Activity3

OBJECTTVE MATERIAL REQUIRED

To represent set theoretic operations Hardboard, white thick sheets of
using Venn diagrams. paper, pencils, colours, scissors,
adhesive.
METHoD OF CoNSTRUCTION
1. Cut rectangular strips from a sheet of paper and paste them on a hardboard.
Write the symbol Uin the left/right top corner of each rectangle.
2. Draw circles A and B inside each of the rectangular strips and shade/colour
different portions as shown in Fig. 3.1to Fig. 3.10.

DEMONSTRATION
1. U
denotes the universal set represented by the rectangle.
2. Circles A and B represent the subsets of the universal set Uas shown in the
figures 3.1 to 3.10.
3. A' denote the complement of the set A, and B denote the complement of
the set B as shown in the Fig. 3.3 and Fig. 3.4.
4. Coloured portion in Fig. 3.1. represents AUB.

A B

Fig. 3.1
5. Coloured portion in Fig. 3.2. represents A n B.

A B

Fig. 3.2
i s h e d

6. Coloured portion in Fig. 3.3 represents A'

Fig. 3.3

7. Coloured portion in Fig. 3.4 represents B'

B
Fig. 3.4

8. Coloured portion in Fig. 3.5 represents (A rn B)

Fig. 3.5
9. Coloured portion in Fig. 3.6 represents (AU B)'

e d

Fig. 3.6

10. Coloured portion in Fig. 3.7 represents A'B which is same as B-A.

Fig. 3.7

11.Coloured portion in Fig. 3.8 represents A' UB.

n o t

A B

Fig. 3.8
12. Fig. 3.9 shows ANB=¢

Fig. 3.9
Sher
13. Fig. 3.10 shows AcB

Fig. 3.10

OBSERVATION
1. Coloured portion in Fig. 3.l, represents
2. Coloured portion in Fig. 3.2, represents
3. Coloured portion in Fig. 3.3, represents
4. Coloured portion in Fig. 3.4, represents
5. Coloured portion in Fig. 3.5, represents
6. Coloured portion in Fig. 3.6, represents
7. Coloured portion in Fig. 3.7, represents
8. Coloured portion in Fig. 3.8, represents
9. Fig. 3.9, shows that (A n B) =
10. Fig. 3.10, represents A B.

APPLICATION
Set theoretic representation of Venn diagrams are used in Logic and Mathematics.
 Activity 6
OBJECTIVE MATERIAL REQUIRED
To distinguish between a Relation Drawing board, coloured drawing
and a Function. sheets, scissors, adhesive, strings,
nails etc.
METHOD OF CoNSTRUCTION
1. Take a drawing board/a piece of plywood of convenient size and paste a
coloured sheet on it.
2. Take a white drawing sheet and cut out a rectangular strip of size
6 cm x 4 cm and paste it on the left side of the drawing board (see Fig. 6.1).

"2
CO

Fig. 6.1 Fig. 6.2

2 "2

Fig. 6.3 Fig. 6.4

 a

Fig. 6.5 Fig. 6.6

3. Fix three nails on this strip and mark them as a, b, c (see Fig.
6.1).
4. Cut out another white rectangular strip of size 6 cm x 4 cm and paste
it on
the right hand side of the drawing board.
5. Fix two nails on the right side of this strip (see Fig. 6.2) and mark them
as
1and 2.

DEMONSTRATION
1. Join nails of the left hand strip to the nails on the right hand strip by strings
in different ways. Some of such ways are shown in Fig. 6.3 to Fig. 6.6.
2. Joining nails in each figure constitute different ordered pairs representing
elements of a relation.

OBSERVATION
1. In Fig. 6.3, ordered pairs are
These ordered pairs constitute a but not a
2. In Fig. 6.4, ordered pairs are These constitute a as
well as
3. In Fig 6.5, ordered pairs are These ordered pairs constitute a
as well as

4. In Fig. 6.6, ordered pairs are These ordered pairs do not represent
but represent

Mathematics 25
 Activity 11
OBJECTIVE MATERIAL REQUIRED
To inerpret geometrically the meaning
of /=-l and its integral powers.
Cardboard, chart paper, sketch pen,
ruler, compasses, adhesive, nails,
thread.
METHOD OF CoNSTRUCTION
1. Paste a chart paper on the cardboard of a convenient size.
2. Draw two mutually perpendicular lines XXand Y^Y interesting at the point
O(see Fig. 11).
3. Take a thread of a unit length
representing the number 1 along OX. Fix one
end of the thread to the nail at Oand the other end at A as shown in the figure.
4. Set free the other end of the thread at A and
rotate the thread through angles
of 90°, 180°, 270° and 360° and mark the free end of the
thread in different
cases as A, A,, A, and A, , respectively, as shown in the figure.

fA,
ix 1=i

ixi=-1 A
A, A. X
ix=-i
|A,

Fig. 11
DEMONSTRATION
1. In the argand plane, OA, OA,, OA, OA, OA, represent, respectively,
1, i, -1, - i, 1.
2. OA, =i=lx i, OA,=- l= ixi=i, OA, =-i=ixixi=and so on.
Each time, rotation of OA by 90° is equivalent to multiplication by i. Thus,
iis referred to as the multiplying factor for a rotation of 90°.
OBSERVATION

1. On rotating OA through 90°, OA,= 1xi=

2. On rotating OA through an angle of 180°, OA, = lx_x=
3. On rotation of OA through 270° (3 right angles), OA, =

4. On rotating OA through 360 (4 right angles),

OA, = 1 x X

5. On rotating OA through n-right angles

X ... n tÉmes =
OA, = 1x X X X

APPLICATION
This activity may be used to evaluate any integral power of i.
 Activity 13
OBJECTIVE MATERIAL REQUTRED
To verify that the graph of a given Cardboard, thick white paper,
inequality, say 5x + 4y - 40 < 0, of the sketch pen, ruler, adhesive.
form ax + by + c<0, a, b>0, c <0
represents only one of the two half
planes.

METHOD OF CONSTRUCTION
1. Take a cardboard of aconvenient size and paste a white paper on it.
2. Draw two perpendicular lines XOX and Y'OY to represent x-axis and
y-axis, respectively.
3. Draw the graph of the linear equation corresponding to the given linear
inequality.
4. Mark the two half planes as I and II as shown in the Fig. 13.

10
9
8
76
5
4
3
2
’X
D-4°1 2 3 4 5 6 7 8 9
5x+4y- 40 = 0
-21
Y'

Fig. 13
DEMONSTRATION
1. Mark some points O(0, 0), A(1, 1), B(3, 2), C(4, 3), D(-1, -1) in half plane I
and points E(4, 7), F(8, 4), G(9, 5), H(7, 5) in half plane I.
2. (i) Put the coordinates of O (0,0) in the left hand side of the inequality.
Value of LHS = 5 (0) + 4 (0) - 40 = - 40 < 0

So, the coordinates of O which lies in half plane I, satisfy the inequality.
(ii) Put the coordinates of the point E (4, 7) in the left hand side of
the inequality.
Value of LHS = 5(4) + 4(7) - 40 =8 &0 and hence the coordinates of the
point E which lie in the half plane II does not satisfy the given inequality.
(ii) Put the coordinates of the point F(8, 4) in the left hand side of the
inequality. Value of LHS = 5(8) + 4(4) 40 = 16 ¢ 0

So, the coordinates of the point F which lies in the half plane II do not
satisfy the inequality.
(iv) Put the coordinates of the point C(4, 3) in the left hand side of the
inequality.
Value of LHS = 5(4) + 4(3) 40 = -8<0

So, the coordinates of Cwhich lies in the half plane I, satisfy the inequality.
(v) Put the coordinates of the point D(-1, 1) in the left hand side of the
inequality.
Value of LHS = 5(-1)+ 4 (-) 40 =- 49 <0
So, the coordinates of D which lies in the half plane I, satisfy the
inequality.

46 Laboratory Manual

(iv) Similarly points A (1, 1), lies in a half plane I satisfy the inequality. The
points G (9, 5) and H (7, 5) lies in half plane II do not satisfy the inequality.
Thus, all points O, A, B, C, satisfying the linear inequality 5x + 4y - 40 < lie
only in the half plane I and all the points E, F,GH which do not satisfy the linear
inequality lie in the half plane II.
Thus, the graph of the given inequality represents only one of the two
corresponding half planes.
OBSERVATION
Coordinates of the point A the given inequality (satisfy/does not
satisfy).
Coordinates of G the given inequality.
Coordinates of H the given inequality.
Coordinates of E are the given inequality.
Coordinates of F the given inequality and is in the half plane
The graph of the given inequality is only half plane
 Activity 15
OBJECTIVE MATERIAL REQUIRED
To construct a Pascal's Triangle and to
write binomial expansion for a given
Drawing board, white paper,
matchsticks, adhesive.
positive integral exponent.
METHOD OF CONSTRUCTION
1. Take a drawing board and paste a white
paper on it.
2. Take some matchsticks and arrange them as shown in
Fig.15.

Fist Row

’ Second Row

+ Third Row

93 Fourth Row

+Fifth Row

10 1Sixth Row

R6 B15 B20 Seventh Row

Fig. 15
3. Write the numbers as follows:
1(first row)
11 (second row)
121(third row)
133 1(fourth row), 1I 464 1(fifth row) and so on (see Fig. 15).
4. To write binomial expansion of (a + by, use the numbers given in the
(n + 1)h row.
DEMONSTRATION
1. The above figure looks like atriangle and is referred to as Pascal's Triangle.
2. Numbers in the second row give the coefficients of the terms of the binomial
expansion of (a + b)!. Numbers in the third row give the coefficientsof the
terms of the binomial expansion of (a + b)', numbers in the fourth row give
coefficients of the terms of binomial expansion of (a + b)'. Numbers in the
fifth row give coefficients of the terms of binomial expansion of
(a + b and so on.

OBSERVATION
1. Numbers in the fifth row are which are coefficients of the
binomial expansion of
2. Numbers in the seventh row are which are coefficients
of the binomial expansion of
3. (a + b)³ = a + ab + ab²+ b
4. (a + b} = ttt++
5. (a + b)Û =_a+_ab+_db +_db +t abt + ab +
6. (a+ b) = + + + + + +tt
7. (a + by = +++++ +++t
APPLICATION
The activity can be used to write binomial expansion for (a + by', where n is a
positive integer.
 Activity 32
OBJECTIVE MATERIAL REQUIRED
To write the sample space, when a die is Adie, pape, pencil/pen, plastic discs,
rolled once, twice marked with 1, 2,3,4, 5 or 6.
METHOD OF CONSTRUCTION
1. Throw a die once. The number on its
top will be 1, 2, 3, 4, 5 or 6.
2. Make a tree diagram showing its six
branches with number 1,2, 3, 4, 5 or 6
(See Fig. 32.1)
3. Write the sample space of these
outcomes. 6
4. Throw a die twice. It can fall in any of 2
the 36 ways as shown in Fig. 32.2 by
the tree diagram. Write the sample space Fig 32.1
of these outcomes.

Fig 32.2
 a die 3 times, and write the sample space
by throwing
5. Repeat the experiment
of the outcomes using a
tree diagram.

DEMONSTRATION
sample space is
1. If a die is thrown once, the
6). Number of elements in S =6= 6!
S= (1,2, 3, 4, 5,
sample space is
2. If a die is thrown twice, the
(2.5). (2, 6)
[(1).(1.2).(1.3). (1.4). (1.5). (1,6). (2.1).(2, 2), (2.3).(2,4). (4,5). (4.,6)
(4.1). (4.2).(4.3). (4,4).
Sample space S =(3.I).(3.2). (3,3).(3,4).(3.5). (3.6). (6.5) (6,6)
(5.1).(5,2). (5,3). (5.4).(5.5).(5,6).(6.1).(6.2). (6,3). (6,4).
so on.
The number of elements in S = 36 = 6 and

OBSERVATION

Number of elements in sample space when a die is thrown

, Thrice = Four times =
Once =

APPLICATION
of
Sample space of an experiment is useful in determining the probabilities
different events associated with the sample space.
 Activity 20
OBJECTIVE MATERIAL REQUIRED
To verify that the equation of a line Cardboard, sketch pen, white paper,
passing through the point of inter adhesive, pencil, ruler.
section of two lines a,x + by + c=0
and a,x + b,y + c, = 0 is of the form
(a,x+by +c) + (a,+ b,y +c,) =0.
METHOD OF CONSTRUCTION
1. Take a cardboard of convenient size and paste a white paper on it.

2. Draw two perpendicular lines xOX and Y´OY on the graph paper. Take same
scale for marking points on x and y-axes.
3. Draw the graph of the given two intersecting lines and note down the point
of intersection, say (h, k) (see Fig. 20.1)

c) + a,r t b,y +c) =0

(a,x+ by t

a,r + b,y tc,=0

O

Y
Fig. 20.1
 X'¢ X
s h e d

Fig. 20.2

DEMONSTRATION
1. Let the equations of the lines be 3x - 2y = 5 and 3x + 2y = 7.

2. The point of intersection of these lines is (2(se Fig 20.2).

3. Equation of the line passing through the point of intersection
these lines is (3x2y -5)+A(3r +2y-7)=0 (1)

4. Take a=1,- 1.2.,.

5. (i) For d=l,equation of line passing through the point of intersection is
(3x 2y -5) + 1(3x+ 2y - 7), ie., 6x 12 = 0, which is satisfied by the
point of intersection i.e.,6 (2) - 12 = 0
 (ii) For 2 =-1, the equation of line passing through the point of intersection
is

(3x 2y - 5) - 1(3.x + 2y - 7) =0 is 4y +2 = 0, which is also satisfied

by the point of intersection

(ii) For A=2, the equation is (3x - 2y - 5) + 2 (3x + 2y - 7) = 0, i.e.,

9x +2y -19 =0, which is again satisfied by the point2

OBSERVATION
1. For =3, the equation of the line passing through intersection of the lines

is which is satisfied by the point

2. For d=4, the equation of the line passing through point of the intersection
of the lines is which is satisfied by the point of intersection
of the lines.

3. For =5, the equation of the line passing through the intersection of the
lines is which is satisfied by the point of intersection of
the lines.

APPLICATION

The activity can be used in understanding the result relating to the equation ofa
line through the point of intersection of two given lines. It is also observed that
infinitely many lines pass through a fixed point.