OBJECTIVE To verify that the relation R in the set L of all lines in a plane, defined by R=((,m):11 m)} is symmetric but neither reflexive nor transitive. MErHop OF CONSTRUCTION MArerIAL REQUIRED A piece of plywood, some pieces of wires (8), nails, white paper, glue etc. Take a piece of plywood and paste a white paper on it. Fix the wires randomly on the plywood with the help of nails such that some of them are parallel, some are perpendicular to each other and some are inclined as shown in Fig.1. Fig. 1 DEMONSTRATION 1, Let the wires represent the lines /,, 2.1, 3. 1, is perpendicular to L.. perpendicular to each of the lines /,, yoos Ty lake L 4 4, 4 [see Fig. 1] 4. 1, is parallel to /,, 1, is parallel to J, and /, is parallel to /,. 5. (yy Lads (ly Lys sy Lye Uy) © R3. J, is perpendicular to 1. 4. L, is parallel to /,, /, is parallel to /, and /, is parallel to /,. 5. (ys Ls Uy Ls Us Us Ug) € R OBSERVATION 1. In Fig. 1, no line is perpendicular to itself, so the relation R= {(i,m): 1 Lm} reflexive (is/is not). 2. In Fig. 1, )L/,.Is/,L1,?_____ (Yes/No) (1, Lye RS (1, 1) ____R (€le) Similarly, /, 1 /,.Is/,; 11,2? (Yes/No) (1,1,)€ R= (1,1) R (¢/e) Also, JL1.Isi 11? (Yes/No) (L,Le R= (1,1) R_ (€/le) The relation R .... symmetric (is/is not) 3. In Fig. 1,/, LJ, and /,1/, . Is 1, LI, ... (Yes/No) ie, (yp ,) € Rand (,,1,) € R= (1) R(€/e) The relation R .... transitive (is/is not). APPLICATION This activity can be used to check whether a 1. In this case, the relation is given relation is an equivalence relation or not an equivalence relation. not. 2. The activity can be repeated by taking some more wire in different positions. 102 Laboratory ManualActiuity 2 OpjecrivE To verify that the relation R in the set L of all lines in a plane, defined by R={(l, m): [ll m} is an equivalence relation. METHOD OF CONSTRUCTION MarertAt ReQuireD A piece of plywood, some pieces of wire (8), plywood, nails, white paper, glue. Take a piece of plywood of convenient size and paste a white paper on it. Fix the wires randomly on the plywood with the help of nails such that some of them are parallel, some are perpendicular to each other and some are inclined as shown in Fig. 2. Fig. 2 DEMONSTRATION 1. Let the wires represent the lines /), 1,, ... 1, Ms I 4 4 4 Le +f 2. 1, is perpendicular to each of the lines /,, 1,, !, (see Fig. 2). 3. 1, is perpendicular to L,. 4. 1, is parallel to J,, /, is parallel to /, and /, is parallel to /,. 5. (ly Lys (Uy Us (lg tgs © ROBSERVATION 1, In Fig. 2, every line is parallel to itself. So the relation R = {(/, mm): [ll m} .... reflexive relation (is/is not) 2. In Fig. 2, observe that /,|\/, . Is /, ... 1,? (W/ Il) So, (U,lye R=>(I,1,)..R Ele) Similarly, Ill dy Is Dy .,2 (7) So, (U,l)€ R=>(I,l)..R le) and (lg) € R=>(Iy dy) R (ele) «. The relation R ... symmetric relation (is/is not) 3, In Fig. 2, observe that J, II, and J, Id, Isl, 1,2 (I/D So, (1, ,) € Rand (1,,1,) € R= (1, l,) .. R (€/#) Similarly, I, Wd, and 2,1, 1s 1, ...1,2 7/1) So, (ly 1) € Ry (ly Lb) € R> (Uy L) » R(E,€) Thus, the relation R ... transitive relation (is/is not) Hence, the relation R is reflexive, symmetric and transitive. So, R is an equivalence relation. APPLICATION This activity can be repeated This activity is useful in understanding the concept of an equivalence relation. by taking some more wires in different positions. 104 Laboratory ManualSctivity W 3 OBJECTIVE MATERIAL REQUIRED To demonstrate a function which is Cardboard, nails, strings, adhesive one-one but not onto. and plastic strips. Metuop oF ConsTRUCTION 1. Paste a plastic strip on the left hand side of the cardboard and fix two nails in it as shown in the Fig. 4.1. Name the nails as a and b. 2. Paste another strip on the right hand side of the cardboard and fix three nails on it as shown in the Fig. 4.2. Name the nails on the right strip as 1, 2 and 3. 3. Join nails on the left strip te the nails on the mht strip as shown in the Fig. 4.3. Vs x | Fig. 4.1 Fig, 4.2 Fig. 4.3 DEMONSTRATION 1. Take the set X = {a, b} 2. Take the set Y = {1, 2, 3}. 3. Join elements of X to the elements of Y as shown in Fig. 4.3.OBSERVATION 1. The image of the element a of X in Y is The image of the element b of X in Y is So, the Fig. 4.3. represents a 2. Every element in X has a image in Y. So, the function is (one-one/not one-one). 3. The pre-image of the element | of Y in X (exists/does not exist). So, the function is (onto/not onto). Thus, Fig. 4.3 represents a function which is but not onto. APPLICATION This activity can be used to demonstrate the concept of one-one but not onto function.ivity 9 4 OssEcTIVE Marertat ReQuirep To find analytically the limit of a Paper, pencil, calculator. function f (x) at x = c and also to check the continuity of the function at that point. METHob oF ConstRUCTION 1. Consider the function given by [(9=) x-4 10, x=4 N . Take some points on the left and some points on the right side of c (= 4) which are very near to c, 3. Find the corresponding values of f (x) for each of the points considered in step 2 above. 4. Record the values of points on the left and right side of ¢ as x and the corresponding values of f (x) in a form of a table. DeMonsTRATION 1. The values of x and f (x) are recorded as follows: Table 1 : For points on the left of c (= 4). ¥ 3.9 | 3.99 | 3.999 | 3.9999 | 3.99999 | 3.999999) 3.9999999 Ff (| 7.9 | 7.99 | 7.999 | 7.9999 | 7.99999 |7.999999] 7.9999999 2. Table 2: For points on the right of ¢ (= 4). x |4.1|4.01]4.001 | 4.0001] 4.00001 | 4.000001 | 4.0000001 Ff (x)]8.1 | 8.01] 8.001 | 8.0001} 8.00001 | 8.000001 | 8.0000001 1. The value of f (x) is approaching to . as.x4 from the left, 2. The value of f (x) is approaching to aS. x94 from t 3. So, lim f(x) = and lim f(x) 4. Therefore, limf(x)= sf)2. Table 2: For points on the right of c (= 4). f (x)]8.1 | 8.01] 8.001 | 8.0001 | 8.00001 | 8.000001 | 8.0000001 OBSERVATION 1. The value of f (x) is approaching to , as x4 from the left. 2. The value of f (x) is approaching to , as x4 from the right. 3. So, lim f(x) = and lim f (x)= 4. Therefore, lim f (x)= Jf A= 5. Is lim f(x) =f (4) 2 (Yes/No) 6. Since f(c)#lim f(x), so, the function is at x = 4 (continuous/ not continuous). APPLICATION This activity is useful in understanding the concept of limit and continuity of a function at a point.OBJECTIV! Marertat Requirep To understand the concepts of Pieces of wire of different lengths, decreasing and increasing functions, piece of plywood of suitable size, white paper, adhesive, geometry box, trigonometric tables. MEetuop or Construction 1. Take a piece of plywood of a convenient size and paste a white paper on it. 2. Take two pieces of wires of length say 20 cm each and fix them on the white paper to represent x-axis and y-axis. 3. Take two more pieces of wire each of suitable length and bend them in the shape of curves representing two functions and fix them on the paper as shown in the Fig, 13. 4. Take two straight wires each of suitable length for the purpose of showing tangents to the curves at different points on them. Demonstration 1. Take one straight wire and place it on the curve (on the left) such that it is tangent to the curve at the point say P, and making an angle 01, with the positive direction of x-axis, 2. @, is an obtuse angle, so tanct, is negative, i.e., the slope of the tangent at P, (derivative of the function at P,) is negative. 3. Take another two points say P, and P, on the same curve, and mal using the same wire, at P, and P, making angles ct, and oL,, resp the positive direction of x-axis. 4. Here again «, and ot, are obtuse angles and therefore slopes of tan ot, and tan @, are both negative, i.e., derivatives of the function id P, are negative.—Aciviings OsjECTIVE . MArerIAL REQUIRED To construct an open box of maximum Chart papers, scissors, cellotape, volume from a given rectangular sheet calculator. by cutting equal squares from each corner, Metuop or Construction . Take a rectangular chart paper of size 20 cm x 10 cm and name it as ABCD. 2. Cut four equal squares each of side x cm from each comer A, B, C and D. 3. Repeat the process by taking the same size of chart papers and different values of x. 4, Make an open box by folding its flaps using cellotape/adhesive. Dx xc | x 10cm AX 20em Fig. 16 DEMONSTRATION 1. When x = 1, Volume of the box = 144 cm* 2. When x = 1.5, Volume of the box = 178.5 cm* . When x = 1.8, Volume of the box = 188.9 cm’. When x = 2, Volume of the box = 192 cm‘. . When x = 2.1, Volume of the box = 192.4 cm’, . When x = 2.2, Volume of the box = 192.2 cm’, . When x = 2.5, Volume of the box = 187.5 cm’. . When x = 3, Volume of the box = 168 cm’. Nau w ° Clearly, volume of the box is maximum when x = 2.1.tangent to the curve at the point say P, and making an angle @, with the positive direction of x-axis. 2. O,, is an obtuse angle, so tanat, is negative, i.e., the slope of the tangent at P, (derivative of the function at P,) is negative. 3. Take another two points say P, and P, on the same curve, and make tangents, using the same wire, at P, and. P, making angles a, and @,, respectively with the positive direction of x-axis. 4. Here again 01, and &, are obtuse angles and therefore slopes of the tangents tan a, and tan , are ‘both negative, i.e., derivatives of the function at P, and P, are negative. 5. The function given by the curve (on the left) is a decreasing function. 6. On the curve (on the right), take three point Q,, Q,, Q,, and using the other straight wires, form tangents at each of these points making angles B,, B,, B,, respectively with the positive direction of x-axis, as shown in the figure. B,, B,, B, are all acute angles. So, the derivatives of the function at these points are positive. Thus, the function given by this curve (on the right) is an increasing function. OBSERVATION 1. a, = » > 90° a, = : > , tan a, = , (negative) tan 0, = ), tan O, = , (_____). Thus the function is 2. B= < 90°¢B, = ,< .B, .< tan B, = ______, (positive), tan B, = ____, ( ), tan B, = (______). Thus, the function is APPLICATION This activity may be useful in explaining the concepts of decreasing and increasing functions.8. When x = 3, Volume of the box = 168 cm’. Clearly, volume of the box is maximum when x = 2.1. OBSERVATION 1. V, = Volume of the open box ( when x= 1.6) =... . V, = Volume of the open box ( when x= 1.9) = . V = Volume of the open box ( when x = 2.1) = V, = Volume of the open box ( when x = 2.2) = 7 . V, = Volume of the open box ( when x= 2.4) = . V, = Volume of the open box ( when x= 3.2) - Volume V, is than volume V. . Volume V, is than volume V. than volume V. Volume V, Seer awneen . Volume V, than volume V. 11. Volume V, than volume V. So, Volume of the open box is maximum when 2 APPLICATION This activity is useful in explaining the concepts of maxima/minima of functions. Itis also useful in making packages of maximum volume with minimum cost. Let V denote the volume of the box. 2x Now V = (20-2) (10 or V = 200x — 60x? + 4x" -200-120x+12x . For maxima or minima, we have, =0, ie. 3° 30K + 50=0 <> is negative. Hence, V should be maximum at x= 2.1Activity 07 OBJECTIVE Mareriac Requirep To find the time when the area of a Chart paper, paper cutter, scale, rectangle of given dimensions become pencil, eraser, cardboard, maximum, if the length is decreasing and the breadth is increasing at given rates. MEruop oF ConstTRUCTION 1, Take a rectangle R, of dimensions 16 cm x 8 cm. 2. Let the length of the rectangle is decreasing at the rate of 1cm/second and the breadth is increasing at the rate of 2 cm/second. 3. Cut other rectangle R,, Ry, Ry R,, Ry, R. Ry, Ry, ete. of dimensions 15 cm x 10 cm, 14 cm x 12 cm, 13 em x 14cm, 12 cm x 16 cm, 11 cm x 18 cm, 10 cm x 20 cm, 9 cm x 22 cm, 8 cm x 24 cm (see Fig.17). 4. Paste these rectangles on card board. R 14 R, fi R 1 16 4 13 o (iii) (yy ry R18 Rx Ra ac 2 uw 10 8 ©) (wi) wi) ww DEMONSTRATION 1. Length of the rectangle is decreasing at the rate of 1cm/s and the breadth is increasing at the rate of 2cm/s. 2. (i) Area of the given rectangle R, = 16 x 8 = 128 cm’. (ii) Area of rectangle R, = 15 x 10 = 150 cm? (after 1 sec). (iii) Area of rectangle R, = 168 cm? (after 2 sec). (iv) Area of rectangle R, = 182 cm? (after 3 sec). (v) Area of rectangle R, = 192 cm? (after 4 sec).1. Length of the rectangle is decreasing at the rate of 1cm/s and the breadth is increasing at the rate of 2cm/s. 2. (i) Area of the given rectangle R, = 16 x 8 = 128 cm’. 15 x 10 = 150 cm*(after 1 see). (ii) Area of rectangle R, (iii) Area of rectangle R, = 168 cm? (after 2 sec). (iv) Area of rectangle R, = 182 cm? (after 3 sec). (v) Area of rectangle R, = 192 cm? (after 4 sec). (vi) Area of rectangle R, = 198 cm? (after 5 sec). (vii) Area of rectangle R, = 200 cm? (after 6 sec). ¢ Area of rectangle R, = 198 cm? (after 7 sec) and so on. Thus the area of the rectangle is maximum after 6 sec. OBSERVATION 1. Area of the rectangle R, (after 1 sec) = . Area of the rectangle R, (after 3 sec) = eon . Area of the rectangle R, (after 5 sec) = . Area of the rectangle R, (after 6 sec) = . Area of the rectangle R, (after 7 sec) = . Area of the rectangle R, (after 8 sec) = . Rectangle of Maximum area (after seconds) = . Area of the rectangle is maximum after sec. Caer ans |. Maximum area of the rectangle is a Tatoniogy Mana APPLICATION This activity can be used in explaining the concept of rate of change and optimisation of a function. The function has local maxima/minima at x = 0 and x= + 1.27, respectively. Let the length and breadth of rectangle be a and b. ‘The length of rectangle after r seconds = a ~ t.APPLICATION This activity can be used in explaining the concept of rate of change and optimisation of a function. ‘The function has local maxima/minima at x = 0 and x = + 1.27, respectively. Let the length and breadth of rectangle be a and b. The length of rectangle after # seconds = a ~ 1. ‘The breadth of rectangle after ¢ seconds = b + 2. ‘Area of the rectangle (after ¢ sec) = A(t) = (a—1) (b + 21) = ab = br 2at - 2° A’ ()=-b4+2a-41 For maxima or minima, A’ (1) = 0. Mathematics as A'(t)=0=4=. AM()=-4 “of 2a-b a 4 wich is negative ‘Thus, A(r)is maximumatr =: seconds. Here, a= 16cm, b = 8 cm. 32 24 ‘Thus, r=: 78 seconds Hence, after 6 second, the area will become maximum_ Activity @ 8 OBJECTIVE Materia ReQuirep To locate the points to given Drawing board, geometry box, coordinates in space, measure the squared paper, nails of different distance between two points in space lengths, paper arrows. and then to verify the distance using distance formula. MEtHOp oF ConstRUCTION y Fig 22 Take a drawing board and paste a squared paper on it. 2. Draw two lines X’OX and Y’OY to represent x-axis, y-axis respectively (see Fig. 22) and take | unit = 1 cm. 3. Fix a wire through O, in the vertical direction, representing the z-axis. 4, Fix nails of length 1 cm, 2 cm, 3 cm, 4 cm, ete. at different points on the squared paper (say at L (-2, -3), N (2, 2), M (4, 1), $ G, -5)), ete, Now the upper tips of these na space. Is represent the points (say A, B, DeMoNsTRATION 1. Coordinates of the point A = (-2, -3, 1),DEMONSTRATION 1. Coordinates of the point A = (-2, -3, 1). 2. Coordinates of the point B = (-2, 2, 2). 3. Similarly find the coordinates of the point C and D. 4. By actual measurement (using a scale) distance AB = 5.1 cm. 5. By distance formula, AB=(-2+2)? +(-3- 2° + (1-2)? = V26 = 5.099. Thus, the distance AB, obtained by actual measurement is approximately same as the distance obtained by using the distance formula. Same can be verified for other pairs of points A, C; B, C; A, D; C, D; B, D. Observation Coordinates of the point C = ; Coordinates of the point D = . On actual measurement : AC = . BC = AD = CD= » BD= Mathematics i Using distance formula; AC = . BC = ,AD= cD = BD = Thus, the distance between two points in space obtained on actual measurement and by using distance formula is approximately the same. APPLICATION 1. This activity is useful in visualising the position of different points in space (coordinates of points). 2. The concept of position vectors can also be explained through this activity.OBJECTIVE To measure the shortest distance between two skew lines and verify it MartertAL REQUIRED A piece of plywood of size 30 cm x 20 cm, a squared paper, analytically. three wooden blocks of size 2cm x 2 cm x 2 cm each and one wooden block of size 2 cm x 2.cm x 4.cm, wires of different lengths, set squares, adhesive, pen/pencil, etc. ME Tuo OF CONSTRUCTION 1. 2. Paste a squared paper on a piece of plywood. On the squared paper, draw two lines OA and OB to represent x-axis, and y-axis, respectively. . Name the three blocks of size 2 cm x 2 cm x 2 cm as I, II and III. Name the other wooden block of size 2 cm x 2 cm x 4 cm as IV. . Place blocks 1, I, III such that their base centres are at the points (2, 2), (1, 6) and (7, 6), respectively, and block IV with its base centre at (6, 2). Other wooden block of size 2 cm x 2 cm x 4 cmas IV. . Place a wire joining the points P and Q, the centres of the bases of the blocks I and III and another wire joining the centres R and S of the tops of blocks II and IV as shown in Fig. 26. . These two wires represent two skew lines. . Take a wire and join it perpendicularly with the skew lines and measure the actual distance.B ¥ y Fig. 26 DEMONSTRATION 1. A set-square is placed in such a way that its one perpendicular side is along the wire PQ. 2. Move the set-square along PQ till its other perpendicular side touches the other wire. in Laboratory Manul 3. Measure the distance between the two lines in this position using set This is the shortest distance between two skew lines.3. Measure the distance between the two lines in this position using set-square. This is the shortest distance between two skew lines. 4. Analytically, find the equation of line joining P (2, 2, 0) and Q (7, 6, 0) and other line joining R (1, 6, 2) and S (6, 2, 4) and find S.D. using a,-a,)-(b,xb, (42-4) (bs) The distance obtained in two cases will be the same. lb, xb,| OBSERVATION 1. Coordinates of point P are . Coordinates of point Q are . Coordinates of point R are 2 3 4. Coordinates of point S are 5. Equation of line PQ is 6 . Equation of line RS is Shortest distance between PQ and RS analytically = Shortest distance by actual measurement = The results so obtained are APPLICATION This activity can be used to explain the concept of skew lines and of shortest distance between two lines in space.DEMONSTRATION 1. Fig. 27 gives all possible outcomes of the given experiment. Hence, it represents the sample space of the experiment. 2. Suppose we have to find the conditional probability of an event A if an event B has already occurred, where A is the event “a number 4 appears on both the dice” and B is the event "4 has appeared on at least one of the dice’?i.e, we have to find P(A |B). 3. From Fig. 27 number of outcomes favourable to A= 1 Number of outcomes favourable to B = 11 Number of outcomes favourable to AM B = 1. . 1 4. (i) P(B)= >, 1. You may repeat this activity by 36 . taking more events such as the probability of getting a sum 10 when . 1 a doublet has already occurred. (ii) P(ANB) = = 36 2. Conditional probability P (A1B) can also be found by first P(AMB) 1 taking the sample space of event B iii) P(AIB)= —5p\ = out of the sample space of the PB) ll experiment, and then finding the robability A from it. OBSERVATION ee—er’ 1. Outcome(s) favourable to A : »n(A)= 2. Outcomes favourable to B : ,n(B)= 3. Outcomes favourable to AN B : sn(ANB)= 4.P(ANB)= 5. P(AIB)= = APPLICATION This activity is helpful in understanding the concept of conditional probability, which is further used in Bayes’ theorem. ieOBJECTIVE MArerIAL REQUIRED To explain the computation of A piece of plywood, white paper conditional probability of a given pen/pencil, scale, a pair of dice. event A, when event B has already occurred, through an example of throwing a pair of dice. METHop OF ConsTRUCTION 1. Paste a white paper on a piece of plywood of a convenient size. 2. Make a square and divide it into 36 unit squares of size lcm each (see Fig. 27). 3. Write pair of numbers as shown in the figure. Fig. 27