Aim l that the relation R in the set L of all lines in a plane, defined by R= @ ym): 1. m) is symmetric but neither reflexive nor transitive. previous Knowledge Required : 1, Knowledge of reflexive, symmetric and transitive relations. 2. Knowledge of cartesian product of two sets. Materials Required : Geoboard, some rubber bands, white sheets, some spikes or nails or thumb pins and fevistik etc. Geoboard : A geoboard is a square base board with an array of spikes on it as shown in figure. It can be prepared by using a wooden square base and nails. Take a wooden square base and paste a white sheet or graph paper on it of requisite size. Fix nails or spikes of thumb pins on the corners of the squares (eee figure). We can make various types of geometric figures symmetric or unsymmetric on the geoboard using rubber bands or thread. Preparation for the Activity : Take a geoboard and fix some rubber bands randomly on it, to get some lines such that some of them are perpendicular and some of them are parallel (see figure). = V4 % Here, yy lyf tp, is perpendicular to I, as well as J, and J, is perpendicular to, Ipand ly Candid! Laboratory Manual in Mathematics-|2~s Observations : 1, From the above figure, clearly no line is perpendicular to itself. So the given relation R not reflexive. 2. Again, 1 Lipand by.Lh, Similarly, 1, L,and 1,11, ThA tgand ly. ly IL Isand fs 11, I, Ligand let ly Thus, the given relation R is symmetric. 3. Also, ly LIpand fy. 1)=1, LL. | Which is not true because J, is parallel to I). Thus, the given relation R is not transitive. | Result : Hence, the given relation R is symmetric but neither reflexive nor transitive. ty can be used to find whether a given relation is an equivalence or not. 1. How many relations are possible from set A of n elements to set B of m elements ? Sol. Number of relations from set A to set B having n and m elements = 2” 2. State the reason for the relation R in the set (1, 2, 3} given by R= {(1, 2), (2, 1)} not to be transitive. Sol. Ris not transitive relation in the given set (1, 2, 3} because (1, 2), (2, 1) €R but (1, 1) €R. 3. Give an example of a relation which is symmetric but neither reflexive nor transitive. Sol. Let set A = {a, b, c}, then the relation R = {(a, b), (b, a)} on set A is symmetric but neither re- flexive nor transitive, because (a, a) ER. 4. Let R be the relation defined on the set of natural numbers as R = {(x, y) :x ¢ N,y ¢ N and x + y = 40}. Find the domain and the range of this relation R. Sol. Given relation Ris : R={(1, 39), (2, 38), (3, 37}, .... (89, 1)} Hence, domain of R = range of R = {1, 2,3, .., 39} Let A= (a, b, c} and the relation R be defined as : R = {(a, a), (b, c), (a, b)}, then write the minimum number of ordered pairs to be added in R to make R reflexive and transitive. Sol. To aa R reflexive, we must add (b, b) and (c, c) and to make R transitive,we must add (2,0). Hence, the minimum number of ordered pairs to be added are (b, b), (c ¢), (a, )- 5. —00ee— Candid Laboratory Manual in Mathematics-12jals Required : Cardboard, some rubber bands, white sheet, some spikes/nails /thumb sketch pens, coloured sheet of papers, fevistik, geometry box etc. paration / Presentation for the Activity : _ 1 Take a cardboard and paste two coloured strips of different colours in oval shape, label them as A and B. 2 Fix three spikes on strip A and two spikes on strip B and write the spikes as a, b, cand 2,3 respectively (see figure). "3 Join the spikes of the two strips with rubber bands (see figure), | 4 Take the strip A as set A = {a, b, c} and strip B as set B = {2, 3}. j i Observations : 1. The image of the element a of set A in set B is 2. The image of the element b of set A in set B is 3. lid Laboratory Manual in Mathematics-12 xof the element ¢ of set A in set B is 3. SS represent is many one, as two elements of set A i.e, b and c have the same i ‘element of set A has a image in set B and the function is not one-one. “3. The pre-image of every element of set B in set A exists. Thus, the function is onto. Result : Hence, the given function is not one-one but onto. eu: act sed to demonstrate the concept of one-one and onto function. OO eeeActivity (To sketch the graphs of a and log, x, a > 0, a #1 and to examine that they are mirror of each other. serious Knowledge Required : 1. Concept of exponents. 2 Concept of log. yjsterials Required : Cardboard, thumb pins, graph sheets, rubber bands, fevistik, geometry poxetc. fpeparation / Presentation for the Activity : 1. Take a piece of cardboard and fix a graph sheet on it. 2 Draw two perpendicular lines X‘OX and Y’OY with O as origin and depicting coordinate axes. Make the graduations on these coordinate axes 3, Take a = 2 Find some values of x and y, satisfying the function y = 2%. [ o[i{-a][2]-2[3] 3 [4] Ly [4 [2 [os] 4 [025] 8 [0.125] 16] 0.0625 4. Plot these points corresponding to the ordered pairs and join them by free hand to get the graph of 2°. 5. Now, consider y = log,x or x = 2%, Find some values of x and y, satisfying the function x= 2) [x [1 [2 Jos] 4 [025] 8 [0.125] 16] 0.0625 | y[of1[-]2|2]3] 3 [4] = 6. Plot these points corresponding to the ordered pairs and join them by free hand to get the graph of y = log,x. 7. Fix drawing (thumb) pins at each plotted point and joining these thumb pins with rubber bands. 8. Draw the graph of line y = x by plotting (1, 1), (2, 2), (3,3), (4, 4) ete. 9. Take a mirror and place it along the line y = x. From the graph, we will see that the two graphs of the given functions are mirror images of each other Candia Laboratory Manual In Mathematics-!2 x»Observations : Image of the ordered pair (2, 1) on the graph of y = 2" in y = x is (1, 2) and image of the ord Pair (4, 2) on the graph of y = log»x in the line y = x is (2, 4). Repeat this procedure for some more points lying on the two graphs. GD Wiis cetivity is useful 0 understand the concept of logarithmic and exponen (functions.stand the concepts of decreasing and increasing functions. owledge Required : 1, Knowledge of the concept of increasing functions. 2, Knowledge of the concept of decreasing functions. Materials Required : Drawing board, white sheet of paper, thread, fevistik, geometry box, sketch pens etc. Preparation / Presentation for the Activity 1, Take a drawing board and paste (fix) a white sheet of paper on it (see figure). 2, Draw two perpendicular lines X’OX and Y’OY representing x-axis and y-axis’O’ being the origin. Thy ABe AP m y 3. Take two pieces of thread, paste them on the white sheet of paper in the shape of curves Tepresenting two functions (see figure). 4. Choose three points say P,, P, P; on curve one and three points say Qy, Qy, Q, on curve two, 5. With the help of thread draw tangent lines at P,, P,, P; and Q,, Qy, Q; and these tangents make angles (1, 0, 03, By, Bp and B; with positive direction of x-axis. 6. Here, angles ct, tly, (; are obtuse angle and their tangents i.e,, derivatives at P,, P,, Ps are “@ also negative. Be Conca Laboratory Manual in Mathematics~12ey the function given ‘of the tangents at P,, P and P, are all negative, thus, a decreasing function. angles B,, By By are acute angles and their tangents, ie, the derive are also positive, thus, the function given by the curve is eaa derstand the concept of local maxima, local minima and point of inflection. "enous Knowledge Required : 4, Knowledge of the concept of increasing and decreasing function. 2, Knowledge of the concept of local maxima, local minima and point of inflection. yaterials Required : Drawing board, thread, white sheet of paper, fevistik, geometry box etc. preparation / Presentation for the Activity : 4, Take a white sheet of paper and fix it on a drawing board. 2, Draw two perpendicular lines X’OX and Y’OY with O as origin depicting cordinate axes. 4, Take a piece of thread and paste the thread in the shape of curve (see figure). Do = | W ie an ato { a Ne 4. Take five pieces of thread and fix them at the points A, B, C, D and E parallel to x-axis (see figure). 5. Clearly, threads at the points A, B, C and E represent tangents to the curve and slope of tangents at these points are zero. At point D, tangent intersects the curve. | Candici Laboratory Manual in Mathematics-12 x6. At points A and C, sign of the first derivative changes from negative to positive. So, are the points of local minima. ae 4 7. At Enis B and &, sign of the first derivative changes from positive to negative. So, are the points of local maxima. ." Perieon 8. Atthe point D, sign of the first derivative does not change. So, itis a po ‘ction, Observations : ? 1. Sign of first derivative, ic, the slope of the tangent at a point immediate left of A on thy curve is negative. Sign of first derivative, i.e, the slope of the tangent at a point immediay, tight of A on the curve is positive. Thus, it is a point of local minima. 2 Sign of first derivative, i.c., the slope of the tangent at a point immediate left of B is positivg and immediate right of B is negative. Thus, it is a point of local maxima. 3. Sign of first derivative, ie, the slope of the tangent at a point immediate left of Cis negative and immediate right of Cis positive. Thus, it is a point of local minima. 4. Sign of first derivative, ic, the slope of the tangent’ at a point immediate left of Dis positive and immediate right of D is also positive. Thus, it is a point of inflection | 5. Sign of first derivative, i.e., the slope of the tangent at a point immediate left of E is positive and immediate right of E is negative. Thus, it is a point of local maxima. | elp in explaining the con 2. It is also 7 capacity aul in probler minimum cost or vice-ve(in space) from a plane (passing through three non-col._ also analytically. jo find the distance of given point ( points) by actual measurement and Previous Knowledge Required : : 1. Knowledge of the concept of collinear points and non-collinear points. 2. Knowledge of the concept of 3-dimensional geometry. 3. Knowledge of the concept of distance between two points in space. ., graph paper, nails of different leng- Materials Required : Drawing board, white sheet of paper, er, hts say 2cm, 3 cm, 4 cm, 6 cm, geometry box, sketch pens, threads, fevistik etc. Preparation / Presentation for the Activity : 1. Draw two perpendicular lines X’OX and YOY, representing x-axis and y-axis, O being the origin, on the graph paper and paste it on a white sheet of paper. Finally place it on a drawing paper (see figure). © P(e, -2,6)three nails of length 2 cm, 3 cm and 4 cm, fix the nails at A(@®, ~6), B(-3, -8) and |, -4) respectively. Therefore, A(8, -6, 2), B(-3, -8, 3) and C(-1, ~4, 4) Fs Ba in white sheet of paper on the tips of these three nails of length 2 cm, 3 cm, 4 cm represent plane KLMN in the space. i fix another nail of length 5 cm on the drawing board and tip of this nail will repre- gent point P (say) from which the required distance to the plane is required. Coordinates of A, B, C and P are A(8, ~6, 2), B(-3, -8, 3), C(-1, ~4, 4) and P(8, -2, 6). Equa- ~ tion of the plane passing through the points A, B and Cis x-8 y+6 z-2| 3-8 -8+6 3-2) =0 |-1-8 -4+6 4-2 Or axt+by+cz+d=0 = 6x - 13y + 40z - 206 = 0 4 Take a ruler and place it along the side of the set square which is in the direction normal to the plane KLMN. Now, slide both of them (ruler as well as set square) until the ruler touches the point P. Measure the required distance. 7, Also, calculate the perpendicular distance of point P from the plane KLMN, by using ax, + by, +¢z, +4] Va? +0? +7 | -(seecae fe? + (13) +40 Two distances obtained above are the same. 108 108 ~ J1805 195 units. ST 1. By using this activity, we can explain that through : (i) one point or through two points, infinite number of planes can pass. (ii) three non-collinear points, a unique plane passes. 2. This activity can also be used in explaining the concept of distance between two parallel planes. Ne a I,préasure the shortest distance between two skew lines and verify it analytically. gevidus Knowledge Required : 1, Knowledge of the concept of skew lines, co-planar lines. "2. Knowledge of the concept of shortest distance between two lines, Materials Required ; fee of plywood/ drawing board, graph papers, wooden blocks of dimensions 2 cm by 2cm by }aand 2 cm by 2 cm by 4.cm, fevistik, threads, geometry box etc. Preparation / Presentation for the Activity : 1, Take a drawing board, fix a white sheet of paper and again paste a graph paper on it. 2 Draw two perpendicular lines say OA and OB, representing x-axis and y-axis, graduation the lines OA and OB (see figure). Ya B 10 + | | Pa 1 2 3 4 5 6 7 8 *Sndid Laboratory Manual in Mathematics-12 HOSA. Label the bloc! by 2), 2(2 by 2 by 2), 3(2 b 2 by 2) and 4(2 by 2 by 4). Place F first three loa ct aera by uy i at the Bes & 3, (, 6) and (7,6) suc ee their ely lie on the above points. Now, place block-4 such that its base centre lie on (6, 2) Gee re). 4, Join the opposite points P, Q and R, S with the help of threads. Now, line segments PQ ang RS forming the skew lines. 5. Take a ruler and measure the actual distance between these lines, which is the requireg shortest distance between the two skew lines PQ and RS. 6. Also, calculate analytically shortest distance between the two skew lines PQ and RS by using where, P(2, 2, 0), Q(7, 6, 0) and R(1, 6, 2), 5(6, 2, 4) are the two lines. | Hence, the shortest distance between the two skew lines PQ and RS, so obtained are equal.’ This activity is very helpful to explain the concept of ski between them in the space. es and the shortest distang|9€xplain the computation of conditional probability of a given event A, when event B dy occurred, through an example of throwing a pair of dice. fous Knowledge Required : "1. Knowledge of the concept probability, same space etc. _ 2 Knowledge of the concept of conditional probability. Rigerials Required : of dice, drawing board, white sheet of paper, coloured sheets of paper, pair of scissors, pens, fevistik, geometry box, graph paper etc. Beparation / Presentation for the Activity : “1 Take a drawing board, fix a white sheet of paper on it and finally paste a graph (square sheet) sheet having 36 unit squares of size 1 cm each. Write pair of numbers as shown in figure. 2 Here, we have 36 possible outcomes. Thus, it represent the sample space of the experiment. Misappose, we have to find the [>> >= ee conditional probability of an event A | | when B has already occurred. Where, *' | "7 | 49 | 4 Sees Ais the event : a number 4 appearson| | both the dice and B is the event : 4 has | { appeared on at least one of the dice. me A 23 ae ae Total number of possible outcomes in | favour of A is (4, 4), i.e., 1 in number. | Total number of possible outcomes in| 3,1 3.2- | —9,3---bagee favour of B are (1, 4), (2, 4), (3, 4), (4, 4), | , 4), (5, 6), (4, 1), (4, 2), (4, 3), (4, 5), 4 im 6) ie, 11 in number. Total number of outcomes in favour of An Bis (4, 4), i.e, 1 number. pe) = 22 BAe eee 5,2 5,3 (8) eage i 51 ‘ : P(AMB) _ i a P(A/B) = so = = } ; EB) a : 61 6,2 63 64 65 66 You may repeat this activity by taking, More events. This activity is helpful in understanding the concept of conditional probability, which is very helpful in Baye’s Theorem. 2 3.6 35 55 5,