Activity 2

Aepie
Equivalence Relation.

Objective defined
by R {(, m): /||m} isis an.
an equivalence
all lines in a plane,
that the relation R in the set L
of
lo verity
relation.

Pre-requisite Knowledge
(a) Definition of an equivalence relation. lines etc.
lines and perpendicular
(b) Properties of parallel

ribbons, few board pins and paper

Materials Required or colourful pins,
chartpapers, thin plastic strips
A thick cardboard, colourful
fevicol etc.

Demonstration with the help of thin plasticstrin

(6) Now, join two pins
Take a colourful chart paper
(Here white colour) or colourful
ribbons to represent horizontal lines,
(a) cardboard with the help
of
transversal lines, see Fig. 2.2
and paste it on the them vertical lines and
board pins. Now take
few paper pins and put lines take red colour ribbon,
shown in Fig. 2.1. Note: For horizontal
chart paper as colour ribbon and for
randomly on the for vertical lines take green
colour ribbon. Students
transversal lines take black
colours as per their choice.
can take different

Fig. 2.2
Fig. 2.1

Observation
(a), is parallel tol, l , is parallel to

1.e. ,4) eR -(1) ¬ R

Similarly 1) e R » ((, 1h) e R
1,) e R 1,4) e R
Thus R = {(, m) : | | m} is symmetric.

10 7ogether wth Mathematics Lab Manual-12

 (b), is parallel to itself
i.e. each line is
parallel to itself.
R ={(, m) : I || mn} is reflexive.
(), |1 and , || 1, ||1,

Result
i.e. .1,)
R
e R and
{(I, m) : 7 ||m}
((2 !)
is
e R

transitive.
((, 1) e R
111
Since R m} relation.
i(, m) : 'I| Is
reflexive, symmetric and transitive, therefore it is an cquivac

APPLICATION
(a) lake sOme more colourful threads in different positions and repeat this activity to clear the concept o
different types of relations.
.
(6)Take few triangles in such a way that some are each other and put them in a collection
similar to
Define R =
{(A1, A,): A A,} in A. Check Whether R is an
equivalence relation or no

FILL IN THE BLANKS

) Let S be the set of all real numbers and R defined as R {(a, b) : a* +b = 1} is. only.
Sol. Symmetric
(ii) Let R = {{a, a ) :a is a prime number less than 10} then domain of R is.

Sol. {2, 3, 5, 7}
(ii) If R, and R, are two equivalence relation on a set A, then R, n R, is an .
Sol. Equivalence relation.
(iv) Relation R defined in set A = {1, 2, 3 , . 13, 14} as R {(r,y) : 3x-y = 0} is not an

Sol. Equivalence relation.

ViVA VoCE
() Define empty relation?
elements of A is related to any element of A i.e.
Sol. Relation R in a set A is called an empty relation, if no

R .
Is the relation 'is less than to' R equivalence relation?
(i) or equal on an

Sol. No.
Tell the domain and range of R.
(ii) Let R (a.:aE N and 1 <a<5.
=

Sol. Domain is {2, 3, 4} and Range is23 1 14

that R, nR, is also an equivalence relation.
(v) IfR, and R, be two equivalence relation on a setA, then can you say
Sol. Yes.

Activities 11
 Activity 6
Topic
Inverse Trigonometrie Punction

Objective sin' x using a unit

C
o explore the principal value of the function

Pre-requisite Knowledge trigonometric

functions.

properties of inverse
Concept of trigonometric ratios and

Materials Required ruler etc.

sheet. needles, thin wires,
bars, pencil,
A drawing

Demonstration
drawing sheet.
(a) Draw a circle of radius 1 unit on a
the centre O.
Draw XOX and YOY wo mutually
perpendicular lines passing through
) as shown in Fig. 6.1.
(c)Mark the points P. Q. R, S
where the circle meets the r-axis and y-axis
shown in Fig. 6.1.
(d) Fix two bars on Q and S as
its other end at the circumference ofthe
th
(e) Takc a needle of length 1 unit and
fix its one end at 0 and keep
same circle to move along it. See Fig. 6.1.
freely

Bar | Bar

A Thin wire Thin wire

jeed

Thin wire

Bar R Bar

Fig. 6.1
Fig. 6.2
)Also fix
thin wire between the bars and
a
parallel to x-axis. See Fig. 6.1.
(g) Find the coordinate of A as (x, sin
(h) Rotate the needle
a,).
anticlockwise and mark the
points B, C, D
() y-coordinate of B issin(n u,) =
sin
respectively (Fig. 6.2).
) Since
a
y-coordinate of A and B are same.
Since function
is nol one-one in first and second
(k) Similarly
keeping the
needle at quadrants.
Therefore, ine function is also ungles u, and (- n t a,) the
not one-one in y-coordinate of the points C and D a same

() Now move the needle in third and fourth

anticlockwise direction quadrants.See Fig. 6.2.
and 4, by sliding the thin wire
starting from-to and find y-coordinates ot .4
parllel to r-axis. We A*:
22 hgetées
see
y-coordinate are different.
wced" Mathematics Lab
Manual-12
 he needle at any arbitrary angle 0 lying in the interval a n d find the y-coordinate of the point
(m)

sin or 0 = sin" y. See Fig. 6.4., as sine function is

s
one-one onto in-

3in

arc
sin

As

Y Y
Fig. 6.3 Fig. 6.4

Observation

We observe that sine function is positive in I quadrant and I1 quadrant.

(a)
in and IV quadrant.
(h) Sine function is negative II
(c) Fory
=
00 e-
(d) 0 siny = ye-1, 1]
Result
(a) sin:
.. Sin x exist.
[-1, 1] is one-one onto

sin's: 1, 11
(b) This range of sinx is called the principal value of sine function.

APPLICATION
(a) This activity helps the students to understand the concept of principal values of different inverse
trigonometric functions.

(b) Students should try to find the principal value of cos x.

FILL IN THE BLANKS

() The value of tan(-1) in the interval

Sol.

i) The principal value of cosec 2 is

Sol.

ui) The value of t - cotx where x E R.

Sol. cot(-x)
T h e value of cosecx + sec x = where lrl 21.
Sol, T
2
0) The value of tan cos+
5 tanis
Sol. 19
8

Activities
 Activity 11
Tople
ARpliatiol Derivative

0bjective
Rvlle's Theonem
8 veri
aMaln Statement of Rolle's Theorem
u) is:
aa)runctin
contununus on the closed interval (a, b1.
derivalble on the open interval (a, b) and
() Aa) )
theorem is applicable.
then Rolle s
Pre-requisite Knowledge
ie) Functiom is continuous and ditfferentiable in the given interval.
of tangent.
() Slope
Materials Required
Apiece of cardboard, thin wires or threads (coloured) of different lengths, white paper, sketch pen, scale.

Demonstration
(a) ihe a cardboard of a convenient size and paste a white paper on it (as in Fig. 11.1).
() Draw two lines which are perpendicular to each other named as x-axis and y-axis, on the white paper pasted
ou cardboard (Fig. 11.1) (Take convenient scale on x-axis and y-axis).

Ay-axis

(a, (a))C (b, f{b))s D

AC 8 cm
(a) = 8| |8 f(b) BD 8 cm
OA 2 cm
OB 2 cm

B
O(c) (2, 0) x-axis
(-2, 0)
(b 0)
(a, 0)

Fig. 11.1

Activities/37
 Akea piece of wire or thread (about 15 cm) and bend it in the shape of curve (parabola) and.
white sheet as shown in the x it
Fig. 11.1. on
(d) Now, take he
nwo straight wires or threads of the same length and paste them in susuch a way
Perpendicular to v-axis at the points A and B and meeting the curve at the points C and D that
(Fi y a
Fig. 11.J).
Observation
(a) Take function
a y
=fAu), such that y = x* + 4 =
fW)
(6) Here, 04 = a units (-2 units) and OB =b units (2 units). So, coordinates of the point Ais (-2,( nd
(c)As there is no break in the curve Bis
ntinuous (a,(2,0b)
in the interval la, b] i.e. [-2, 2]. So, the function is
(d) At each point, a
conti on
tangent canbe drawn, so function is differentiable in (a, b) i.e. (-2,
2).
(e) As the wires or
threads at A and B are of equal lengths i.e. AC BD = 8 units. This s
A-2) = A2) = 8. = hows fla)
)From above, three conditions of
fb =

Rolle's theorem are fulfilled, therefore, Rolle's theorem is

(g) Now, draw a tangent at point Pon the curve applicahie
using thread (coloured) such that parallel tox-axis (as shown
At point P,
slope of tangent = f"*)
shown inin Fie
Fig.Lis.
f)=2r at P¢.f©) (Let)
f(c) =0 (as tangent is parallel to x-axis)
2c =0 c = 0 Ac) = 4
Coordinate of P is (0, 4).
Result
As, the Rolle's theorem is
applicable, thus there exists at least value ofc of (r) in (a, b) such
one
implies that there is at least one P on the curve point between A and B, the tangent at which is
that f'(c) = 0. This
parallel to x-axis,
APPLICATION
This activity can be done for any other functions
e.g
(a) fr) =
/16- r on [-4, 4] (6) fc) = sin 2r on
0,5

FILL IN THE BLANKS

) If the tangent at a point of a curve is parallel to x-axis, then d is

Sol. zero
(ü) If fx) =r - 2, at r =3 the value of f(3) is
Sol. 9-2 = 7

(ii) If ffx) =
*-2, atx =
-3, the value of f(-3) is
Sol. 9-2 7
(iv) If a function is continuous in la,
b] and differentiable in
then Rolle's theorem is
(a, b), then third condition is,
applicable.
Sol. fa) =
fb)
() For any curve, flr) =
x*- 2, f(«) =
_

Sol. 2x 2
 Activity 12
Topic
Application of Derivative

Objective
To verity Lagrange's Mean Value theorem.

Statement of Lagrange's Mean Value Theorem

If a function flu) is
(a) Continuous on the closed interval la, b].
b) Derivable on the open interval (a, b) then there exists at least one point c e (a, b) such that b-aa)

Pre-requisite Knowledge
(b) Slope of tangent = f't).
(a) Continuity and ditfferentiability of function.
(d) Condition of parallelism.
(c) Slope of chord
=

Materials Required
A cardboard. thin wires or threads (coloured) of different lengths, white sheet of A size, sketch pens, scale.

Demonstration
white sheet it.
piece of cardboard and fix a on
(a) Take a

y-axis

B (b, ftb))
AM 8 cm
BN 15 cm Wire (a, fla))
OR 2.5
PR 11.2

>X-axis
M(a, R(c, 0) N(b, 0)

Fig. 12.1
the white sheel, grauud
perpendicular to each other named asr-axis and y-axis,
on
(6) Draw two lines which are
r-axis and y-axis (Fig. 12.1). IN t
the
bend it in the shape of a
curve and o
C) Take a piece of wire or thread (about 10 cm -15 em) and
white sheet as shown in the Fig. 12.1.

Together with Mathematics Lab Manual-12

40
 (d) ake wo straight wires or threads of 8 cm
and 15 cm and fix them at two difteren
(Perpendicular to -axis at two different points on the curve) named as MA and NB. Join the two points A
and B by using another wire
(as in Fig. 12.1)
(e) Take one more wire (CD) and fix it in such a way that it is tangent to curve and is parallel to the wire AB.
(as shown in Fig. 12.1)

Observation and Calculation

(a) In the figure. the curve represents the function flx) = y such that y = f(x) = x + 2r on l4. 3|

(b) Let OM =
a units
(2 units) and ON b
=
=
units =
(3 units).
So. coordinates of M(2. 0) andN is (3, 0).
(c) And cordinates of A(a. fla) and B(b. fb)) > fla) = f(2) = 8 and f(b) = f3) = 15
d) AB is a chord joining two points A(a. fla)) & B(b. sb) > (3. 15).
(e) CD is a tangent to curve at
the point P(c. flc)) in the interval (a. b).
Slope of tangent at P = f(c) = 2c + 2

)
f6)-fa)
)-fa)
b-a
= =
7 =
slope of AB (chord)
(h) As chord is parallel to the tangent
Slope of tangent =
fc) slope =
of chord
f(c) = (6)- f(a) 2c + 2 7
b- a
2c 5 c
=2.5 (2, 3) R(c, 0) => R(2.5, 0) (in figure)
Result
Hence, Lagrenge's mean value theorem is verified. It is evident from the figure that there is at least one point P
between A and B on the curve, the tangent at which is parallel to the chord AB in the given interval.

APPLICATION
This activity can be done for other curves also. e.g. (i) y = f«) = r on [0, 1] (i) y = cosx on [r/3, Sn/3]

FILL IN THE BLANKS

(i) Slope of chord passing through two points ( , Y1) and (r» Y,) is ,

Sol.2

fu) is
(ü) Slope of tangent at any point 'ce' on the curvey =

Sol. flc).
the chord the curve, then slope of tangent is
(i) If a tangent to the curve is parallel to on

Sol. equal to the slope of chord.

(iv) If the function flr) is and in the given interval, the Mean value theorem

Sol. continuous, differentiable, is applicable

(v) Every polynomial function is everywhere.
Sol. continuous
(vi) Every differentiable function is a , function
Sol. continuous

Activities /41
 Activity 15
Topic minimum values of a function.
maximum and absolute
af absolute

given closed interval

minimum values of a function in
Objective
a
of absolute maximum and
the concepts
understandthe
t h g h its graph.

Pre-requisite Knowledge
on graph.
)Representation of a curve

intervals.
closed intervals and open
Meaning of minimum values.
absolute maximum and absolute
icà Meaning of

Materials Required
calculator.
paper, adhesive, pen,
pencil, eraser, ruler,
Waite sheet. graph

Demonstration sheet on white drawing

sheet.
sheet and paste a graph (vertical).
a) Take a white drawing asx-axis (horizontal) andy-axis
sheet as two axes named
lines on the graph
two perpendicular
b) Draw
axes as shown Fig. 15.1.
in
Graduate the two
(c) the closed interval [-25, 25.
Let the given curve be fr) = (t-4) ( - 1) in
d) r - 4) ( - 1)
isy =fx)
=

graph: Here,
curve calculation).
(e) Plotting of curve
on
find corresponding values offir) (using
different value ofr in [-2.5, 2.5] and
Drawa table: Take
(i)
fr)
4
0

0
-1

0
-2

-1.58
-2.25
-2.25
1.58
11.82
-2.5
2.5 11.82

i) Plot these points on graph paper. 15.1.

curve is obtained as shown in Fig.
free hand curve, a
uu) Join these points by a
Activities /49
 (2,5. 11.88)

42.5. 111

40

4)

8 2 25) 158, 225)

Fig. 15.1
Observation
(a) Largest value of f) is 11.82 atx =
2.5 and x -2.5. So, absolute
=

(b) Smallest value of f«) is -2.25 at x =

1.58 and -1.58.
maximum value is 11.82.
So, absolute minimum value is -2.25.
Result
(a) The smallest value of fr) is
absolute minimum value
(b) The largest value of flr) is in [-2.5,
absolute maximum value 2.5].
in -2.5,
2.5].
APPLICATION
By this we can easily differentiate between
Note: We must take end local
point of x in -2.5, maxima and minima and absolute
2.5] and the critical maxima and
and absolute
a0
minima
point, i.e. f'(x)= 0.
50 Together
wieh Mathematics Lab
Manual-12
 Activity 16
Topic
Application of Maxima and Minima.

Objective
given rectangular sheet by cutting equal squares from.
COnstruct an open box of maximum volume from a
each
corner.

Pre-requisite Knowledge
Volume of cuboid = l xb xh

Materials Required
Ditterent coloured chart papers, scissors, cellotape, glue stick, pencil, scale.

Demonstration
(a)Take a rectangular sheet or chart paper of size 20 cm x 10 cm of any colour and name it as PQRS.
(6) Cut four squares of equal size of side x cm (1 cm) from each corner P, 0, R and S. (Fig. 16.1)

= 1 cm
x= 1 cmR
X 1 Cmn

10cm

X=1 cm

20 cm

Fig. 16.1

paperssize of chart and different values ofx (1.5 cm, 2 cm, 2.1 cm, 2.5 cm, 3 cm).
(c) Repeat this process with the
same

dotted lines using cellotape. (as shown in Fig. 16.2).

d) Make an open box by folding rectangular flaps along
its
D
X = 1 cm
1

18 cm B

Fig. 16.2

Observations and Calculations

l b xh
As we know that volume of cuboid = x

For first cuboid

=1 cm (height) > Volume of the box =

(20 -

2) (10 -

2)(1) =
18 x 8 x 1 =144 cm*
(a) r

Mathematics Lab Manual-12

52 Tsgether with
 When a= 1.5 cm, (for second cuboid)
(b)
Volume of box = (20 - 3)(10 - 3)1.5 = 17 x 7x 1.5 = 178.5 em

c)Whenx
= 2 (for third cuboid)
Volume of box = (20- 4)(10- 4)(2) = 16 x 6 x 2 = 192 cm

id Whenx
= 2.1 (for fourth cuboid)
volume of box = (20 - 4.2)(10- 4.2)(2.1) = (15.8)(5.8)(2.1) = 192.4 cm

(e)Whenx
= 2.5 cm (tor fifth cuboid)
Volume of box (20 - 5)(10 5)(2.5)
= -

= 15 x 5 x 2.5 =
187.5 cm
sixth cuboid)
When x 3 cm (for
=

Volume of box
=
(20 -

6)(10 -

6)(3) = 14 x 4 x 3 = 168 cm3

Result
all the boxes, the volume of
box is maximum when x =2.1 cm

Clearly among

APPLICATION
more clear.
to make the concept
of students with different size of rectangles
can be done in a group
This activity

BLANKSs
FLL IN THE
breadth b, height h is
)Volume of cuboid of
length 1,
Sol. Ix b xh
is square of
side x and height y is
whose base a
a cuboid
i) Volume of by cutting equal
squares

given rectangular sheet

Sol. x volume from a
box of
(ii') An open can be formed.
from each
corner sheet of
corner of a rectangular
from each
Sol. maximum a square
of side 2 cm
obtained after cutting
Volume of box
(v) x 24 c m is
dimensions 45 cm

Sol. 1640 cm'.

VIVA VoCE rectangular

sheet?

cuboid from
a
to make a
) l s it possible will get
sheet? rectangular flaps we
Sol. Yes rectangular fold the
cuboid from a
sheet, then
will you make a of the
rectangular
How corner

squares
from each increases? decreasing.
Dy Cutting the value of x
volume
start

a cuboid. activity as increment

in x,
in the given
certain
will you
observe
increases,
but after
what volume
minima?
e value ofr increases, or
local
maxima
N to local
(iv)Is this activity related certain point?
Sol. Yes, Local Maxima maxima at
local
prove
conditions to of
are the basic i.e. sign of slope
What
Sol. Second derivative test. local
minima?
the right
side of
f'(r)> 0
on
to prove

r,and
conditions

(vi) What are the basic side of

minima.

the left local

< 0 on is point of
Sol. Say point
at po o» f"(t) to positive,
x
tong t changes from
n e g a t i v e

i Activities 53
 Activity19 4Parsieiur

Topic
Geometrical meaning of definite integration (By limit of a sum).

Objective
To evaluate the definite integralVI-rdr as the limit of a sum and verify it by actual integration.
a

Pre-requisite Knowledge
Area of trapezium
(a)
(b) Representation of curve on graph

c)Knowledge of integration.
Materials Required
Cardboard, white drawing sheet, wires (coloured), scale, pencils, graph paper, glue, nails.

Demonstration
(a) Take a cardboard of a 30 x 20 cm and paste a white drawing sheet on it.

(6) Now paste a graph paper on white drawing sheet and draw two perpendicular lines representing r-atis and
y-axis (XOX and YOY)
(c) Draw a quadrant of a circle with O (0, 0) as centre and radius1 unit (10 cm) (as shown in Fig 19.1) in Ist
quadrant. It represent graphs of the function 1 - r in [0, 1].

(d) The quadrant of a circle cuts the r-axis at A and y-axis at B.

(e) Divide the OA into 10 equal parts at the points which are named as A,, AyAyA.A, (as shown in Fig 19.1)

B,B B Ba

1 unit

A
o AA, A As As A, A A
0.1 0.1 1unit

Fig. 19.1

Activities/61
 to each other) meet the
lines (parallel
Om the points A,, A,s . A, draw vertical urve at B,B
(Fig. 19.1)
8) Measure the length of OB, A,B,, A, B2 ... A59:

h)We get 10 strips on the graph paper.

Observations and Calculations

L e n g t h of vertical lines (measured using
scale) =
Length of parallel lines
OB = _A,B, = 0.99, 4,B, =. 0.97
AB,=
AB 0.95_ A,B, = _, A,B,
A,B, = 043
A,B, =
AgBg =

Measurement can vary as per scale.

measured asS
(D) Each 10 equal parts on x-axis (OA) are
AA, = A4
OA, = AA, = A,B, = AA, = AA,

1 0 . 1 units (Distance between

two parallel lines of each strip).
10
of trapezium.
Each strips is in the shape
C ) O n the graph paper we get 10 strips.
) OA,B,B is a first strip in the shape of trapezium.
between two parallel lines) (sum of nan
of length of parallels
sides
Area of 0A,B,B =
x (distance

=x0.1(1 + 0.99)
(ii) Area of A,A,B,B, =
x0.1 (0.99 + 0.97)
Area of AA,B,B, x0.1 (0.97 + 0.95) and so on.
(ii)
(v) Area of A,AB,B, = x 0.1 (0.43 0)
(where A and B10 are very close to each other which is very small nearto

Now, Total Area of the quadrant of the circle (area bounded by the curve and two axes) = sum of the ares
(d)
of all trapezium.
= x0.1[(1 + 0.99) + (0.99 + 0.97) + (0.97 + 0.95) +. + (0.43)]

, 0.97+0.97
=
0.1/0.5+ 0.99+0,99
2 2 +0.43
=
0.1[0.5 + 0.99 + 0.97 + 0.95 + 0.92 + . . + 0.43]
= 0.1 x 7.74 = 0.774 sq. units (approx)
(e) Using actual integration

x= = =0.785 sq units
qual o
From (d) and (e), we, observethat area of the quadrant ( 1 - b y as a limit of sum is approx egqua
the area obtained by actual integration.

Result
In both cases area of a quadrant are approximately same.

Tagecher with Mathematics Lab Manual--12

62
 Activity 21
Topic
Application of vectors in plane figure.

Objective
To verify that angle in a semicircle is a right angle, using vector metnod.

Pre-requisite Knowledge
(a) Pythagoras theorem
(6) Triangle law of vector addition
OA AB =OB
(c) Negative vectors
(d) Definition of dot product.

Materials Required
A cardboard, white drawing sheet, wires, adhesive, sketch pen, scale, pins(nails), Paper arrows about 20 pieces

Demonstration
(a) Take a thick cardboard and paste a white drawing sheet on it.
(6) Draw three circles of radius 4 cm each (or 4.5 cm) Fig. 21.1 shade them or colour the circles.
(c) In first circle, mark centre O and fix three small nails at the circumference named as P, 0, R where P and
Q are extreme ends of the diameter of circle (Fig 21.1)
d) Join P and R, Q and R, O and R using wires or threads (Fig 21.1)
e) Now, put arrow OP, 00, PR, QR and OR to represent them as vectors (using coloured paper arrows or wires)
(Fig. 21.1)
Rep this process in another two replicas of circle with different namings as shown in Fig. 21.2 and
Fig. 21.3.

AAA
Paperamows

G
Fig. 21.1 Fig. 21.2 Fig. 21.3

Observations and Calculations

In first circle (as in fig. 21.1)
(a) By actual measurement, ZPRQ = 90° between vectors PR and QR using protractor.

68 Together with Mathematics Lab Manual-12

 RadiuR ofcircle, 0r| C
(h) Pk using NCale, | PX| cm
Measure
ic Measure QR using scale, 1QR | Cm

ie) Diamefer
PO. | PO|= 2(radius) Cm

PR | + |QR |?
B y pythagoras, |
POI
(using converse of Pythagoras theorem)
So, P R 0
method, we know that,
olNow. By vector
OP +PR OR
In AOPR
PX OR - OP =r +
OQ +QR OR
In AOOR,
OR =
OR -00 =r -a
|PX ||QX |cos ZPRO
Dot product,
PR QR =

(as measured above )

PR||QR | cos (90°)

Ir 12- 1a |2 = 0 as =al =radius of a circie

Note: PX OR =
(7+ä)-(G-4) =

observations and calculation to verify

same radius, we
conduct same steps of
Similarly, in other two circles of
21.2 and fig. 21.3).
of the activity. (in fig.
the objective

Result in a semicircle is a right angle, using

vector method.

verified that angle

Thus, it is

APPLICATION
done onthe basis of dot product e.g. that side.
Another activity can be is perpendicular to
that side bisector of an isosceles triangle
(a) to verify rhombus bisect each
other at right angles.
that the diagonals
of a
(b) to verify

FILL IN THE BLANKS is

then length of the hypotenuse
two sides aré of
6.5 cm and 4.2 cm,
triangle if
) In a right angled
Sol. 7.7 cm
of a and bis.
(i) The scalar product
Sol. 1a ||b|cos
each other then
a b is
and b perpendicular to
(ii) If a are

Sol. 0 or
or b| =
.

0, then either |a|

=

(v) a b =

Sol. 0,0, a Lb.

and b is.
)The angle betwecen two vectors a

Sol, cos la|lb1

() The scalar product of (p-7) and (p+r) is

Sol.-
Acti
 Activity 23
Topic
Plane. (Three Dimensional Geometry).

Objective
To demonstrate the cquation of plane in normal form.

Pre-requisite Knowledge
(a) Equation of a plane on different forms- Cartesian form, Normal form.
(b) Position vector of a point.

Materials Required
Two pieces of cardboard sheets, thin plastic sticks, paper pins, etc.

Demonstration
(a) Take two pieces of cardboard sheets to represent two planes and fix a plastic stick in such a way that it i
perpendicular to both as shown in Fig. 23.1.
(6) Take O as origin and fix two arbitrary nails named as A and P with position vectors a and with respect
to origin O see Fig. 23.1.
() Join OA, AP and OP with the help of thin wires and stick paper arrowheads on ON, OA, OP and AP see
Fig. 23.1.

NA a P
plane 1
AAA Arrow heads

Plastic stick

plane 2

Fig. 23.1

Observation
(a) ON is normal to the plane.
(b) O =
ä, OF =

(c) AP Y - a (using triangular law)

(d) ( - a) . n = 0 (Two vectors are perpendicular to plane i.e. dot product is zero)

Result
Therefore (Y - a). n = 0 is the required equation o f the plane in normal form.

74 Tagether auith Mathematics Lab Manual-12

 Activity 24
Topic
Plane.

0bjective
angle between twO planes IS t h e s a m e as the angle between their normals
rifv that the

Pre-requisite Knowledge
and its equations.
Concept of plane
(a) plane.
Normal to the
(b) b e t w e e n two
planes.
Angle
(c)
Materials Required
cardboard or thermocol sheets, few pieces of thin wire, fevicol, pencil etc.
or
thick
Tiwo
sheets

with the of fevicol as shown in

D e m o n s t r a t i o n

and join them perpendicularly help

thick sheets to represent planes
e two
Ta
(a) Fig. 24.1.
Fig 24.1.
they normal to planes see
way that
are
Tix them in such a
wires and
ab) Take two

Thin wire (say 1,)

Plane 2 Thin wire (say l,)

Plane 1

Fig. 24.1

the point P say.

other at
intersect each
These two
wires , and 1,
(c) at P
the angle at O and also
measure
Now
(d)

Observation is 90°.
angle at O
> 90° after
measuring.
Two planes are at right angle and the angle
at P is
(a) normals to the plane
90°.
(6) Thin wires , l, are

at O angle at P=
=

and (b) angle

Therefore from (a)
(c) between their
normals

as the angle
planes is
same

Result between two

verified that the angle
rom the above activity it is

Activities
 Activity 26
Topic Dimensional Geometry

Objective
distance between two skew lines and verify it analytically
the
the shortest
shortest

measure
oPre-requisite K n o w l e d g e
lines.
straight
) E q u a t i o n of
lines.
of skew
Concept
between skew lines.
) distance
)Shortest

Materials R e q u i r e d wooden block of 1

cm x 1 cm x
3 cm.
blocks1 cm x 1 c m x 1 cm, 1
cardboard, three wooden
k drawing sheet, box.
ithick pencil
and geometry
wires, pen,
thin
cardboard.
on the thick
Demonstration
thick drawing sheet and paste it
on the
Draw
r-axis and y-axis 6, 2), (7, 6, 0)
and (6, 2, 4).
ia)
B, C, D as (2,2, 0), (1,
four points A,
(b) Mark
C(7.6,0)
B(1.6,2)

D6,2,4)
A(2,2,0)

Fig. 26.1

26.1.
as shown
in Fig.
help of thin wire actual
with the the
Join AC and BD
measure

c) BD and
two skew
lines.
the lines AC and
with
(4) AC and BD
represent perpendicularly
thread and join it
a thin wire BD.
or
along the thread
) lake
of
the right-angle touches the other piece
distance. side forming
its one the right-angle
such that forming
F l a c e a set square its other side
line AC till betweenAC
Move the set-square along the shortest
distance
required
6 position to get the
thread. threads in this
between two
the distance
Measure

and BD. Activities/83

 Observation
(a) Find the equation ofthe line joining A(2, 2, 0) and B(7, 6,0). Also find the eqution of the ine iisaisu
and D6. 2, 4) using the formula.

(h) Find s.D ( - )(6x)

(c) The distance obtained in two canes by measuring and by ealeulating will be the ame,

Result
Thus from the above activity it is
verified that the shortest distance between tWO skew lines obtained by
measurement and obtained actual
analytically is same.
APPLICATION
It helps the students to understand the concept of skew lines and the shortest distance betwecn two lines
in space

FILL IN THE BLANKs

() Intercept form of the equation of planes is
Sol -1
(ü) Equation of a
plane passing through two planes r
'n, =d, and r
n,= d, is
Sol.,+n)=d,
(ii) The
+id
equation of a line is 5x -

3 =
15y + 7 =
3- 10z. Then its direction cosines
Sol are

(iv) Distance between the two planes 2r + 3y + 4z =

4 and 4x + 6y 4+ 82 =
12 is
Sol. units
29

VIVA VOcCE

i) Find the shortest distance

Sol. 6 betwecn the lines r =
(4i -i)+ a(i + 2j -3k) and r i j +2k) u(2i
= -

5 +4j -5k).+

ü) What is the equation of a straight lin

 Activity 27
Topic
Concept of conditional probability

Objective
To explain the computation of conditional probability of a given event A, when event B has already ocu

through an example of throwing of pair of dice.

Pre-requisite Knowledge
(a) Meaning of Basic terms used in probability like sample space, event etc.

(b) Definition of probability of an event.

Materials Required
A piece of cardboard, white drawing sheet, sketch pen, scale, pencil, a pair of dice.

Demonstration
(a) Paste a white drawing sheet on a cardboard of size 20x20 cm.
(b) Make a square and divide it into 36 unit squares of size 1 unit each (see Fig 27.1)

(C) Write a pair of numbers as we throw a pair of dice. Like (1, 1) (1, 2), (1, 3) .. (1, 6) etc. On the 36
squares drawn on white sheet. (as shown in Fig. 27.2)
(d) Fig. 27.2 represents the sample space of the experiment, which is also known as total outcomes.

1.11.21.31. 41.51.6

.13,23,313. 43.63.6
4.114.24.34,44. 54.6
5.5. 25.54s.s.
e..6.6.4s.ss.o
Fig. 27.1 Fig. 27.2

Experiments
Here we have taken two experiments:
1. To find the conditional probability of an event A if an event B has already ocurred where A is the event "a
number 5 appears on both the dice and B Is event "5 has appeared atleast one of the dice" i.e. we have

find P (AB).
2. Reverse of the above i.e. if the event A has already occurred, to find P(B/A).

aether with Mathematics Lab Manual-12

86
Calculations a n d U b s e r v a t i o n s ns

5)}
((5. 27.2 shaded square)
A
=

in fig.
Fvent

I
(showing in Fig. 27.2
squares
a) =

ighlighted
{ A )

c o u n t
higl
event
B
For
n ( B ) = 11 B) = 1
) outcomes
in (A n

)No. offavourable
able

Eyperiment No. 1.
= 36
outcomes

)Total
no.
of
= , P(A n B) =

36
P(A)= P(B) 36

1
P(A n B) 36 = (using formula)
11 11
) P(A/B) P(B) =(where
event B act as sample space
36 respect to B
P(A/B)
= Probability of Awith
experiment
Through
(ii) event A)
for the
Experiment No. 2.
outcomes
= 36
Total
0) 11 (A nB)
P(B): 36 PP (A nB) =

36
P(A) = 36
P(BnA) = 1. (using formulas)
(i) P(B/A) P(A) space for
event B)
A act as a sample
36 A =
= 1 (where event
with respect to
= Probability of B
(in) P(B/A)
formula and using B as

two methods (using

Result is same by using
conditional probability P(A/B)
We observe that
in P(B/A).
sample space). Similarly,

doublet
APPLICATION a sum of 10 when a

such as the
probability of getting
other events
done for any
(a) This activity c a n be
further
has already occurred. which is
three cons. conditional probability
ot
can be done using the concept
(6) This activity understanding

useful or helpful in
C)This activity is
used in Baye's theorem. --*

BLANKS
FILLIN THE dice
are
rolled".

two
"when
based,
All estions are
die
thrown
twice
is at least once then number of event
Sample points
for a
th
number 4
t numbe
aat
appears
) .tth
event

Sol. 36 then E be
twice
and number of
When two die thrown 4), (3, 5), (4, 2).
(5, 1)}
(ü) are {(1, 5), ((2,
{(1,
is 66
are

in E n u m b e r
appearing
eing

Sol. 11 sum
of
that
F be event nt
ii)
events in F is .

Sol. 5.