Ex.

no:1 TO VERIFY THE TYPES OF RELATIONS

DATE :
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 chart
 some pieces of thread (8)
 colour paper
 glue

METHOD OF CONSTRUCTION

Take a piece of chart and paste a colour paper on it. Fix the threads randomly on the
chart such that some of them are parallel, some are perpendicular to each other and some are
inclined as shown in Figure.

PROCEDURE

 Let the wires represent the lines l 1 , l 2 , ..., l 8 .

 l 1 is perpendicular to each of the lines l 2 , l 3 , l 4 .
 l 6 is perpendicular to l 7 .
 l 2 is parallel to l 3 , l 3 is parallel to l 4 and l 5 is parallel to l 8 .
 (l 1 , l 2 ), (l 1 , l 3 ), (l 1 , l 4 ), (l 6 , l 7 ) ∈ R

OBSERVATION

 In Figure, no line is perpendicular to itself, so the relation R = {( l, m) : l ⊥ m}

______ reflexive (is/is not).
 In Figure, l l⊥ l 2. Is l 2⊥ l 1 ? ______ (Yes/No)

∴( l 1 , l 2 ) ∈ R ⇒ (l 2 , l 1 ) ______ R (∉/∈)

Similarly, l 3⊥ l 1 . Is l 1⊥ l 3 ? _______ (Yes/No)

∴( l 3 , l 1 ) ∈ R ⇒ (l 1 , l 3 ) ______ R (∉/∈)

Also, l 6⊥ l 7 . Is l 7⊥ l 6 ? _______ (Yes/No)

∴( l 6 , l 7 ) ∈ R ⇒ (l 7 , l 6 ) ______ R (∉/∈)

∴ The relation R ....symmetric (is/is not)

  In Figure, l 2⊥ l 1 and l 1⊥ l 3. Is l 2⊥ l 3? ... (Yes/No)

i.e., (l 2 , l 1 ) ∈ R and (l 1 , l 3 ) ∈ R ⇒ (l 2 , l 3 ) ______ R (∉/∈)

∴ The relation R ....transitive (is/is not).

INFERENCE

 This activity can be used to check whether a given relation is an equivalence relation
or not.
 In this case, the relation is not an equivalence relation.
 The activity can be repeated by taking some more thread in different positions.
EX. NO: 2 TO IDENTIFY WHETHER THE GIVEN FUNCTION IS
ONO - ONE BUT NOT ONTO
DATE :
OBJECTIVE

To demonstrate a function which is one-one but not onto.

MATERIAL REQUIRED

 Colour paper
 nails
 strings
 adhesive

METHOD OF CONSTRUCTION

 Paste a plastic strip on the left hand side of the colour paper and fix two points in it as shown
in the Figure. Name the points as a and b.
 Paste another strip on the right hand side of the colour paper and fix three points on it as
shown in the figure. Name the points on the right strip as 1, 2 and 3. 3. Join points on the left
strip to the points on the right strip.

PROCEDURE

 Take the set X = {a, b}

 Take the set Y = {1, 2, 3}.
 Join elements of X to the elements of Y

OBSERVATION

1. The image of the element a of X in Y is ______________.

The image of the element b of X in Y is ______________.

So, the Figure represents a _____________________.

2. Every element in X has a _________ image in Y.

So, the function is _____________ (one-one/not one-one).

3. The pre-image of the element 1 of Y in X __________ (exists/does not exist).

So, the function is __________ (onto/not onto).

Thus, last figure represents a function which is _________ but not onto.

INFERENCE

This activity can be used to demonstrate the concept of one-one but not onto function.
Ex.No:3 PRINCIPAL VALUE OF THE FUNCTION SIN–1X
DATE:
OBJECTIVE
To explore the principal value of the function sin–1x using a unit circle.
MATERIAL REQUIRED
 Cardboard
 white chart paper
 rails,
 ruler, adhesive
 steel wires
 needle.
METHOD OF CONSTRUCTION
 Take a cardboard of a convenient size and paste a white chart paper on it.
 Draw a unit circle with centre O on it.
 Through the centre of the circle, draw two perpendicular lines XlOX and YOYl
representing x-axis and y-axis, respectively
 Mark the points A, C, B and D, where the circle cuts the x-axis and y-axis,
respectively as
 Fix two rails on opposite sides of the cardboard which are parallel toy-axis. Fix one
steel wire between the rails such that the wire can be moved parallel to x-axis
 Take a needle of unit length. Fix one end of it at the centre of the circle and the other
end to move freely along the circle
PROCEDURE
 Keep the needle at an arbitrary angle, say x1with the positive direction of x-axis.
Measure of angle in radian is equal to the length of intercepted arc of the unit circle.
 Slide the steel wire between the rails, parallel to x-axis such that the wire meets with
free end of the needle (say P1)
 Denote the y-coordinate of the point P1 as y1, where y1 is the perpendicular distance of
steel wire from the x-axis of the unit circle giving y1 = sin x1.
 Rotate the needle further anticlockwise and keep it at the angle 𝜋 – x1. Find the value
of y-coordinate of intersecting point P2 with the help of sliding steel wire. Value of y-
coordinate for the points P1 and P2 are same for the different value of angles, y1 =
sinx1 and y1 = sin (𝜋 – x1). This demonstrates that sine function is not one-to-one for
angles considered in first and second quadrants.
 Keep the needle at angles – x1 and (–𝜋 + x1), respectively. By sliding down the steel
wire parallel to x-axis, demonstrate that y-coordinate for the pointsP3 and P4 are the
same and thus sine function is not one-to-one for points considered in 3rd and 4th
quadrants
  However, the y-coordinate of the points P3 and P1 are different. Move the needle in
𝜋 𝜋
anticlockwise direction starting from 2 to− 2 andlook at the behavior ofy-coordinates

of points P5,P6, P7 and P8 by sliding the steel wire parallel to x-axis accordingly.
y-coordinate of points P5, P6, P7and P8 are different Hence, sine function is one-to-one
𝜋 𝜋
in the domain [- 2 ,2 ] and its range lies between – 1 and 1.
𝜋 𝜋
 Keep the needle at any arbitrary angle say 𝜃 lying in the interval [- 2 , 2 ] and denote

the y-coordinate of the intersecting point P9 as y. .Then y = sin 𝜃 or 𝜃 = arcsin-1y) as

𝜋 𝜋
sine function is one-one and onto in the domain [- 2 , 2 ] ,andrange [–1, 1]. So, its

inverse arc sine function exist. The domain of arcsine function is [–1, 1] and range is[-
𝜋 𝜋
, ] ,. This range is called the principal value of arc sinefunction (or sin–1 function).
2 2

OBSERVATION
1. sine function is non-negative in _________ and __________ quadrants.
2. For the quadrants 3rd and 4th, sine function is _________.
𝜋
3. 𝜃 = arc sin y , y = ________ 𝜃where[- 2 ≤ 𝜃 ≤ ________.

4. The other domains of sine function on which it is one-one and onto provides_________ for
arc sine function.
INFERENCE
This activity can be used for finding the principal value of arc cosine function (cos–1 y).
Ex.No:4 COMMON LOGARITHM AND NATURAL LOGARITHM
DATE:

OBJECTIVE :
To establish a relationship between common logarithm (to the base 10) and natural
logarithm (to the base e) of the number x.
MATERIAL REQUIRED
 Hardboard
 white sheet
 graph
 paper
 pencil
 scale
 log tables or calculator (graphic/scientific).
METHOD OF CONSTRUCTION
 Paste a graph paper on a white sheet and fix the sheet on the hardboard.
 Find some ordered pairs satisfying the function y = log10x. Using log tables/
calculator and draw the graph of the function on the graph paper
 Similarly, draw the graph of yl = log ex on the same graph paper as shown in the
figure (using log table/calculator).
PROCEDURE
 Take any point on the positive direction of x-axis, and note its x-coordinate.
 For this value of x, find the value of y-coordinates for both the graphs of y = log10x
and
yl = log ex by actual measurement, using a scale, and record them as y and yl,
respectively.
𝑦
 Find the ratio𝑦 𝑙 .

 Repeat the above steps for some more points on the x-axis (with different values) and
find the corresponding ratios of the ordinates as in Step 3.
 Each of these ratios will nearly be the same and equal to 0.4, which is approximately
1
equal to 𝑙𝑜𝑔
𝑒 10

.
 𝑦
 The value of𝑦 𝑙 for each point x is equal to _________ approximately.
𝑦
 The observed value of𝑦 𝑙 in each case is approximately equal to the value
1
of𝑙𝑜𝑔 .(Yes/No)
𝑒 10

 Therefore, log10 x =𝑙𝑜𝑔 .

𝑒 10

INFERENCE
This activity is useful in converting log of a number in one given base to log of that number
in another base.
Ex.No: 5 DECREASING AND INCREASING FUNCTIONS
DATE:

OBJECTIVE
To understand the concepts of decreasing and increasing functions.
MATERIAL REQUIRED
 Pieces of wire of different lengths
 piece of plywood of suitable size
 white paper
 adhesive
 geometry box
 trigonometric tables.
METHOD OF CONSTRUCTION
 Take a piece of plywood of a convenient size and paste a white paper on it.
 Take two pieces of wires of length say 20 cm each and fix them on the white paper to
represent x-axis and y-axis.
 Take two more pieces of wire each of suitable length and bend them in the
shape of curves representing two functions and fix them on the paper
 Take two straight wires each of suitable length for the purpose of showing
tangents to the curves at different points on them.
PROCEDURE
 Take one straight wire and place it on the curve (on the left) such that it is tangent to
the curve at the point say P1 and making an angle a1 with the positive direction of x-
axis.
 a1 is an obtuse angle, so tana1 is negative, i.e., the slope of the tangent at P1(derivative
of the function at P1) is negative.
 Take another two points say P2 and P3 on the same curve, and make tangents,using the
same wire, at P2 and P3 making angles a2 and a3, respectively withthe positive
direction of x-axis.
 Here again a2 and a3 are obtuse angles and therefore slopes of the tangentstan a2 and
tan a3 are both negative, i.e., derivatives of the function at P2 andP3 are negative.
 The function given by the curve (on the left) is a decreasing function.
 On the curve (on the right), take three point Q1, Q2, Q3, and using the otherstraight
wires, form tangents at each of these points making angles b1, b2,b3, respectively with
the positive direction of x-axis, as shown in the figure.b1, b2, b3 are all acute angles.
So, the derivatives of the function at these points are positive. Thus, thefunction given by this
curve (on the right) is an increasing function.
OBSERVATION
1. a1 = _______ , > 90° a2 = _______ > _______, a3 = _______> _______,
tan a1 = _______, (negative) tan a2 = _______, ( _______ ), tan a3 =
_______, ( _______). Thus the function is _______.
2. b1 = _______< 90°, b2 = _______, < _______, b3 = _______ , < _______
tan b1 = _______ , (positive), tan b2 = _______, ( _______ ), tan b3 =
_______( _______ ). Thus, the function is _______.
INFERENCE
This activity may be useful in explaining the concepts of decreasing and increasing functions.
Ex.No:6 EVALUATING THE DEFINITE INTEGRAL
DATE:
OBJECTIVE
𝑏
To evaluate the definite integral 𝑎
1 − 𝑋 2 dx as the limit of a sum andverify it by actual
integration.
MATERIAL REQUIRED
 Cardboard
 white paper
 scale
 pencil,
 graph paper
METHOD OF CONSTRUCTION
1. Take a cardboard of a convenient size and paste a white paper on it.
2. Draw two perpendicular lines to represent coordinate axes XOXl and YOYl.
3. Draw a quadrant of a circle with O as centre and radius 1 unit (10 cm) .The curve in the 1st
quadrant represents the graph of the function 1 − 𝑋 2 in the
interval [0, 1].
DEMONSTRATION
1. Let origin O be denoted by P0 and the points where the curve meets the
x-axis and y-axis be denoted by P10 and Q, respectively.
2. Divide P0P10 into 10 equal parts with points of division as, P1, P2, P3, ..., P9.
3. From each of the points, Pi ,i= 1, 2, ..., 9 draw perpendiculars on the x-axis
to meet the curve at the points, Q1, Q2, Q3 ,..., Q9. Measure the lengths of
P0Q0, P1 Q1, ..., P9Q9 and call them as y0, y1 , ..., y9 whereas width of each part,
P0P1, P1P2, ..., is 0.1 units.
4. y0= P0Q0 = 1 units
y1 = P1Q1 = 0.99 units
y2 = P2Q2 = 0.97 units
y3 = P3Q3 = 0.95 units
y4 = P4Q4 = 0.92 units
y5 = P5Q5 = 0.87 units
y6 = P6Q6 = 0.8 units
y7 = P7Q7 = 0.71 units
y8 = P8Q8 = 0.6 units
y9 = P9Q9 = 0.43 units
y10 = P10Q10 = which is very small near to 0.
5. Area of the quadrant of the circle (area bounded by the curve and the two
axis) = sum of the areas of trapeziums.
1
x0.1[ (1 +0.99) + (0.99+0.97)+ (0.97 + 0.95)+(0.95+ 0.92)+(0.92+ 0.87) +(0.87+0.8) +
2
(0.8 + 0.71) + (0.71+0.6)+ (0.6 + 0.43) + (0.43)]
= 0.1 [0.5 + 0.99 + 0.97 + 0.95 + 0.92 + 0.87 + 0.80 + 0.71 + 0.60 + 0.43]
= 0.1 × 7.74 = 0.774 sq. units.(approx.)
6.

Thus, the area of the quadrant as a limit of a sum is nearly the same as area
obtained by actual integration.
OBSERVATION
1. Function representing the arc of the quadrant of the circle is y = ______.
2
2. Area of the quadrant of a circle with radius 1 unit = 1
1 − 𝑋2 dx = ________.
sq. units
3. Area of the quadrant as a limit of a sum = _______ sq. units.
4. The two areas are nearly _________.
INFERENCE
This activity can be used to demonstrate the concept of area bounded by a curve. This
activity can also be applied to find the approximate value of 𝜋.
Ex.No: 7 ANGLE IN A SEMICIRCLE
DATE:

OBJECTIVE
To verify that angle in a semi-circle is a right angle, using vector method.
MATERIAL REQUIRED
 Cardboard
 white paper
 adhesive
 pens
 geometry box
 eraser
 wires
 paper arrow heads.

METHOD OF CONSTRUCTION
1. Take a thick cardboard of size 30 cm × 30 cm.
2. On the cardboard, paste a white paper of the same size using an adhesive.
3. On this paper draw a circle, with centre O and radius 10 cm.

4. Fix nails at the points O, A, B, P and Q. Join OP, OA, OB, AP, AQ, BQ, OQ and BP using
wires.
5. Put arrows on OA, OB, OP, AP, BP, OQ, AQ and BQ to show them as vectors, using
paper arrow heads, as shown in the figure.
PROCEDURE
1. Using a protractor, measure the angle between the vectors 𝐴𝑃 and 𝐵𝑃 , i.e., < APB = 90°.
2. Similarly, the angle between the vectors 𝐴𝑄 and 𝐵𝑄 , i.e., < AQB = 90°.
3. Repeat the above process by taking some more points R, S, T, ... on the
semi-circles, forming vectors AR, BR; AS, BS; AT, BT; ..., etc., i.e., angle
formed between two vectors in a semi-circle is a right angle.
INFERENCE
This activity can be used to explain the concepts of
(i) opposite vectors
(ii) vectors of equal magnitude
(iii) perpendicular vectors
(iv) Dot product of two vectors.
Ex.No: 9 SHORTEST DISTANCE BETWEEN TWO SKEW LINES
DATE:

OBJECTIVE
To measure the shortest distance between two skew lines and verify it analytically.
MATERIAL REQUIRED
 A piece of plywood of size
 30 cm × 20 cm, a squared paper
 three wooden blocks of size 2cm × 2 cm × 2 cm each and one
 wooden block of size 2 cm × 2 cm × 4 cm
 wires of different lengths
 set squares
 adhesive,
 pen/pencil,
METHOD OF CONSTRUCTION
1. Paste a squared paper on a piece of plywood.
2. On the squared paper, draw two lines OA and OB to represent x-axis, and y-axis,
respectively.
3. Name the three blocks of size 2 cm × 2 cm × 2 cm as I, II and III. Name the other wooden
block of size 2 cm × 2 cm × 4 cm as IV.
4. Place blocks I, II, III such that their base centres are at the points(2, 2), (1, 6) and (7, 6),
respectively, and block IV with its base centre at(6, 2). Other wooden block of size 2 cm × 2
cm × 4 cm as IV.
5. Place a wire joining the points P and Q, the centres of the bases of the blocks I and III and
another wire joining the centres R and S of the tops of blocks II and IV as shown in Fig. 26.
6. These two wires represent two skew lines.
7. Take a wire and join it perpendicularly with the skew lines and measure the actual
distance.
PROCEDURE
1. A set-square is placed in such a way that its one perpendicular side is along the wire PQ.
2. Move the set-square along PQ till its other perpendicular side touches the other wire.
3. Measure the distance between the two lines in this position using set-square. This is the
shortest distance between two skew lines.
4. Analytically, find the equation of line joining P (2, 2, 0) and Q (7, 6, 0) and other line

joining R (1, 6, 2) and S (6, 2, 4) and find S.D. using . The distance obtained in
two cases will be the same.
OBSERVATION
1. Coordinates of point P are ________.
2. Coordinates of point Q are ________.
3. Coordinates of point R are ________.
4. Coordinates of point S are ________.
5. Equation of line PQ is ________.
6. Equation of line RS is ________.
Shortest distance between PQ and RS analytically = ________.
Shortest distance by actual measurement = ________.
The results so obtained are ________.
INFERENCE
This activity can be used to explain the concept of skew lines and of shortest distance
between two lines in space.
Ex.No: 9 MAXIMUM VOLUME OF A RECTANGULAR SHEET

DATE:

OBJECTIVE
To construct an open box of maximum volume from a given rectangular sheet by cutting
equal squares from each corne
MATERIAL REQUIRED
 Chart papers
 Scissors
 Cello tape
 Calculator
METHOD OF CONSTRUCTION
1. Take a rectangular chart paper of size 20 cm × 10 cm and name it as ABCD.
2. Cut four equal squares each of side x cm from each corner A, B, C and D.
3. Repeat the process by taking the same size of chart papers and different values of x.
4. Make an open box by folding its flaps using cello tape/adhesive.
DEMONSTRATION
1. When x = 1, Volume of the box = 144 cm3
2. When x = 1.5, Volume of the box = 178.5 cm3
3. When x = 1.8, Volume of the box = 188.9 cm3 .
4. When x = 2, Volume of the box = 192 cm3 .
5. When x = 2.1, Volume of the box = 192.4 cm3.
6. When x = 2.2, Volume of the box = 192.2 cm3 .
7. When x = 2.5, Volume of the box = 187.5 cm3 .
8. When x = 3, Volume of the box = 168 cm3 . Clearly, volume of the box is maximum when
x = 2.1. OBSERVATION
1. V1 = Volume of the open box ( when x = 1.6) = .................
2. V2 = Volume of the open box ( when x = 1.9) = .................
3. V = Volume of the open box ( when x = 2.1) = .................
4. V3 = Volume of the open box ( when x = 2.2) = .................
5. V4 = Volume of the open box ( when x = 2.4) = .................
6. V5 = Volume of the open box ( when x = 3.2) = .................
7. Volume V1 is ____________ than volume V.
8. Volume V2 is ____________ than volume V.
9. Volume V3 is ____________ than volume V.
10. Volume V4 is ____________ than volume V.
11. Volume V5 is ____________ than volume V.
So, Volume of the open box is maximum when x = ________
Ex.No: 10 CONDITIONAL PROBABILITY OF A GIVEN EVENT
DATE:
OBJECTIVE
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
MATERIAL REQUIRED
 A piece of plywood
 white paper pen/pencil,
 scale
 a pair of dice.
METHOD OF CONSTRUCTION
1. Paste a white paper on a piece of plywood of a convenient size.
2. Make a square and divide it into 36 unit squares of size 1cm each
3. Write pair of numbers as shown in the figure.
DEMONSTRATION
1. The given Figure gives all possible outcomes of the given experiment. Hence, it represents the
sample space of the experiment.
2. Suppose we have to find the conditional probability of an event A if an event 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” i .e, we have to find P(A | B).
3. From Fig. 27 number of outcomes favourable to A = 1 Number of outcomes favourable to B = 11
Number of outcomes favourable to A ∩ B = 1.
11
4. (i) P (B) = ,
36
1
(ii) P (A ∩ Β) =
36
P(A ∩ B) 1
(iii) P (A | B) = P(B)
= 11 .

OBSERVATION
1. Outcome(s) favourable to A : _________, n (A) = _________.
2. Outcomes favourable to B : _________, n (B) = _________.
3. Outcomes favourable to A ∩ B : _________, n (A ∩ B) = _________.
4. P (A ∩ B) = _________.
5. P (A | B) = _________ = _________.
APPLICATION :
This activity is helpful in understanding the concept of conditional probability, which is further
used in Bayes’ theorem