ​y = mx +

b,​ the following information is used:

M is the "slope"/"gradient." Slope is characterized as rise over

run, or change of y over change of x.

(b) is known as the "y-intercept. The y-intercept is the point

where the line crosses the Y-axis.

Figure 1

Both x and y are factors. For instance, if there is a y point with both the values m and b, a

particular value of x may be set. x is never a single number: the value varies when a point rises or

falls.

The following equation was the equation used to create the starting point on the graph

Figure 2
If the equation in figure 2 was written only as the expression:

2
x= 1 y - 12.3

It would graph the following line shown in figure 3:

As the line in Fig. 3 has no domain

or range applied to it, it appears as an

infinite line. By adding the

“{x<-8.6}{x>-10}, the line then

transforms into the red highlighted

line in Fig. 4.

Figure 3

This process of using the linear

equations is repeated multiple times with

different domains and ranges which connect

each neighbouring equation. Using the domain

and range at which one equation ended at, the

next equation will start their domain and range

using the first equations domain and range.

Figure 4
 An example of how the domain and range of each separate equation can be used to create

a singular outline is shown through the following ​Figure 5.

Figure 5

Three separate linear equations are shown in Fig. 5. All of these equations have the

commonality of continuing the domain and range from which the equation previous to the current

one is being used. Take for example, the green highlighted line, the domain and range is written

​ e can then move on to the orange line, which is right next to the green one.
as ​{x>-7.1}{x<-6}. W

The domain and range of the orange line is then {x>-6.01}{x<-4.8}. Here, we can see that from

the first equation being limited at ​{x<-6},​ this orange one starts off immediately next to it at

{x>-6.01}. ​The third purple line shows how from the orange equation with​ {​ x<-4.8}, begins with

exactly that point.

By understanding how easily each equation can be led off one another, here I already had

understood the length of the lines graphed. The domain and range change the length to which the

lines are set to, this creates the boundary of their size according to the original sketch.
Functions of a circle

Now moving on to the part of the graphing process for which I had to revise the content

on cubic functions. The usage of these equations was applied when I needed to graph a smooth

curve connected to other existing linear equations.

One of the main parts I used for this type of function was to create the curves on the top

of the fingers. The most important part was to know how to restrict a circle

The basic formula for the functions of circles is as follows:

The h is the x-coordinate and k is the y-coordinate of the center.

The r is the representation of the circle’s radius.

The most basic circle function is as follows, with no transformation:

any transformation at this point yet and is only at its basic form.

Figure 6

After having created the simple base circle, I have to move on to restricting it so that only one

part of the circle is being used for the curving in the finger. In Figure 7 I show my next step was

to add a restriction on the domain. This takes away part of the circle.

Figure 7
 After this step, I move onto finalizing the restriction so that both ends of the now open

circle function are connected to the surrounding equations. I added the final restriction as seen in

the first equation in Figure 8. This step is then repeated

Figure 8

Another example of creating a finger curve with the function of circles is seen in the following

Figure: Figure 9

The difference between the previous circle function and the one in Fig. 9 is that I have made

changes to the radius restrictions. In order to do this I change

For some of the details I had to create simple straight lines. This was well reviewed content and

didn't take much research. An example of how I used straight lines is shown in Figure 9.

I first take the equation x = 8.56 , which creates a vertical straight line intersecting the x axis at

8.56. I am then able to create restrictions on the range of the equation.

Figure 9
Conclusion

Of all the equations and formulas used, only some were shown as there was a total of 123

in completion of the drawing. The mathematics used were all familiar concepts and formulas,

however, it was necessary for me to revisit the original formulas in order to manipulate the

functions properly in the tracing of the sketch. Most of the manipulation consisted of testing

different equations and inputs, along with that I also used the internet to find certain functions.

The biggest issue in replicating the sketch properly came from time. Most of the details of the

sketch have been simplified and the graph is quite accurate in accordance to the original sketch.

As there was a lot of trial and error in the functions which I tested, the functions used in the final

graph are the ones which show most accuracy and precision to the sketch. Overall, the image is

clearly recognizable when placed next to the sketch but there are some minor details left out

which are barely seen when the graph is zoomed out. By allowing myself to use the visual arts as

a point of interest for this project, I was able to use and manipulate with functions and equations

in a way which was meaningful and for which I found interest in too. Aside from the fact that the

concept of graphing was covered in class content, through this assessment I found a way to find a

relationship between something I was interested in and something I learned. The final results are

visible in Figures

The initial sketch compared to the final graphed product on Desmos

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www.haesemathematics.com/international-baccalaureate-ib.