[WANE] Aciviy- yD => Equivalence Relations = ~® Objective : To verify that the relation R in the set L of all lines in a plane, defined by R= {(I, m) :/|| m} is an equivalence relation. 1. A wooden ee cae E 2. Some pieces of m Prerequse Knownoe Bele Students must be familiar with types of relations. AAs cbt paper Method of Construction : 5, Fevistick ete. 1. Paste a white chart paper on a piece of wooden board with the help of a fevistick (fig. (D) homanl Fig 2. Then, fix the metal wires randomly on the wooden board (fig. (ii). Fig.(i) 3. Fix the wires in such a manner that some of the estas of them are parallel, some are to each other and some are inclined. jProcedure : 1. Let the metal wires represent the es Ny, Ia, Fig. (id) «Ig in the plane L. 2. Isis perpendicular to each of the lines /,,/p and Js (refer fig, (Ji)). 3. [ris perpendicular to ly [refer fig (i) 4. 1; is parallel to >, /y is parallel to fs and 5. Cs laps (las Ips (lg Is) € R. Observation : We observe that 1, is parallel to 1 1. In figs. (i) and (iii), every line is parallel to itself, So the relation R = {(J, m):1|] m) reflexive. 2. In fig. (i), we observe that J || 4 Ja So, (hy) € R= (sh) é R Similarly, | 5 ts |e Pocalle! Ta (yh) € R= (yh) < and iy 1s) € R= Uy) € The relation R w symmetric. 3. In figures. (ii) and (iii), we observe that 4 [fy and bf > th VINESH Xact Lab Manual in Mathematics-XII /5 ‘3 parodil bo 4 (islis not) (paralleV/not pau A) (ere) (paralleVnot parallel) (e/e) (e/e) (isfis not) (paralleV/not parallel)So, (hsp) € Rand (ly, 4) €R («rg Similaty, Jy) 1y and i), i (paralleV/not parallel) > oS 5 So, (yl ER, yh) eR I It) rg (is/is not) Thus, the relation R Hence, the relation R is reflexive, symmetric and transitive. So, R is an equivalence relation Application : This activity is applicable in the understanding of the concept of equivalence relation. Bd | = VIVA-VOCE Q. 1. What is reflexive relation ? Ans. fall elements of set A are related to itself, then the relation is said to be a reflexive relation. Q. 2. What is symmetric relation ? Ans. A relation R is said to be symmetric if aRb = bRay (a, b)ER. Q. 3. What is transitive relation ? Ans. A relation R is said to be transitive if aRb and BRe => aRev a, b,c €R. Q. 4. What is antisymmetric relation ? Ans. A relation R on set A is said to anti-symmetric relation if (a, 6) €R and (6, a) ER, then a= b. Q. 5. Define equivalence relation. Ans. The relation which is relexive, symmetric and transitive is called equivalence relation. Q. 6. Is intersection of two equivalence relations a reflexive relation ? Ans. Yes. Q. 7. Is intersection of two equivalence relations symmetric relation ? Ans. Yes. Q. 8. Is union of two symmetric relations a symmetric ? Ans. Yes. cal a aL ao~B Odjective : To demonstrate a function which is not one-one but is onto. + Wooden board (of suitable Pre-requisite Knowledge : recaps - Tron nails ‘Students must be familiar with existence of one-one and onto function. Method of Construction : 1, On the wooden board, paste a paper strip on the left side. 2, Fix five iron nails on it, as shown in fig (i). Name the iron nails on the strip as a, b, c, d and e respectively. Fig.) 3. Take another strip and paste it on the right side of the wooden board. 4. Fix three iron nails on the paper strip, as shown in fig (i). Name the iron nails as x, y, z respectively. Fig. Gi) 5. Then, join the iron nails on the left strip with the iron nails on the right strip with the strings as shown in (fig iti).Procedure : 1. Take set A= {a, b, c, d, e} 2, Take set B= {x, yz} 3. Join the elements of set A to the elements of setB as shown in fig (ii). Observation : We observe that 1. The image of the element a of A in Bis hai] ‘The image of the element b of A in B is Es] The image of the element c of A in B is Ears The image of the element d of A in B is aaa) The image of the element e of A in B is [omen] meen ae] 2. Every element in A has a Lie Jinase inB. ‘So the function is (one-one/not one-o1 3. The pre-image of each element of B in A (exists/does not e So, the function is Application This activity helps in the understanding of the concept of one-one and onto function, (onto/not“GB Objective : To draw the graph of sin-t x, using the graph of sins and ff 1. Cardboard 2. Iron nails demonstrate the concept of mirror reflection (about the fine y=) 3. Strings 4. Pencil 5. Eraser iret . 6. Measuring scale 7. White paper Bee ee ai é 8. Coloured pens 9, Cutter 10. Glue. Students must be familiar with drawing of trigonometrical graphs Wo 41. Graph p 5 Ls : -aper Method of Construction : 1, Take a cardboard of dimensions 40 em * 40 cm approx. 2, Paste a white chart paper on it of size 30 em * 30 cm approx. Also paste a graph paper of suitable size on white chart paper as shown in fig. (i). yy aaa ETH TH ES TE SE ew Fig. 3. Draw two mutually perpendicular lines on the white chart paper using a scale. 4. Name them as X'OX and YOY’ as rectangular axes (refer fig (i) 5, ‘Then approximately, graduate the axes by taking unit on x-axis = 1-5 times the unit of y-axis, as shown is fig (i). Fig. (i) VINESH Xaet Lab Manual in Mathematics-XII /13 sists6. Mark the points to the nearest approximation 7. Fix an iron nail at each point and name them as Nj, No, Ns» Nq- 7 Repeat the above process on the other side of x-axis by marking the points as . (F-()G-@)—G-@) ix the nails on these points and name them as Nj, Nz’, Ny’, Nq’ Also fix a nail at O. LE . 7 ir Sa 10. Join the nails with the help of tight string on both sides of x-axis to get the graph of sin x from —~ 10>. 11, Then, plot the points (1, 1), (2 2) {o get the graph of line y = x. Fix a string on these points. 12. Cae easiest ikcpomseN, Ne N,N, ontheiney~x and produce these ines such thatthe of perpendiculars on both sides of the line y =x is same. 13. Again fix nails at these points and name them as P, P2, P3, Pq: u 14, Similarly, fix nails on the other side of x-axis and name them as Pj, P, P3, P4- 15. Join the nails on both sides of the line y = x by a tight string. 16. This string represents the graph of y= sin“! x. Procedure : 1. Place a mirror on the line y= x 2. The image of the graph of sin x represents the graph of sin! x. 3. The graph of sin! x is the mirror reflection of sin x and vice versa. * The image of the graph of sin x in y= x is the graph of “Tsim ofthe phos! xiny= is he oho] Application This acivity can be used to plot the graphs of cos~! x, tan-! x ete,(NB Activiv-7 => Calculus (Sketching of Graph) — “GB Odjective : To sketch the graphs of a and log, x,a>0,a# 1 and to examine that they are mirror images of each other 1. Cardboard 2. Paper pins Pre-requisite Knowledge : 3. Strings 4. Geometry box ‘Students must be familiar with symmetry and drawing of curves. 5. Coloured pens 6. White chart paper 7. Pencil 8. Eraser Method of Construction : ). Glue 10. Squared paper 1. Fix a white chart paper with glue on a cardboard of suitable -Plane mirror 12. Graph Paper_ dimensions. 2. Draw two perpendicular lines X'OX and Y'OY on the squared sheet or graph paper and consider them as the coordinate axes. 3. Graduate the axes as shown in fig. (0) Fig.() 4, Plot the ordered pairs, satisfying y = a* and y = log,,x. Join the points with free hand curves. Then fix the strings along both the curves with the help of paper pins. 5. Also, draw the graph of y=x, and fix a string along the line using paper pins.Procedure : 2 1. Find ordered pairs for a* (take a = 2) and plot them on the squared paper. Fix a paper pin at each point. Fig. (i) lead T 4 ae leet Po) ole ea ies, | ta 1 1 “le e 4 | 07 16 i] c2, os] 4 el? | 3 14 2. Join these points with a string to represent the graph of 2. 3. Now log, x =y gives x= 2”. Find some ordered pairs satisfying it Plot these points on the squared paper and depict each point by putting paper pins and joining them witha strin This will represent the graph of log, x 5. Puta plane mirror along the line y =x. 4. Draw the graph of y = x on the same squared sheet. It lies on the graph of y = We will observe that the two graphs are mirror ima; Observation : We observe that : BK, ges of each other on the line y — x, VINESH Kact Lab Manual in Mathematie-XII (22 itt hil ne i ce2. Image of the point (2, 1) on the graph of y= log, x iny. =r OY ]onen lies on the graph a VIVA-VOCE ‘Ans. A function which is the inverse of an exponential function is known as logarithmic function. Q. 2. What is the inverse of y = a* ? Ans, The inverse function of y = a* is log,*. Q. 3. What is the base of a common logarithm ? ‘Ans. The common logarithm is the logarithm to the bese 10. Q. 4. What is the base of natural logarithm ? The base of a natural logarithm is constant e, where e is an irrational and transcendental number nearly equal to 2-71828128459 Q. 5. Is log 0 defined ? Ans. No. Q. 6. Find the value of log 1. Ans. 0. Q. 7. Complete the following : 1 Ans. log, a = Ans. log,6“GB Objective : To find analytically the limit ofa function (x) at x = a and to check its continuity at that point. Pre-requisite Knowledge ‘Students must be familiar with concept of limit and continuity. Method of Construction : Consider function 1. Pencil 2. Calculator Vv 3. Notebook S@)= 10, 2=5 2. Take some points very near to a ( = 5), some on the left side and some on the right side of a 3. For each point taken in step 2, find the corresponding value of fix). 4. Record the values corresponding to the points on the left and right sides of a in two separate tables. Procedure : 1. Table 1 For the points on the right side of @ (= 5) x_| 49 | 499 | 4999 | 4.9999 | 499999 | 4.999999 | 4.999999 £() | 9-9 | 9-99 | 9.999 | 9-9999 | 9:99999 | 9:999999 | 99999999 2. Table 2 For the points on the left side of a (= 5) x_| s1| sox | soot | sooo1 | 500001 | $000001 FG) | 101 | 1001 | 10-001 | 10-0001 | 10-00001 | 10-000001 Observation : 1, Asx 5 from the right, the value of f(x) approaches to . Asx -> 5 from the left, the value of x) approaches to * yas 5 ear rs Se Since f(a) + lim fx), therefore, function fx) is] Oh 9p 4 ¢ «eee | (continuous/not continuous) xa Application“GR Adjective To verify practically that for a funetion f to be continuous at a given pont x9, Av = |f(xq + Arg) —/ (Xo), is arbitrarily small, if Ax is 1. Wooden board/Thermocol sufficiently small 2. Pencil 3. Scale Students must be familiar with continuity of graph. 4. White Chart Papers Pre-requisite Knowledge : $. Glue 6. Calculator Students must be familiar with continuity of functions. Pi Orawing pin. Method of Construction/ Procedure : = 1. Take a wooden board of suitable dimensions and paste a white chart paper on it with the help of glue (fig. (D]. Fig. (0) 2. As shown in fig. (i), draw the graph/curve of the given continuous function lx) [Refer fig. ()]. Fig. i 3. Now on the positive side of x-axis, take a pont A(%p, 0). Then make a point B (xp, vo) on the curve, corresponding, to point A [Refer fig. (ii).Iustration : : ’ Jn that, Ax, is an increment in x [Refer 1. Consider another point A; (i + Ak 0) an the right side of puch TR : 2, From A, draw a perpendicular on the curve atpoint By orks the coordinates of point By aS (x9 + Ary, yy [Refer fig. (iv)]- ee ‘AG 0) AiG + Ax, 0) Fig. (iv) 3. As shown in fig. (iv), draw a perpendicular from point B(%p, Yo) on AyB,- 4. Let AA, = Ax, and B,T, = Ay;. Record both the measurements. '3, Take another point A by reducing the increment in x to Ax, such that, Ax, < Ax,. Let the coordinates of G+ A>, 0). ‘Then obtain point B, by drawing a perpendicular from A, on the curve (Refer fig. (»)]- Name it as BT). Ay Ay AGEs 0) tt (0) Ay | Fig. (») Let the perpendicular BT, intersect A>B, at point T. 6. Let A,Aq = Ary and BT; = Ay, (say). Record the observations. 7. Repeat the above steps by reducing the increment in x in each step. Observation Table : We observe that : a ee ee ‘ies+ Hence lim Ay =0, for a continuous function. Axo Application ; This activity helps in understanding the concept of derivatives (right hand or left hand) at any point on the curve corresponding to a given function, QL Ans. Q2 Ans. Q3. Ans. Q4 Ans. Q5. Ans. a6 Ans. OF. Ans. Qs Ans. se *VIVA-VOCE When a function is said to be continuous ? ‘A function f(x) is said to be continuous at a point if the graph of the function has no break or jump. When a function f(x) Is said to be left continuous at x= a ? A function of f(x) is said to be left continuous atx =a if lim f(x)= fla). ‘When a function f(x) is said to be right continuous at x= a ? ‘A function flx) is said to be right continuous atx=aif Lt fx)=fla). ‘What is removable discontinuity of function f(x) at x= a? ‘A function f(x) is said to have removal discontinuity at x= aif Lt f(x) exists but not equal to fla). What is non-removal discontinuity of funetion flx) at x= a? ‘A function f(x) is said to have non removal discontinuity atx =a, if Lt f(x) does not exist. Is product of two continuous function is also continuous at x = a ? Yes. Is reciprocal of continuous function is continuous at x = a? ‘Yes. Given f, g are continuous function. Is E continuous at x = a, given g(a) #0? Yes.Topic ~®B Odjective To understand the concepts of decreasing and increasing functions. Pre-requisite Knowledge : Students must be familiar with tangents to curve, slope of line. Method of Construction : y 6. Trigonometric Tables Thin metal wires of different lengths 2 Cardboard of suitable dimensions 3. White sheets 4, Glue. 5. Geometrical instruments 1. Paste a white sheet on a cardboard of suitable dimensions 7.Clips _& Drawing i with glue [fig. (D} ss = Fig. 4 2. Take two wires of equal length and fix them on the white sheet with clips, so that they represent the X-axis; Y-axis [Refer fig, (ii)]. Name them X'OX and Y'OY. : Fig. (ii) 3. Take another pair of wires of suitable length. Fix them on the sheet in the shape of curves [Refer fig. (i)]. 4. Take two points on both curves and repre Perprecrge sent tangents at those points with the help of straight wires of suit in Mathematics-XII /38Itustration : 1, Take a straight wire and fix it on the left curve C, in such a way that it is tangent to the curve at point A, [fig. a i (Gii)}. Let this tangent make an angle a, with the positive direction of X-axis. We observe that a, is obtuse so tan ay is negative. This illustrates that the slope of tangent at A, is negative, Similarly, tke two points say Aa and A, onthe same curve, make tangents aA and A, with wires of suitable of lengt Let these tangents make angles a. and as respectively with the positive direction of x-axis. [fig. (ii)} Angles ot, and a are obtuse angles which illustrates that the slopes of tangents at A, and A, are also negative ice,, the derivatives of the function at A, and A; are negative. Hence, the function given by the left hand side of the curve C; is a decreasing function. Similarly, repeat the above steps to obtain tangents on the second curve C; at points B), B, and Bs. Let these tangents make angles fy, iy and is with the positive direction of x-axis (Refer fig. (iif) We observe that fi, B and fi; are all acute angles so the slopes of tangents at B , Bs and B, are positive ie. the derivatives of the function at B,, By and B, are positive. Hence, the function given by the right hand side of curve is an increasing function. Observation Table 5 Thus, the function represented by the curve is Curve I Curve IL Angle Slope Angle Slope >90° tana, =|~<3 |eve) Bye] 2° |< 90° tanB,=| £3 | (vey - ol , 40 ‘ 10 ff una, - ve) Bs] 45 I< tan B= (ve) ; i: le ie tan a3 = ve) By} s tan Bs =, on i ee a: This function is helpful in understanding the concept of decreasing and increasing functions. Fiva-voce What is monotonically increasing function ? ‘A function f(x) is said to be monotonically increasing on [4, 6] if the value of fx) inceases or decreases with increase or decrease in x. What is monotonically decreasing function ? ‘A funetion f(x) is said to be monotonically decreasing on [a, 6] if the value of x) increases or decreases with decrease or increase in x. Is fix) increasing function for x, fix) ? No. Is flx) decreasing function for x, fl) ? Yes. When a function f(x) is said to be strictly increasing function ? A function x) is said tobe strictly inereasing function on (a 6) fx) x3 => foxy) cm 4 b 30cm b Fig. (i») VINESH Xact Lab Manual in Mathematics-XII /44 ee 4. Take another sheet of in fig. (i). bcm as sh5. Fold the sheet to get cuboid as shown in figure (v). a 30-26 .. Fig. (09 Inustration : Value of x (in cm) Volume of the box (in eu. em), 1 504 1s 68:5 18 7793 2 832 2 856-044 22 8786 25 937-5 3 1008 35 1046-5 36 1050°6 4 1056 43 1049-02 Clearly, the volume of the box is maximum when x =4, Observation : We observe that Volume of the open box is maximum when x=] 4+ ¢ Application : This activity is helpful in explaining the concepts of maxima/minima of functions. a * VIVA-VOCE ‘Ans. These are points from domain of ‘ where we can find maxima or minima. Q. 2. What is extreme value of function ? ‘Ans. The value of function fat an extreme point is ealled extreme value. Q. 3. Are extreme points always critical points ? Ans. No. Q. 4. Local maxima or minima may occur at a critical point. Is it true ? Ans. Yes. Q. 5. What is local maximum value of function f(x) = sin x ? Ans. 1. cai Xi 145“GB Objective : To verify that amongst all the rectangles of the same perimeter, the 1. White i as square has the maximum area. Paper sheets of different colou 2. Paper cutter 3. Scale Pre-requisite Knowledge : 4. Pencil 5. Eraser 6. Plywood 7 Students must be familiar with perimeter and area of geometrical oO bd figures. Method of Construction : 1, Take a rectangular sheet of paper of dimensions say 13 em * 11 om, Let it be Ry. 2. Perimeter of ractangle R, = 2 (13 + 11) = 2 24= 48 em 3. Take more sheets of different dimensions but same perimeter as 48 em. + Rp=16cmx Sem Ry = 15cm * 9 em Rg= 14cm x 10cm Rs = 12cm 12cm Rg = 12-5 om « 11-5 em R,=10-5 cm x 13-5 em 4. Paste all the sheets of paper on plywood. Refer figure (i).and ame perimeter, ith sé From the above, it is ilustrated that amongst all the rectangles wi has the maximum area. It has sides 12 cm x 12 em, which makes it a square, Observation : We observe that 1. Perimeter of all the rectangles Ry, Ro, Ry, R4y Rs, Ro» Ry is ) 2. Area of rectangle Ry is (less/more) than the area of rectangle Rs. 3. Area of rectangle Rs is (less/more) than the area of rectangle R;. 4. Dimensions of rectangles Rs «| De) : 6. Amongst all the rectangles with same perimeter, the Application : The activity is helpful in understanding the idea of maximum ofa function. inte“GB Objective : ‘To verify practically that angle ina semi vector method. —— 4 : ‘Students must be familiar with pythagoras theorem, chord of circle. of Construction : + Take a monde board of snl meson (50 * 40 on) td shite chart paper on it using glue. 2. The chart paper should be of the same size as that of the board (fig. @]- rou 1, Wooden board 2. Chart p 3, Coloured pens 4. Glue 5, Eraser 6. Thin wires 7. Paper arrow heads 8. Geometry box. Je isa right angle, using i Fig. (0, 3. With centre O and a suitable radius (= 15 cm), draw a circle on the paper [fig. (i)]- 4. Let AB be the diameter of the circle. Fix paper arrow heads at points A and B [fig. (i)]. “ Fig. 5. Take points C and D on the same side of the diameter as shown in 5 fig. (ii). Fix arrow heads at poi &- Join OC, OA, OB, AC, AD, BD, OD and BC using the thin wires as shown in fig, 5 7 . (i), "5 1. Measure the angle between the vectors AC and BC ie, ZACB = 90°, 2. Similarly, the angle between the vectors AD and BD ie. ZADB = 90"3. Repeat the above steps by taking some more points on the semi-circle and measure the angles. 4. The angle formed between two vectors in a semi-circle is a right angle. Observation : We observe that On actual measurement : |0C|=| 0A |=|0B}=|0b|= Bi -|_ 2B 2e J ab) - 30 jAcI= 10 \ \abi-|_ © 95-98 Bb) = 15 JACP +|BeP = AG? \ADP +1 Bb? = i \* So, ZACB = *% and AC s- [ggpeaae ZADB = ae and AD-BC = 6 | Application : This activity demonstrates the concept of opposite vectors, vectors of equal magnitude, perpendicular vectors, dot product of two vectors. Qi. Ans. Q2 Ans. Ans. Q4 Ans. Qs. Ans. a VIVA-VOCE Define dot product of vectors @ and 5. 2.P = ab cos 6, 0< 0 < m, where 0 is angle between vectors @ and 5. ae 2.0 = . Can we write @. Yes. Yes. nee 2 +2 2 (SxBl 4 (2-8) =1 al 161 What is the condition for perpendicular vectors ? Write down Lagrange’s identity.(WANE) Activity-27 “@ Objective : ‘To explain the computation of conditional probability of an event A, when event B has already occurred by an example of rolling a dice. awe Pre-requisite Knowledge : : fo sea ‘Students must be familiar with sample space of rolling of dice. 3 Pair of dice Method of Construction : Vv 1. Take a cardboard of convenient size and paste a white paper on it using glue [refer fig. ()}- Fig. 2, Draw a square on the paper and divide it into 36 equal squares of size 1 cm each [refer fig. (ii). AD 2D BD B&D G&D 6D 4,2) 2) G2 aa 2) 6,2) 3 @3) G3) Re 6.9 3) nie 45 5) Gs) 65) 65) RS 49 29 69 46 6,6 6,6 Fig. (i) 3. Write the sample space of rolling two dice together. |Iilustration : 1+ The sample space of rolling two dice together is given in fig. (i). 2. Let A be an event of occurrence of a multiple of 4 on both the dice and B be an event of occurrence of the multiple of 4 on atleast one of the dice. 3+ Lets find the conditional probability of A and B ie, P(A/B) 4. Number of favourable outcomes of event A= 1 Number of favourable outcomes of event B= 11 Number of favourable outcomes of event AA P(ANB) 1 PB) u u 1 5. () P(B) = Gi) ANB) = 5 (iii) P(AIB) = 36 36 Observation : We observe that : 1. nA) = 2. nB)=| A 3. MANB)=| A 4. PAMB) 5. P(A/B) = Mn } Application : This activity is helpful in learning the concept of conditional probability which is further applicable in Baye’s Theorem. BA VIVA-VOCE Q. 1. What are mutually exclusive events ? Ans. A set of events is said to be mutually exclusive if the happening of one excludes the happening of the other. 2 ). 2. What are exhaustive events ? : : : ‘A set of events is said to be exhaustive if the performance of the experiment always results in the occurrence of atleast one of them. Ans.