AIM:

To determine a function which is not a one one but

onto

Previous Knowledge Required:

1) Knowledge of a function
2. Knowledge of one-one function.
3. Knowledge of onto function.

Materials Required:
Cardboard , some rubber bands, white
sheet, some spikes /nails /thumb pins, sketch
pens, coloured sheet of papers, fevistik,
geometry box etc.

Preparation / Presentation for

the Activity:
1. Take a cardboard and paste two coloured
strips of different colours in oval shape,
label them as A and B.
 2. Fix three spikes on strip A and two spikes
on strip B and write the spikes as a, b, c and
2, 3 respectively (see figure).
3. Join the spikes of the two strips with
rubber bands (see figure).
4. Take the strip A as set A = (a, b, c) and
strip B as set B = (2, 3).

Observations:
1. The image of the element a of set A in set B is 2. The
image of the element b of set A in set B is 3.
The image of the element c of set A in set B is 3.
Thus, the represent is many one, as two elements of set
A i.e., b and c have the same image
3 in set B.
2. Every element of set A has a image in set B and the
function is not one-one.
3. The pre-image of every element of set B in set A
exists.
Thus, the function is onto.
Result: Hence, the given function is not one-one but
onto.
Aim: To draw the graph of sin1x, using the graph of
sin x and demonstrate the concept of mirror
reflection (about the line y=x).

Previous Knowledge Required:

1. Concept of six trigonometric functions.
2. Concept of inverse of a function.
3. Concept of mirror reflection.

Materials Required:
white sheet, graph paper, coloured pens or sketch pens,
fevistik, geometry box etc.

Preparation/Presentation for the

Activity:
1) Take a cardboard of dimensions 20 cm by 20 cm.
Paste a white sheet
on the cardboard.
3) Paste a graph paper on the white sheet and draw
two perpendicular lines to make the rectangular axes
as X'OX and Y'OY.
4) Take values of x on the x-axis and values
of sin x on the y-axis with equal divisions (see figure).
5)plot the points in graph as given:

6) Now, draw the graph of the line y=x by drawing

inclination of 45 degree on both sides i.e in the first
quadrant
Observations:
Put a mirror on the line y=x. we noticed that the
image of the graph of sin x in the mirror will
represent the graph of arcsin(x).

The image of A, in the line y = x i.e., the mirror is B1

The image of A, in the line y = x i.e., the mirror is B2
The image of A, in the line y=x i.e., the mirror is B3
The image of A, in the line y=x i.e., the mirror is B4
The image of A, in the line y=x i.e., the mirror is B5
The image of A, in the line y = x i.e., the mirror is B6
The image of A, in the line y=x i.e., the mirror is B7
The image of Ag in the line y = x i.e., the mirror is B8
The image of A, in the line y=x i.e., the mirror is B9
The image of A in the line y = x i.e., the mirror is B10
The image of A in the line y=x i.e., the mirror is B11
The image of A, in the line y=x i.e., the mirror is B12

Result: The image of the graph of sin x in the

line y=x is the graph of arcsin x and the image
of the graph of arcsinx in the line y = x is the
graph of sin x. Hence, they are the mirror
reflection of each other in the line y=x
Aim:
To understand the concept of local maxima, local
minima and point of inflection.
Previous Knowledge Required:
1. Knowledge of the concept of increasing and
decreasing function.
2. Knowledge of the concept of local maxima, local
minima and point of inflection. Materials Required:
Drawing board, thread, white sheet of paper, fevistik,
geometry box etc.
Preparation/Presentation for the
Activity:
1. Take a white sheet of paper and fix it on a drawing
board.
2. Draw two perpendicular lines X'OX and Y'OY with
O as origin depicting cordinate axes.
3. Take a piece of thread and paste the thread in the
shape of curve (see figure).
4. Take five pieces of thread and fix them at the
points A, B, C, D and E parallel to x-axis (see figure).
5. Clearly, threads at the points A, B, C and E
represent tangents to the curve and slope of tangents
at these points are zero. At point D, tangent intersects
the curve.
6. At points A and C, sign of the first derivative
changes from negative to positive. So, they are the
points of local minima.
7. At points B and E, sign of the first derivative
changes from positive to negative. So, they are the
points of local maxima.
8. At the point D, sign of the first derivative does not
change. So, it is a point of inflection.
Observations:
1. Sign of first derivative, i.e., the slope of the
tangent at a point immediate left of A on the curve
is negative. Sign of first derivative, i.e., the slope
of the tangent at a point immediate right of A on
the curve is positive. Thus, it is a point of local
minima.
2. Sign of first derivative, i.e., the slope of the
tangent at a point immediate left of B is positive
and immediatee right of B is negative. Thus, it is a
point of local maxima.
3. Sign of first derivative, i.e., the slope of the
tangent at a point immediate left of C is
negative and immediate right of C is positive.
Thus, it is a point of local minima.
4. Sign of first derivative, i.e., the slope of
the tangent at a point immediate left of D is
positive and immediate right of D is also
positive. Thus, it is a point of inflection.
5. Sign of fist derivative, i.e., the slope of the
tangent at a point immediate left of E is positive
and immediate right of E is negative. Thus, it is
a point of local maxima.

Result:
This activity helps in explaining the concept of local
maxima and minima and infections. It is also useful in
problems of daily life such as making of packages of
maximum capacity at minimum cost or vice versa
Aim:
To verify that angle in a semicircle is a right angle,
using vector method.
Previous Knowledge Required:
1. Knowledge of the concept of dot product of two
vectors.
2. Knowledge of the concept of equal vectors.
Materials Required:
Drawing board, white sheet of paper, threads, sketch
pens, fevistik, geometry box, thumb pins
etc.
Preparation/Presentation for the
Activity:
1. Fix a white sheet of paper on the drawing board.
2. Draw a circle with centre O and radius say 8 cm.
3. Take AOB as a diameter of the circle and choose
two points say P and Q on the semicircle (see figure).
Join OA, OB, OP, OQ, AP, AQ, BP and BQ. Put arrows
on OA, OB, OF, OQ, AP, AQ, BP
and BQ (see figure) indicating as vectors.
5. Measure the angle ZBPA, between the vectors BP and
AP, <BPA = 90°. Similarly, angle between the vectors
BQ and AQ, ZBQA = 90°.
Observations:
OP = 0A = 0B = OQ = r = a = p
Also, find AP , BP , AB , AQ , BQ
Find BP.AP and BQ.BP.
Also, AnGle BPA = Angle BQA=90°.
Hence, angle in a semicircle is right angle.
Result:
This activity can be used to explain the concept of
vectors of equal magnitude, opposite vectors,
perpendicular vectors, dot product of two vectors.
Let 0A = 0B = a, OP=p
AP = -oa + op = a + p or p+a
BP= OP-OB = p – a
Now, AP,Bp = (p+a).(p-a)
=p–a=0
Thus , angles between the vectors AP and BP is right
angle
Aim:
To measure the shortest distance between two skew
lines and verify it analytically.

Previous Knowledge Required :

1. Knowledge of the concept of skew lines, co-planar
lines.
2. Knowledge of the concept of shortest distance
between two lines.

Materials Required:
Piece of plywood/drawing board, graph papers,
wooden blocks of dimensions 2 cm by 2 cm by 2 cm
and 2 cm by 2 cm by 4 cm, fevistik, threads, geometry
box etc.
Preparation for the Activity:
1. Take a drawing board, fix a white sheet of paper and
again paste a graph paper on it.
2. Draw two perpendicular lines say OA and OB,
representing x-axis and y-axis, graduation the lines
OA and OB (see figure).
3) Label the blocks as 1(2 by 2 by 2), 2(2 by 2 by 2), 3
(2 by 2 by 2) and 4(2 by 2 by 4). Place the first
three blocks of sizes 2 by 2 by 2 at the points (2, 2),
(1, 6) and (7, 6) such that their base centres lie on the
above points. Now, place block-4 such that its base
centre lie on (6, 2) (see figure).
4) Join the opposite points P, Q and R, S with the help
of threads. Now, line segments PQ and RS forming the
skew lines.
5) Take a ruler and measure the actual distance
between these lines, which is the required shortest
distance between the two skew lines PQ and RS.
6) Also, calculate analytically shortest distance
between the two skew lines PQ and RS by using:

where, P(2, 2, 0) , Q(7, 6, 0) and R(1, 6, 2) , S(6, 2, 4)

are the two lines.
Hence, the shortest distance between the two skew lines
PQ and RS, so obtained are equal.
Result:
This activity is very helpful to learn the concept of
skew lines and the shortest distance between them in the
space.
Aim:
To explain the computation of conditional probability
of a given event A, when event B has already occurred,
through an example of throwing a pair of dice.
Previous Knowledge Required:
1. Knowledge of the concept probability, same space
etc.
2. Knowledge of the concept of conditional
probability.
Materials Required:
Pair of dice, drawing board, white sheet of paper,
coloured sheets of paper, pair of scissors, sketch pens,
fevistik, geometry box, graph paper etc.
Preparation/Presentation for the Activity:
1. Take a drawing board, fix a white sheet of paper on
it and finally paste a graph (square sheet) sheet having
36 unit squares of size 1'cm each. Write pair of
numbers as shown in figure.
2. Here, we have 36 possible outcomes. Thus, it
represent the sample space of the experiment.
3. Suppose, we have to find the conditional probability
of an event A when 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.
4) Total number of possible outcomes in favour of A
is (4, 4), ie, 1 in number. Total number of possible
outcomes in favour of B are (1,4), (2, 4), (3, 4),
(5, 4), (5, 6), (4, 1), (4, 2), (4, 3), (4, 5), (4, 6) ie, 11
in number.
Total number of outcomes in favour of AnB is (4, 4),
ie, 1 number.

You may repeat this activity by taking

more events.
Result :
This activity is helpful in understanding the concept of
conditional probability, which is very helpful in Baye's
Theorem.