AcTiyiTY

To find the number of subsets of a given set and verify that if aset has n number of elements, then
the total number of subsets is 2"
Previous Knowledge Required :
1. Knowledge of the concept of sets and types of set.
2. Knowledge of the concept of subsets.
3. Knowledge of the concept of universal set.
Materials Required : Drawing board, white sheet of paper, coloured sheets of paper, sketch pens,
fevistik, geometry box etc.
Preparation/Presentation for the Activity :
1. Consider a set having no element i.e., the empty set say An:
2 Consider a set (say A,)having one element say a.
3. Consider a set (say A,) having two elements say a and b.
4. Consider a set (say A) having three elements say a, band c.
5. Here, in set Ay we have no element. It has only one subset ie., set itself.
Number of subsets = 20 = 1
no element

6. In set A,, we have only one element. It has two subsets i.e., o and {a).
Number of subsets = 21 = 2

7. In set A,y we have two elements aand b. It has four subsets i.e, ¢, {a}, {b), (a, b).
Number of subsets = 22 = 4 A,

a,b

a,b

vandid Laboratory Manual in Mathematics-11

 8. In set Ay we have three elements a, band c. It has eight subsets i.e., ¢, (a), (b), (c}, fa, b}, la, c) (b, cl,
(a, b, c}.
A,
a,b,c

..
oo000000
Number of subsets of A, = 2 =8
9. Similarly, the number of subsets of set A
containing n
elements = 2".
NOTE This activity can be used for calculating the number of
subsets of a given set
b,c a,b,c
 AcTÍyÍTY
Aim/fo represent set theoreticoperations using Venn diagrams.
Previous Knowledge Required:
Knowledge of the concepts union of sets, intersection of the sets, complement of a set and subsets
of a set.

Materials Required:Drawing board, white sheets of paper, sketch pens, pair of scissor, fevistik, geome
try box, coloured sheets of paper etc.
Preparation/Presentation for the Activity:
1. sheets
From the white sheet of paper, cut rectangular strips of size 6cm by 4cm. From the coloured
of paper cut oval shape to represent sets.
2. Take a rectangular strip and fix it on a drawing board and write U on it, in upper corner, to rep
rite resent universal set. Paste two oval shapes say A and B on it representing the subsets of the uni
versal set.

A B U A B U

AUB AnB

A' B'

(AnBY (AUBY
1 Candid Laboratory Manual in Mathematics-11
 A'UB
A B A B U

AB AnB
A B U B U
A

B-A AcBCU
NOTE Set theoretic representation of Venn diagams are used in Logicand Mathematics.
 AcTiyiTY
Aim:o distinguishbetween a relation and a function.
Previous Knowledge Required :
1. Knowledge of the concept of cartesian product oftwo sets.
2. Knowledge of the concept of a relation.
3. Knowledge of the concept of afunction.
Materials Required : White sheets of paper, coloured sheets of paper, drawing board/hard board,
thumb pins,pair of scissor, thread, fevistik, geometry box etc.
Preparation/ Presentation for the Activity :
1. On a drawing board/hard board, paste a white sheet of
paper. From the coloured sheets of paper cut rectangu
lar strips of size 5 cm by 3 cm of different colours and
paste them on the white sheet of paper (see figure).
2. Fix three thumb pins on strip-I and two thumb pins on
2
strip-I1. Write a, b, c on strip-I and 1,2 on strip-II.
3. Join the thumb pins of strip-I to the thumb pins of
strip-II in different ways with the help of threads.
4. These joinings constitute different ordered pairs representing elements of arelation (see figure).

II

2 2

Candid Laboratory Manual in Mathematics-11 15

Observations :
1. In figure (),the ordered pairs (a, 2), (b, 2), (c, 1)constitute a relation as well as afunction.
2. In figure (i), the ordered pairs (a, 1), (6, 1) constitute a relation only which is not afunction.
3. In figure (ii), the ordered pairs (a, 1), (b, 1), (c. 1) constitute a relation as well as a function.
4. In figure (io),the ordered pairs (a, 2), (b, 1), (6, 2), (c. 1) constitute arelation only which is not a
function.

NOTE This activity can also be used to demonstrate different types of functions. The students may
try to join them in different ways to get more relations of different types. Number of thumb
pins i.e., the elements can also be changed on both strips. Ai
Pre
 AcTÍvÍTY
Aim: Tofind the values of sine and cosine functions in second, third and fourth quadrants using their
givenvaaluesin first quadrants.
Previous Knowledge Required :
1. Knowledge of the concept of coordinate axes.
2 Knowledge of the concept of unit circle.
3. Knowledge of the concept of trigonometric functions of tratios.
aterials Required : Drawing board, white sheets of paper, sketch pens, threads, fevistik, geometry
box etc.

Preparation/ Presentationfor the Activity:

1. Take a drawing board, fix a white sheet of (0, 1) B
paper on it. Draw a unit circle with eentre
0. Draw two perpendicular lines X'OX and
YOY representing x-axis and y-axis, such that
centre of the circle O lies on the origin of x-axis X
and y-axis (see figure).
C(-1,0) A(1, 0)X (0, 2r)

2 Mark A (1, 0), B (0, 1), C (-1, 0) and D (0, -1),

es
where the x-axis and y-axis cuts the circle.
D (0, -1)
Y
3. At O, B|+ T
arc
drawXOP, = 6 LXOP, 4'

XOP,= etc.

2 Makea moveable needle of chart paper of unit

length, fix its one end at the centre and the other
end to move freely along the circle.
Wite the coordinates of P,,P,, P. Here, x-coordinate of any
Sin 6, where is the angle subtended by the arc at point is cos and y-coordinate is
the centre with positive direction of
X-axis,
are the coordinates of these points
corresponding to
angles T TI T
and
64 3

Candid Laboratory Manl

 2n
6. Let us consider an angle i.c., 120°,which lieg in sec
3 )
ondquadrant. Now, rotate the needle to point P, which
2
makes an angle with positive direction of x-axis.
OP, is the mirror image of OP, with respect to y-axis.
1 V3
Thus, the coordinates of P, are

= - COS and
because cos 3
= (OS
3 2

2T V3
sin
3 t-sin n-=: sin=:
3
4T
7. Let us consider an angle 3
i.e., T+,
3
in the third quadrant. Again, rotate the needle to another
4T
point P, which makes an angle of with positive di Y
3
P
rection of x-axis, OP, is the mirror image of OP, with re Ps
spect to x-axis. Thus, the coordinates of P, are
V3 4n T
P 2 2 because cos = - cos
3
3
-X
1 4n X'
=- and sin
2 3 =sin+=-sin=
3 2
77
8. Let us consider an other angle say 4
i.e, 2r-*4 P
3T
+ which lies in the fourth quadrant. Again,
2
rotate the needle in anticlockwise direction to point P. From the figure, clearly OP, is the mirror
image of OP, with respect to X-axis. Thus, the coordinates of P, are
7 (37 = sin=
1
and sin
3t
because cos
4
= cos 4 4
= sin
- 4+ -coS,
2
4Y
=

P
P

X' -X

20 Candid Laboratory Manual in

Mathematics-11
Observations :
1. Complete angle i.e., Angle made by the needle in one complete revolution is 360° or 2r.
2. Cosine function is non-negative in first and fourth quadrants. Sine function is non-negative in
first and second quadrants.
NOTE This activity can also be used to obtain the values of other trigonometric functions, tan,
cot, sec and cosec. This activity can also be applied to other trigonometric functions also, as
sin (- 0) =- sin , cos (- 0) = cos 0, tan (-0) =- tan .
 AcTivíTY
Aim :To interpret geometrically the meaning of i = -1 and its integral powers.
Previous Knowledge Required:
1. Knowledge of the concept of complex numbers.
2 Knowledge of the concept of real numbers.
Materials Required : Drawing board, white sheet of papers, sketch pens, thumb pins, fevistik, threa
geometry box etc.
Preparation/ Presentation for the Activity :
1. Take a drawing board, fix a white sheet of paper on it. Draw to perpendicular lines XOX and
YOY intersecting each other at O, depicting coordinate axes.
YA

A1

X >X
A A,A4

A3
Y'
2. Take a thread of unit length along the positive
direction of x-axis i.e., OX and fix its one end with
the help of thumb pin at origin O, other end at A (see figure).
3
3. Rotate the thread through angles and 2rt, mark the points as A,, A,, A, A,
2 respectively
4. In the argand plane OA represents 1; OA,
represent 1.
represents i; OA, represents -1; OA, represents -iOA
Now, OA = 1
OA, =i
=1 xj
OA, =-1
=ixË= 2
OA, =-i

So, in each rotation of OA through 90° or , it is

2
equivalent to multiplication by i.
26
Candid Laboratory Mathematics-
observations :
On rotating OA,through 90°, OA, =1 xi=i
On rotating OA, through 180°, OA, =1 xixi= 2
On rotating OA, through 270°, OA, =1 xixixi= f=
On rotating OA, through 360°, OA,=1 xixixixi=#= 1
On rotating OA, through n-right angles,
OA = 1xixixix ... n times =jn
NOTE This activity may be used to evaluate any integral power of i.
 AcriyiTY
Aim: To tnd the numter of wavs in which thre cands can be selected trom the giventive cards
Irevious Knowledge Requined:
1. Knowlaige of the tactorial notation ie, lu.
2KnowBcdge of the onepts of pernmutation and combination.
Materials Required :Drawing board, white sheets of paper, sketch pens, fevistik, geometry lox et:
Preparation/ Presentation for the Activity :
1. From the white sheet of paper prepare five cards of convenient size and mark these cards as A. R
CD,E (see figure).

A C D E

2. Select one card from the given five cards. Say A. The other two
cards can be BC, BD, BE, CD, CE
and DE. Thus, the possible selections are : ABC, ABD, ABE, ACD, ACE and ADE.
3. Similar, if the first card is B, then the possible
selections are : BAC,
BDE. Lf the firstcard is C, then the possible selections are : CAB, CAD,BAD, BAE, BCD, BCE and
If the first card is D, then the possible selections are : CAE, CBD, CBE and CDE
DAB,DAC, DAE, DBC. DBE and DCE. I
the first cardis E, then the possible selections are : EAB, EAC, EAD, EBC, EBD and
ECD
4. Clearly, here are all 30 possible selections and each of the selection is
number of distinct selections are 30 +3 i.e., 10.
repeated thrice. So, the
Observations :
Clearly, ABC, BAC, CAB represent the same selection ie, only one selection.
selections, each of the selection is repeated three times. Similarly, among al
Hence, "C= -r r
This activity can be used in understanding the general formula for
NOTE
finding
possible selections when robjects are selected from the given n distinct objects,the number of

"C,

Candid Laboratory Manual In Mathe

 AcriyiTY
6
Aimy Toobtain formula for the sum of squares of first n-natural numbers.
Previous Knowledge Required:
1. Knowledge to express the volume of an object as the
2. Meaning of factorisation. number of unit cubes in it.
Materials Required:Unit cubes made of wood of
paper, fevistik,sketch pens, geometry box etc. dimensions 1 unit by 1 unit by 1 unit, white sheet
Preparation/ Presentation for the Activity :
1. Take 1unit cube, which is 12
= 1.Take 22 = 4 unit cubes and
figure) arrange them to form a cuboid (:
2. Take 3 =9 unit
cubes and arrange them to form a cuboid. Take 4
them to form a cuboid (see figure),. = 16 unit cubes and arrang

3. Now, arrange all the cube and cuboid

echelon type structure. (see figure) shown above so as to form an

4. Take six such

5.
echelon type structures and arrange them to
Volume of the echelon typestructure = (1 +4 +9+16) cubic form big
=(12 +22+32 + unite cuboidal block.
Volume of six such structure = 6 (12 + 22+3 + 44) 4) cubic units,
Volume of cuboidal block = 4 x5 x9 =4 x(4 +1) xcubic (2 x
units.
Thus, 6 (12 + 22 + 32 + 4) = 4 x (4 + 1) x(2 x 4 +1) 4 +1)
(12 +22 +3 +4) =14 x(4 +1) x(2 x4 +1)]
i.e., Sum of the squares of first 4natural
numbers = 6 x 4 x5 x9 =30
Observations :
12+22+32 +42 +=)*(
52 6 )x( )
12+ 22 +32 +... +10 = [ ) x( )*(

36
NOTE This activity may be used to obtain thesum of squares of first nnatural numbers.
12+ 22 + 32+..+ n?= 6 [(n) (n +1)(27n + 1)]
Or
(n)(n +1)(2n+1)
6
 AcriviTY
Aimfo demonstrate that the Arithmetic mean of two different positive numbers 1S always greater th.
theGeometric mean.
Previous Knowledge Required :
1. Knowledge of the concept of Arithmetic mean.
2. Knowledge of theconcept of Geometricmean.
3. Comparison of Arithmetic mean and
Geometric mean.
Materials Required : Drawing board, white sheets of paper, coloured paper sheets,
geometry box, fevistik etc. sketch pens
Preparation/ Presentation for the Activity :
1. Take coloured paper sheets of different colours and
where a >b. Arrange them to form a cut off four rectangles of dimensions a byb
square (see figure).

IV

2. Here, PQRS is a square of side (a + b) units

and
Area of PQRS = (a + b) sq. units.
3. Area of four rectangular pieces = 4a
xb=4ab sq. units
4. Also, LMNO is a square of side (a - b)
units
Area of PORS = Sum of areas of four
of square LMNO
rectangular pieces + Area
’Area PORS> Sum of areas of fou° rectangular pieces
i.e., (a + b)'>4ab
1 M
N
4
(a+bj² >ab
or (a+b)'
2>ab > ab
a R
a+b
or
22 Vab
Thus, A. M. >G. M.
Observations :
Consider a=5 cm and b=3 cm
Then PQ = a+ b=5+3=8 cm
 Area of PQRS
Area of each rectangular piece
Area of square LMNO =
Area of PORS = 4 (Area of rectangular piece) + Area of LMNO
Area of PQRS > 4 (Area of rectangular piece)

( a+b
> ab

> Vab
22
A.M. > G.M.
 AcTÍV0TY
construct different types of conic sections.
Aim: To
:
Previous Knowledge Required of conic sections,
1 Knowledge of the concept
, Intersection of a plane and a double right circular-cone.
2 Knowledge of the concept of shapesof different conic sections.
Materials Required : Whitesheets of paper, coloured sheet of paper, apair of scissor, cellotape, fevistik,
geometry box, sketch pens, transparent plane sheet etc.
Preparation/ Presentation for the Activity :
1 Take awhite sheet of paper, cut it in the shape of sector of a circle, fold it
to obtain a right circular cone.
Similarly, obtain three more right circular cones.

2. Now, cut these right circular cones with a cutter or a transparent plane sheet in different
positions.

YA

() (i) (ii) (iv)

Candid Laboratory Manual in Mathematics-11

 3. When the cutter or transparent plane sheet cuts the right circular cone in such a way that it isl
parallel to the base of the cone,then section so obtained is a circle (see figure ()).
4. When the cutter or transparent plane sheet cuts the right circular cone in such a way that it is
slightly inclined to the axes of the cone, the section so obtained is an ellipse (see figure ().
5. When the cutter or transparent plane sheet cuts the right circutar cone in such a way that it is
parallel to the slant height ie., generator of the cone, then section so obtained is a parabola (see
figure (iii).
6. When the cutter or transparent plane sheet cuts the right circular cone in such a way that it is
parallel to the axis of the cone, then section so obtained is a part of a hyperbola (see figure (iv)).
A
Observations :
1. The transparent plane sheet is parallel to the base of the cone, the section obtained isA e P
2. The transparent plane sheet is inclined to alothe conic section obtained is an ellipse.
3. The transparent plane sheet is parallel to the las the conic section so obtained is p2of
4. The transparent plane sheet is pårulto the axis of Lee the conic section so dbtained is a
M
part of sk
NOTE Conic sections have interesting geometric properties can be used for the reflection of light Pr
raysand beams of sound, i.e.,
(a) Circular disc reflects back the light issuing from centre to the centre again.
(b) Elliptical disc reflects back the light issuing from one focus to the other focus.
(c) Parabolic disc reflects back the light issuing from one focus parallel to its axis.
(d) Hyperbolic disc reflects back the light issuing from one focus as if coming from other
focus.
 AcTÍvÍTY
28
f(r) ==
Aim:To.find analytically lim
Previous.Knowledge Required :
1. Knowledge of theeconcept Left hand and Right hand limit.
2 Knowledge of the concept xapproaches
limit.
to a, from its right side and from its left side.
3. Knowledge of the concept of
Materials Required: White sheets of paper, geometry box, calculator etc.
Preparation/Presentation for the Activity:
x -4
1 Consider the function f given by fr) = x-2 Here, when x = 2, then the function f is not
defined.
2. Take few values of a very close to 2 and calculate the corresponding values of fat each of the
values.
(I+2)(* -2) =x+2.
(x-2)
1.4 1.5 1.6 1.7 1.8 1.9 1.99 2
o<o 2.01 2.1 2.2 2.3 2.4 2.5 2.6
fx)3.4 3.5 3.6 3.7 3.8 3.93.99 4.01 4.1 4.2 4.3 4.4 4.5 4.6

Observations :
Values of fx) as x 2 from the left, are coming closer and closer to 4.
Values of fx) as x 2 fromn the right, are coming closer and closer to 4. Hence,
-4
lim f(x) lim = 4.
I’2 I’2 X-2
NOTE This activity can also used to demonstrate the concept of a limit limf(r)when fr) is not
defined at x = a.

t.Hnnex he Quesions
 AcTÍVÍTY
write the sample space, when a coin is tossed once, two times, three times,
Aim: To
Previous Knowledge Required:
1. Knowledge of the concept of Random experiment.
2. Knowledgeof the conceptof Sample space.
3. Knowledge of the concept of Elementary event.
paper, sketch pens, geometry boX
Materials Required : One rupee or two rupee coins, white sheets of
etc.

Preparation/ Presentationfor the Activity:

Head or Tail.
1. When we tOSs a coin once, we can have two outcomes -
.. Sample space {Head, Tail}.
four outcomes - HH, HT, TH or TT.
2. When we toss two coins simultaneously, we can have
: Sample space = {HH, HT, TH, TT}
H H
H T
T H
T T
simultaneously, we can have eight
3. When we toss a coin thrice or three coins are tossed once
outcomes- HHH, HHT, HTH, THH, HTT, THT, TTH, TTT
THT, TTH, TTT}
. Sample space = {HHH, HHT, HTH, THH, HTT,

H H H
H H T
H H
H T T
H H
H T
T T H
T T T
4. When we toss acoin fourtimes or four coins are tossed once simultaneously, we can have sixteen
outcomes - HHHH, HHHT, HHTH, HTHH, THHH, HHTT, HTHT, HTTH, THHT, THTH,
TTHH, HTTT, THTT, TTHT, TTTH, TTTT

71
Gandid LaboratoryManual in Mathematics-11
| I I I|I|H|H|HH
IIH H H|E|D|
H H H
H H T
H T H
H T T
H T H H
H T H T
H T H
H T T T
T H H
T H
T H
T H T
T H H
T T H
T T H
T T T T

Observations :
Number of elements in sample space, when a coin is tossed once = 2l= 2.
Number of elementsin sample space, when acoin is tossed twice= 22 = 2x2 =4
Number of elements in sample space, when a coin is tossed thrice= 23 = 2 x 2 x 2 =8
Number of elements in sample space, when a coin is tossed four times = 24 =2 x 2x 2 x2= l6.
Above activity is useful in forming the sample space of an
NOTE experiment, which is turther
useful in determining the probabilities of different events associated with the sample spat