Page | of 27 Activities for Class XIIPage 2 of 27 aici’ Onsective MareriAt Required To demonstrate a function which is Cardboard, nails, strings, adhesive one-one but not onto. and plastic strips. Meron or ConstRuCTION 1, Paste a plastic strip on the left hand side of the cardboard and fix two nails in it as shown in the Fig. 4.1, Name the nails as a and b. 2. Paste another strip on the right hand side of the cardboard and fix three nails on it as shown in the Fig. 4.2, Name the nails on the right strip as 1, 2 and 3. 3. Join nails on the left strip to the nails on the right strip as shown in the Fig. 4.3. % | |: Fig. 41 Fig. 4.2 Fig. 43 DEMONSTRATION 1, Take the set X = {a, b} 2, Take the set ¥ = (1, 2,3}. 3. Join elements of X to the elements of Y as shown in Fig. 4.3,Page 3 of 27 ‘OBSERVATION L. The image of the element a of X in Y is The image of the element b of X in Y is So, the Fig. 4.3. 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/dees not exist). So, the function is (onto/not onto). Thus, Fig. 4.3 represents a function which but not onto. APPLICATION This activity can be used to demonstrate the concept of one-one but not onto function,Page 4 of 27 eexicliibs OnsectIVE, Mareriat. REQUIRED Cardboard, white chart paper, ruler, coloured pens, adhesive, pencil, eraser, cutter, nails and thin wires To draw the graph of sin. using the graph of sin and demonstrate the concept of mirror reflection (about the line y =). Metuop or Coy ON STRUC’ Take a cardboard of suitable dimensions, say, 30 em x 30 cm. 2. On the cardboard, paste a white chart paper of size 25 em x 25 cm (say). 3. On the paper, draw two lines, perpendicular to each other and name them X’OX and YOY’ as rectangular axes [see Fig. 5Page 5 of 27 . Graduate the axes approximately as shown in Fig. 5.1 by taking unit on X-axis = 1.25 times the unit of Y-axis. 5. Mark approximately the points rs Rom) (ho ie Ry . eg) ae8ing fm ge8iM 5 | in the coordinate plane and at each point fix a nail 6. Repeat the above process on the other side of the x-axis, marking the points =) (= é =) —h ssin—|, 6 4 4 on these points as N,’, N,’, N,’, N,’. Also fix a nail at O. . Join the nails with the help of a tight wire on both sides of x-axis to get the x. -% ( 3 sin} approximately and nails x tk t=; 2 2 8. Draw the graph of the line y =x (by plotting the points (1,1), (2, 2), etc. and fixing a wire on these points). From the nails N,..N,,N,,N, draw perpendicular on the line ) and produce these lines such that length of perpendicular on both sides of the line y = x are equal. At these points fix nails, 1 Ly, 10. Repeat the above activity on the other side of X- axis and fix nails at 1,’,L','1,". graph of sin x from 2 3), ° . Join the nails on both sides of the line y = x by a tight wire that will show the “1 graph of x! DEMONSTRATION Put a mirror on the line x, The image of the graph of sin x in the mirror will represent the graph of sin”'x showing that sin”! x is mirror reflection of sin x and vice versa.Page 6 of 27 OBSERVATION The image of point N, in the mirror (the line y = x) is The image of point N, in the mirror (the line y = x) is The image of point N, in the mirror (the line y = x) is ‘The image of point N, in the mirror (the line y = x) is ‘The image of point Nj in the mirror (the line y = x) is The image point of N} in the mirror (the line y = x) is The image point of N‘ in the mirror (the line y =x) is The image point of N’, in the mirror (the line y = x) is : The image of the graph of six x in y =x is the graph of . and the image of the graph of sin-'x in y =x is the graph of APPLICATION Similar activity can be performed for drawing the graphs of cos'x, tan”! x, etc.Aci: OngeECTIVE, To establish a relationship between common logarithm (to the base 10) and natural logarithm (to the base ¢) of the number x, Merrion or Consrruc! ON Page 7 of 27 MareriAL REQUIRED Hardboard, white sheet, graph paper, pencil, seale, log tables or calculator (graphie/scientific) |. Paste a graph paper on a white sheet and fix the sheet on the hardboard. 2. Find some ordered pairs satisfying the function y = log x. U calculator Fig. 8 1g log tables! ind draw the graph of the function on the graph paper (see Fig, 8)Page 8 of 27 3. Similarly, draw the graph of y’ = log_x on the same graph paper as shown in the figure (using log table/ealculator) DEMONSTRATION 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 log,x by actual measurement, using a scale, and record , Fespectively, y= log,,x and y them as y and y y 3. Find the ratio y . 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 1 approximately equal to 440 49° + me OBSERVATION 7 Ratio “> y Points on (approximate) the x-axisPage 9 of 27 a 2. The value of ¥ for each point x is equal to approximately, y 3. The observed value of +7 in each case is approximately equal tothe value of 1 Tog, 10° (Yes/No) 4, Therefore, lo; =——. B10 Te 10 APPLICATION This activity is useful in converting log of a number in one given base to log of that number in another base. Let, y= logygts be, x= 10%, Taking logarithm to base ¢ on both the sides, we get log, x= ylog, 10 jog, 19 = 0.434294 (using log tablescalculator).Onsective ‘To verify that for a function f to be continuous al given point... Av=|f (x) +Ax)~ f(x) is arbitrarily small provided. Avis sufficiently small Mernop- or Co: 1, Paste a white sheet on the hardboard. wo Page 10 of 27 Mareriat. Regu Hardboard, white sheets. pencil, scale, calculator, adhesi ED Draw the curve of the given continuous function as represented in the Fig. 10. ‘Take any point A (x,, 0) on the positive side of x-axis and corresponding to this point, mark the point P (x, ¥,) on the curve. %Page 11 of 27 DEMONSTRATION 1, Take one more point M, (x, + Ax, 0) to the right of A, where Ay, is an increment in x. wv Draw the perpendicular from M, to meet the curve at N,. Let the coordinates of N, be (x, + Ar, 95 + Ay) 3. Draw a perpendicular from the point P (a, y,) to meet N\M, at T,, 4, Now measure AM, = Ax, (Say) and record it and also measure N,T, = Ay, and record it. 5. Reduce the increment in x to Ax, (i.e., Ax, < Ax) to get another point M, (xy + Av,,0). Get the corresponding point N, on the curve 6. Let the perpendicular PT, intersects N,M, at T,. 7. Again measure AM, = Ax, and record it, Measure N;T,=Ay, and record it, 8. Repeat the above steps for some more points so that Ax becomes smaller and smaller, OnseRvationPage 12 of 27 2. So, Ay becomes when Ax becomes smaller. lim ee 3. Thus Jim, y= 0 for a continuous function, APPLICATION This activity is helpful in explaining the concept of derivative (left hand or right hand) at any point on the curve corresponding to a function.Page 13 of 27 mom Shiv a Osrecrive MareriaL REQuiRED To understand the concepts of Drawing board, white chart paper, absolute maximum and minimum adhesive, geometry box, pencil and values of a function in a given closed eraser, sketch pens, ruler, calculator interval through its graph.Page 14 of 27 Metuop or Construction . Fix a white chart paper of convenient size on a drawing board using adhesive, . Draw two perpendicular lines on the squared paper as the two rectangular axes, 1 2. 3. Graduate the two axes as shown in Fig.15. 4, Let the given function be f (x) = (4x? - 9) (<°— 1) in the interval [-2, 2] 5 Taking different values of x in [-2, 2], find the values of f(x) and plot the ordered pairs (x, f (1). 6. Obtain the graph of the function by joining the plotted points by a free hand curve as shown in the figure. Demonstration 1. Some ordered pairs satisfying f (x) are as follows: 2. Plotting these points on the chart paper and joining the points by a free hand curve, the curve obtained is shown in the figure. OBSERVATION 1. The absolute maximum value of f (x) is atx = 2. Absolute minimum value of f (x) is atx = APPLICATION The activity is useful in explaining the concepts of absolute maximum/ minimum value of a function graphically. ET Laboratory ManualPage 15 of 27 ont of OBJECTIVE MAareriAL REQUIRED To construct an open box of maximum Chart papers. scissors. cellotape. volume from a given rectangular sheet calculator, by cutting equal squares from each corner, Meron or Cor STRUCTION, 1, Take a rectangular chart paper of size 20-em x 10 cm and name it as ABCD. 2. Cut four equal squares each of side x cm from each corer 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 cellotape/adhesive x x Mem AN oem Fig. 16 DeMONsTRATION 1, When. = 1, Volume of the box = 144 em? 2, When v= 1.5, Volume of the box = 178.5 em?Page 16 of 27 3. When x = 1.8, Volume of the box = 188.9 cm’. 4. When x = 2, Volume of the box = 192 em’. 5. When x = 2.1, Volume: of the box = 192.4 cm‘. 6, Fi . When x = 2.2, Volume: of the box = 192.2 cm’. When x = 2.5, Volume of the box = 187.5 cm*. 8. When x = 3, Volume of the box = 168 cm’. Clearly, volume of the box is maximum when x = 2.1. OBSERVATION 1. V, = Volume of the open box ( when x = 1.6) = . V, = Volume of the open box ( when x= 1,9) = PN . V = Volume of the open box ( when x = 2,1) = . V, = Volume of the open box ( when x = 2.2) = 4 5. V, = Volume of the open box ( when x = 2.4) = 6. V, = Volume of the open box ( when x= 3.2) = 7. Volume V, is than volume V, 8 9. 0. . Volume V, is than volume V. . Volume V, is than volume V. 10. 11. Volume V, is than volume V. Volume V, is than volume V, So, Volume of the open box is maximum when x = APPLICATION This activity is useful in explaining the concepts of maxima/minima of functions. It is also useful in making packages of maximum volume with minimum cost. Hanon aPage 17 of 27 ws Osnmecinve Marertar. Requirep To verify that angle in a semi-circle is Cardboard, white paper, adhesive. a right angle, using vector method. pens, geometry box, eraser, wires, paper arrow heads. MetHop oF ConsTRucTION |. Take a thick cardboard of size 30 cm x 30cm. 2. On the 3 rdboard, paste a white paper of the same size using an adhesive. On this paper draw a circle, with centre O and radius 10 cm, aN 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 themas vectors. using paper arrow heads, as shown in the figure, DEMONSTRATION |. Using a protractor. measure the angle between the vectors ABand BP . ic.. Z APB = 90°Page 18 of 27 2. Similarly, the angle between the vectors AQand BQ . i... 4 AQB = 90°. 3. Repeat the above process by taking some more points R, S, T. semi-circles, forming vectors AR, BR; AS, BS; AT, BT; ..., etc., formed between two vectors in a semi-circle is a right angle. ‘OBSERVATION By actual measurement. So, ZAPB = and AP.BP ZAQB = __and AQ.BP = Similarly, for points R, S, T, ZARB = , £ZASB=_____«, ZATB = ___, i.e., angle in a semi-circle is a right angle, APPLICATION This activity can be used to explain the concepts of (i) opposite vectors (ii) vectors of equal magnitude Sassy Laboratory ManualPage 19 of 27 (iii) perpendicular vectors (iv) Dot product of two vectors. a. OB=a, O1 AP=-OA+0P=a+p. BP AP. BP=(+d).(p—a) =| (since| f° =|al) So, the angle APB between the vectors Ap and “BP isa right angle. Similarly, AG. BQ =0.s0, ZAQB = 90° and so on. Mathematics 9Page 20 of 27 OpsECHIVE MATERIAL REQUIRED To demonstrate the equation of a plane Two pieces of plywood of size in normal form. 10. cm x 12 em, a thin wooden rod with nuts and bolts fixed on both sides, 3 pieces of wires, pen/pencil Metnop oF Consrruction 1. Fix the wooden rod in between two wooden pieces with nuts and bolts so that the rod is perpendicular to the two wooden pieces. So, it represents the normal to the plane. Take three wires and fix, them as shown in Fig. 23 so that @p represents the vector @ and OA represents. Then the wire PA represents the vector ra Plane | Plane Fig. 23 JONSTRATION 1. The wire PA. i.e. the vector (ya) lies on plane 1. On representing y, as normal to plane 1, ¢ is perpendicular to (Fa }. normal to the plane. ve Hence 3-40 which gives the equation of plane in the normal form.Page 21 of 27 ‘OBSERVATION L. gis the position vector of __ . pis the position vector of vector ;is perpendicular to the vector 2. (7—a@). f=0. is the equation of the plane form. APPLICATION This activity can also be utilised to show the position vector of a point in space (i.e. a as position veetor of ©, 7 the position vector of A). 164 oratory ManualOpsEcrivE MATERIAL REQUIRED To find the distance of given point (in One cardboard of size 20 em x 30 space) from a plane (passing through cm and another of size 10. cm x 15 three non-collinear points) by actual eM. a thick sheet of paper of size measurement and also analytically. 20 em x 30 em, nails of varying lengths with caps on one end, geometry box, wires. MetHop oF ConstTRUCTION 1, Draw two mutually perpendicular fines XOX and Y‘OY on a thick sheet of paper representing «-axis, and y-axis, respectively intersecting at O, and graduate themPage 23 of 27 is . Paste this sheet on the cardboard of size 20 cm x 30 cm. Through ©, fix a wire vertically to represent z-axis (see Fig. 25), we . Fix three nails of heights (say 2.cm, 3 cm and 4 cm) at three different points on this board (say at (8, -6), (-3, -9) and (-1, 4), respectevely) (Fig. 25). . The tips of these nails represent three points A, B and C in space. ws . Now rest a plane KLMN represented by another cardboard on the tips of these three nails so that the points A, B, C, lie on the plane. a . Now fix a nail of length 6 cm at some point [say (8.—2)] on the cardboard. The tip of the nail will represent point P, from where the distance to the plane KLMN is to be found. DEMONSTRATION 1. Coordinates of the points A, B and C are (8, ~6, 2), (3,-9.3), C1. - 4.4), respectively. . Coordinates of point P are (8, -2, 6). - A set square is placed so that its one side-forming the right angle on the plane KLMN and the other side in the direction normal to the plane. yo 4. Place a metre scale along the side of the set square which is in the direction normal to the plane KLMN and slide both of them until the metre scale touches the point P. w . The distance between the point P and the plane in the normal direction is measured using a metre scale, a . Equation of the plane passing through the points A, B, C is x-8 y46 c-J -3-8 -9+6 3-2)=Owhich is of the form ax + by + cz +d=0. -1-8 -4+6 4-2 168 Laboratory ManualPage 24 of 27 7. This distance is also calculated by using the formula lax, + by, +z, +d Vv ath ec 8. The two distance so obtained are the same. OBSERVATION 1. The coordinates of A (x,. ¥, Ca, y, Coordinates. of point P = The distance(d) of P from the plane KLMN by actual measurement = 2 2. Equation of plane through A, B, C using x-X YY =X OM “Hm WON The distance of P from this plane (represented by above equation) galttit by tea tal Thus distance of a paint P from a plane by actual measurement = distance of P through analytical method = Mathematics iPage 25 of 27 APPLICATION 1. With this activity it can be explained that through {a) one point or through two points, infinite number of planes can pass, (b) three non-collinear points, a unique plane passes. 2. This activity can also be used in explainiing the concept of distance between two parallel planes. [387 “Laboratory Manual‘OpsECTT To explain the computation of conditional probability event A, when event B has already occurred, through an example of throwing a pair of dice Mernop or Co: RUCTION Page 26 of 7 MATERIAL REQUIRED A piece of plywood, white paper pempencil, scale, a pair of dice. I. 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 lem each (see Fig. 27) 3. Write pair of numbers as shown in the figure.Page 27 of 27 DEMONSTRATION 1. Fig. 27 gives all possible outeomes of the given experiment. Hence, it represents the sample space of the experiment. we . 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. 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, 3 UL 4. (i) PB= 36° 1, You may repeat this activity by taking more events such as the probability of getting a sum 10 when 1 a doublet has already occurred. Gi) P(A B)= 36 2. Conditional probability P (A1B) can also be found by first P(ARB) 1 taking the sample space of event B ) P(AIB)= >= = out of the sample space of the PB) “11 experiment, and then finding the robability A from it. OBSERVATION - : 1. Outcome(s) favourable to A : om (A= 2. Outcomes favourable to B : a (B) = 3. Outcomes favourable to AA B .n(AQB) 4. P(ANB)= 5. P(AIB)= APPLICATION This activity is helpful in understanding the concept of conditional probability, which is further used in Bayes’ theorem Mathematics ws