CONTENTS

{!) ACTIVITY 1 To find the number of subsets of a given set and verify that if
~ a set has n number of elements, then the total number of
subsets is 2n. . .. ... ... 1

2. ACTIVITY 2 To verify that for two sets A and B, n (A x B) = pq and the

total number of relations from A to B is 2Pq, where
n(A) = p and n(B) = q. 2

3. ACTIVITY 3 To represent set theoretic operations using Venn diagrams. 4

4. ACTIVITY 4 To verify distributive law for three given non-empty sets A,

B and C, that is, A u (B n C) = (A u B) n (A u C) 7

~d- ACTIVITY 5

6. ACTIVITY 6
To identify a relation and a function .

To distinguish between a Relation and a Function .

9

12

7. ACTIVITY 7 To verify the relation between the degree measure and the
radian measure of an angle. .... ... .. 15

8. ACTIVITY 8 To find the values of sine and cosine functions in second ,

third and fourth quadrants using their given values in
first quadrant. .. ... . . .. 17

9. ACTIVITY 9 To prepare a model to illustrate the values of sine function

and cosine function for different angles which are multiples
of ~ and n. ....... .. 20

} 1 1 - ~CTIVITY 10 To plot the graphs of sin x, sin 2x, 2 sin x and sin x ,
2 ... ..... .
using same coordinate axes. 22

11. ACTIVITY 11 To inerpret geometrically the meaning of ; = ~ and its

integral powers. .... . .... 24

12. ACTIVITY 12 To obtain a quadratic function with the help of linear functions
graphically. .. . ...... 26
13. ACTIVITY 13 To verify that the graph of a given inequality, say
5x + 4y - 40 < 0, of the form ax + by + c < 0, a,
b > 0, c < 0 represents only one of the two half planes . .... .. ... 28
1J- CVACTIVITY 14 To find the number of ways in which three cards can be
selected from given five cards . ... ... ... 30
~ ® ACTIVITY 15 To construct a Pascal's Triangle and to write binomial
expansion for a given positive integral exponent. ..... . ... 32
16. ACTIVITY 16 To obtain formula for the sum of squares of first n-natural
numbers.
33
 h to obtain formula fo
r th e sum of
17 . ACTIVITY 17 An alterna;i~::~p~:~~ral nu
squares o mbers.
t the Arithmetic mean .
rfJ- @ CTIVITY 18 li0 demonstrate th.a of tw o different
positive numbers is always greater than the Ge om et ric .
mean.
. th
.....
19 . ACTIVITY 19 To establish e formula for the sum of the cubes of the
first
n natural numbers.
......
To verify that the equa
20 . ACTIVITY 20 tion of a line passing
through the point
.
of intersection of two Ime + b y + c
s a1 x 1
- 0 and
+ 1 -
a2x by + c
2
= o is of th e form (a 1x + b 1y +
2 c1)
+ 'A. (a x + b y + c2) =
2 2 O.
.... ... .
\lJI_ (3 )ACTIVITY 21 To construct different typ
es of conic sections.
22 . ACTIVITY 22
... . ..
To construct a parabola.
23 . ACTIVITY 23 An alternative method .. . .. . ...
of constructing a para
bola.
24 . ACTIVITY 24 To construct an ellipse .. . .. ... .
using a rectangle.
25 . ACTIVITY 25 To construct an ellipse
with given major and
26 . ACTIVITY 26 minor axes.
To construct an ellipse
when two fixed points
27 . ACTIVITY 27 are given.
To explain the concept
of octants by three m
perpendicular planes in utually
space.
Qiu__ @ ACTIVITY 28
To find analytically lim 2 2
f(x ) = x - c
29 . ACTIVITY 29 X➔ C
X -C ... ... ....
Verification of the geom
30 . ACTIVITY 30 etrical significance of
deri~ative. .... ... ...
To obtain tr~ th values of
compound statements
P v q by using switch of the type
31 . ACTIVITY 31 connections in paralle
l. 6
To obtain truth v I ... ... .
pV qb a ues of compound sta
. . tements of the type
32 . ACTIVITY 32 Y using switc h connections in serie
s. . .. , .. 6t
To write the sam I
J i_ @ )ACTIVITY 33 Pe space, when a die
To write the sam le s is rolled once, twice ... . .. 6E
two tim P pace
es, three times, four, wh en a coin is tossed on
times ce
, ...... 69
 Activity 1
Objective : To find the number of subsets of a given set and verify that if a set A has n number of elements,
then the total number of subsets of A is 2n.
Pre-requisite knowledge : Basic knowledge of sets is required.
Materials required : Paper, different coloured pencils.
Procedure :

1. Take an empty set <l> = Q which has no element.

2. Take a singleton set (say) A which has only one element a in it.

i.e., A = {a} = [Venn diagram]

3. Take a set (say) s - which has two elements a and b in it.

i.e., B = {a, b} = [Venn diagram]

4. Take a set (say) C which has three elements a, b and c in it.

i.e., C = {a, b, c} = [Venn diagram]

5. Take a set (say)D which has four elements a, b, c, and d in it.

i.e., D = {a, b, C, d} = [Venn diagram]

Observations
1. The possible subset of is
itself only. The number of subsets of <I> is 1 = 20.
<I> <I>
2. The possible subsets of set A are <I>, {a}. The number of subsets of set A is 2 = 21.
3. The possible subsets of set B are <I>, {a}, {b}, {a, b}. The number of sub-sets of set B is 4 = 22.

1
 4. The possible subsets of set C are q>, {a}, {b}, {c}, {a, b}, {a, c}, {b , c}, {a, b, c}. The number of subsets
of set C is 8 = 23 .
5. The possible subsets of set D are q>, {a}, {b}, {c}, {d}, {a, b}, {a, c}, {a, d}, {b , c}, {b, d}, {c, cf},
{a, b, c}, {a, b , d}, {a, c, d}, {b , c, d}, {a, b, c, d}. The number of subsets of set D is 16 = 24 .
6. Continuing in this manner, we get the number of subsets of a set E containing n distinct number of
elements is 2n.
Conclusion
The number of subsets of any set A = 2n(A), where n(A) is number of elements in the set A.
[ ~ ctivity ® JI- (,

Objective : To identify a relation and a function.

Pre-requisite knowledge : Basic knowledge of a relation and a function.
Materials required : Hardboard, board pins, white chart paper, battery, some bulbs of red and green colours,
testing screws, tester, electric wires and switches.
Procedure :
1. Place a white chart paper firmly on a hardboard with the help of board pins, as shown in fig -a-:+.-

• • 2.o '

• Fig.~ '.2 · I
•
9
 2 3 4 5 6 7
2. On the left side of the board , drill 8 holes in one column and mark them as 1, , , , , , and
8, as shown in fig j ,2.
3. In a similar way, on the right side of the board, drill 7 holes and mark them as A, B, C, D, E, F and
G, as shown in fig. :fi...•2.
• OA
•
10
O B
20

30 oc
40 O D

50 O E

50 O F

70 OG

sO
• •
Fig~ 2•2-

4. Fix bulbs of red colour in the holes 1, 2, 3, 4, 5, 6, 7, and 8 and similarly fix bulbs of green colour
in the holes A, B, C, D, E, F and G, as shown in fig ~ ,3.
5. Now fix screws for testing at the bottom of the hardboard and mark them as P, Q, R, S, T, U, V and

1.
W, as shown in fig $_.3.

• eA•
2e es
34e. ec
eo
se eE
67.. eF
eG
86
& & & & & & & &
p Q R S T U V W
• •
Fig.-B" 2 <s
wi'II g1ow s1mu Itaneous y
6. Now, .complete a simple electrical circuit such that one bulb from each column
.
1
in pairs.
7 . These pairs of bulbs will give ordered pairs which will comprise a relation whi·ch .in t urn may/may not
.
be a function.
10
8. In fig ~ 4 , bulbs at the left column on the board represent domain and bulbs at the ri ght colu mn on
the board represent co-domain .

•1e eA
Domain 2e es - - co-domain

3e ec
4e eo
se eE
6e eF
7e eG
Be
~ ~ ~
p Q R
• •
Fi~ 2•/
Observations
1. Out of 8 testing screws, by using two or more screws for test at a time, we get different ordered pairs.
2. In fig, 5.5, by using all the 8 testing screws, we get different ordered pairs namely (1 , A), (2 , C),
(3, B), ( 1, C), (7 , E) etc.

• ---=-- -------- -----,• A

•
Domain
====~~~=~ - --- D
Co-domain

4 ---===;:,,-. ::::::~=--======
5
6 ------------:::;; -;:;-""'=-------:: ;::::;,,--

7
8
,, ,, ,, ,,
p Q R S
• •
Flg.~ 2•5
1

~Conclusion
R, = ((1, A), (2, C), (3, B), (4, E), (5, B), (6, F), (7, E), (8, F)) defines a function and hence a relation also.
R2 = {(1, A), (1, C), (2, C), (3, B), (4, E), (5, B)} defines a relation which is not a function.
 Activity W-- ilI-
Objective : To plot the g·raph of sinx, sin2x, 2sinx and sin x , using same coordinate axes.
2
Pre-requisite knowledge : Knowledge of plotting a graph and trigonometric ratios and their properties.
Materials required : Hartlboard, board pins, gluestick, ruler, colored pencils and white chart paper.
Procedure :
1. Place a chart paper firmly on a hardboard with the help of board pins.
2. On the chart paper, paste a graph paper of convenient size.
3. On the graph paper, draw two perpendicular straight lines X'OX and YOY', intersecting each other
at the point 0. These perpendicular straight lines are known as coordinate axes.
4. The line X'OX is called the x-axis and the line YOY' is called the y-axis , while the point O is called
the origin. ·
5. Make a Table 10.1 of ordered pairs for sinx sin2x 2sinx and sin; for different values of x, as shown
below:
Table 1-9d- _g, j_
-7t 51t
-7t 7n 2n 3n 5n
Trigonometric oo 7t 7t
-7t 12 2
111t
1t
ratios 12 6 4 3 12 3 4 6 12
0 .86 0.97 1 0 .97 0.86 0.71
sin x
sin2x "
0
0
0 .26
0.50
0 .52
0 .50
0 .86
1
0.71
1
1.42
0 .86
1.72
0.50
1.94
0
2
0 .5
1.94
0 .86
1.72
1.0
1.42
0 .50

1
0 .26
0 .86 -0.50
0.52
0
0
0
2sinx
X 0.13 0 .26 0 .38 0 .50 0 .61 0.71 0 .79 0.86 0.92 0 .97 0 .99 1
sin- 0
2
 6. Find the o~dered pairs (x, sinx), (x, sin2x), ( x,sin x) and (x, 2 sinx) to plot the points on a cartesian
plane. 2
7. Now, plot the points on the same coordinate axes. g. J
8. Connect the points of plotted ordered pairs by curves by different colour, as shown in the fig ~
y
2.00

i
(/)
C
0
1.75
1.50
1.25 2sinx
nC
--
::,
u
·;::
<I)
1.00
0.75
0.50
E sinx
0 0.25
C
0
g,
·;::
X' 0 1t 1t 51t 71t 41t 31t 51t 111t 21t
X
I- --0.25 4 3 12 6 3 2 3 6
--0.50
• I
-0.75
~ 1.00 -
' ! '"'J
'Arigles (in· radia'ns) ~
.. Y' · -•
r ' ;_ ·:-. .,! .1· '

Fig. ~ 9• J
Observations

1. From the fig ~ , we observe that graphs of sinx and 2sinx are of same shape but the maximum
height of the graph of 2sinx is double the maximum height of the graph sin x.

2. The maximum height of the graph of sin 2x is 1 unit at x = ; .

3. The maximum height of the graph of 2sinx is 2 units at x = ; .

4. The maximum height of the graph of sin ; is 1 unit. It is at x = n

5. At x = 0 and n, sin x = 0
At x = O and n, sin 2x = 0
0
2 =
• X
At x = O and 2n, sin

Conclusion
[
We have explored the different sine curves using the same coordinate axes.
 Activity k nz_
.
ObJective : To find the number of ways in which
three cards can be selected f rom 9 1·ven five card s .
Pre-requisite knowledge : Knowledge of counting
the objects of the differ ent poss ible arran gem ents
funda ment al principle of counting or

Materials required : Cardboard sheet, white pape

r sheets, sketch pen, cutter.
Procedure :
1. Take a cardboard sheet and paste a white pape
r on it.
2. From the cardboard, cut 5 identical cards (as
A, B, C, D and E) of convenient size.
3. Let select one card A from the given five cards
. Then two cards from the remaining four card s
be: BC , BO, BE, CD, CE and DE. Thus, the possible can
selections are: ABC , ABO , ABE , ACD , ACE and
ADE . There are 6 possible selection.
4. Now, let select another card B from the given
five cards. Then two cards from the rema ining
cards can be AC, AD, AE, CD , CE and DE. Thus , four
the possible selections are BAC , BAD , BAE , BCD
BCE and BOE. There are 6 possible selections. ,
5. Now, let select another card C from the given
five cards . Then two cards from the rema ining
cards can be AB, AD, AE, BO, BE and DE. Thus , four
the possible selections are CAB , CAD, GAE , CBD
CBE and COE . There are 6 possible selections . ,
6. Now, let select another card D. Then two cards
from the remaining four cards can be AB , AC , AE,
BC, BE, CE. Thus, the possible selections are DAB,
DAC , DAE, DBC, DBE and DCE. Here also 6
possible selections.
7. Now, let select another card E. Then two cards
from the remaining four cards can be AB , AC, AD,
BC, BO and CD. Thus, the possible selections are
EAB, EAC , EAD, EBC, EBO and ECO . Here also
6 possible selections.
8. Here 30 possible selections are:
ABC ,ABD , ABE ,ACD ,ACE , ADE BAC, BAD, BAE, BCD, BCE, BOE
CAB ,CAD ,CAE ,CBD ,CBE ,CDE DAB, DAC,
DAE, DBC, DBE , DCE
EAB, EAC , EAD, EBC, EBO, ECO
We observe that each of the selection is repeated
thrice .
Therefore, the number of distinct selection = 3
= 10. i
Obs erva tion s
1. We have 5 different cards A, B, C, D, E. Taking
3 at a time, if we have to make combinations, these
will be ABC, ABO, ABE, BCD , BCE, COE, ACE , ACD
, ADE, BOE.
2 _ Here , ABC , BAC and CAB are the same combination as order does not alter the
combination .
3. This is why we have not included in this list.
_ There· are as many as 10 combinations of 5 cards
4 taken 3 cards at a time.
·ng to each of the 5
5. Correspo nd 1 C 3 combinations.
5!
i.e., 5C 3 = ( -3)! 3!
=5 X
2!
4 X

3!
3! = 1Q . ( ._. nc, = n! J
5 x ( (n - r)! r!

30
conclusion
From the above activity, we obtain the formula for finding the number of combinations of n objects taken
rat a time .

i.e ., "C = n!
' ( n - r ) ! r!
 ,;;;;;;;A;;;ct;;;;;iv=i;;;;;;:
ty===M =====-I-
l ~- ~ ~ ~ Sl
Obje ctiv e
To cons truct a Pasc al's Trian gle and to write . ~

exponent. bino mial expa nsio n for a given P0sltlvo Int

O(jr~I
Pre-requisite knowledge : Know ledg e of Pasc al's
Triangle, bino mial expa n sion for positive Integ
Materials required : Draw ing board, white pape ral axpon ont
r, matc hstic ks, adhe sive .
Procedure : ·

1. Take a draw ing boar d and paste a white pape

r on it.
2. Take som e matc hstic ks and arrange them,
the first and laS t entry in each row ls 1 and
entry is the sum of the two entries direc tly each other
abov e it.
Rowo - - - - -- ~1\,
ROW
1-- -- -- -- 11 1
/ \, / \,

Row 2_ ____,/,, \ / \ / \
Row3 - - ~ / \ / 3\, / \ /\ 'o
Row4 - - / 1\, / \ / 6\, / 4\, /1~
Row5 -- ?
/ 1\, / 5\, ) \ ) \/ 5~ /1~
Row6~ 1 6 15 20 15 6 1
3. The above figure looks like a trian gle and
refer red to as Pasc al's Trian gle.
4. To write binomial expansion of (x + Yr.
(X + y)O =
1
(x + y)1 = X + y
(x + y)2 = x2 + 2xy + y2
(x + y}3 = x3 + 3x2y + 3xy 2 + y3
(x + y}4 = x4 + 4x3y + 6x2y2 4xy 3
(X + y)S =
+ + y4
x5 + 5x4y + 10x3y2 + 10x2y3 + 5xy4 + y5
Compare the coefficients in thes e poly nom ials
to the num bers in Pasc al's trian gle .
Observati ons
j 1·
Numbers in fifth row are 1, 5, 10, 1O, 5, 1, whic )5
h are coefficients of the binomial expansion

I
2 of (x + Y, ·
· Numbers in seventh row are 1 7 21 35 35
of (x + y)7. 21 7 1 whic h are coef ficien ts of the binom
' ' ' ' ' ' ' ' ial expansion
3. (x + y)3 = x3 + 3x2y + 3xy2 + y3
4. (x + y)a = x8 + 8x7y + 28x6y2 + 56x5y3 + 70x4y4 + 56x3y5
+ 28x2y6 + 8xy7 + yB
conclusion
sion for
From the abov e activity, we can write the binomial expan
n
(x + y)n = L n Cr x n-r y ' .
r=O
(where n is a posit ive integ er)
expansion for (x + yt , where n is a positive integer.
Applicatio n : The activ ity can be used to write binomial
[Activity ..:Ji' .fl.
Objective : To demonstrate that the Arithmetic mean of two different positive numbers is always greater
than the Geometric mean .
Pre-requisite knowledge : Knowledge of arithmetic mean and geometric mean .
Materials required : Coloured chart sheet, ruler, scale, sketch pens, cutter, squared paper.
Procedure : Let us find the relation for the Arithmetic mean and Geometric mean of two different positive
numbers , i.e., a =
3 cm and b =
2 cm .

1. Take a squared paper of size 5 x 5 squares and paste it on a card sheet.

2. Arrange the four rectangular pieces from squared paper of

size 5 x 5 as shown in figure.
2cm r
3cm

3. Here, square PQRS is of side (3 + 2 = 5 cm), and square

ABCD is of side (3 - 2 = 1 cm). 3cm
t II t
2cm

Observations S+- 2 cm ➔~ 3cm ~ R

l
5cm
1. Area of PQRS = (3 + 2) 2 = 52 = 25 sq. cm.
2. Area of four rectangular pieces = 4 x (3 x 2) = 24 sq . cm .
3. Area of ABCD = (3 - 2)2 = 12 = 1 sq. cm .
4. Area of PQRS = Sum of areas of four rectangular pieces + area of square ABCD .
:. Area of PQRS > Sum of areas of four rectangular pieces
i.e., 25 > 24 => 52 > 4 X (3 X 2) => (3 + 2) 2 > (4 X 3 X 2)
5. We have taken two positive numbers, i.e. , a = 3 and b = 2.
: . (a + b)2 > 4 x (ab) or (a; b )' > ab

: . a+ b > Jab i.e. , A.M . > G.M.

2
Alternative approach:
For a, b > 0, consider ( .Ja - JE)2 > 0
⇒ a+ b - 2.Jab >0 => a+b >Jab , i.e. , A.M. > G.M.
2

~ mean of two different positive numbers is always greater than the geometric mean, i.e.,

(a;
A.M. > G.M. b > ✓ab)- ______________ _______,,=.n...,_ ,, ~
 Activity z;i,
~LJL J
Objective : To construct different types of conic sections.
Pre-requisite knowledge : Knowledge of equations of a line, circles, ellipse, parabola and hyperbola .
Materials required : Transparent sheet, scissors , hardboard, gluestick, white paper.
Procedure :
1. Take a hardboard of convenient size and paste a white paper on it.
2. Make a right circular cone from the transparent sheet in
the shape of sector of a circle and fold it, as shown in
fig. 2+.1- 7. J.
3. Using transparent sheet, make four more such cones of
same size. Put these cones on the hardboard.
4. Using transparent plane sheet, cut 4 cones obtained above in different positions.

5. Using transparent plane sheet cut the first cone in such a way that the
sheet is parallel to the base of the cone. The figure so obtained is a
circle, as shown in fig.~2.
! t ·2-
!
- t
Fig. ~ 7·2
6. Using transparent plane sheet cut the second cone in such ~ wa~ that
.
sheet is inclined slightly to the axis of cone. The figure , obtained 1s an
. .:. .....
ellipse, as shown in fig. ~ -
i •3 Fig.~ , a
7. Using transparent plane sheet cut the third cone in such a way that
plane sheet is parallel to a slant height of the cone. The figure so
obtained is a parabola, as shown in fig . --2-t*-
7• ~

45
 8. Using transparent plane sheet cut the fourth cone in such a ~ay that
the plane is parallel to the axis of the cone . The figure so obtained is a
hyperbola, as shown in fig . 2-+:'5"".
('5

Observations Fig.~ 7~
1. We observe that when the transparent plane sheet is parallel to the base of the cone, then con ic
section we get is in the shape of a circle (Fig . .Z'I .2).
2. We observe that when the transparent plane sheet is inclined to the axis of the cone, then con ic
section we get is in the shape of an ellipse (Fig . 1 ,3).
3. We observe that when the transparent plane sheet is parallel to the slant height of the cone, then
conic section we get is in the shape of a parabola (Fig. ~ .4 ).
4. We observe that when the transparent plane sheet is parallel to the axis of the cone, the conic section
we get is in the shape of a hyperbola (Fig . 1,5).

\concl~
From the above activity, we see that various types of conic sections like, circle, parabola, elli se
hyperbola can be constructed. ___ .. p '
~,
 Activity ~ -vTII e qwww I

x2-c2
Objective : To find analytically lim f(x) =- -
x➔c X-C

Pre-requisite knowled ge : Knowledge of limits is required .

Materials required : Pencil , white paper, calculator.
Procedure :
2
x -16
1. Let us consider the function f given by f(x) = - x - -
-4
2. In this case c = 4 and the function is not defined at x = 4.
3. Take some values of c less than 4 and some other values of c more than 4.
4. In all cases, the values to be taken have to be very close to 4.
to 4.
5. We calculate the corresponding values of f(x) at each of the values of c that are taken close
Observations
1. We note the values of f(x) at some values of c less than 4 as below.

X 3.9 3.99 3.999 3.9999 3.99999 3.999999 3.999999 9

f(x) 7.9 7.99 7.999 7.9999 7.99999 7.999999 7.999999 9

2. We note the values of f(x) at some the values of c greater than 4 as below.

X 4.1 4.01 4.001 4.0001 4.00001 4.000001 4.0000001

f(x) 8.1 8.01 8.001 8.0001 8.00001 8.000001 8.0000001

Conclusion
, 1. The values of f(x) as x ➔ 4 from the left side, are coming closer and closer to 8 .
.-. lim f(x) = 8
X➔ 4-

2. The values of f(x) as x ➔ 4 from the right side, are coming closer and closer to 8.
:. lim f(x) = 8
X➔ 4+
3. lim f(x) = 8 = lim f(x), lim f(x) = 8.
X ➔ 4- X ➔ 4+ X➔4
 Act ivit y~
Objective : To write the sample space when a coin is tossed once, two times, three times, four times.
Pre-requisite knowledg e : Knowledge of sample space, total number of outcomes, number of elements
and faces of a coin .
Materials required : An unbiased coin and a record book.
Procedure :
1. Flip a coin once. It can have two outcomes - Head or Tail. Outcomes
2. Draw a tree diagram to represent the two branches of a tree, as shown in Fig . ~
'
,.1, in your record book. Flip a corn Ji.
3. Write a sample space for flipping a coin once. T
4. Now flip a coin twice. It can have four outcomes. Fig. ~ .9 .;
5. Draw a tree diagram to represent the outcomes, as shown in Fig 9 .2, in your
record book.
Outcomes

Outcomes

Outcomes

~
~
;!i
Flip a coin Flip a coin Flip a coin

9 , Z-- cy .._3 T
Fig.~ Fig.~ Flg.~9. /
6. Repeat the same activity by flipping a ~oin three times, f?ur times .... n times, as shown in fig ...9/.3
and fi19. .-./
c:>I:
,.4 resp actively and write
their sample spaces m your record book.
69
Observation s
1. If a coin is flipped once, the sample space is :
S = {H,T} Number of elements in S= =2 21
2. When a coin is flipped twice , the sample space is :
S = {HH, HT, TH, TT} Number of elements in S = 4 = 2 2
3. When a coin is flipped three times, the sample space is :
S = {HHH, HHT, HTH, HTT, THH, THT, TTH, TTT} = =
Number of elements in S 8 2
3
4. When a coin is flipped four times, the sample space is :
{HHHH, HHHT, HHTH, HHTT, HTHH, HTHT, HTTH, HTTT, THHH , THHT, THTH, THTT, TTHH, TTHT,
TTTH, TTTT}
Number of elements in S = 16 = 24 and so on .

( Conclusion
Number of elements in sample space, when a coin is flipped
Once = 21 = 2
Twice= 22 = 4
Thrice = 23 = 8
Four times = 24 = 16