Activity 18 7

OBJECTIVE MATERIAL REQUIRED

To demonstrate that the Arithmetic Coloured chart paper, ruler, scale,
mean of two different positive sketch pens, cutter.
numbers is always greater than the
Geometric mean.
METHOD OF CONSTRUCTION
1. From chart paper, cut off four rectangular pieces of dimension a × b (a > b).
2. Arrange the four rectangular pieces as shown in figure. 18.

DEMONSTRATION
1. ABCD is a square of side (a + b) units.
2. Area ABCD = (a + b)2 sq. units.
3. Area of four rectangular pieces = 4 (ab) = 4ab sq. units.
 4. PQRS is a square of side (a – b) units.
5. Area ABCD = Sum of the areas of four rectangular pieces + area of square
PQRS.

∴ Area ABCD > sum of the areas of four rectangular pieces

i.e., (a + b)2 > 4 ab

2
 a +b 
or  2  > ab
 

a +b
∴ > ab , i.e., A.M. > G.M.
2

OBSERVATION
Take a = 5cm, b = 3cm

∴ AB = a + b = ________ units.

Area of ABCD = (a + b)2 = _______ sq. units.

Area of each rectangle = ab = _______ sq. units.

Area of square PQRS = (a – b)2 = _________ sq. units.

Area ABCD = 4 (area of rectangular piece) + Area of square PQRS

_______ = 4 ( _______ ) + ( _______ )

∴ ________ > 4 ( _______ )
2
 a +b 
2
i.e. (a + b) > 4 ab or   > ab
 2 
a +b
or > ab ∴ AM > GM
2

Mathematics 59
Activity 26 8
OBJECTIVE MATERIAL REQUIRED
To construct an ellipse when two fixed Rectangular cardboard, coloured
points are given. chart paper, nails, strings, pen,
pencil.
METHOD OF CONSTRUCTION
1. Take a rectangular cardboard and paste a chart paper on it.
2. Draw a horizontal line on the chart paper and mark two fixed points F1 and
F2 on it such that the distance between them is (say) 6 cm. Fix two nails at
the points F1 and F2.
3. Take a string whose length is more than the distance between the two fixed
points (say) 9 cm.

DEMONSTRATION
1. Fix the two ends of the string at the two nails at F1 and F2.
 2. With a pencil, stretch the string in the loop without slack and mark at least
10 points P1, P2, P3, ..., etc., on both sides of the line segment joining
F1 and F2.
3. Join all the points Pi, i = 1, 2, ... 20 to form an ellipse.

OBSERVATION
1. P1F1 + P1F2 = ____ .
2. P2F1 + P2F2 = ____ .
3. P3F1 + P3F2 = ___ , P4F1 + P4F2 = ___, P6F1 + P6F2 = ___, P9F1 + P9F2 = ___.
4. P3F1 + P3F2 = ____ + P4F2 = P19F1 + ____.
5. Sum of the distances of each of the points P1, P2, P3,... from the points
F1 and F2 is _______.
So, the curve obtained is an ________.

APPLICATION
This activity can be used to NOTE
explain the property of an Construct another ellipse by taking
ellipse , i.e., the sum of the different length of the string and also
distances of any point on the by changing the distance between
ellipse from its two focie is F1 and F2.
constant and is equal to
length of major axis.

80 Laboratory Manual
Activity 27 9
OBJECTIVE MATERIAL REQUIRED
To explain the concept of octants by three A piece of plywood, saw, wires,
mutually perpendicular planes in space. rulers wooden-board, coloured
papers, scissors, cutter, thin sheet of
wood, wires.
METHOD OF CONSTRUCTION
1. Cut out three square sheets each of size 30 cm × 30 cm from a piece of
plywood and paste chart paper of different colours on both sides of sheets.
2. Fix two sheets in such a way that they intersect orthogonally in the middle of
each other (see Fig. 27)
3. Cut the third sheet into two equal rectangles.
 4. Insert one rectangle from one side in the middle cutting the two orthogonally,
and the other rectangle from the other side (see Fig. 27). The space is divided
into eight parts by these three sheets. Each part is referred to as an octant.
5. Fix the model on a wooden board.
6. In one of the octants, fix rulers to represent x-axis, y-axis and z-axis. Extend
each of the axis piercing to other sides to represent XX′, YY′ and ZZ′ . Mark
the point of intersection of XX′, YY′ and ZZ′ as origin O.

DEMONSTRATION
1. Fix a rod perpendicular to xy-plane at a point P (x, y) and parallel to z-axis.
2. Fix a wire joining the origin to the upper tip P′ (x, y, z) of this perpendicular
rod.
3. The distance of point P on xy-plane with coordinates (x, y) from the origin is

x2 + y 2 .
4. The distance of P′ with coordinates (x, y, z) in space from the origin is
2
( x2 + y 2 ) +z 2
= x2 + y 2 + z 2 .

OBSERVATION
1. The three planes are intersecting at right angles at a point and they divide the
space into ___________ parts. Each part is called an __________.
2. Distance of the point (5, 4) on the xy plane from origin is _______.
3. Distance of the point (3, 2, 1) from the origin is _______.
4. If we fix a wire perpendicular to any of the planes, then it will represent
___________ to plane.
5. If two normals are drawn to any two of the planes, then these normals are
_______ to each other.

82 Laboratory Manual
Activity 28 10
OBJECTIVE MATERIAL REQUIRED
Pencil, white paper, calculator.
x2 − c2
lim
To find analytically x→c f ( x ) =
x−c

METHOD OF CONSTRUCTION

x2 – 9
1. Consider the function f given by f ( x ) =
x–3
2. In this case c = 3 and the function is not defined at x = 3.

DEMONSTRATION
1. Take some values of c less than c = 3 and some other values of c more than
c = 3.
2. In both cases, the values to be taken have to be very close to c = 3.
3. Calculate the corresponding values of f at each of the values of c taken close
to c = 3.

DEMONSTRATION : TABLE 1
1. Write the values of f (x) in the following tables:

Table 1

x 2.9 2.99 2.999 2.9999 2.99999 2.999999

f (x) 5.9 5.99 5.999 5.9999 5.99999 5.999999

 Table 2

x 3.1 3.01 3.001 3.0001 3.00001 3.000001

f (x) 6.1 6.01 6.001 6.0001 6.00001 6.000001

OBSERVATION

1. Values of f (x) as x → 3 from the left, as in Table 1 are coming closer and
closer to _____.
2. Values of f (x) as x → 3 from the right, as in Table 2 are coming closer and
x2 − 9
lim
closer to _____ from tables (2) and (3), x→3 f ( x ) = = ______.
x −3

APPLICATION

This activity can be used to demonstrate the concept of a limit lim f ( x ) when
x→c
f (x) is not defined at x = c.

Mathematics 85