CLASS 12 LAB TERM 1

DEMONSTRATION
1. Let the wires represent the lines l1, l2, ..., l8.
2. l1 is perpendicular to each of the lines l2, l3, l4.
3. l6 is perpendicular to l7.
4. l2 is parallel to l3, l3 is parallel to l4 and l5 is parallel to l8.
5. (l1, l2), (l1, l3), (l1, l4), (l6, l7) ∈ R
Activity 1
OBJECTIVE
To verify that the relation R in the set L of all lines in a plane, defined by
R = {(l, m) : l ⊥ m} is symmetric but neither reflexive nor transitive.
MATERIAL REQUIRED
A piece of plywood, some pieces of wires (8), nails, white paper, glue etc.
METHOD OF CONSTRUCTION
Take a piece of plywood and paste 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 the figure.
OBSERVATION
1. In Figure, no line is perpendicular to itself, so the relation R = {( l, m) : l⊥ m} is not
reflexive.
2. In the figure, l1⊥l2. Is l2 ⊥ l1? Yes
∴ ( l1, l2) ∈ R ⇒ ( l2, l1) ∈ R.
Similarly, l3 ⊥ l1. Is l1 ⊥ l3? Yes
∴( l3, l1) ∈ R ⇒ ( l1, l3) ∈ R
Also, l6 ⊥ l7. Is l7 ⊥ l6? Yes
∴( l6, l7) ∈ R ⇒ ( l7, l6) ∈ R
∴The relation R is symmetric.
3. In the figure, l2 ⊥ l1 and l1⊥ l3. Is l2 ⊥ l3? No
4. i.e., (l2, l1) ∈ R and (l1, l3) ∈ R ⇒ (l2, l3) ∉ R
5. ∴ The relation R is not transitive.

APPLICATION
This activity can be used to check whether a given relation is an equivalence relation
or not.
DEMONSTRATION
1. Let the wires represent the lines l1, l2, ..., l8.
2. l1 is perpendicular to each of the lines l2, l3, l4.
3. l6 is perpendicular to l7.
4. l2 is parallel to l3, l3 is parallel to l4 and l5 is parallel to l8.
5. (l2, l3), (l3, l4), (l5, l8), ∈ R
Activity 2
OBJECTIVE
To verify that the relation R in the set L of all lines in a plane, defined by
R ={( l, m): l || m} is an equivalence relation
MATERIAL REQUIRED
A piece of plywood, some pieces of wire (8), plywood, nails, white paper and glue.
METHOD OF CONSTRUCTION
Take a piece of plywood of convenient size and paste 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
Figure.
OBSERVATION
1. In Figure, every line is parallel to itself. So the relation R = {(l, m) : l || m} is
reflexive relation.
2. In Figure, observe that l2 || l3. Is l3 || l2? Yes.
So, (l2, l3) ∈ R ⇒ (l3, l2) ∈ R.
Similarly, l3 || l4. Is l4 || l3? Yes.
So, (l3, l4) ∈ R ⇒ (l4, l3) ∈ R and (l5, l8) ∈ R ⇒ (l8, l5) ∈ R.
∴ The relation R is symmetric.
3. In Figure, observe that l2 || l3 and l3 || l4. Is l2 || l4 ? Yes.
4. So, (l2, l3) ∈ R and (l3, l4) ∈ R ⇒ (l2, l4) ∈ R.
Similarly, l3 || l4 and l4 || l2. Is l3 || l2 ? Yes.
So, (l3, l4) ∈ R, (l4, l2) ∈ R ⇒ (l3, l2) ∈ R.
Thus, the relation R is transitive.
Hence, the relation R is reflexive, symmetric and transitive. So, R is an equivalence
relation.
APPLICATION
This activity is useful in understanding the concept of an equivalence relation.
DEMONSTRATION
1. Take the set X = {1, 2, 3}
2. Take the set Y = {a, b}
3. Join (correspondence) elements of X to the elements of Y as shown in Figure
Activity 3
OBJECTIVE
To demonstrate a function which is not one-one but is onto
MATERIAL REQUIRED
Cardboard, nails, strings, adhesive and plastic strips.
METHOD OF CONSTRUCTION
1. Paste a plastic strip on the left-hand side of the cardboard and fix three nails on it as
shown in the Figure Name the nails on the strip as 1, 2 and 3.
2. Paste another strip on the right-hand side of the cardboard and fix two nails in the
plastic strip as shown in Figure Name the nails on the strip as a and b.
3. Join nails on the left strip with the nails on the right strip as shown in Figure

OBSERVATION
1. The image of element 1 of X in Y is a.
The image of element 2 of X in Y is b.
The image of element 3 of X in Y is b.
So, the Figure represents a function.
2. Different elements in X has the same image in Y. So, the function is not one-one.
3. The pre-image of each element of Y in X exists.
So, the function is onto.

APPLICATION
This activity can be used to demonstrate the concept of one-one and onto function.
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 Figure
Activity 4
OBJECTIVE
To demonstrate a function which is one-one but not onto.
MATERIAL REQUIRED
Cardboard, nails, strings, adhesive and plastic strips.
METHOD 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 Figure 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 Figure Name the nails on the right strip as 1, 2 and 3.
6. Join the nails on the left strip to the nails on the right strip as shown in the Figure

OBSERVATION
1. The image of the element a of X in Y is 2.
The image of the element b of X in Y is 3.
So, the Figure represents a function.
2. Different elements in X has a different image in Y. So, the function is one-one.
3. The pre-image of element 1 of Y in X does not exist. So, the function is not onto.
Thus, the Figure represents a function which is one-one but not onto.
APPLICATION
This activity can be used to demonstrate the concept of one-one but not onto function.
DEMONSTRATION
Activity 5
OBJECTIVE
To find analytically the limit of a function f (x) at x = c and also to check the continuity
of the function at that point.
MATERIAL REQUIRED
Paper, pencil, calculator.
METHOD OF CONSTRUCTION

 x 2 16

 , x4
1. Consider the function given by f ( x)   x  4


 10,
 x4

2. 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 c as x and the corresponding
values of f (x) in a form of a table.

OBSERVATION
1. The value of f (x) is approaching to 8, as x  4 from the left.
2. The value of f (x) is approaching to 8, as x  4 from the right.
3. So, lim f ( x) = 8 and lim f ( x) = 8.
x 4 x 4

4. Therefore, lim f ( x) = 8, and f (4) = 10.

x 4

5. Is lim f ( x) = f (4)? No.

x 4

6. Since lim f ( x)  f (4), so, the function is not continuous at x = 4.

x 4

APPLICATION
This activity is useful in understanding the concept of limit and continuity of a
function at a point.
DEMONSTRATION
The values of x and f (x) are recorded as follows:
x 0 0.5 1 1.25 1.27 1.5 2

f(x) 9 6 0 -1.55 -1.56 0 21

x -05 -1 -1.25 -1.27 -1.5 -2

f(x) 6 0 -1.55 -1.56 0 21

1. Some ordered pairs satisfying f (x) are as follows:

2. Plotting these points on the chart paper and joining the points by a free-hand curve,
the curve obtained is shown in the figure.
Activity 6
OBJECTIVE
To understand the concepts of absolute maximum and minimum values of a function
in a given closed interval through its graph.
MATERIAL REQUIRED
Drawing board, white chart paper, adhesive, geometry box, pencil and eraser, sketch
pens, ruler, calculator.
METHOD OF CONSTRUCTION
1. Fix a white chart paper of convenient size on a drawing board using adhesive.
2. Draw two perpendicular lines on the squared paper as the two rectangular axes.
3. Graduate the two axes as shown in Figure
4. Let the given function be f (x) = (4x2 – 9) (x2 – 1) in the interval [–2, 2].
5. Taking different values of x in [–2, 2], find the values of f (x) and plot the ordered pairs
(x, f (x)).
6. Obtain the graph of the function by joining the plotted points by a free-hand curve as
shown in the figure.
OBSERVATION
1. The absolute maximum value of f (x) is 21 at x = -2 and 2
2. Absolute minimum value of f (x) is -1.56 at x = -1.27 and 1.27.
APPLICATION
The activity is useful in explaining the concepts of the absolute maximum/minimum
value of a function graphically.