[YOUR SCHOOL NAME HERE]

DEPARTMENT OF MATHEMATICS
Class XII CBSE Core Mathematics Project

TOPIC 1: Verification of Geometric Relations

TOPIC 2: Understanding Increasing & Decreasing Functions

SUBMITTED BY: SUBMITTED TO:

Name: [Your Name] [Teacher's Name]
Class: XII (Science / Commerce) Department of Mathematics
Section: [Your Section]
Roll No: [Your Board Roll No]

Academic Session: 2025 – 2026

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CERTIFICATE OF AUTHENTICITY

This is to certify that the project report entitled "Verification of Geometric Relations and Analysis of
Monotonic Functions" has been successfully completed by [Your Name] of Class XII, Section [Your
Section], under the guidance and supervision of [Teacher's Name] during the academic year 2025–2026
in partial fulfillment of the Core Mathematics Practical Examination conducted by the Central Board of
Secondary Education (CBSE).

All the practical work, data mapping, proofs, and analyses presented inside this file are authentic,
original, and done with precise care.

_______________________ _______________________
Teacher-in-Charge External Examiner

_______________________
Principal's Signature & Seal

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ACKNOWLEDGMENTS

I would like to express my deepest gratitude to our respected Principal, [Principal's Name], and my
Mathematics Teacher, [Teacher's Name], whose valuable guidance, constructive feedback, and
continuous support helped me seamlessly execute and complete this practical project.

I am also heavily indebted to my parents and fellow classmates who assisted me with resources, cross-
checking computations, and refining the design layouts required to finish this report on schedule.

[Your Signature]
Date: __________________

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TABLE OF CONTENTS

[Link]. Topic / Section Title Page No.

1 Introduction

2 Objective / Goal of Project

3 Materials Required

4 Methodology

5 Topic 1: Geometric Verification of Perpendicular Relations

6 Topic 2: Calculus-Based Study of Increasing & Decreasing Functions

7 Observations & Computations

8 Results & Findings

9 Conclusion

10 Bibliography

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1. INTRODUCTION

Mathematics is structured upon logical structures and calculus models. This project covers two core concepts of the
Class 12 syllabus: Set Relations from Algebra, and Monotonicity from the Application of Derivatives (Calculus).

Relations map pairs within a set to check structural properties like reflexivity, symmetry, and transitivity.
Meanwhile, calculus provides exact rules using first-order derivatives to monitor real-time rates of change, showing
where a function ascends or descends.

2. OBJECTIVE / GOAL

• Objective 1: To geometrically and analytically verify that the relation R = {(l, m) : l ⊥ m} on the set L of all
lines in a 2D plane is symmetric, but neither reflexive nor transitive.
• Objective 2: To understand the foundational concept of increasing and decreasing functions using graphs
and first-order derivative constraints.

3. MATERIALS REQUIRED

• A4 size white sheets and a clean channel folder.

• Geometric instruments: Ruler, protractor, set-squares, and fine liners.
• Graph papers for precision mapping of curves.

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4. METHODOLOGY

The project was systematically planned and executed through the following sequential phases:

1. Theoretical Study: Studied standard mathematical properties of relations (reflexive, symmetric, transitive)
and derivative behaviors (f'(x) > 0 and f'(x) < 0) from the NCERT textbook.
2. Geometric Layout: Plotted a set of specific lines (l, m, n) on a Cartesian plane using structural rules to
evaluate perpendicularity.
3. Calculus Analysis: Picked distinct algebraic functions, computed their critical points, and evaluated trends
across segmented intervals.
4. Verification & Documentation: Consolidated all graphs, visual proofs, and formal properties onto A4
sheets, organized sequentially inside a channel file.

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5. TOPIC 1: VERIFICATION OF PERPENDICULAR RELATIONS

Let L be the set of all lines in a coordinate plane. The relation R is defined as:
R = {(l, m) : l ⊥ m} where ⊥ denotes "is perpendicular to".

Theoretical Analysis:

1. Reflexivity: For a relation to be reflexive, every line must relate to itself: (l, l) ∈ R ⇒ l ⊥ l. However, a line
is always parallel to itself, never perpendicular. Thus, (l, l) ∉ R. The relation is not Reflexive.
2. Symmetry: If (l, m) ∈ R, then l ⊥ m. If line l makes a 90° angle with line m, line m naturally makes a 90°
angle with line l (m ⊥ l). Hence, (m, l) ∈ R. The relation is Symmetric.
3. Transitivity: If (l, m) ∈ R and (m, n) ∈ R, then l ⊥ m and m ⊥ n. In a two-dimensional plane, if line l is
perpendicular to m, and line n is also perpendicular to m, then lines l and n must be parallel (l ∥ n).
Therefore, l is not perpendicular to n, meaning (l, n) ∉ R. The relation is not Transitive.

m
l

Figure 1: Geometric configuration where l ⊥ m and m ⊥ n, demonstrating that l ∥ n (Non-transitivity).

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6. TOPIC 2: INCREASING & DECREASING FUNCTIONS

Let a function f(x) be continuous on a closed interval [a, b] and differentiable on an open interval (a, b).

Mathematical Definitions:

• Strictly Increasing: A function is strictly increasing if for all choices of x_1, x_2 where x_1 < x_2, it
follows that f(x_1) < f(x_2). Using calculus:

f'(x) > 0 for all x ∈ (a, b)

• Strictly Decreasing: A function is strictly decreasing if for all choices of x_1, x_2 where x_1 < x_2, it
follows that f(x_1) > f(x_2). Using calculus:

f'(x) < 0 for all x ∈ (a, b)

Increasing: f'(x) > 0 Decreasing: f'(x) < 0

Figure 2: Visual mapping of monotonic graph profiles based on derivative slope signatures.

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7. OBSERVATIONS & COMPUTATIONS

To demonstrate these principles practically, consider the following non-linear polynomial expression:

f(x) = x^2 - 6x + 8

Step 1: Compute the First Derivative

Using power differentiation rules:

f'(x) = 2x - 6

Step 2: Locate the Critical Points

Set the first-order derivative equal to zero to discover changing points:

2x - 6 = 0 ⇒ x = 3

The critical threshold point split the domain space into two separate open intervals: (-∞, 3) and (3, ∞).

Step 3: Interval Signs Testing Table

Interval Test Value (x) Sign of f'(x) = 2x - 6 Nature of Function

(-∞, 3) x=0 2(0) - 6 = -6 < 0 Strictly Decreasing

(3, ∞) x=5 2(5) - 6 = +4 > 0 Strictly Increasing

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8. RESULTS & FINDINGS

1. Geometric testing confirmed that for lines in a plane, the property of perpendicularity forms an independent
**Symmetric** relation, but fails to meet the structural parameters needed to establish **Reflexive** or
**Transitive** properties.
2. Interval testing tables using calculus successfully mapped out specific regions where functions transition
between rising and falling trends.

9. CONCLUSION

This core practical project maps theoretical Class 12 mathematical models onto clear visual layout methods. By
working step-by-step through algebraic structures and derivatives, we successfully verified relation properties and
mapped the intervals of monotonic functions.

10. BIBLIOGRAPHY

• Mathematics Textbook for Class XII (Part I) – NCERT Publications

• Senior Secondary School Mathematics (Vol 1 & 2) – By R.D. Sharma
• CBSE Core Mathematics Laboratory Manual Guidelines
• Digital reference: GeoGebra engine for coordinate checking tools.

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