Activity 1

OBJECTIVE MATERIAL REQUIRED

To find the number of subsets of a Paper, different coloured pencils.
given set and verify that if a set has n
number of elements, then the total
number of subsets is 2n.
METHOD OF CONSTRUCTION
1. Take the empty set (say) A0 which has no element.
2. Take a set (say) A1 which has one element (say) a1.
3. Take a set (say) A2 which has two elements (say) a1 and a2.
4. Take a set (say) A3 which has three elements (say) a1, a2 and a3.

DEMONSTRATION
1. Represent A0 as in Fig. 1.1

Here the possible subsets of A0 is A0 itself

only, represented symbolically by φ. The
number of subsets of A0 is 1 = 20 .
2. Represent A1 as in Fig. 1.2. Here the subsets
of A1 are φ, {a1}. The number of subsets of
A1 is 2 = 21
3. Represent A2 as in Fig. 1.3

Here the subsets of A2 are φ, {a1}, {a2},

{a1, a2}. The number of subsets of
A2 is 4 = 22.
 4. Represent A3 as in Fig. 1.4
Here the subsets of A3 are φ, {a1},
{a2}, {a3),{a1, a2}, {a2, a3) ,{a3, a1)
and {a 1, a 2, a 3}. The number of
subsets of A3 is 8 = 23.
5. Continuing this way, the number of
subsets of set A containing n
elements a1, a2, ..., an is 2n.

OBSERVATION
1. The number of subsets of A0 is __________ = 2
2. The number of subsets of A1 is __________ = 2
3. The number of subsets of A2 is __________ = 2
4. The number of subsets of A3 is __________ = 2
5. The number of subsets of A10 is = 2
6. The number of subsets of An is = 2
APPLICATION
The activity can be used for calculating the number of subsets of a given set.

12 Laboratory Manual
Activity 2
OBJECTIVE MATERIAL REQUIRED
To verify that for two sets A and B, Paper, different coloured pencils.
n (A×B) = pq and the total number of
relations from A to B is 2pq, where
n(A) = p and n(B) = q.

METHOD OF CONSTRUCTION
1. Take a set A1 which has one element (say) a1, and take another set B1, which
has one element (say) b1.

2. Take a set A2 which has two elements (say) a1 and a2 and take another set B3,
which has three elements (say) b1 , b2 and b3.

3. Take a set A3 which has three elements (say) a1, a2 and a3, and take another
set B4, which has four elements (say) b1 , b2 , b3 and b4.

DEMONSTRATION
1. Represent all the possible correspondences of the elements of set A1 to the
elements of set B1 visually as shown in Fig. 2.1.
 2. Represent all the possible correspondences of the elements of set A2 to the
elements of set B3 visually as shown in Fig. 2.2.

3. Represent all the possible correspondences of the elements of set A3 to the

elements of set B4 visually as shown in Fig. 2.3.

4. Similar visual representations can be shown between the elements of any

two given sets A and B.

14 Laboratory Manual
OBSERVATION
1. The number of arrows, i.e., the number of elements in cartesian product


(A1 × B1) of the sets A1 and B1 is _ × _ and the number of relations is 2 .

2. The number of arrows, i.e., the number of elements in cartesian product

(A2 × B3) of the sets A2 and B3 is _ × _ and number of relations is 2 .

3. The number of arrows, i.e., the number of elements in cartesian product

(A3 × B4) of the sets A3 and B4 is _ × _ and the number of relations is 2 .

NOTE
The result can be verified by taking other sets A4, A5, ..., Ap, which have elements
4, 5,..., p, respectively, and the sets B5, B6 , ..., Bq which have elements 5, 6,..., q,
respectively. More precisely we arrive at the conclusion that in case of given set A
containing p elements and the set B containing q elements, the total number of
relations from A to B is 2pq, where n(A×B) = n(A) n(B) = pq.

Mathematics 15
Activity 3
OBJECTIVE 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 U in 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. 3.1 to 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 U as 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 A ∪ B.
 5. Coloured portion in Fig. 3.2. represents A ∩ B.

6. Coloured portion in Fig. 3.3 represents A′

7. Coloured portion in Fig. 3.4 represents B′

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

Mathematics 17
 9. Coloured portion in Fig. 3.6 represents (A ∪ B)′

10. Coloured portion in Fig. 3.7 represents A′ ∩ B which is same as B – A.

11. Coloured portion in Fig. 3.8 represents A′ ∪ B.

18 Laboratory Manual
12. Fig. 3.9 shows A ∩ B = φ

13. Fig. 3.10 shows A ⊂ B

OBSERVATION
1. Coloured portion in Fig. 3.1, 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 ∩ B) = ______________
10. Fig. 3.10, represents A ______________ B.
APPLICATION
Set theoretic representation of Venn diagrams are used in Logic and Mathematics.

Mathematics 19
Activity 4
OBJECTIVE MATERIAL REQUIRED
To verify distributive law for three Hardboard, white thick sheets of
given non-empty sets A, B and C, that paper, pencil, colours, scissors,
is, A ∪ (B ∩ C) = (A ∪ B) ∩ (A ∪ C) adhesive.

METHOD OF CONSTRUCTION
1. Cut five rectangular strips from a sheet of paper and paste them on the
hardboard in such a way that three of the rectangles are in horizontal line
and two of the remaining rectangles are also placed horizontally in a line
just below the above three rectangles. Write the symbol U in the left/right
top corner of each rectangle as shown in Fig. 4.1, Fig. 4.2, Fig. 4.3, Fig. 4.4
and Fig. 4.5.
2. Draw three circles and mark them as A, B and C in each of the five rectangles
as shown in the figures.
3. Colour/shade the portions as shown in the figures.

DEMONSTRATION
1. U denotes the universal set represented by the rectangle in each figure.
2. Circles A, B and C represent the subsets of the universal set U.
 3. In Fig. 4.1, coloured/shaded portion represents B ∩ C, coloured portions in
Fig. 4.2 represents A ∪ B, Fig. 4.3 represents A ∪ C, Fig. 4.4 represents
A ∪ ( B ∩ C) and coloured portion in Fig. 4.5 represents (A ∪ B) ∩ (A∪ C).

OBSERVATION
1. Coloured portion in Fig. 4.1 represents ___________.
2. Coloured portion in Fig. 4.2, represents ___________.
3. Coloured portion in Fig. 4.3, represents ___________.
4. Coloured portion in Fig. 4.4, represents ___________.
5. Coloured portion in Fig. 4.5, represents ___________.
6. The common coloured portions in Fig. 4.4 and Fig. 4.5 are __________.

7. A ∪ ( B ∩ C ) = ____________.

Thus, the distributive law is verified.

APPLICATION NOTE
Distributivity property of set operations In the same way, the other distributive
is used in the simplification of problems law
involving set operations.
A ∩ (B ∪ C) = (A ∩ B) ∪ (A ∩ C)
can also be verified.

Mathematics 21
Activity 5
OBJECTIVE MATERIAL REQUIRED
To identify a relation and a function. Hardboard, battery, electric bulbs
of two different colours, testing
screws, tester, electrical wires and
switches.
METHOD OF CONSTRUCTION
1. Take a piece of hardboard of suitable size and paste a white paper on it.

2. Drill eight holes on the left side of board in a Domain Codomain

column and mark them as A, B, C, D, E, F, G and A P

H as shown in the Fig.5. B Q
C R
3. Drill seven holes on the right side of the board
D S
in a column and mark them as P, Q, R, S, T, U
E T
and V as shown in the Figure 5.
F U
4. Fix bulbs of one colour in the holes A, B, C, D, G V
E, F, G and H. H

5. Fix bulbs of the other colour in the holes P, Q, 1 2 3 4 5 6 7 8

R, S, T, U and V. Fig. 5

6. Fix testing screws at the bottom of the board marked as 1, 2, 3, ..., 8.

7. Complete the electrical circuits in such a manner that a pair of corresponding

bulbs, one from each column glow simultaneously.

8. These pairs of bulbs will give ordered pairs, which will constitute a relation
which in turn may /may not be a function [see Fig. 5].
DEMONSTRATION
1. Bulbs at A, B, ..., H, along the left column represent domain and bulbs along
the right column at P, Q, R, ..., V represent co-domain.
2. Using two or more testing screws out of given eight screws obtain different
order pairs. In Fig.5, all the eight screws have been used to give different
ordered pairs such as (A, P), (B, R), (C, Q) (A, R), (E, Q), etc.
3. By choosing different ordered pairs make different sets of ordered pairs.

OBSERVATION
1. In Fig.5, ordered pairs are _________.
2. These ordered pairs constitute a _______.
3. The ordered pairs (A, P), (B, R), (C, Q), (E, Q), (D, T), (G, T), (F, U), (H, U)
constitute a relation which is also a _____.
4. The ordered pairs (B, R), (C, Q), (D, T), (E, S), (E, Q) constitute a _____
which is not a _____.

APPLICATION
The activity can be used to explain the concept of a relation or a function. It can
also be used to explain the concept of one-one, onto functions.

Mathematics 23
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 × 4 cm and paste it on the left side of the drawing board (see Fig. 6.1).

a a
1

b b

2
c c

Fig. 6.1 Fig. 6.2

a a
1 1

b b

2 2
c c

Fig. 6.3 Fig. 6.4

 a a
1 1

b b

2 2
c c

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 × 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
1 and 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
APPLICATION
Such activity can also be used to demonstrate different types of functions such
as constant function, identity function, injective and surjective functions by
joining nails on the left hand strip to that of right hand strip in suitable manner.

NOTE
In the above activity nails have been joined in some different ways.
The student may try to join them in other different ways to get more
relations of different types. The number of nails can also be changed
on both sides to represent different types of relations and functions.

26 Laboratory Manual
Activity 7
OBJECTIVE MATERIAL REQUIRED
To verify the relation between the Bangle, geometry box, protractor,
degree measure and the radian thread, marker, cardboard, white
measure of an angle. paper.

METHOD OF CONSTRUCTION
1. Take a cardboard of a convenient size and paste a white paper on it.
2. Draw a circle using a bangle on the white paper.
3. Take a set square and place it in two different positions to find diameters
PQ and RS of the circle as shown in the Fig.7.1 and 7.2

4. Let PQ and RS intersect at C. The point C will

be the centre of the circle (Fig. 7.3).
5. Clearly CP = CR = CS = CQ = radius.
DEMONSTRATION
1. Let the radius of the circle be r and l be an arc
subtending an angle θ at the centre C, as shown
l
in Fig. 7.4. θ = radians.
r

l
2. If Degree measure of θ = × 360 degrees
2πr

l l
Then radians = × 360 degrees
r 2πr

180
or 1 radian = degrees = 57.27 degrees.
π
OBSERVATION
Using thread, measure arc lengths RP, PS, RQ, QS and record them in the
table given below :

S.No Arc length of arc (l) radius of circle (r) Radian measure


RP
1. 
RP –------- –------- ∠ RCP= = __
r


PS
2. 
PS –------- –------- ∠ PCS= = __
r


SQ
3. 
SQ –------- –------- ∠ SCQ= = __
r


QR
4. 
QR –------- –------- ∠ QCR= = __
r

28 Laboratory Manual
 2. Using protractor, measure the angle in degrees and complete the table.

Angle Degree measure

Degree measure Radian Measure Ratio =
Radian measure

∠ RCP –------- –------- –-------

∠ PCS –------- –------- –-------
∠ QCS –------- –------- –-------
∠ QCR –------- –------- –-------

3. The value of one radian is equal to ________ degrees.

APPLICATION
This result is useful in the study of trigonometric functions.

Mathematics 29
Activity 8
OBJECTIVE MATERIAL REQUIRED
To find the values of sine and cosine Cardboard, white chart paper, ruler,
functions in second, third and fourth coloured pens, adhesive, steel
quadrants using their given values in wires and needle.
first quadrant.

METHOD OF CONSTRUCTION
1. Take a cardboard of convenient size and paste a white chart paper on it.
2. Draw a unit circle with centre O on chart paper.
3. Through the centre of the circle, draw two perpendicular lines X′OX and
YOY′ representing x-axis and y-axis, respectively, as shown in Fig.8.1.
 4. Mark the points as A, B, C and D, where the circle cuts the x-axis and y-axis,
respectively, as shown in Fig. 8.1.

π π π
5. Through O, draw angles P1OX, P2OX, and P3OX of measures , and ,
6 4 3
respectively.
6. Take a needle of unit length. Fix one end of it at the centre of the circle and
the other end to move freely along the circle.

DEMONSTRATION

 3 1
1. The coordinates of the point P1 are  ,  because its x-coordinate is
 2 2

π π
cos and y-coordinate is sin . The coordinates of the points P2 and P3
6 6
 1 1  1 3
are  ,  and  ,  , respectively.
 2 2 2 2 

2. To find the value of sine or

cosine of some angle in the
2π
second quadrant (say) ,
3
rotate the needle in anti
clockwise direction
making an angle P4OX of
2π
measure = 120º with
3
the positive direction of
x-axis.
3. Look at the position
OP4 of the needle in

Mathematics 31
 2π π
Fig.8.2. Since = π – , OP4 is the mirror image of OP3 with respect to
3 3
 1 3
y-axis. Therefore, the coordinate of P 4 are  – ,  . Thus
 2 2 

2π 3 2π 1
sin = and cos = – .
3 2 3 2

π 4π −2π
4. To find the value of sine or cosine of some angle say, π + = , i.e.,
3 3 3
(say) in the third quadrant, rotate the needle in anti clockwise direction
4π
making as an angle of with the positive direction of x-axis.
3
5. Look at the new position OP5 of the needle, which is shown in Fig. 8.3.
Point P 5 is the mirror
image of the point P 4
(since ∠ P 4 OX′ =
P5OX′) with respect to
x-axis. Therefore, co-
ordinates of P 5 are

 1 − 3
 − ,  and hence
 2 2 

32 Laboratory Manual
  2π   4π  3  2π   4π  1
sin  –  = sin   = – and cos  −  = cos   = – .
 3   3  2  3   3  2

6. To find the value of sine or cosine of some angle in the fourth quadrant, say
7π
, rotate the needle in anti clockwise direction making an angle of
4
7π
with the positive direction of x-axis represented by OP6, as shown in
4
7π π
Fig. 8.4. Angle in anti clockwise direction = Angle − in the clockwise
4 4
direction.

From Fig. 8.4, P6 is the mirror image of P2 with respect to x-axis. Therefore,
 1 1 
coordinates of P6 are  ,− .
 2 2

Mathematics 33
  7π   π 1
Thus sin   = sin  –  = –
 4   4 2

 7π   π 1
and cos   = cos  –  =
 4   4 2
8. To find the value of sine or cosine of some angle, which is greater than one
13π
revolution, say , rotate the needle in anti clockwise direction since
6
13π π
= 2π + , the needle will reach at the position OP 1. Therefore,
6 6

 13 π   π 1  13π   π 3
sin   = sin   = and cos   = cos   = .
 6   6 2  6   6 2
OBSERVATION
1. Angle made by the needle in one complete revolution is _________.
π  π
2. cos = _________ = cos  − 
6  6
π
sin = _________ = sin (2π + ______).
6
3. sine function is non-negative in _______ and _______ quadrants.
4. cosine function is non-negative in ______ and _____ quadrants.
APPLICATION
1. The activity can be used to get the values for tan, cot, sec, and cosec functions
also.
2. From this activity students may learn that
sin (– θ) = – sin θ and cos (– θ) = – cos θ
This activity can be applied to other trigonometric functions also.

34 Laboratory Manual
Activity 9
OBJECTIVE MATERIAL REQUIRED
To prepare a model to illustrate the A stand fitted with 0º-360º
values of sine function and cosine protractor and a circular plastic
function for different angles which are sheet fixed with handle which can
π be rotated at the centre of the
multiples of and π . protractor.
2

METHOD OF CONSTRUCTION
1. Take a stand fitted with 0º-360º protractor.
2. Consider the radius of protractor as 1 unit.
 3. Draw two lines, one joining 0º-180º line and another 90º-270º line,
obviously perpendicular to each other.
4. Mark the ends of 0°-180° line as (1,0) at 0°, (–1, 0) at 180° and that of
90° - 270° line as (0,1) at 90° and (0, –1) at 270°
5. Take a plastic circular plate and mark a line to indicate its radius and fix a
handle at the outer end of the radius.
6. Fix the plastic circular plate at the centre of the protractor.

DEMONSTRATION
1. Move the circular plate in anticlock wise direction to make different angles
π 3π
like 0, , π, , 2π etc.
2 2
2. Read the values of sine and cosine function for these angles and their
multiples from the perpendicular lines.

OBSERVATION
1. When radius line of circular plate is at 0º indicating the point A (1,0),
cos 0 = ______ and sin 0 = _______.
2. When radius line of circular plate is at 90º indicating the point B (0, 1),
π π
cos = _______ and sin = _______ .
2 2
3. When radius line of circular plate is at 180º indicating the point C (–1,0),
cos π = ______ and sin π = _________.
4. When radius line of circular plate is at 270º indicating the point D (0, – 1)
3π 3π
which means cos = _______ and sin = _______
2 2
5. When radius line of circular plate is at 360º indicating the point again at A
(1,0), cos 2 π = _______ and sin 2 π = ________.

36 Laboratory Manual
Now fill in the table :

π 3π 5π 7π
Trigonometric 0 π 2π 3π 4π
2 2 2 2
function
sin θ – – – – – – – – –

cos θ – – – – – – – – –

APPLICATION
This activity can be used to determine the values of other trigonometric functions
π
for angles being multiple of and π.
2

Mathematics 37
Activity 10
OBJECTIVE MATERIAL REQUIRED
To plot the graphs of sin x, sin 2x, Plyboard, squared paper, adhesive,
x ruler, coloured pens, eraser.
2sinx and sin , using same
2
coordinate axes.

METHOD OF CONSTRUCTION
1. Take a plywood of size 30 cm × 30 cm.
2. On the plywood, paste a thick graph paper of size 25 cm × 25 cm.
3. Draw two mutually perpendicular lines on the squared paper, and take them
as coordinate axes.
4. Graduate the two axes as shown in the Fig. 10.

x
5. Prepare the table of ordered pairs for sin x, sin 2x, 2sin x and sin for
2
different values of x shown in the table below:

π π π π 5π π 7π 2π 9π 5π 11π
T. ratios 0º π
12 6 4 3 12 2 12 3 12 6 12

sin x 0 0.26 0.50 0.71 0.86 0.97 1.00 0.97 0.86 0.71 0.50 0.26 0

sin 2x 0 0.50 0.86 1.00 0.86 0.50 0 –0.5 –0.86 –1.0 –0.86 –0.50 0

2 sin x 0 0.52 1.00 1.42 1.72 1.94 2.00 1.94 1.72 1.42 1.00 0.52 0

x
sin 0 0.13 0.26 0.38 0.50 0.61 0.71 0.79 0.86 0.92 0.97 0.99 1.00
2
DEMONSTRATION
x
) and (x, 2sin x) on the
1. Plot the ordered pair (x, sin x), (x, sin 2x), (x, sin
2
same axes of coordinates, and join the plotted ordered pairs by free hand
curves in different colours as shown in the Fig.10.

OBSERVATION
1. Graphs of sin x and 2 sin x are of same shape but the maximum height of the
graph of sin x is ________ the maximum height of the graph of __________.
2. The maximum height of the graph of sin 2x is ___________. It is at x =
_________.
3. The maximum height of the graph of 2 sin x is ___________ . It is at x =
_________ .

Mathematics 39
 x
4. The maximum height of the graph of sin is ___________ . It is at
2
x
= _________ .
2
5. At x = ________, sin x = 0, at x = _______, sin 2x = 0 and at x = ________,
x
sin = 0.
2

x
6. In the interval [0, π], graphs of sin x, 2 sin x and sin are _______ x - axes
2
and some portion of the graph of sin 2x lies _______ x-axes.
7. Graphs of sin x and sin 2x intersect at x = _______ in the interval (0, π)
x
8. Graphs of sin x and sin intersect at x = ________ in the interval (0, π).
2

APPLICATION
This activity may be used in comparing graphs of a trigonometric function of
multiples and submultiples of angles.

40 Laboratory Manual