Activity – 1 : Types of Relations

DATE:

Objective
To verily that the relation R in the set L of all lines in a plane, defined as {(a, b) : a l b
and a, b belongs to L} is Symmetric but neither reflexive nor transitive.

Material Required
 A white paper sheets
 Pencil and scale

Method of Construction

1. Take a drawing board and place it on the table. Now fix a white paper sheet on it
with board pins.
2. Draw straight lines on white paper sheet in such a way that some of them arc
parallel. some are perpendicular to the first drawn parallel lines and some are inclined
to the given drawn lines ,as shown in figure
3. Name these lines as a1,a2,b1,b2,c1 and c2 as shown in the figure.

Demonstration, Observation and conclusion

Relation R is symmetric
1. From the construction we observe that if a1 is perpendicular to b1, then b1 is
perpendicular to a1. Hence if (a1,b1) belongs to R then (b1, a1) belongs to R.
Thus, given Relation R is symmetric

2. From the construction we observe that a2 is perpendicular to b2 and b2 is

perpendicular to a2 . thus if (a2,b2) belongs to R and (b2,a2) belongs to R
Relation R is symmetric .
 In a similar way we can demonstrate that the relation R is symmetric by taking
lines (a1,b1)and (a2 and b2)

RELATION R IS NOT REFLEXIVE :

we observe from figure that no line is perpendicular to itself therefore to line
b2(they are parallel) i.e. if (b1,a1) belongs to R and (a1,b2) belongs to R
but(b1,b2) does not belong to R

RELATION R IS NOT TRANSITIVE

From the construction of lines in the planes l of figure we observe that b1 is

perpendicular to a1 and a1 is perpendicular to b2 but the observation shows
that line b1 is not perpendicular to b2 ( they are not parallel)

From the construction of lines in the planes l of figure we observe that a1 is

perpendicular to b1 and b1 is perpendicular to a2 but we observe that Is not
perpendicular to a2( they are parallel) (a1,b1) belongs to Rand(b1 ,a2) belongs
to R but (a1,a2) does not belongs to R. Hence relation R is not transitivity .

The above activity verify that a relation r is a set l of lines in a plane .

APPLICATION
This activity can be used to check whether a give relation is reflective or not
symmetric or not transitive or not
Activity – 2 : Not One-One but Onto Function

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

Material Required
 A white paper sheets
 Pencil and scale

Method of Construction
1. Take a drawing board and place it on the table. Now fix a white paper sheet on this
drawing board with the help of board pins.
2.Take two sets A = {1. 2, 3} and B = {a, b}.
3.Now draw two rectangles one represents set A and other represents set B as shown
in figure.
4.Join the point I of set A to the point a of set B.
Join the Point 2 of set A to the point b of set B.
Join the point 3 of set A to the point b of set B.

Observations

1. The image of the element I of set A in set B is a.

The image of the clement 2 of set A in set B is b.
The image of the element 3 of set A in set B is b.
Hence, each clement of set A has only one image in set B. So, figure represents a
function.

2. The elements 2 and 3 of set A has the same image bin the set B. Therefore, the
given function is not one-one.
3.The element a of set B has a pre-image I of set A.
4.The element b or set B has two pre-images 2 and 3 of set A.
5.Therefore, each clement of set B has two pre-image in set A.
So, the given function is onto. Hence, a function f:A-> B, where A= {l, 2, 3} and B =
{a, b} defined as f = { (1, a), (2, b ), ( 3, b)} is not one-one but onto.

Application

This activity can be used to demonstrate the concept of one-one and onto function.
Activity – 3 : Continuity and Discontinuity of a Function at a Point

DATE

Objective
To find analytically the limit of a function f(x) at x = c and also to check the
continuity of the function at that point.

Material Required
 A white paper sheets
 Pencil and scale

Method of Construction

1. Take a function: f(x) = x2 + 4 when x = 4

2. Take some values of x on left side of 4, very close to x = 3.9. 3.99. 3.999,
3.9999, 3.99999, 3.999999, 3.9999999

3. Workout corresponding values of f(x) for above given values of with the help
of calculator f(x) = 7-9,7-99,7-999, 7-9999,7.99999,

4. Now record the above given values of x and f(x) in the following Table'1.

5. Take some values of x on right side of 4, very close to 4 = 4.1, 4.01,4.001,

4.0001, 4.00001, 4.000001, 4.0000001

6. Now workout the corresponding values of f(x) for the above given values of x
with the help of calculator.

7. Now record above given values of and f(x) in the following Table 2.
Demonstration

The above two Tables I and 2 are showing the values of X and their corresponding
values of S).

These two tables are demonstrating that when x s very near to 4 either through values
of x smaller than 4 or greater than 4, the value of f(x) is approaching to 8.

Observations

1. The value of f(x) is approaching to 8 as x = 4-.

2. The value of f(x) is approaching to 8 as x = 4+.

Conclusion

Lim x approaches 4, f(x) = 8 exists

F(x = 4-) = 8 (given) F(x = 4+) = f(x) = 8
Hence F(x) is continuous at x =4

Application
This activity is useful in understanding the concept of limit and continuity of a
function at a given point.
Activity - 4 : Absolute Maximum and Absolute Minimum Values of a Function

DATE:

Objective :
To understand the concepts of absolute maximum and absolute minimum value of a
function in a given closed interval through its graph.

Material Required

 A white paper sheets

 Pencil and scale

Method of Construction
I. Take the drawing board and place it on the table.
2 Fix the white paper sheet on it with the help of board pins.
3. Draw two perpendicular lines X'OX and YOY intersecting at O. X'OX is x-axis and
YOY is y-axis. Graduate these axes.
4. Take the function of{x) = (x - 9)(x - 1) on the interval -2,2].
5. Take different values of x on [-2.2] and find the corresponding values of f(¢)and
plot these ordered pairs x, f(x)], as shown the figure.

Demonstration
1. Some ordered pairs are as given below:

+0.5 , +1.0, 1.25, +1.27, +1.5, 2, -1.55, -1.56 , 2

2. Plot these points on the white paper sheet and join them by free-hand curve, see the
figure.
Observation

1. Study the full graph and find the maximum value of f(x) on [-2,2].
2. The absolute maximum value of f(x) is 21 at x = +2.
3. The absolute minimum value of f(x) is -1.56 at x= 1.27.

Application

the activity can be used to explain the concept of absolute maximum / minimum
values of a function.

Notes:

All these 4 values of x lie in the closed interval (-2, 2)

F(x)= 2x (8x2 - 13) =0
Hence x = 0, x = 1.27 and x = -1.27
these three values also lie in [-2,2]. the function has local maxima/ minima at So, the
function has local maxima / minima at x =0 and x =+_1.27 respectively.
Activity – 5 : Word Problems on Maxima and Minima

DATE:

Objective :
To construct an open box of maximum volume from a given rectangular sheet by
cutting equal square pieces from each corner.

Material Required :

 A white sheet, cello tape

 Pencil, Scissor, calculator

Method of Construction

1. Take a rectangular chart-paper of size 45cm x 24cm and name it as rectangle

ABCD.
2. Cut-out four equal square pieces of size 1cm x 1 cm from each corner. Now fold up
the flaps to form an open rectangular box from this chart paper with the help of cello
tape. Measure the length, breadth and height of this open box with the help of scale.
Work out the volume of the open box using the formula V = length x breadth x height.
3. the another rectangular chart paper sheet of same size (45cm x 24cm) and repeat the
above process by cutting Out squares of size-(2cin x 2cm) from each corner and
measure its length, breadth and height and find the volume of the open box.
4. Now take a third rectangular chart paper sheet of same size (45cm x 24cm). Again
remove equal square pieces of size 3cın x 3cm from each corner and measure its
length, breadth and height and find its volume
5. Go on repeating this process by cutting out equal squares pieces from each comer of
sizes 4cm x 4cm, 5cm x 5cm, 6cm x 6cin and 7cm x 7cm. In each case make an open
rectangular box by folding up the laps. Now measure the length. breadth and height of
the each box and calculate their volume.
Demonstration

1. When x = 1, length = (45 - 2)cm = 43cm,

breadth = (24 -2) cm = 22cm
and height = 1cm
: Volume V1, = (43 x 22 x 1)cm3 = 946cms
2. When x = 2cm, l = (45 -4)cm = 41cn; 6 = (24 -4)cm = 20cm and h = 2cm
Volume V2 = (41 x 20 x 2)cm3 = 1640cms
3. When x = 3cm, l = (45 - 6)cm = 39cm, b = (24- 6)cm = 18cm and height 3cm
:. Volume = V3 = 39 x 18 x 3cm3 = 2106cm
4. When x = 4cm, l = (45 -8)cm = 37cm, b = (24 - 8)Cm = 16cm and h = 4cm
Volume = V4 = 37x 16 x 4cm* = 2368cm
5. When x = 5cm, l = (45- 10)cm = 35cm, b = (24 - 10)cm = 14cm and h = 5cm
Volume = V5 = 35 x 14 x 5cm* = 2450 cm
6. When x = 6cm, l= (45 -12) cm = 33cm, b = (24- 12) cm= 12cm and h = 6cm
Volume = V6, = 33 x 12 x 6cm3 = 2376 cm
7. When x = 7cm, l = (45 -14)cm = 31cm, b = (24- 14) Cm = 10cm and h= 7cm
*Volume = V7, = 31 x 10 x 7 cm3 = 2170cm°

Observation
1. When x= 1cm, then V1, = 946cm3
2. When x = 2cm, then V2 = 1640cm3
3.When x = 3cm, then V3= 2106cm3
4. When x = 4cm, then V4 = 2368cm3
5. When x = 5cm, then V5 = 2450cm* (Maximum Volume)
6. When x = 6cm, then V6 = 2376cm3
7. When r = 7cm, then V7 = 21700cm3
From the above values, we conclude that volume is maximum = 2450cm° when size
of square to removed from each corner is 5cm x 5cm.

Application
This activity is useful in explaining the concept of maximum or minimum value of a
function.
Activity – 6 : Finding Maxima and Minima

DATE :

Objective :
To find the tine when he area of a rectangle of given dimensions become maximum if
the length is decreasing and breadth is increasing at given rates.

Material Required :
 10 sheets
 Scissors, scale, pencil, eraser and card board

Method of Construction

1.Take a rectangular piece of chart paper R1, of dimensions 16cm x 8cm.

2.Assume that length of the rectangle is decreasing at the rate of 1 cm/sec and the
breadth is Measuring at the rate of 2cm/sec.

3. Take other rectangles R2, R3, R4, R5, R6, R7, R8 und R9 of dimensions
5cm x 10cm, 14cm x 12cm, 13cm x 14cm. 12cm x l6cm,
11 cm x I8cm, 10cm x 20cm, 9em X 22cm and 8cm x 24cnm.

4. Paste these rectangle on the card board and find their areas

Demonstration

1. Rectangle R, has the dimensions 16cm X 8cm and its length is decreasing at
the rate of l cm /sec and breadth is increasing at the rate of 2cm/see.
2. (i) Area of the rectangle R1 = 16cm x 8cm= 128m.
(iii) Area of the rectangle R2= 15cm x 10cm = 150cm
(iv) Area of the rectangle R3= 14cm x 12em= 168cm
(v) Area of the rectangle R4= 13cm x 14cm= 128cm
(vi)Area of the rectangle R5 = 12cm x l6cm =192cm
(iv) Area of the rectangle R6, 11cm x 18cm = 198cm
(vii) Area of the rectangle R7 = 10cm x 20cm =200cm
(viii) Area of the rectangle R8= 9cm x 22cm=198cm
(ix) Area of the rectangle R9=8cmx 24cm =192cm

Observation

1. Area of the rectangle R2 (after 1 sec) 150cm2

2. Area of the rectangle R3 (after 2 sec) = 168cm2
3. Area of the rectangle R4(after 3 sec)= 182cm2
4. Area of the rectangle R5 (after 4 sec)= 192cm2
5. Area of the rectangle R6 (after 5 sec) = 198cm2
6. Arca of the rectangle R7, (after 6 sec) = 200cm2 [maximum area]
7. Area of the rectangle R8 (after 7 sec) = 198cm2
8. Area of the rectangle R9 (after 8 sec) = 192cm2

Rectangle of maximum area (after 6 sec) = 200cm2.

Maximum area of the rectangle is 200cm2. This can be verified using theoretical
description in notes.

Application :
This activity can be used in explaining the concept of rate of change and optimizations
of a function.
Suggested Activity – 7 : Verification of Maxima and Minima

Objective :

To verify that amongst all the rectangles of the same perimeter, the square has a
maximum area.

Material Required :
 A white paper sheet
 Scale. pencil and board

Method of Construction :
1.Take the drawing board and fix the white paper sheet with the help of board pins on
it.
2. Take perimeter of the rectingle = 48cm and draw the rectangles on white paper
sheet in such a way that perimeter of rectangles is 48cm and different lengths and
breadths.
3. Cut all the rectangles of following dimensions:
4.P = 48cm,l1 = 16cm, b1 = 8cm A1 =l1 x b1 = 16cm x 8cm = 128cm
5. P = 48cm, l2= 15cm, b2 = 9cm A2 = l2 X b2 = 15cmx 9cm = 135cm
6. P 48cm, l3= 14Cm, b3 = 10cm A3 = l3 x b3 = 14cm x 1Ocmm = 140cm
7. P = 48cm, l4= 13cm, b4= 11cm A4 = l4 X b4 = 13cm x 11cm=143cm
8. P 48cm, l5 = 12cm, b5 = 12cm » A5 = l5 X b5 = 12cm x 12cm = 144cm
9. P 48cm, l6 = 11cm, b6 = 13cmn A6 = l6 x b6 = 11cm x 13 cm = 143cm
10. P = 48cm, l7 = 10cm, b7 = 14cm A7 = l7 X b7 = 10cm x 14cm = 140 cm

Demonstration

1. Area of rectangle R1 = 128cm2

2. Area of rectangle R2 = 135cm2
3. Area of rectangle R3 = 140 cm2
4. Area of rectangle R4 = 143 cm2
5. Area of rectangle R5 = 144cm2
6. Arca of rectangle R6 = 143cm2
7. Area of rectangle R7 = 140cm2
8. Perimeter of each rectangle is same but their areas are different. Area of rectangle
R5- 144cm2, this is maximum area. This can be verified using theoretical description
in the note (given at last).

Observation :
Perimeter of each rectangle R1,R2,R3,R4,R5,R6,R7=48
Area of the rectangle R2 is greater than the area of the rectangle R1
Area of the rectangle R3 is greater than the area of the rectangle R2
Area of the rectangle R4 is greater than the area of the rectangle R3
Area of the rectangle R5 is greater than the area of the rectangle R4
Area of the rectangle R6 is greater than the area of the rectangle R5
Area of the rectangle R7 is greater than the area of the rectangle R6
The rectangle R5 has dimensions 12cmx12cmand hence it is a square of all the
rectangle with same perimeter the square has the the maximum area

Application
This activity explain the concept of maximum value of the function .This concept can
be used in prepare economic package.

Notes ; the following mathematical proof verifies that the above activity is correct
Given perimeter =48cm
2(l + b)=48
l + b=24cm
Let b =xcm ,then l=(24-x)cm
Hence area A=lb =x(24-x)
A=24-x2
da/dx=24-x
for maximum or minimum value of x ,d2A/Dx2=0
Thus, b = 12cm rectangle and I = 24 - x =12cm
Hence the perimeter of rectangle 48cm becomes a square of perimeter 48cm and side
= 12cm when area is maximum.
 Activity 8.Angle between two vectors
DATE :
Objective :
To verify that angle in a semi-circle is a right angle, using vector method.

Material Required :
 White paper sheet
 Pencil and scale

Method of Construction :
1. Take the drawing board and fix the white paper sheet on it with board pins.
2. Draw a circle with centre O and radius equal to 5 cm.
3. Join O to A, O to B, O to P, O to Q, A to Q and B to P.
4. Take OA -r. OB =r.OP =p.OQ=q.
5. OA=r. OB =r.OP =p and OQ=q.
Demonstration
Case I
In OAP In OBP In OBQ In AOQ
OA.AP OP OB +BP = OOB +BQ = OQ OA +AQ =OQ
-r.AP=p  r+BP=p  r+BQ=q r+AQ=q
AP=p+i  BP=p-r  BQ=q-r AQ=q+r

Observation
Case - 1: In OAP
AP.BP =(p+r).(p-r)
AP.BP. p 2- r 2=0 { p = r = radius of the circle = 5 cm }
 AP  BP
APB = 90
AP = 10 cm BP = 0cm and AB = 10 cm
Now verify AP2 + BP2 = AB2
APB = 90 { By Pythagoras theorem }

Case -2 : In OBQ
BQ.AQ = ( q -r ) - ( q -r )
BQ . AQ = q 2- r 2=0 { p = r = radius of the circle }
BQ  AQ
AQB= 90
Application
This activity can be used to find the angle between two vectors.
Activity – 9 : Shortest Distance between Two Skew Lines
Date :

Objective :
To measure the shortest distance between two skew lines and verify it analytically.

Materials Required :
 A white paper sheet
 Three wooden blocks of size 2 cm x 2 cm x 2 cm each and one wooden block
of size 2 cm x 2 cm x 4 cm wires of different lengths, set squares, adhesive,
pen/pencil, scale etc.

Method of Construction :
1. Take the drawing board and fix a squared paper on it with the help of board
pins.
2. On the squared paper draw two perpendicular lines OA and OB intersecting at
O, representing x-axis and y-axis respectively.
3. Take the three blocks of the size 2 cm x 2 cm x 2 cm as I , II and III. Name the
4th wooden block 2 cm x 2 cm x 4 cm as IV.
4. Place blocks I, II and 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).
5. Place a straight wire joining the points P and Q, the centres of the bases of the
blocks I and II and another wire joining the centres R and S of the blocks I and
III and another wire joining the centres R and S of the tops of the blocks II and
IV as shown in figure.
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
Demonstration :
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.
8. Measure the distance between the two lines in this position using set-square.
This is the short distance between two skew lines.
 3. Find the equation of line joining P(2, 2, 0) and Q(7, 6, 0) and other line Joining
R(l, 6, 2)and S(6, 2, ) drs of the line PQ: (5, 4, 0) and fixed point (2, 2, 0)
Equation or lines RS: r = (2i + 2j +0 k)+ λ (5i -4 j + 0 k)
drs or line RS: (5, -4, 2) and fixed point (1, 6, 2)
Equation of line RS : ri = (I + 6j +2k) + ( 5i -4 j + 2k)
r1 = 2i + 2j +0k, m1 = ( 5i + 4 j + 0k)
r2 = i + 6j +2k, m2 = ( 5i - 4 j + 2k)
i j k
m 1 x m2 = 5 4 0 = i(8 - 0) - j (l0 - 0) + k(-20 -20) =8i -10j – 4k
5 -4 2
m1 x m2 = 64 + 100 + 1600 = 1764
r1 - r2 = (2i + 2j +0k) - ( i + 6j +2k ) = ( i - 4 j - 2k)
(r1 - r2 ). (m1 x m2 ) = ( i - 4 j - 2k) . ( 8i - 10 j – 40 k) = 8 + 40 + 80 = 128
D = 128/42 = 64 /21 = 3 units
The distance between two skew lines will be same appox.
Observations :
1. Coordinates of point P are (2,2,0).
2. Coordinates of point Q are (7,6,0).
3. Coordinates of point R are (1,6,2).
4. Coordinates of point S are (6,2,4).
5. Equation of line PQ is r = (2i + 2j +0 k)+ λ (5i +4 j + 0 k)
6. Equation of line RS is r = ( i + 6j +2k ) + u (5i -4 j + 2 k)
7. Shortest distance between PQ and RS analytically = 3.

Application
This activity can be used to explain the concept of skew lines and shortest distance
between two line space.
 Activity – 10 : Conditional Probability
Date :
Objective :
To explain the computation of conditional probabilities of a given event A when event
B has already occur through an example of throwing a pair of dice.
Material Required
 A white paper sheet
 Pencil and scale
 A pair of dice
Question
Find the conditional Probability of a event A if an event B has already occurred;
where event A is number appears on both the dice and event B is the event” 4 has
appeared on atleast one of the dice i.e., we are to find P(A/B) using activity method
Method of Construction
1. Take the drawing board and place it on a table. Fix the white paper sheet on it
with drawing pins.
2. Draw a big square of ( 6cm x 6cm) size. Divide it into 36 squares of size ( 1cm
x 1cm).
3. When we toss a pair of dice 36 outcomes are I. I; I. 2; I, 3 .... Write these pair
of numbers in the 36 the squares as shown with figure.
Demonstration
1. We are tossing a pair of dice. Its all possible Outcomes have been shown in the
figure. Hence this figure represents the sample space of the experiment of
throwing a dice once.
2. We are given event A as “a number 4 appears on both the dice” and B is the
event 4 has appeared atleast one of the dice” i.e., we have to find P(A/B).
3. Number of outcomes favourable to A is only one i.e., (4,4) Shade it.
4. -Number of outcomes favourable to B are 4. I: ,4, 2; 4,3 ;4,4; 4, 5; 4, 6. Shade
them all.

5. (a) Hence Number of outcomes favourable to event A = I.

( b) Number of outcomes favourable to event B = 11.
(c) Number of outcomes favourable to event B An B = 'the double shaded
outcome 44= I.
(d) Total Number of outcomes = 36.
(e) n(A) = l, n(8) = 11, n( AnB) = I n(S) = 36
6. A)P(B)=n(B)/n(S)=11/36
B)P(A.B)=n(A.B)/n(S)=1/36
C)P(A|B)=P(A.B)/P(B)=1/11