1

Activity 1
OBJECTIVE MATERIAL REQUIRED

To draw the graph of a quadratic Cardboard, graph paper, ruler,
polynomial and observe: pencil, eraser, pen, adhesive.
(i) The shape of the curve when the
coefficient of x2 is positive.
(ii) The shape of the curve when the
coefficient of x2 is negative.
(iii) Its number of zeroes.
METHOD OF CONSTRUCTION
1. Take cardboard of a convenient size and paste a graph paper on it.
2. Consider a quadratic polynomial f (x) = ax2 + bx + c
3. Two cases arise:
Fig. 1
98 Laboratory Manual
Lab manual IX (setting on 29-05-09) 1_10.pmd 98 28-May-2019, 2:20 PM

(i) a > 0 (ii) a < 0
4. Find the ordered pairs (x, f (x)) for different values of x.
5. Plot these ordered pairs in the cartesian plane.
Fig. 2
6. Join the plotted points by a free hand curve [Fig. 1, Fig. 2 and Fig. 3].
Fig. 3
Mathematics 99

DEMONSTRATION
1. The shape of the curve obtained in each case is a parabola.
2. Parabola opens upward when coefficient of x2 is positive [see Fig. 2 and
Fig. 3].
3. It opens downward when coefficient of x2 is negative [see Fig. 1].
4. Maximum number of zeroes which a quadratic polynomial can have is 2.
OBSERVATION
1. Parabola in Fig. 1 opens ______
2. Parabola in Fig. 2 opens _______
3. In Fig. 1, parabola intersects x-axis at ______ point(s).
4. Number of zeroes of the given polynomial is ________.
5. Parabola in Fig. 2 intersects x-axis at ______ point(s).
6. Number of zeroes of the given polynomial is ______.
7. Parabola in Fig.3 intersects x-axis at ______ point(s).
8. Number of zeroes of the given polynomial is _______.
9. Maximum number of zeroes which a quadratic polynomial can have is
__________.
APPLICATION
This activity helps in
1. understanding the geometrical
representation of a quadratic NOTE
polynomial
Points on the graph paper should
2. finding the number of zeroes of a be joined by a free hand curve
quadratic polynomial. only.

Activity 2
To verify the conditions of consistency/ Graph papers, pencil, eraser,
inconsistency for a pair of linear cardboard, glue.
equations in two variables by graphical
method.
1. Take a pair of linear equations in two variables of the form
a1x + b1y + c1 = 0 (1)
a2x + b2y + c2 = 0, (2)
where a1, b1, a2, b2, c1 and c2 are all real numbers; a1, b1, a2 and b2 are not
simultaneously zero.
There may be three cases :
a1 b1
Case I : ≠
a2 b2
a1 b1 c
Case II: = = 1
a2 b2 c2
a1 b1 c
Case III: = ≠ 1
a2 b2 c2
2. Obtain the ordered pairs satisfying the pair of linear equations (1) and (2)
for each of the above cases.
3. Take a cardboard of a convenient size and paste a graph paper on it. Draw
two perpendicular lines X′OX and YOY′ on the graph paper (see Fig. 1).
Plot the points obtained in Step 2 on different cartesian planes to obtain
different graphs [see Fig. 1, Fig. 2 and Fig.3].
Mathematics 101

Fig. 1
Fig. 2

Fig. 3
DEMONSTRATION
Case I: We obtain the graph as shown in Fig. 1. The two lines are intersecting
at one point P. Co-ordinates of the point P (x,y) give the unique solution for the
pair of linear equations (1) and (2).
a1 b1
Therefore, the pair of linear equations with ≠ is consistent and has the
a2 b2
unique solution.
Case II: We obtain the graph as shown in Fig. 2. The two lines are coincident.
Thus, the pair of linear equations has infinitely many solutions.
a1 b1 c
Therefore, the pair of linear equations with = = 1 is also consistent as
a2 b2 c2
well as dependent.
Mathematics 103

Case III: We obtain the graph as shown in Fig. 3. The two lines are parallel to
each other.
This pair of equations has no solution, i.e., the pair of equations with
a1 b1 c
= ≠ 1 is inconsistent.
a2 b2 c2
OBSERVATION
1. a1 = __________, a2 = __________,
b1 = __________, b2 = __________,
c1 = __________, c2 = __________,
a1 b1 c1
SO, a2 = ..................., b2 = ..................., c2 = ...................
Conclusion
a1 b1 c1 Number of Consistent/
Case I, II or III Type of lines
solution inconsistent/
a2 b2 c2
dependent
APPLICATION
Conditions of consistency help to check whether a pair of linear equations have
solution (s) or not.
In case, solutions/solution exist/exists, to find whether the solution is unique
or the solutions are infinitely many.

Activity 3
To establish a formula for the sum of Cardboard, coloured drawing
first n terms of an Arithmetic sheets, white paper, cutter,
Progression. adhesive.
1. Take a rectangular cardboard of a convenient size and paste a white paper on
it. Draw a rectangle ABCD of length (2a+9d) units and breadth 10 units.
2. Make some rectangular strips of equal length a units and breadth one unit and
some strips of length d units and breadth 1 unit, using coloured drawing sheets.
3. Arrange/paste these strips on the rectangle ABCD as shown in Fig. 1.
Fig. 1
DEMONSTRATION
1. The strips so arranged look like a stair case.
2. The first stair is of length a units, the second stair is of length a+d (units),
third of a+2d units and so on and each is of breadth 1 unit. So, the areas (in
sq. units) of these strips are a, a + d, a + 2d, ....., a+9d, respectively.
Mathematics 115

3. This arrangement of strips gives a pattern a, a + d, a + 2d, a + 3d, ...
which is an AP with first term a and the common difference d.
4. The sum of the areas (in square units) of these strips
= a + (a + d) + (a + 2d) + ... + (a + 9d) = 10a + 45d (1)
1
5. Area of the designed formed by the stair case = (area of rectangle ABCD)
2
1
= (10)( 2a + 9d )
2
= (10a + 45d), which is the same as obtained in (1) above.
1
This shows that the sum of first 10 terms of the AP = (10)( 2a + 9d )
2
1
= (10) [2a + (10 – 1) d ]
2
This can be further generalised to find the sum of first n terms of an AP as
n
Sn = [ 2a + ( n – 1) d ]
2
OBSERVATION
On actual measurement:
a = ---------, d = -----------, n = --------- Sn = ------------
n
So, Sn = [ – + ( n – 1) – ] .
2
APPLICATION
This result may be used to find the sum of first n terms of the list of numbers :
1. 12, 22, 32, ... 2. 13, 23, 33, ...
to be studied in Class XI.

Activity 4
To verify the distance formula by Cardboard, chart paper, graph paper,
graphical method. glue, pen/pencil and ruler.
1. Paste a chart paper on a cardboard of a convenient size.
2. Paste the graph paper on the chart paper.
3. Draw the axes X′OX and Y′OY on the graph paper [see Fig. 1].
4. Take two points A(a, b) and B(c,d) on the graph paper and join them to get a
line segment AB [see Fig. 2].
Fig. 1
Mathematics 117

Fig. 2
DEMONSTRATION
1. Calculate the distance AB using distance formula.
2. Measure the distance between the two points A and B using a ruler.
3. The distance calculated by distance formula and distance measured by the
ruler are the same.
OBSERVATION
1. Coordinates of the point A are _______________.
Coordinates of the point B are _______________.
2. Distance AB, using distance formula is ______________.
3. Actual distance AB measured by ruler is ______________.
4. The distance calculated in (2) and actual distance measured in (3) are ____.
APPLICATION
The distance formula is used in proving a number of results in geometry.

Activity 5
To establish the criteria for similarity Coloured papers, glue, sketch pen,
of two triangles. cutter, geometry box .
I
1. Take a coloured paper/chart paper. Cut out two triangles ABC and PQR with
their corresponding angles equal.
Fig. 1 Fig. 2
2. In the triangles ABC and PQR, ∠A = ∠P; ∠B = ∠Q and ∠C = ∠R.

3. Place the ∆ABC on ∆PQR such that vertex A falls on vertex P and side AB
falls along side PQ (side AC falls along side PR) as shown in Fig. 2.
DEMONSTRATION I
1. In Fig. 2, ∠B = ∠Q. Since corresponding angles are equal, BC||QR
PB PC AB AC
2. By BPT, = or =
BQ CR BQ CR
BQ CR
or =
AB AC
Lab manual IX (setting on 29-05-09) 11_20.pmd124 28-May-2019, 2:22 PM

BQ +AB CR + AC
or = [Adding 1 to both sides]
AB AC
AQ AR PQ PR AB AC
or = or = or = (1)
AB AC AB AC PQ PR
II
1. Place the ∆ABC on ∆PQR such that vertex B falls on vertex Q, and side BA
falls along side QP (side BC falls along side QR) as shown in Fig. 3.
Fig. 3
DEMONSTRATION II
1. In Fig. 3, ∠C = ∠R. Since corresponding angles are equal, AC||PR
AP CR BP BR
2. By BPT, = ; or = [Adding 1 on both sides]
AB BC AB BC
PQ QR AB BC
or = or = (2)
AB BC PQ QR
AB AC BC
From (1) and (2), = =
PQ PR QR
Thus, from Demonstrations I and II, we find that when the corresponding
angles of two triangles are equal, then their corresponding sides are
proportional. Hence, the two triangles are similar. This is AAA criterion for
similarity of triangles.
Mathematics 125

Alternatively, you could have measured the sides of the triangles ABC and
PQR and obtained
AB AC BC
= = .
PQ PR QR
From this result, ∆ABC and ∆PQR are similar, i.e., if three corresponding
angles are equal, the corresponding sides are proportional and hence the
triangles are similar. This gives AAA criterion for similarity of two triangles.
III
1. Take a coloured paper/chart paper, cut out two triangles ABC and PQR with
their corresponding sides proportional.
AB BC AC
i.e., = =
PQ QR PR
Fig. 4
2. Place the ∆ABC on ∆PQR such that vertex A falls on vertex P and side AB
falls along side PQ. Observe that side AC falls along side PR [see Fig. 4].
DEMONSTRATION III
AB AC AB AC
1. In Fig. 4, = . This gives = . So, BC||QR (by converse of BPT)
PQ PR BQ CR
i.e., ∠B = ∠Q and ∠C = ∠R. Also ∠A = ∠P. That is, the corresponding
angles of the two triangles are equal.
Thus, when the corresponding sides of two triangles are proportional, their
corresponding angles are equal. Hence, the two triangles are similar. This is
the SSS criterion for similarity of two triangles.

Alternatively, you could have measured the angles of ∆ABC and ∆PQR
and obtained ∠A = ∠P, ∠B = ∠Q and ∠C = ∠R.
From this result, ∆ABC and ∆PQR are similar, i.e., if three corresponding
sides of two triangles are proportional, the corresponding angles are equal,
and hence the triangles are similar. This gives SSS criterion for similarity
of two triangles.
IV
1. Take a coloured paper/chart paper, cut out two triangles ABC and PQR such
that their one pair of sides is proportional and the angles included between
the pair of sides are equal.
Fig. 5
AB AC
i.e., In ∆ABC and ∆PQR, = and ∠A = ∠P.
PQ PR
2. Place triangle ABC on triangle PQR such that vertex A falls on vertex P and
side AB falls along side PQ as shown in Fig. 5.
DEMONSTRATION IV
AB AC AB AC
1. In Fig. 5, = . This gives = . So, BC||QR (by converse of BPT)
PQ PR BQ CR
Therefore, ∠B = ∠Q and ∠C = ∠R.
From this demonstration, we find that when two sides of one triangle are
proportional to two sides of another triangle and the angles included between
the two pairs of sides are equal, then corresponding angles of two triangles
are equal.
Mathematics 127

Hence, the two triangles are similar. This is the SAS criterion for similarity
of two triangles.
Alternatively, you could have measured the remaining sides and angles of
∆ABC and ∆PQR and obtained ∠B = ∠Q, ∠C = ∠R and
AB AC BC
= = .
PQ PR QR
From this, ∆ABC and ∆PQR are similar and hence we obtain SAS criterion
for similarity of two triangles.
OBSERVATION
By actual measurement:
I. In ∆ABC and ∆PQR,
∠A = ______, ∠P = ______, ∠B = ______, ∠Q = ______, ∠C = ______,
∠R = ______,
AB BC AC
= _______; = _________; = _________
PQ QR PR
If corresponding angles of two triangles are _________, the sides are
________. Hence the triangles are _________.
II. In ∆ABC and ∆PQR
AB BC AC
= _______; = _________; = _________
PQ QR PR
∠A = _______, ∠B = _______, ∠C = _______, ∠P = _______,
∠Q = _______, ∠R = _______.
If the corresponding sides of two triangles are ______, then their
corresponding angles are ________. Hence, the triangles are ________.

III. In ∆ABC and ∆PQR ,
AB AC
= _______; = _________
PQ PR
∠A = _______, ∠P = _______, ∠B = _______, ∠Q = _______,
∠C = _______, ∠R = _______.
If two sides of one triangle are ______ to the two sides of other triangle
and angles included between them are _______, then the triangles are
_______.
APPLICATION
The concept of similarity is useful in reducing or enlarging images or pictures
of objects.
Mathematics 129

Activity 6
To verify that the lengths of tangents Glazed papers of different colours,
to a circle from some external point geometry box, sketch pen, scissors,
are equal. cutter and glue.
1. Draw a circle of any radius, say a units, with centre O on a coloured glazed
paper of a convenient size [see Fig. 1].
2. Take any point P outside the circle.
3. Place a ruler touching the point P and the circle, lift the paper and fold it to
create a crease passing through P [see Fig. 2].
Fig. 1 Fig. 2
4. Created crease is a tangent to the circle from the point P. Mark the point of
contact of the tangent and the circle as Q. Join PQ [see Fig. 3].
5. Now place ruler touching the point P and the other side of the circle, and
fold the paper to create a crease again [see Fig. 4].
Mathematics 157

Fig. 3 Fig. 4
6. This crease is the second tangent to the circle from the point P. Mark the
point of contact of the tangent and the circle as R. Join PR [see Fig. 5].
7. Join the centre of the circle O to the point P [see Fig. 6].
Fig. 5 Fig. 6
DEMONSTRATION
1. Fold the circle along OP.

2. We observe that Q coincides with R. Therefore, QP = RP, i.e.,
length of the tangent QP = length of the tangent RP.
This verifies the result.
OBSERVATION
On actual measurement:
1. Length of tangent QP = ...............
2. Length of tangent RP = ...............
So, length of tangent QP = length of tangent .................
APPLICATION
This result is useful in solving problems in geometry and mensuration.
Mathematics 159

Activity 7
To find the height of a building using a Clinometer (a stand fitted with a
clinometer. square plate which is fitted with a
movable 0º–360º protractor and a
straw), a measuring tape 50 m long,
table or stool.
1. Place a table on the ground of a school.
2. Place a clinometer (a stand fitted with 0º–360º protractor and a straw whose
central line coincides with 0º–360º line) on the table.
3. Now face it towards the building of the school.
4. Peep out through the straw to the top of the school building and note the
angle (θ) through which the protractor turns from 0º–360º line.
Fig. 1

5. Measure the height (h) of the centre of the protractor from the ground.
6. Measure the distance (d) of the building from the point lying on the vertical
line of the stand (centre of the protractor) kept on table [see Fig. 1].
7. Repeat the above method keeping the clinometer at different positions and
collect the values of q, h, d for different settings.
DEMONSTRATION
Using the knowledge of trigonometric ratios, we have :
H–h
tan θ = , where H is the height of the building.
d
i.e., H = h + dtanθ
OBSERVATION
Angle measured Distance (d) of

through Height of the the building H=h+d
S.No. protractor protractor from tan θ
from tan θ
(Angle of ground (h) the centre of
elevation)) θ the protractor
1. ---- --- --- --- ---

2. ---- --- --- --- ---
3. ---- --- --- --- ---
... ---- --- --- --- ---
... ---- --- --- --- ---
...
APPLICATION
1. A clinometer can be used in measuring an angle of elevation and an angle of
depression.
2. It can be used in measuring the heights of distant (inaccessible) objects,
where it is difficult to measure the height directly.
Mathematics 161

f5 = __________, F1 = __________, F2 = __________,
F3 = __________, F4 = __________
Coordinates of point A = ____________________
Coordinates of point B = ____________________
Coordinates of point C = ____________________
Coordinates of point D = ____________________
Coordinates of point E = ____________________
Free hand curve obtained by joining the points A, B, C, D and E is ________
type _______
APPLICATION
On the same squared paper, if for a given frequency distribution, “less than type
ogive” and “more than type ogive” are drawn, then the x-coordinate of the point
of intersection of these ogives will give the “median” of the data.
Mathematics 173

Activity 8
To determine experimental probability A fair die, pen, sheets of white
of 1, 2, 3, 4, 5 or 6 by throwing a die paper.
500 times and compare them with their
theoretical probabilities.
1. Divide the students of the class into ten groups I, II, III, IV, V, VI, VII, VIII,
IX and X of suitable size.
2. Each group will throw a die 50 times and will observe the occurrence of
each 1, 2, 3, 4, 5 and 6.
3. Count the total number of times (frequency) 1 comes up in each group and
denote it by a1, a2, a3 ,...., a10, respectively.
4. Calculate the experimental probability of 1 appearing in each group as
a1 a2 a3 a
, , , ......, 10
50 50 50 50
5. Calculate the experimental probability of 1 based on the data of 1st group,
1st two groups, ....., all ten groups as
a1 a1 + a2 a1 + a2 + a3 a + a + ... + a10
, , , ..., 1 2 , respectively.
50 100 150 500
6. Similarly, calculate the expermental probability of 2 based on the data of
b1 b1 + b2 b1 + b2 + b3
1st group, 1st two groups, ......., all the ten groups as , , ,
50 100 150
b1 + b2 + ... + b10
..., , respectively.
500
7. Proceed in the same way for getting experimental probabilities for 3, 4, 5 and 6.

DEMONSTRATION
a1 a1 + a2 a1 + a2 + a3 a + a + ........ + a10
1. The probabilities , , , ......, 1 2 are
50 100 150 500
1 a1 + a2 + ........ + a10
coming closer to and the last probability is closest
6 500
1 b1 b1 + b2 b1 + b2 + b3
to . Same will be the case for , , ,
6 50 100 150
b1 + b2 + ...... + b10
...., and so on.
500
2. The theoretical probability P(E) of an event E (say 1) = P(1)
Number of outcomes favourable to E 1
= =
Number of all possible outcomes of the experiment 6
1
Similarly, P (2) = P (3) = P (4) = P (5) = P (6) = .
6
From Steps (1) and (2), it can be seen that the experimental probability of
1
each number 1, 2, 3, 4, 5 and 6 is very close to the theoretical probability .
6
Group Number of times Total number of times a number comes up
No. a die is thrown in a group 1 2 3 4 5 6
I 50 a1 = b1 = c1 = d1 = e1 = f1 =
II 50 a2 = b 2= ---- --- ---- ----
III 50 ---- ---- ---- --- ---- ----
- - ---- ---- ---- --- ---- ----
- - ---- ---- ---- --- ---- ----
- - ---- ---- ---- --- ---- ----
- - ---- ---- ---- --- ---- ----
- - ---- ---- ---- --- ---- ----
- - ---- ---- ---- --- ---- ----
X 50 ---- ---- ---- --- ---- ----
Total = 500 ---- ---- ---- --- ---- ----
Mathematics 175

OBSERVATION
1. Each group will complete the following table :-
2 3
a1 a1 + a2 ∑a i ∑a i
= ______, = i =1 = _______, i =1 = _______,
50 100
100 150
4 5 6 7
∑ ai ∑ ai ∑ ai ∑a i
i =1 = ______, i =1 = ______, i =1 = ________, i =1 = _______,
200 250 300 350
8 9 10
∑ ai ∑ ai ∑a i
i =1 = ______, i =1 = ______, i =1 = ________
400 450 500
and same for bi's, ci's , ....... fi's
−−−
2. Experimental probability of 1 =
500
−−−
Experimental probability of 2 =
,
500
--------------------------------
−−−
Experimental probability of 6 =
500
Experimental probability of 1 is nearly equal to theoretical ________.
Experimental probability of 2 is ________ to theoretical _________.
Experimental probability of 6 is _____ to _______ probability.
APPLICATION
Probability is used extensively in the fields like physical sciences, commerce,
biological sciences, medical sciences, weather forecasting, etc.

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Activity 1

OBJECTIVE MATERIAL REQUIRED

Lab manual IX (setting on 29-05-09) 1_10.pmd 98 28-May-2019, 2:20 PM

Lab manual IX (setting on 29-05-09) 1_10.pmd 99 28-May-2019, 2:20 PM

100 Laboratory Manual

Lab manual IX (setting on 29-05-09) 1_10.pmd 100 28-May-2019, 2:20 PM

Lab manual IX (setting on 29-05-09) 1_10.pmd 101 28-May-2019, 2:20 PM

Lab manual IX (setting on 29-05-09) 1_10.pmd 102 28-May-2019, 2:20 PM

Lab manual IX (setting on 29-05-09) 1_10.pmd 103 28-May-2019, 2:20 PM

Lab manual IX (setting on 29-05-09) 1_10.pmd 104 28-May-2019, 2:20 PM

Lab manual IX (setting on 29-05-09) 1_10.pmd 115 28-May-2019, 2:20 PM

Lab manual IX (setting on 29-05-09) 1_10.pmd 116 28-May-2019, 2:20 PM

Lab manual IX (setting on 29-05-09) 1_10.pmd 117 28-May-2019, 2:20 PM

Lab manual IX (setting on 29-05-09) 1_10.pmd 118 28-May-2019, 2:20 PM

2. In the triangles ABC and PQR, ∠A = ∠P; ∠B = ∠Q and ∠C = ∠R.

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Lab manual IX (setting on 29-05-09) 11_20.pmd125 28-May-2019, 2:22 PM

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158 Laboratory Manual

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Angle measured Distance (d) of

1. ---- --- --- --- ---

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Lab manual IX (setting on 29-05-09) 21_32.pmd175 28-May-2019, 2:36 PM

Lab manual IX (setting on 29-05-09) 21_32.pmd176 28-May-2019, 2:36 PM

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