AJM:To verify that amongst all the rectangles of the same perimeter, the square

hasthe maximum area.

Material Required
Drawing sheet, paper/sheet, cutter, scale, pencil, eraser, drawing board, gum etc.
Prerequisite Knowledge
1. Concept of maxima
2. Concept of minima

Method of Construction
1 Take a drawing board of asuitable size and fixa white sheet on it.
2. Make rectangles each of perimeter say 52 cm on a drawing sheet. Rectangles of different
dimensions are as follows
R :18cm x8cm, R :17cm x 9 cm, Ra :16 cm × 10 cm, R, :15 cm x 11 cm,
Rs :14 cm x 12 cm, R; :l3 cm x 13 cm, R, :12.5 cm>x 13.5 cm
R R

cm 10
cm
9
18 cm
17cm
16cm
() () (ii)
R4 Rs R6 R,

13.5
cm

15 cm
14 cm
13cm
12.5 cm
(iv) () (vi) (vii)
Figure 18.1

3. Cut out these rectangles and paste them on the white sheet on the drawing board
(see Figure 18.1i) to(vii).

Laboratory Manual Mathematics Class 12th

51
 Demonstration
1. Area of rectangle R, =18cm x 8 em = 144 em
Area of rectangle R, = 17 cm x 9cm = 153 cm
Area of R = 160 cm
Area of R, = 165cm
Area of R, = 168 cm
Area of Rg = 169 cm
Area of R, = 16875 cm
2. Perimeter of each rectangle is same but their areas are different. Area of rectangle Rç is the
maximum, which is a square of side 13 cm, This can also be verified using theoretical
description given in the note.
Observation
1. Perimeter of each rectangle R, R, Rg, RË, R;, Rg, R, is
2. Area of the rectangle R, ... than the area of rectangle Rg.
3. Area of the rectangle R than the area of rectangle Rg.
4. The rectangle R has the dimensions and hence it is a
5. Of all the rectangles with same
perimeter, the has the maximum area.
Result
Amongst all rectangles with the same perimeter, the square
has the maximum area.
Application
This activity is useful in explaining the idea of
preparing economical packages. maximum of a function. The result is also useful in
Note Let the length and breadth of
rectangle be x and y.
The perimeter of the rectangle P = 48 cm.
2(x + y)= 48
Or
x+ y = 24
or
y= 24- x
Let A (x) be the area of rectangle, then
Ax) = xy = x(24 - x) = 24x - x
A() = 24- 2x
A' (x) = 0
24- 2x = 0
x= 12
A"(x) = -2
A" (12) =-2, which is negative
Therefore, area is maximum, when x = 12
y= x = 24- 12= 12
So, X= y= 12
Hence, amongst all rectangles, the square has
the maximum area.

52 Laboratory Manual Mathematics Class 12th

 AIM :To verify geometrically that ex(d+ b)= xd +xb

Material Required
Geometry box, cardboard, white paper, cutter, sketch pen, cellotape.
Prerequisite Knowledge
Concept of cross-product.
Method of Construction
1. Fix a white paper on the cardboard of suitable size.
2. Draw a line segment OA (= 8cm, say) and let it represent c.
3. Draw another line segment OB(=6 cm, say) at an angle (say 60°) with OA.
Let OB = d

ML A

Figure 20.1

4. Draw BC(=5cm, say) making an angle (say 30) with OA. Let BC = b
5. Draw perpendiculars BM, CL and BN.
6. Complete parallelograms 0APC, OAQB and BQPC.

Laboratory Manual Mathematics Class 12th

58
Jenmonstration
a+À
10C= OB +BC =
ZCOA =
9 Let
3. Weknowthat, I cx (a+ b)|=|dla+ b| sina = Area of parallelogram OAPC.
4. Again,|ex al =Area of parallelogram OAQB
Also,l cx b] = Area of parallelogram BQPC.
: Therefore, Area of parallelogram OAPC =(0A)(CL)
=(0A) (LN+ NC) =(0A) (BM +NC) =(0A)(BM) +(OA)NC)
=Area of parallelogram OAQB +Area of parallelograrmn BQPC
=lexd|+|exbl
So lex(a +b)l|=|exd|+|xol
Direction of each of these vectors, cx (a + ),xa and cxbis perpendicular to the same plane.
So, x(a+ b) =exd+xb
Dbservation
c =|04] = 0A=

a+ b =|Og = 0C=
CL=,
Cx(a+ b)|= Area of parallelogram OAPC = (0A)(CL) =, sq units ...)
lCxal =Area of parallelogram 0AQB= (0A)(BM) -. ...ii)
lCx b| =Area of parallelogram BQPC= (0A) (CN) =
...(ii)
From Eqs. (i), (ii) and (iii), we get
Area of parallelogram 0APC = Area of parallelogram 0AQB+ Area of
parallelogram
Thus, le x(d+ b)|=x dl +|ex bl
Cxa. cx b and cxa+ b)are all in the direction of. to the plane of paper.
Therefore cx(a+ b)= xá +
esult We have verified that ex (a+ 6) =Cxa+ x b.

pplication
This activity is also helpful in explaining the distributive property of vector
0ver addition, This activitycan also be performed multiplication
by taking rectangles instead of parallelograms.

Laboratory Manual Mathematics Class 12th

59
 Necessary
Vector (or
Concepts Related to Activity
Cross) Product
et d, b be two non-zero non-parallel vectors. "Then, the vector product a x b, in that order is definea
vector whose magnitude is| o| b| sin0, where Ois the angle between a and b and whose
direction
is
Perpendicular to the plane of aand bin such a way that d, b and this direction constitute a right
handed system.
In other words,
axb=lall b| sin 0n
Where is the angle between aand b, and ñis a unit vector perpendicular to the plane of a and b
such
that a, b, ñform a right handed system.

Figure 20.2

When we say that d, b, ñform a right handed system it means that, if we rotate vector a into the vector
b, then ñ will point in the direction perpendicular to the plane ofa and bin which a right handed serew
will nove if it is turned in the same manner.
 M:To measure the shortest distance between tuvo skew-lines and verify it
nalvticaly.,

Material Required
Apieceofccardboard of size 40 cm x 30 cm, graph paper, three wooden block of size
2cm x 2cm>x 2cm each and one wooden blocks of size 2cm × 2cm 4cm, 8ome wires
ofdifferent lengths, set squares, gum,
pen/pencil, etc.
Prerequisite Knowledge
1. Concept of skew-lines.
9 Concept of distance between two
skew lines.
Method of Construction
1. Paste a graph paper on a piece of
cardboard.
2. On the graph paper, draw two lines OA
and OB to represent X-axis and Y-axis,
respectively.
-B

2
6 D(7,6,.0)
E(176,2)
5

3
C(2,2; 0)|
2
2
F(62, 4)

8 X

Figure 26.1

Laboratory Manual Mathematics Class 12th

 III. Namne the othex
3. Name the three blocks of size 2cm x 2 cm x 2cm
4. size
Place2 cm
blocks
as I, Il and
wooden bloc.
I, II, III such that their base centres are at the points (2, 2), (1, 6) and (7,6),
x 2 cm x 4 cm as IV.

respectively, and block IV with its base centre at (6, 2). tops of the blocksI
and
of the TII
Figure and
5. Place a wire the centres
the points Cand D.bases of blocks II and IV as shown in
joining
wire joining the centres Eand Fof the
26.1 anothe
b. The lines represented by these two wires are skew-lines. calculate the
7. Take a wire and join it perpendicularly with the skew-lines and actual distance
Demonstration
1. Aset-square is placed in such a way that its one perpendicular side is along the wire CD.
the other wire
. Move the set-square along CD till its other perpendicular side touches position.
this
3. Using
set-squares, measure the distance between the two lines in is This knowa
as the shortest distance between two skew-lines.
4. Analytically, find the equation of line joining C(2, 2, 0) and D(7, 6, 0) and other line joining
E(1, 6, 2) and F(6, 2, 4) and find SD using (az-a). (o1x b2) The two distances obtained will
be equal.

Observation
1. Coordinates of point C are
2. Coordinates of point D are
......
3. Coordinates of point E are
4. Coordinates of point F are
5. Equation of line CD is
6. Equation of line EF is
Shortest distance between CD and EF
Shortest distance by actual
analytically=
The results so measurement =
obtained are
Result
We have measured the shortest distance between two
skew-lines.
Application
This activity can be
skew-lines in space. used to explain the concept of skew-lines and the
shortest distance between i
Necessary Concepts Related to Activity
Skew Lines
If two lines are neither
skew-lines. intersecting nor-parallel, then such pair of lines are arecalled
non-coplanar ana
 Distance
hortest between 'TwoSkew-Lines Q
Eorskew-lines. the line of the
shortest distance will be perpendicular to both the
and itis unique also. In Figure 26.2, the shortest
Iines
skew-lines L and L, is the length of
distance(SD) between
two the line segment PQ. S (a) p
l'ectorForm
Figure 26.2
,and L, be two skew-ines with equations r= dt b and r = d,t b,
Then, shortest
distance PQ between these two skew-lines is

(ay-a4) (ox b,)

SD =

Cartesian Form

Let Ly and L, be
two skew-lines with equations
L-4y-M_2-Z and Lgi
L:*-y-2 _2-2
a C b2 C2
hon the shortest distance between these lines is

bË
b C

N(aey- byc +(qay-cza,)³ +(a,b, - a,4)"

 AIM : To explain the computation of conditional probability of a given event A,
when event B has already occurred, through an example of throwng a pair of

Material Required
Apiece of cardboard, white sheet, pencil, scale, a pair of dice, glue ete.
Prerequisite
1.
Knowledge
Concept of sample space.
2. Concept of conditional probability.
Method of Construction
1. Fix a white sheet on a piece of cardboard of a suitable size.
2. Make a square and divide it into 36 unit squares of size 1.5 cm each (see Figure 27.1)
3. Write the pair of numbers as shown in the Figure 27.1.

1,1 1,2 1,3 1,4 1,5 1,6

2,1 2,2 2,3 2,4 2,5 2,6

3,1 3,2 3,3 3,4 3,5 3,6

4,1 4,2 4,3 4,5 4,6

5,1 5,2 5,3 5,4 5,5 5,6

6,1 6,2 6,3 6,4 6,5 6,6

Figure 27.1

80 Laboratory Manual Mathematics Class 12th

pemonstration
space
27.1 gives all possible outeomes of the given experiment. Hence, it gives the sample
1. Figure
of the experiment.
we have to find the conditional probability of an event Aif an event Bhas already hag
2. SuppOse "4
occurred, where Ais the event "a number 4 appears on both the dice" and Bis the event
appeared on at least one of the dice" i.e. we have to find P(AT B).
From Figure 27.l number of outcomes favourable to A= 1
Number of outcomcs favourable to B- 11
Number of outcomes favourable to A oB=1.
11
4. () P(B)
36
1
(i1) P(A nB) = 36
P(An E) 1
(ii) P(A/ B) = P(B) 11

Observation
1. Outcomes favourable to A: . . . . n(A) = ......
2. Outcomes favourable to B: "......, n(B) =
3. Outcomes favourable to AnB:....., n(An B) =...
4 PA n B)=.......
5. PAI B=.......

Result
We have explained how to compute conditional probability of an event.
Application
This activity is very helpful to explain the concept of conditional probability, which is further used
in Bayes' theorem.
Note You may repeat this activity by taking more events such as the probability of getting a
sum 10when a doublet has already occurred.
Conditional probability P(A/B) can also be found by first taking the sample space of event
Bout of the sample space of experiment, and then finding the probability Afrom it.
Necessary Concepts Related to Activity
Sample Space
The set of al possible outcomes of a random experiment is called the sample space associated with it.
Conditional Probability
Let Aand B be twoevents associated with a random experiment. Then, the probability of occurrence of
event Aunder the condition that Bhas already occurred and P(B) ÷ 0, is called the conditional probability
and it is denoted by P(A/ B).
P(An B)
P(B)
Thus, we have P(A/B) = probability of occurrence of Agiven that Bhas already occurred.

Laboratory Manual Mathematics Class 12th 81

 0ccurrence of event R
Similarly. P(BI A) when PA) 0 is defned as the
probability of when Ahas
already occurred.
PBoA)
PA)
The meaning of 8ymbol PAI B) And PBI A) depends on the nature of the events Aand B. and also on
also.
two Aymbols have the following meaning
the nature of the random experiment. These
P(AI B) = Probability of occurrence ofA when Boccur
or
as the sample space.
Probability of occurrence of Awhen Bis taken
or
Probability of occurrence of A with respect to B.
and P(B/ A)= Probability of occurrence of B when Aoccurs
or
sample space.
Probability of occurrence of B when A is taken as
or

Probability of occurrence of B with respect to A.