Activities

in
Mathematics
Class XII
 ACTIVITY - 1

Objective of the Activity

To verify that the relation R in set L of all lines in plane defined as
is symmetric but neither reflexive nor transitive.

Materials Required
✧✧ A piece of card board of suitable size
✧✧ Pieces of wires
✧✧ Nails
✧✧ White chart paper
✧✧ Glue
✧✧ Scale

Logical Steps of the Activity

1. Take a card board of suitable
size and paste a white chart
paper on it.

2. Draw two straight lines on

white chart paper with the help
of wires and glue in such a way
that some of them are parallel
some are perpendicular to the
first drawn parallel lines and
some are inclined to the given
drawn lines as shown in the
given figure.

3. Name these lines as l1, l2, l3, l4, l5,

l6 as shown in the given figure.

1
Observations
1. l1 is perpendicular to l4 and l5.

2. l2 is perpendicular to l4 and l5.

3. l3 is perpendicular to l6 and l7.

4. l1 is parallel to l2.

5. l4 is parallel to l5.

6. l6 is parallel to l7.

7. So (l1, l4), (l1, l5), (l2, l4), (l2, l5), (l3, l6), (l3, l7) ∈ R.

8. From the above figure we can see that there is no line which is perpendicular to itself, i.e.,
(l l) ∈ R so that the given relation R is not a reflexive relation.

9. From the above figure we can see that l1 ^ l4 and l4 ^ l1

Then (l1 , l4) ∈ R ⇒ (l4, l1) ∈ R

Similarly (l2, l4) ∈ R ⇒ (l4, l2) ∈ R

Also (l3, l6) ∈ R ⇒ (l6, l3) ∈ R

So we can say that the given relation R is a symmetric relation.

10. From the above figure we can see that l1 ^ l2, and l4 is ^ l2 but l1 || l2 not perpendicular.
Thus (l1, l4) ∈ R and (l4, l2) ∈ R but (l1, l2) ∈ R so we can say the given relation R is not a
transitive relation.

Result
From the above activity it is verified that the given relation R “is perpendicular to” on the set R
of all straight lines in a plane is symmetric but neither reflexive nor transitive.

Application

This activity is useful to identify that the given relation is an equivalence relation or not.

2
 ACTIVITY - 2

Objective of the Activity

To explore the principal value of the inverse trigonometric function y = sin–1x with the
help of a unit circle.

Pre-requisite Knowledge
❖❖ Basic knowledge about trigonometric ratios and properties of inverse trigonometric functions.

Materials Required
✧✧ A cardboard of suitable size
✧✧ White chart papers
✧✧ Board pins
✧✧ Wires
✧✧ Ruler
✧✧ Needle

Logical Steps of the Activity

1. Take a card board of suitable size and paste a white sheet on it with the help of board pins.
2. Draw two perpendicular lines XoX‘ and YoY‘
with the help of wires on white sheet. XoX‘
says x-axis and YoY‘ says y-axis.
3. Take one unit radius and draw a circle on to
the white sheet with centre O.
4. Mark the points P, Q, R, S where the circle cuts
the axis respectively as shown in the figure.
5. Now fix two bars which are || to y-axis on
the opposite sides of the cardboard as shown
in the figure.

3
6. Now fix one steel wire between the bars so that the wire can be moved freely which is ||
to the x-axis.

7. Now fix a needle of unit length such that one end of the needle is at the centre of the circle
and the other end to move freely along the circle as shown in the figure.

8. Place the needle at an arbitrary angle Q1 with the positive x-axis.

9. Now measure the angle in Radius is equal to the length of intercepted arc of the circle.

10. Now slide the steel wire between the bars such that the wire meets with free end of the
needle mark this meeting point as A1 as shown in the figure.

12. Identify the y-co-ordinate of point A1, which is equal to the perpendicular distance from
the x-axis it gives y1 = sin Q1.

13. Rotate the needle further in the anticlockwise direction and keep it at the angle (p – Q1).
Here the wire meets the needle at point A2 as shown in the figure.

14. Now with the help of slide wire find the value of y-coordinate of A2. With the help of both
the points A and A2 the value of y-coordinates are same for different values of angles i.e.,
y1 = sin Q1 and y1 = sin (p – Q1).

15. The above observations shows that the sine function is not one to one function for the
angles which are in first and second quadrants.

16. Now repeat the same process of angle –Q1 and (–p + Q1) respectively or we can say (p + Q1)
and (2p – Q1) in this case we also get the same result that y-coordinate for the point A3 and
A4 are the same. Thus the sine function is not one to one for the angle which are coming in
IIIrd and IVth quadrants as shown in the figure.

17. Here we observe that the value of y-coordinate is different for the points A3 and A1.

4
 π π
18. Now move the needle again in anticlockwise direction from − to . By sliding the steel
2 2
wire we see that the value of y-coordinate for the points A5, A6, A7 and A8 are different.
 π π
Therefore sine function is one-one in the domain  − ,  and thus the range lies between
–1 and 1 as shown in the figure.  2 2

 π π
19. Now place the needle at any arbitrary angle f lying in the interval  − ,  and find
 2 2
y-coordinate of the intersecting point A9 through the sliding steel wire. We can say it as y.
 π π
The y = sin f or f = sin–1 y as sine function is one-one and on-to in the domain  − ,  and
 2 2
range [–1, 1]. Hence its inverse arc sine function exists as shown in figure.

5
 20. Thus the domain and range of sine inverse function are interchanged with the domain and
 π π
range of sine function i.e., the domain of arc sine function is [–1, 1] and range  − ,  . This
 2 2
range of arc sine function is known as principal value of arc sine function or sin–1 function.

Observation
1. From the above discussion we observe that sine function is non-negative in first and second
quadrants.

2. And for the third and fourth quadrants the sine function is negative (including zero).

3. We observe that f = arc sin y ⇒ y = sin–1 f

 π π
where  − ≤ φ ≤ 
 2 2
Result
 π π
From the above activity we conclude that the principal value branch of sin–1 x is  − ,  .
 2 2
Application

This activity is helpful to clear the concept of principal value branch of various inverse
trigonometric function.

or other inverse trigonometric

6
 d
ACTIVITY - 3

Objective of the Activity

To sketch the graph of ax and logax where a > 0 , a 1 and to examine that they are
mirror images of each other.

Pre-requisite Knowledge
❖❖ Knowledge about exponential functions and logarithmic functions with their properties.

Materials Required
✧✧ Card board of suitable size
✧✧ Drawing pins
✧✧ Thin wires
✧✧ Sketch pens
✧✧ Glue stick
✧✧ Pencil
✧✧ Eraser
✧✧ A plane mirror etc.

Logical Steps of the Activity

1. Take a white chart paper of suitable size and paste it on the card board.

2. Draw two lines perpendicular which is bisected at point o horizontal line XoX‘ is called
x-axis and vertical line YoY‘ is represented y-axis.

3. Find some ordered pairs which will satisfying the function y = ax and y = logax. Plot these
points corresponding to the ordered pairs and join them by free hand curves in both the
cases. Fix thin wires along these curves using board pins.

4. Draw the graph of y = x and fix a wire along the graph using board pins.

7
5. For ax, take a = 2 (say) and find the ordered pairs.

1 1
x 0 1 –1 2 –2 3 –3 − 4
2 2
1 1
2x 1 2 0.5 4 8 1.4 0.7 16
4 8

6. Join the bases of drawing pins with a thin wire. This is going to represent the graph of 2x.

7. Some ordered pairs are given below which is satisfying to the curve y = log2x gives x = 2y.

1 1 1
x 1 2 4 8
2 4 8
y 0 1 –1 2 –2 3 –3

8. Plot these ordered pairs on the graph paper and fix a drawing pin at each plotted point.
Join the bases of the drawing pins with a thin wire. This is going to represent the graph of
curve y = log2x.

9. Draw a graph of y = x on the graph paper.

8
 10. Place a plane mirror along the wire representing y = x, it can be seen that the two graphs of
the given functions are mirror images of each other in the line y = x.

Observations
1. The image of ordered pair (1, 2) on the graph of y = 2x in y = x is log y = 0 it lies on the graph
of y = log2x.

2. The image of the ordered pair (4, 2) as the graph y = log2x in y = x is log24 = 2 log22 = 2 × 1
= 2 which is lie on the graph of y = 2x.

Application

This activity is helpful to understand the concept of experimental and logarithmic functions
which are mirror images of each other in y = x.

9
 ACTIVITY - 4

Objective of the Activity

To establish a relationship between common logarithm (to the base 10) and natural
logarithm (to the base e) of the number x.

Pre-requisite Knowledge
❖❖ Knowledge about logarithmic functions and the base.

Materials Required
✧✧ A cardboard of suitable size
✧✧ White chart papers
✧✧ Graph paper
✧✧ Pencil
✧✧ Scale
✧✧ Log tables
✧✧ Calculator (graphic and scientific)

Logical Steps of the Activity

1. Take a card board of suitable size and paste a white chart paper on it.

2. Draw two lines perpendicular which is bisected perpendicularly at point o. The horizontal
line XoX‘ is represented x-axis and vertical line YoY‘ is represented y-axis.

3. Now find some ordered pairs which will satisfying to the function y = log10 x.

4. Find some values of y for different values of x for the given function y = log10 x. Some
values are given below.

10
 X 1 2 3 4 5 6 7 8 9 10
y= log101 log102 log103 log104 log105 log106 log107 log108 log109 log1010
log10 x 0 .3010 .4771 .6020 .6989 .7781 .8450 .9030 .9542 1

5. Now plot these points (1, 0) (2, .30), (3, 0.47) (4, .60) (5, .69) (6, .77) (7, .84) (8, .90) (9, .95) (10,
1) and join these points free hand. To obtain the graph of y = log10 x which is shown in the
figure.

6. Now find the different values of y‘ for different values of x for the function y‘ = loge x. Some
values are given below.

X 1 2 3 4 5 6 7 8 9 10
y= loge1 loge2 loge3 loge4 loge5 loge6 loge7 loge8 loge9 loge10
loge x 0 .6931 1.0986 1.3862 1.6094 1.7917 1.9459 2.0794 2.1972 2.3025

7. Now plot these points (1, 0) (2, .69) (3, 1.0), (4, 1.38) (5, 1.60) (6, 1.79) (7, 1.94) (8, 2.07) (9, 2.19)
(10, 2.30). Join these points free hand to obtain the graph of y = loge x.

11
Observation

Points on the y
S.No. y = log10 x y‘ = loge x Ratio (approximately)
x-axis y′

1 x1 = 1 y1 = 0 y‘1 = 1 Not defined

2 x2 = 2 y2 = 0.3010 y‘2 = 0.6931 0.4342

3 x3 = 3 y3 = 0.4771 y‘3 = 1.0986 0.4342

4 x4 = 4 y4 = 0.6020 y‘4 = 1.3862 0.4342

5 x5 = 5 y5 = 0.6989 y‘5 = 1.6094 0.4342

6 x6 = 6 y6 = 0.7181 y‘6 = 1.7951 0.4342

7 x7 = 7 y7 = 0.8450 y‘7 = 1.9459 0.4342

8 x8 = 8 y8 = 0.9030 y‘8 = 2.0794 0.4342

9 x9 = 9 y9 = 0.9542 y‘9 = 2.1972 0.4342

10 x10 = 10 y10 = 1 y‘10 = 2.3025 0.4343

y
1. The value of for each point x is equal to 0.4242 (Approximately)
y′
1
y
2. The observed value of in each case is approximately equal to the value of log e 10
y′
log e x
3. Therefore log 10 x =
log e 10
y′
⇒ y=
log e 10

y 1
⇒ = = .4342 (Approximately)
y ′ log e 10

Result
log e x
From the above discussion with the help of the activity we conclude that log 10 x = .
log e 10
Application

This activity is helpful to change the base of a logarithmic function.

12
 d
ACTIVITY - 5

Objective of the Activity

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

Pre-requisite Knowledge
❖❖ Knowledge of the concepts of limit and continuity of a function at given point.

Materials Required
✧✧ A drawing board
✧✧ A white paper sheet
✧✧ Board pins, pencil and calculator

Logical Steps of the Activity

 x2 − 9

1. Let the given function be f(x)  x − 3 if x ≠ 3
 6 if x = 2

2. Take some points or value of x on left side of 3, very close to 4 and find the value of f(x)

x 2 − 9 ( x + 3) ( x − 3)
⇒ f ( x) = = = x + 3 ⇒ ( x ≠ 3)
x−3 ( x − 3)
3. Find the corresponding values of f(x) for given values of x with the help of calculator.

4. The values of x and f(x) may be tabulated as below:

x 2.9 2.99 2.999 2.9999 2.99999 2.999999 2.9999999

f(x) 5.9 5.99 5.999 5.9999 5.99999 5.999999 5.9999999

5. Now take some values of x or points on the right side of (x = 3) which are very close to c.

13
 6. Find the corresponding values of f(x) for the given value of x with the help of calculator.

7. The value of f(x) are tabulated as below:

x 3.1 3.01 3.001 3.0001 3.00001 3.000001 3.0000001

f(x) 6.1 6.01 6.001 6.0001 6.00001 6.000001 6.0000001

Observations
1. The values of f(x) is approaching to 6 when x → 3 from the left.

2. The values of f(x) is approaching to 6 when x → 3 from the right.

3. So we can say lim f ( x ) = 6 ( L.H .L.) and lim f ( x ) = 6 ( R.H .L.) L.H.L. → stands for
x → 3− x → 3+ Left Hand Limit
4. Therefore lim f ( x ) = 6 , f(3) = 6 R.H.L. → stands for
x→3 Right Hand Limit
 f ( x ) Value of the function
Thus lim f ( x ) = f (3) 
x→3 at given point.
Since lim f ( x ) = lim f ( x ) = f (3) = 6 {L.H.L. = R.H.L., f(x)}
x → 3− x → 3+
So the given function is continuous function at x = 3.

Result
With the help of above activity, we conclude the limit of a function f(x) at given point c analytically
and checked whether the function is continuous or not.

Application

This activity is useful to understand the concept of limit and continuity of a given function
at given point.

14
 ACTIVITY - 6

Objective of the Activity

To understand the concept of local maxima and local minima and point of inflexion
for a given function.

Materials Required
✧✧ A drawing board
✧✧ A white paper sheet
✧✧ Board pins
✧✧ Wires
✧✧ Glue
✧✧ Pencil
✧✧ Scale

Logical Steps of the Activity

1. Take a drawing board of convenient size and paste a white paper on it.

2. Take two pieces of wires of convenient lengths and fix them on the drawing board which
are bisected at point o. One is horizontal (XoX‘) is called x-axis and one is vertical (YoY‘) is
called y-axis.

3. Take another wire of suitable length and bend it in the shape of curve. (The curve should be
make at least four points). Fix this curved wire on the white paper pasted on the drawing
sheet as shown in the figure.

4. Take four more wire of suitable lengths and fix them at the points A, B, C, D and P. Which
are represents the tangents of the curves at points A, B, C, D which are parallel to the x-axis.

5. The slope of tangents at these points are zero i.e., the value of first derivative of a function
is zero at all these points and the tangent at point P intersect the curve.

15
Observation
dy
1. We see from the given figure the sign of the slope of the tangent   first derivative at
 dx 
a point on the given curve to the immediate left of A is negative and sign of the slope of
dy
tangent   first derivative at a point on the curve to the immediate right of A is positive.
 dx 
That means at the point A sign of the first derivative is changes from negative to positive.
So the point A is the point of local minima.

dy
2. Now similarly we observe that the slope of tangent   (first derivative) at point B. When
 dx 
we move from just left to just right is changes from negative to +ve. Therefore we can say
the point B is also a point of local minima.

dy
3. The slope of tangent   (first derivative) at point on the curve the immediate left of c
 dx 
 dy 
is +ve and the sign of the slope the tangent   first derivative at a point on the curve is
 dx 

16
 immediate right of c is –ve. That means the sign of the first derivative of a given function is
changes from +ve to –ve. Thus the point c is the point of local maxima.

4. Similarly the sign of first derivative is also changes from the +ve to –ve thus the point D is
also point of local maxima.

5. But when we move from just left to just right at point P there is no change in the sign of the
 dy 
first derivative   of the given function. Thus the point P is the point of inflexion.
 dx 

Result
Hence from the above discussion we conclude that point A and B are the points of local minima
and the points C and D are the points of local maxima and the point P is neither minima nor
maxima it is a point of inflexion.

Application

1. This activity is helpful to find the points of local minima and local maxima and point of
inflexion for the given curve.
2. The concept of maxima and minima is useful in daily life problems for constructing of
packages of maximum and minimum capacity. Cost and profit maximum and minimum.

17
 ACTIVITY - 7

Objective of the Activity

To evaluate the definite integral as the limit of a sum and verify it by actual
integration.

Pre-requisite Knowledge
❖❖ Knowledge of integration and geometrical concepts related with area of plane geometrical
figures.

Materials Required
✧✧ A card board of suitable size
✧✧ White chart paper
✧✧ Graph paper
✧✧ Pencil
✧✧ Scale

Logical Steps of the Activity

1. Take a cardboard of suitable size and paste a white paper on it.

2. Draw two line which is bisected perpendicularly at point o. The horizontal line XoX‘ is
called x-axis and vertical line YoY‘ is called y-axis.

3. Now draw a quadrant of a circle with centre at origin o and radius is 1 unit which is shown
in the fig. This curve in the 1st quadrant represents the graph of the function 1 − x 2 in the
closed interval [0, 1].

4. Let origin o be denoted by Mo and the points where the curve meets the x-axis and y-axis
be denoted by M10 and N0 respectively.

5. Divide M0M10 into 10 equal parts with the help of point of division as M1, M2, M3 .... Mg.

18
 6. With the help of each points M1, M2, M3 .... Mg draw perpendicular on the x-axis to meet the
curve at the points N1, N2, N3 .... Ng measure the lengths of M0N0, M1N1, M2N2, ...... MgNg
and call them as y0, y1, y2, y3, ..... yg whereas width of each part M0M1 = M1M2 = M2M3 =
M3M4 = M4M5 = M5M6 = M6M7 = M7M8 = M8M9 = M9M10 = 0.1 unit.

Observation
1. We observe that y0 = M0N0 = 1 unit.

y1 = M1N1 = .99 units.

y2 = M2N2 = .97 units.

y3 = M3N3 = .95 units.

19
 y4 = M4N4 = .92 units.
y5 = M5N5 = .87 units.
y6 = M6N6 = .80 units.
y7 = M7N7 = .71 units.
y8 = M8N8 = .6 units.
y9 = M9N9 = .43 units.
y10 = M10N10 = which is very small and assumed to be zero.

2. Now area of the quadrant of the circle

= area bounded by the curve and two axis
= sum of the areas of 10 trapeziums

1
= × (.1) × [1 + .99] + [.99 + .97] + [.97 + .95] + [.95 + .92] + [.92 + .87] + [.87 + .8]
2
+ [.8 + .71] + [.71 + .6] + [.6 + .43] + (.43)]
= .1 × [.5 + .99 + .97 + .95 + .92 + .87 + .80 + .71 + .60 + .43]
= .1 × 7.74 = 0.774 sq units (Approximately)
1
x 1 
3. Now by integration we have 1
∫0
2
1 − x dx =  1 − x 2 + sin −1 x 
2 2 0
1 π π 3.14
= × = = = 0.785 sq. units (Approx.)
2 2 4 4

4. The area of the quadrant as a limit of sum is nearly the same as the area obtained by actual
integration.

Result

From the above discussion we see that the definite integration ∫ab 1 − x 2 dx can be evaluated as
the limit of a sum.

Application

This activity is helpful to evaluate the area of bounded curves.

20
 ACTIVITY - 8

Objective of the Activity

To verify geometrically that

Pre-requisite Knowledge
❖❖ Knowledge of vector algebra, addition of vectors, vector product or cross product of two
vectors.

Materials Required
✧✧ Card board of suitable size
✧✧ White paper sheet
✧✧ Cutter
✧✧ Sketch pen
✧✧ Cello tape
✧✧ Scale

Logical Steps of the Activity

1. Take a card board of suitable size and paste a white paper on it.

2. Draw a line segment OA = 7 cm which is representing c .
  
3. Draw a line segment OB = 5 cm which is representing a such that ∠AOB = 60°. Let OB = a.
 
4. Draw line segment BC = 3 cm representing b and making an angle of 30º with OA.

5. Draw BM ^ OA, CL ^ OA and BN ^ CL.

6. Now complete the parallelogram OAQB, OAPC, and BQPC.

21
Observations
   
1. We know that c × a = c a sin α ∵ α = 60°

= OA × BM

= Area of parallelogram OAQB.

   
2. c × b = c ⋅ b sin α

= OA × CN

= BQ × CN

= Area of parallelogram BQPC

   
3. OB = a and BC = b
    
∴ in ∆OBC , OC = OB + BC = a + b

and ∠ COA = d
     
4. ( )
C × a × b = c a × b sin d

= OA × OC sin d = OA × CL

= Area of parallelogrram OAPC

5. Area of parallelogram OAPC = (OA) (CL)

= OA × (LN + NC)
= OA (BM + MC)
= (OA) (BM) + (OA) (NC)
= Area of parallelogram OAQB
+ area of parallelogram BQPC

22
       
∴ ( )
c× a+b = c×a + c×b

      
6. ( )
c × a + b , c × a and c × b are perpendicular to the same plane.
      
∴ ( )
c × a + b = c × a + c × b (Condition of co-planarity)

Result
  
From the above activity we conclude that it is verified that for any three vectors a, b and c we
      
( )
have c × a + b = c × a + c × b.

Application

This activity is helpful to understand the concept of distributive property of vectors.

23
 ACTIVITY - 9

Objective of the Activity

To measure the shortest distance between two skew lines and verify by analytically.

Pre-requisite Knowledge
❖❖ Knowledge about various forms of equation of lines, skew lines. Knowledge about the
formula of distance (shortest) between two skew lines.

Materials Required
✧✧ Thick card board sheets
✧✧ White chart paper
✧✧ Four wooden blocks of suitable dimensions
✧✧ Threads
✧✧ Glue sticks etc.

Logical Steps of the Activity

1. Take a card board sheet of suitable size and paste a white sheet on it and after that paste a
graph paper on it.

2. Draw two lines XOX‘ and YOY‘ which is bisected perpendicularly at point O. The point O
represent the origin and XOX‘ is called x-axis and YOY‘ is called y-axis. On these axis take
1 cm = 1 unit and label them as shown in the figure.

3. Mark the points P(3, 3), Q(11, 3), R(6, 11), S(14, 13) on the graph paper.

4. Label the four wooden blocks as a, b, c and d.

5. Now fix the wooden blocks labeled a, b, c and d at point P(3, 3), Q(11, 3), R(6, 11) and S(14,
13) respectively such that their base centers fall exactly at these points.

6. Using adhesive/glue sticks fix a piece of thread joining points A and D where A and D are
the contents of the tops of blocks a and d respectively.

24
7. Similarly fix a piece of thread joining points B and C where B and C are the centers of the
blocks b and c respectively.

25
 8. Take a thread and join it perpendicularly with the lines AD and BC and measure the actual
distance.

9. Place a set square such that its side forming the right angle is along the thread BC.

10. Move the set square along AD till its other side forming the right angle touches the other
piece of thread.

11. Measure the distance between the two threads in this position to get the required shortest
distance between AD and BC.

Observations
1. Here the threads joining AD and BC represents two skew lines.

x − x1 y − y1 z − z1
2. Equation of line joining two points (x1, y1, z1) and (x2, y2, z2) is = = .
x2 − x1 y2 − y1 z2 − z1
3. Now equation of line joining A(3, 3,1) and D(14, 13, 2) is given by

x−3 y −3 z−1
= =
14 − 3 13 − 3 2 − 1
x −3 y −3 z−1
or = = ... (1)
11 10 1
and equation of line joining B(11, 3, 1) and C(6, 11, 0) is given by

x − 11 y − 3 z − 0 x − 11 y − 3 z
= = or = = ... (2)
6 − 11 11 − 3 0 − 1 −5 8 −1
4. Now we know that the shortest distance (d) between two skew lines
x − x1 y − y1 z − z1 x − x2 y − y2 z − z2
= = and = = is given by
a1 b1 c1 a2 b2 c2

x2 − x1 y2 − y1 z2 − z1
a1 b1 c1
d= a2 b2 c2

( a1b2 − a2b1 )2 + (b1c2 − b2c1 )2 + (c1a2 − a1c2 )2

So the shortest distance d between the lines (i) and (ii) is given by

11 − 3 3 − 3 0 − 1
11 10 1
d= −5 8 −1
(88 + 50)2 + ( −10 − 8)2 + ( −11 + 5)2

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 8 0 −1
11 10 1 8 ( −18 ) − 0 + 1 ( 88 + 50 )
d= =
−5 8 −1 19044 + 324 + 36
2 2 2
(138 ) + 18 + 6

−144 + 138 −6
d= =
19404 139.29

6
or ⇒ d = .04 cm
139.29
5. On actual measurement the shortest distance between two skew lines = 0.6 cm

6. From point (4) & (5) we observe that the shortest distance between Skew lines AD and
BC by actual measurement is approximately equal to the shortest distance obtained by
analytical method.

Result
From the above activity we conclude that the shortest distance between two Skew lines obtained
by actual measurement and obtained by analytical method is coming equal.

Application

This activity is helpful to explain the concept of Skew lines and shortest distance between
two Skew lines.

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 ACTIVITY 10

Objective of the Activity

To explain the computation of conditional probabilities of a given event A when event
B has already occurred through an example of throwing a pair of dice.

Pre-requisite Knowledge
❖❖ Knowledge about probability, knowledge about random experiment, sample space, event,
equally likely events etc., conditional probability.

Materials Required
✧✧ Card board sheet
✧✧ Squared sheet
✧✧ White chart
✧✧ Glue sticks etc.

Logical Steps of the Activity

1. Take a card board of suitable size and paste a white sheet on it and paste a squared paper
on it which has 36 square as shown in the figure.

2. Write all possible out comes obtained

by throwing two dice on the squared (1, 1) (1, 2) (1, 3) (1, 4) (1, 5) (1, 6)
paper i.e. and write all the following
outcomes on the squared paper as (2, 1) (2, 2) (2, 3) (2, 4) (2, 5) (2, 6)
shown in the figure.
(3, 1) (3, 2) (3, 3) (3, 4) (3, 5) (3, 6)
(1, 1), (1, 2), (1, 3), (1, 4), (1, 5), (1, 6), (2,
1), (2, 2), (2, 3), (2, 4), (2, 5), (2, 6), (3, 1), (4, 1) (4, 2) (4, 3) (4, 4) (4, 5) (4, 6)
(3, 2), (3, 3), (3, 4), (3, 5), (3, 6), (4, 1), (4,
2), (4, 3), (4, 4), (4, 5), (4, 6), (5, 1), (5, 2), (5, 1) (5, 2) (5, 3) (5, 4) (5, 5) (5, 6)
(5, 3), (5, 4), (5, 5), (5, 6), (6, 1), (6, 2), (6,
3), (6, 4), (6, 5), (6, 6) (6, 1) (6, 2) (6, 3) (6, 4) (6, 5) (6, 6)

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Observation
Case I: To find the conditional probability of an event E when F has already occurred where E is
the event a number 3 appears on both the dice and F is the event 3 has already appeared on one
 E
of the dice. Here we have to find the conditional probability P   .
 F
1. From the above figure

Favourable out comes of E is (3, 3)

E = {3, 3} i.e, n(E) = 1

Favourable outcomes of F are

F = {(1, 3) (2, 3) (3, 3) (4, 3) (5, 3) (6, 3) (3, 1) (3, 2) (3, 4) (3, 5) (3, 6)}

No. of favourable outcomes of F i.e., n(B) = 11

Now the common outcomes of E and F is {3, 3}

Now no. of favourable outcomes of ( E ∩ F ) = n(1)

E P (E ∩ F ) 1
Conditional probability P   = =
 F P( F ) 11
Alternate Method:

 E  P (E ∩ F )
P  =
 F P (F)

Total no. of outcomes in a single throw of two dice = 36

 n(S) = 36 and n(F) = 11

n( F ) 11
P( F ) = =
n(S) 36
n(E ∩ F ) = 1

1
P(E ∩ F ) =
36
1
 E  P ( E ∩ F ) 36 1
So P   = = =
 F P( F ) 11 11
36

Case II: To find the conditional probability of an event E when F has already occurred, where
E be the event getting the sum 8 and F is the event a doublet has already occured. Here also we
 E
have to find P   .
 F

29
 2. From the figure

Favourable outcomes of E are (3, 5) (4, 4) (5, 3) ⇒ {( 3, 5) ( 4, 4)( 5, 3)}

No. of outcomes of (E) = n(E) = 3

Favourable outcomes of F are (1, 1) (2, 2) (3, 3) (4, 4) (5, 5) (6, 6)

F = {(1, 1) (2, 2) (3, 3) (4, 4) (5, 5) (6, 6)}

No. of outcomes in F i.e. n(F) = 6

Common outcomes of E and F is {4, 4}

No. of outcomes in ( E ∩ F ) i.e. n ( E ∩ F ) = 1

 E  P (E ∩ F ) 1
Hence P   = =
 F P (F) 6
Alternative Method

 E  P (E ∩ F )
We know that P   =
 F P (F)
n(S) = 36, n(E) = 3, n(F) = 6, n ( E ∩ F ) = 1

n( F ) 6 1
P (F) = = =
n(S) 36 6
n (E ∩ F ) 1
P (E ∩ F ) = =
n(S) 36
1
 E  P (E ∩ F ) 36 1
So P  = = =
 F P( F ) 1 6
6

Result
From the above activity we conclude that this activity explains how to calculate the conditional
probability of an event when another event has already occurred.

Application

This activity is helpful to clear the concept of Baye’s Theorem.

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