Activity

Relations

OBJECTIVE

(@)To teriy that the relation in the set L f R

al lines in d plane, defined by
R= {(a, b) :alb and a, be L} is symmetric, but neither reflexive nor transitive.

R=
(b)

{(4,
To eriy
: m and
m) l| ,
that the relation
me L} is
R in the set
an equivalence relation.
L f all lines in a plane, defined by

PRE-REQUISITE KNOWLEDGE

Relation: If A and B are non-empty sets, then any subset of A x B will be called a

relation from A to B.

Types of Relation:
A relation R in a set A is the

() universal relation in A ifR =A x A

(i) identity relation in A if R = {(a, a) : a e A}
(iü) void relation in A if R=
•A relation R in a non-empty set A is called

() reflexive, if a Rafor every aE A

()symmetric, if a R b, then b R a
(iü) transitive, if a Rb and b R c, then a Rc.
an equivalence relation it is reflexive,
•A relation R in a non-empty set A is called if

symmetric and transitive.

MATERIALS REQUIRED

• Drawing sheet •Acardboard Some pieces of threads

• Nails • Sheets of white paper •Glue, etc.
all lines in a plane defined by
(a) To verify that the relation R in the set L of
R {(a, b) :a1band a,be is symmetrie, but neither reflexive
nor transitive.

PROCEDURE
of paper on it.
1. Take a cardboard of convenient size and paste a white sheet
sheet of paper.
2. Fix some nails randomly on the white sure
and tie them securely around the nails. Make
3. Now, take some pieces of thread
that the threads are pulled tight.
1
 4 Some the threads can be parallel, some can be perpenicular to each othera
of

some may neither be parallelnor perpendcular as shown in Fig. l.1.

DEMONSTRATION
[Link] the threads represent
24 is perpendicular
4. ,
3. I, is perpendicular to
isparallel to
,,
.
to each
and
h and ,;and
of
Fig. 1.1

the lines l,
the lines ,,L and ,.

is parallel to

OBSERVATIONS

1. Fig. 1.l depicts that no line is perpendicular to itself. Therefore, the given relation R
is not

[Link], 414
Similarly.

3. Aiso

Because
,
Therefore, the given relation

,l4 andll
l4
but
R is
l, is not perpendicular to .
isparallel to 4, Therefore, the given relation R is not

RESULT

We have verifiedthat the relation R in the set of lines (L) in a plane defined by
R{(a, ):alb
it is not an
,
and a,b eis aymmetric but it is neither refexive nor [Link].
equivalence relation.
RELATIONS

(6)To verify that the relation R in the set L of

R {(, m) :l|mand l, me is an equivalence relation
all

.
lines in a plane defined by

PROCEDURE
1. Take a cardboard of convenient size and paste a white sheet of paper on it.

[Link] nails randomly on the white sheet of paper.

3. Now, take some pieces of thread and tie them securely
around the nails. Make sure
that the threads are pulled tight.
4. Some of the threads can be parallel, some can be perpendicular toeach other, and
some may neither be parallel nor perpendicular as shown in Fig. 1.2.

Fig. 1.2

DEMONSTRATION
1. Let the threads represent the

2. Line
[Link] l
is
is

4. Line l, is parallel
perpendicular to each
perpendicular to l,.
to ,
lines

of
l,, los

the lines l,
..,

and
lg

,
l,, and (Fig. 1.2).

la, is parallel to l, is parallel to :

[Link], (,, l); lg, l); (s, l) E R.

OBSERVATIONS

1. We know that every line is parallel to itself. So, the relation R ={(7, m): l|| m}
a reflexive relation (is/is not).

[Link] Fig. 1.2, observe that l, l. Therefore, la

||
So, (o l) e R l, l,)

, R. (€
Similarly,

So,
Also,

and
a
I |
L)

s, l) e R
The
.,
,
,|4, Therefore,
e R
Therefore,

relation R
l)
a symmetric
R. (e)
R. (e

relation. isnot)
 3. In Fig. 1.2,
. . .: L.

we observe that ,|,,,|. ,and Therefore,

So, (l,l) e
Similarly,

(, L)e R, C,
So,
R

I, I| ,|
,)
and
and
g l)eR
e R
Therefore, l,

l)
)
.........
...
R.

R. (ele)
relation. (is/is not)
(ele)

Thus, the relation R a transitive

RESULT So, it is a.
and transitive.
verified the relation
R is reflexive, symmetric
We have
equivalence relation.
 Activity

3 Graph of an
Trigonometric
Inverse
Function

OBJECTIVE

To drau the graph of sin'x using the graph of sin x and demonstrate the concept of

mirror reflection (about the line y =).

PRE-REQUISITE KNOWLEDGE
• Values of inverse trigonometric functions

(@)For e -1, 1], we have sin-l x if sin 6x and ee

(b)For x e1,
(c)For xe R,
1, we have

we have

(d)ForxER, we have cot-l x0if

(e) For xER--11, 1), we have
tan-l
cos-1

x
r 0 if

8if tan

sec-l
cot
cos

x
r0f sec
6

x and E
3x

and
and

ee

xand e
|-
e [0,

2'2

(0,T).
.

[0, - /2}.

For xeR-11, 1), we have cosec-x0if cosec 0x and e - {0}.

If x is or zero, then the values of all inverse trigonometric functions will lie
positive
tan-l , cosec-l r ie in (m2, 0)
in [0, /2]. If x is negative, then the values of sin-l x,
and the values of cos-l x, cot-l r, sec-l x will lie in (T2, ).

MATERIALS REQUIRED
Graph paper Ruler
Cardboard
Adhesive Pencil
Coloured pens
Cutter Nails
Eraser
Thin wires • A geometry box, etc.

PROCEDURE

1. Take a cardboard of any convenient size.

2. Paste a graph paper on the cardboard.

14
GRAPH OF AN INVERSËTRIGONOMETRIDFUNGTION

3. On the graph, draw two axes X'OX and YOY which are perpendicular to each other
(Fig. 3.1).

[Link] the axes as shown in Fig. 3.1 by taking 1 unit equal to 40 small divisions
on both the axes.

5. Mark approximately the points given in the table of valuesof sin x for 0Sxs2 On

the coordinate plane. Mark these points as P, P, P,, P, and fix nails on these points.

0 EE 0.52)
7E0.79) 1.05)
2 1.57)

1 1
sin x 0 E05) 1
E0.71) 2 -E 0.87)

Along Xaxis:1:unit =40Small divisions

Along Yaxis:[Link] =40small divisions

y= sinx

y= sin

y= sin x

- sin x

0.5

y= sin x

Fig. 3.1
16 ATHEMATICSLAB
MANUAL.

6. Repeat the above processon the negative X-axis, by marking the points

table of sin x for on the coordinate plane. Mark these points as

P, P and fix nails on these points. Also fix a nail at O.

-e-167) -G-1.05) -#e-079)

1
sin s -1 (= -0.87) 071) -e-09
[Link] the nails with the help of a tight wire on both sidesof the X-axis to get the gr

of y =sin x from to

8. Draw a graph of line y =xby plotting the points (1, l); (2, 2); (3, 3); .., etc. and fi

a wire on these points.

[Link] the nails P, P, P, and P, draw perpendiculars on the line y =x and pro.
these lines such that length of perpendicularon both sides the line y=xare e:

of
Mark these points , Q, Q, and fix nails on these points.

[Link] the above activity on the negative X-axis and fix the nails at @, Q.
and @4

,.
.,,
[Link] the nails with the help of another tight wire on both sides of the X-axis to sh

the graph of y sin-z. =

DEMONSTRATION

1. The points
the points P, P,
QP,
2. The curve passing through the points
mirror reflection about the
P, P, Pz P, 0, P P, P, and P,
P;, P, P, P

line
s
y=x
and

of
are respectively
and P, about the line y
Q, Q

the graph
Q

y=sin x
0, Q,.
the mirror
=x.
Q

passing through the

and ,
reflection

is

point:
th

Put a mirror on the line y = x. The image of the graph of sin x in the mirror will

represent the graph of sin- x showing that sin- x is the mirror reflection of sin x and v

versa.

OBSERVATIONS

The image of point P, in =

the mirror (on the

The image of point P, in the mirror (on the line y =) is

line y ) is

The image of point P, in the mirror (on the line y =x) is

The image of point P,in the mirror (on the line y =) is

The image of point Pf in the mirror (on the line y=) is

 )
GRAPH F AN INVERSE TRIGONOMETRIC FUNCTION

The image of point P, in the mirror (on the line y= is

The image of point P, in the mirror (on the line y =) is

The image of point P in the mirror (on the line y= )is

The image of the graph of sin x in the mirror (on the line y= is the graph of )
and the image of the graph of sin-! x in the mirror (on the line
y =x)

RESULT
is

The graph

of the function
the graph of

passing

y = sin-!
through the nails at Q, Q

x,
Q Q, 0,
which is the mirror image of the graph
, Q, and @, is the graph

of y = sin x, xE
 Activity

Increasing and Decreasing

Functions

OBJECTIVE

To understand the conceptsof increasing and decreasing functions.

PRE-REQUISITE KNOWLEDGE

on (a, b)fx<t2 f)S

fx) for ,
Increasing function: A real function f() defined on (a, b) is said to be increasing
g€
(a, b), [Link] value off does not decrease
as x [Link], the function is increasing if f'() >0 in the given interval.
Decreasing function: A real function f() defined on (a, b) is said to be decreasing
on (a, b) if x, < x fa,) > fa) for x, x, E (a, b), i.e. the value of f does not
increase as x decreases. Also, the function is decreasing if f() in the given s0
interval.

Slope of tangent tan 6, where is an angle with the X-axis .

tan will be positive for 6 <90° and ne gative for 0> 90°.
MATERIALS REQUIRED
Pieces of wire of different lengths Piece of plywood of suitable size
White sheets of paper Adhesive

Geometry box Trigonometric tables, etc.

PROCEDURE

1. Take a piece of plywood of any suitable size and paste a white sheet of paper on it.

[Link] two pieces of wires of length (say) 25 cmn each.

[Link] the wires on the white paper to represent X-axis and Y-axis respectively.

4. Take two more pieces of wire, each of suitable length, and bend them in the shape
of curves representing functions f and f Fix them on the paper as shown in Fig. 10.1.

57
 AB
MANUA

f,

Fig. 10.1

5. Take two straight wires each of suitable length for the purpose of showing tang
at different points on the curves.

DEMONSTRATION
[Link] one straight wire and place it on the left curve such that it is tangent to "
curve at point say S, and makes an angle a,with the positive direction of the -av
2 As is an obtuse angle, so tan a, is negative, i.e. the slope of the tangent
at

(derivative of the function f, at S)is negative.

[Link] two more points, say S,and S, on the same curve, and make tangents using t
same wire at S, and S, making angles a, and a, respectively with the positi
direction of the X-axis.

4. Here again as angles a, and a,are obtuse, therefore slopes of the tangentstan a, ai
tan a,are both negative, i.e. derivatives of the function f
at S, and S, are negati"
Hence, the function given by the left curve is a decreasing function.
5. On the right curve, take three points T,, T, T, and using the other
straight

form tangents at each of these points making angles B,. B, B, respectivelywi

positive direction of the X-axis, as shown in Fig. 10.1. The angles B,, B, and Ps
all acute.
INCREASINGAND DECREASINGFUNCTIONS

Therefore, the derivatives of the function at these points are positive.

Hence, the function given by the right curve is an increasing function.

,
OBSERVATIONS

Use a protractor to measure the angles and fill in the blanks.

1.0 vk> 90°, Dhe >.a. a .. >..9

tan a, = .... (negative), tan =....
a (M.:..), tan ag = ......, ([Link].).

Thus, the function is .Aes:.

2.B, =..4.,.<909, B, = .A.., <.e., B, =..,.

<...9,

tan B, =... positive), tan B, =...t. ...pes.), tan P, =...t...

P.e..).

Thus, the function is C:

RESULT

By this activity, it is verified that a function is:

()increasing if tangent makes an acute angle with the positive direction of X-axis.

()decreasing if tangent makes an obtuse angle with the positive direction of X-axis.
 Activity
Concepts of Local Maxima,
Local Minima and Point
f Inflection

OBJECTIVE

To understand he concepts of local macima, local minima and pount of inflection .

PRE-REQUISITE KNOWLEDGE
First derivative method:

()If for a particular critical value x = a, the sign of f'() changes from +ve to -ve
as x increases through x =a, then fa) isthe local maximum value (Fig. 11.1).

f(a) =0

f()>0 -f(x)<0

f(a)

X
a-8 a +

Fig. 11.1

=
(i) Iffor a particular critical value x a, the sign of f'(*) changes from -ve to +ve
as x increases through x =
a, then f(a) is the local minimum value (Fig. 11.2).

63
 NATIOS LAB
MANUA

P(X)>0
a)"

a-8 a+8

Fig. 11.2

(ü) Iffor a particular critical value x =a,the sign of f"(*) does not change as x iner
through x=a, then f(a) is neither a local maximum value nor a local minimun
Therefore, it is a point of inflection (Fig. 11.3).

f(a) =0

f(a)

Fig. 11.3

A point of inflection is a point at which a curve is changing concave downward to con

upward, or vice-versa.

MATERIALS REQUIRED
• A piece of plywood Wires of different lengths

Adhesive White sheet of paper, etc.

cONCEPTSOF MINIMAAAND POINT OFINFLECTION 67
ONEoGALMAXIMALoCAL
PROCEDURE

1. Take a piece of plywood of a suitable size and paste a white sheet of paper on it.

2. Tako twopiecos of wires, each of length 30 cm, and fix them on the paper on plywood
in the form of X-axis and Y-axis respectively.

3. Take another wire of suitable length and bend it in the shape of [Link] this curved
wiro on the white sheet of paper (Fig. 11.4).
also

4. Take five more wires each of length say 3

cm and fix them on the curve atthe points
P
A, C, B, and D (Fig.11.4).

P.

B B
B.
Fig. 11.4

6. The wires at the points B and D represent tangents to

A, C, the [Link] tangents
are parallel to the X-axis. The slopes of tangents at these points are zero. It means
the value of the first derivative at these points is zero.
Note that the wire at P intersects the curve.

6. Now take two points, first just left to A and second just right to A of the curve. Name

these points as A, and A, respectively.

7. Similarly,we take the points (C,, C): (B,, B,); P, P) and (D,, D) with respect to

the points C, B, P and D respectively.

8. Draw tangents at points A,. C,, Ca B, B
A, P P D, and D,

9. At the points A and B, the curves move from downward to upward.

from negative
This implies that sign of the first derivative (sloppe f tangent)changes
to positive (from loft of points A,
B
to the right of A, B).

Hence,A and B are the points of local minima.

 MATHEMAncs LAB
MAN:
to downward.
10. At the points C and D, the curves move from upward
from
This implies that ign of the frst derivative (slope of tangent changes
to negative (from left of points C, D
to the right of C, D).

Hence. C and D
are the points of local marima.

11. At the point P, sign of thefirst derivative does not change. As the wire at Pint-<.

the curve, it is a point of inflection.

0BSERVATIONS

Observation Table

Sign of the Nature of function Point of I:

At point Curve moves from
first (Lncreasing/Decreasing) (Maxim:
Downward to
derivative Minima
upward/upward
to downward

Increasing Minima
A Downward to upward Negative

B,
B
B,

C
C
P

RESULTS
maxima and point of inflection ha
local
By this activity, the concepts of local minima,
been demonstrated.
 Activity

Application of Maxima
and Minima

OBJECTIVE

To construct an open box of maximum volume from given rectangular sheet by cutting
a
equal squares from each corner.

PRE-REQUISITE KNOWLEDGE
Basic paper folding activities.

Formulae of area and volume of rectilinear solid figure.

At x =a, if f'(a) = 0and f"() <0, then the given functionf() has maximum value.
At x = a, if f'(a) =0and f"(a) > 0, then the given function has minimum value.

MATERIALS REQUIRED
White chart paper A pair of scissors
Cellotape Calculator

Geometry box Adhesive, etc.

PROCEDURE
1. Take a rectangular white chart paper of any convenient size.

[Link] this white chart paper, draw a rectangle of size 40 cm x 30 cm, and label it as
LMNO.
3. Cut and remove four squares,each of side x cm, from each corner L, M, N andO as
shown in Fig. 12.1
O X
X

30cm

L X
40 cm

Fig. 12.1

71
 ATHEMATcsLAB
MANUAL-,

4. Make an open box by foldng the flaps along the dotted lines using the adhe.
Fig 12.2).

40-2%

Fig. 12.2

& Repeat the above steps with the same size of chart papers but different values o:

DEMONSTRATION
For dimensions (40 – 23) cm, (30 -22) cm and zcm,
Volume of thebox =(40– 2r)(30– 2)zcm [: Voume =Area of base x Heiz

1. When z= 1, volume of thebox =38 x 28 x 1 1064 cm3 =

2When z= 15, volume of thebox = 37 x 27 x 15 =1498.5 cm3
[Link] r = 18, volume of the box =36.4 x 26.4 x 18 = 1729.7 cm3

4 When r=2, volume of the box =36 x 26 x 2 =1872 cm3

5. When z=2.1, volume the box = 35.8 x 25.8 x 2.1 = 1939.6 cm3
of
6. When z=2.2, volume of the box =35.6 x 25.6 x 2.2 =2004.9 cm3
7. When z=25, volume of the box =35 x 25 x 2.5 =2187.5 cm3
&. When r=3, volume of thebox =34 x 24 x 3 =2448 cm3
9. When z=5, volume of the box =30x 20 x 5 =3000 cm³cm3

10. When z=5.5, voume of the box =29 x

x 5.5 19 =3030.5 cm3

11. When z= 5.7, volume of the box =28.6 x 18.6 x 5.7 =3032.17 cm³
12. When z=58, volume of the box =28.4 x 18.4 x 5.8 =3030.8 cm3
This can also be represented in the following table.

15 2.2 2.5 5 5.5 5.7 5.8

(ecm)
alame | | |
1064 |1498.5 |1872 2004.9|2187.5 2448 3000 |3030.5 3032.17 | 3030.8

with value of x on the -ax:

Now, above values on a graph paper
plot the
(Fig. 12.3)

and volume of the box on the

Y-axis,
Altanetivdy:

V(M) -2x) ()-2x

dz

70t 4400 - 3600 17.7 or 5.7 Reject r= 17.7)

Wh
s61,
 MATHEMATICS LAB MAN

OBSERVATIONS
Observation Table

S. No. Value of x (in cm) Volume of open box

() 1.6

(iü) 1.9 V, =.

(iii)
2.1 V=
(iv) 2.2

() 2.4

(vi) 3.2 V=.

than volume V. 2. Volume V, is than volum:
1. Volumne V, is ...
than volume V. 4. Volume V, is than volum:
3. Volume V, is
[Link] V, is than volume V.

So, volume of the open box is maximum when x

Note: Volume of the box increases, as the value of x increases, but after certain
increment

volume starts decreasing.

RESULT

We have verified and found the point when volume of an open box is the maximu
 Activity

Verification of Maxima
and Minima

OBJECTINE

T reri hat amongat al the recargles of the samepermeler, the squre hn

PRE-REQUISITE KNOWLEDGE
Concept of maximum or minímum value of a function

Concept of perimeter and area of a rectangle and a square

MATERIALS REQUIRED

Drawing board • White sheet of papers

Chart paper • A paír of scis8ors
Adhesive Sketch pens

Geometry box, etc.

PROCEDURE
1. Draw diflerent rectangles,each of perimeter say 48 cm, on a chart paper.
drawing board of any convenient size and paste the chart
paper
2. Take a
[Fig. 14.1 ()to (vi)].

cm
R
R cm
10

14 cm 13 cm
16 cm 15 cm
(W) (v)

am

om R
cm
R
13.5
12 12.5

12 cm 11.5 cm 10.5 cm
() (vil)

Fig. 14.1
 MAXIMA AND MINIMA

DEMONSTRATION
1, Area of the rectangle = 16 cm R, x = 128 cm²
8 cm
Area of the rectangle R, =15 cm x 9 cm = 135 cm²
Area of the mctangle R, = 14 cm x 10 cm = 140 cm²
Area of the rectangle R, =13 cm x 1l cm = 143 cm?
Area of the rectangle R,=12cm x 12 cm=144 cm
Area of the rectangle R, =11.5 cm x 12.5 cm = 143. 75 cm²
Area of the rectangle R, = 10.5 em x 13.5 cm = 141.75 em²
Plot these values on a graph paper as shown in Fig. 14.2.

Scale:10 small divisions = 2 cm on both the axes

-20

18 10:5
35cm
t16 115x12.5 cm
144 12x12 cm =144 cm_(Maximumarea)
cm)

(in 12 ix1,em
14x.10 cm.
15 x 9 cm
00::1:03
16x8Cm.
Breadth
Rg = 12x 12cm
(Maximum area)

6810121416 .18 20
0:N9t"8
12Length (in cm)

Fig. 14.2

Perimeter of each rectangle is the same but their areas are different.
Area of rectangle R,is the maximum. It is a square of side 12 cm.
Alternatively:
Let length and breadth of the rectangle be x and y respectively.

The perimeter of the rectangle ()=48 cm.

2(r y) 48 + =
or
xty= 24 or y= 24-x .(1)
Let A(r) be the area of rectangle,then
A(r) =y
= x(24 - x) =24x - [Using (1))
 UAL

Now. A() =24 -2r

For maxima or minima. put A'() =0
24- =0 r l2
and A() =-2
A(12) =-2 which is negative.
Therefore, area is maximum when x 12
y=24 -12 =12

Sa *y= 12
Hence, amongst allectangles,the square has the maximum area.

0BSERVATIONS
1. Perimeter of each rectangle R,. R R R, RR R, is

Area of the rectangle R is than the area of the rectangle R

3Area of the rectangle R is than the area of the rectangle Rs.

4The rectangle R,has the dimensions and hence it is

5.0f al the rectangles with same perimeter, the has the maximum are:

RESLLT

We have verified that:

(OPerimeter afall the rectangles are the same but their areas are different.
( Amongst
area.
all the rectangles with the same perimeter, the square has the maxim
 Activity

Angle in a Semi-circle is a
Right Angle

OBJECTIVE

To verify using the vector method that angle in a semi-circle is a right angle.

PRE-REQUISITE KNOWLEDGE
Knowledge of circle, its properties and Pythagoras theorem.
Addition of vectors

() Triangle law of addition (ü)Parallelogram law of addition

Difference of vectors

Multiplication of vectors

MATERIALS REQUIRED
Cardboard White sheet of paper Adhesive
Pens Geometry box Eraser
Wires • Paper arrowheads Drawing pins, et.

PROCEDURE

1. Take a thick cardboard of any convenient size.

[Link] a white sheet of paper of the same size on the cardboard using an adhesive.
3. Draw circle of radius 5 cm, with centre 0.
4. Draw diameter AB of this circle.

5. Take a point P on the circumference of the circle (Fig. 17.1),

6. Fix four drawing pins at points A, P, B and O.

7. Using wires, join OP, OA, OB, AP and BP.

8. Now, stick paper arrowheads along OP, 0A, OB, AP and BP to show them as vectors
(Fig. 17.1).

105
106 MATHEMATICS LAB
MANUAL.

Paper arrowheads

AAA

Fig. 17.1 Fig. 17.2

9. Draw another circle of radius 5 cm, with centre O and repeat steps 4-8 with different
points asshown in Fig. 17.2.

[Link] a protractor, measure the angle between the vectors AP and BP, ie., ZAPB.

11. Similarly,measure the angle between the vectors AQ and BQ, i.e., ZAQB.
[Link] will find that APB = ZAQB 90°. =
[Link] the above process by taking some more points on the circumference and
measure the angles.
[Link] angle formed between two vectors in a semi-circle is a right angle.

Alternatively:

Let OA =OB = a = OP =p

OA = -a,OB=a, OP =p

AP =-OA + OP = a+p,BP = 0P -OB = p--a

AP BP =(p +å)-(p-a) = |pP-laP = 0 (:

Therefore, the angle APB between the vectors AP and BP is a right angle.

Similarly, AQ- BQ = 0, s0, ZAQB = 90° and soon.

 t07
ANGLE
NA EMICIRGLE IS A RIGHT

NGLE

(8SERVATIONS
By actual measurement, we havo:
Observation Table

||AP|||BP|| AP P+| BPPABAQ BQI| |AQP+|BQT

par

From the above table,

|AP +|BP =
Also,

The triangles APB and AQB follow Pythagoras theorem.

This shows thatthe angle formed between two vectors in a semi-circle is a ...

Also, AP·BP So, ZAPB =

AQ- BQ = So, ZAQB =
Angle in a semi-circle is a right angle.

RESULT

Using the vector method, it is verified that the angle in a semi-circle is a right angle.
DD A
 Activity

Distance Formula

OBIECTINE

points
To locate the coordinates of giren points in space, measure the distance betuceen
and then rerify the distance using the distance formula.
the b
PRE-REQlISITE KNOWLEDGE
Concept of coordinate geometry

• Coordinates of a point in space: Let P be a point in space (Fig.18.1). Through P

draw three planes parallel to the coordinate planes to meet the axes on 4, B and C

respectively. Let OA = 0B=y =

and OC z. These three real numbers taken in this
order determined by the point P are called the coordinates of the point. They are
written as (r, y, z). The coordinates r, y and z are positive or negative when measured
along positive or negative directions respectively of the coordinate axes.

C(0,0,z)

Px y

(0. y. O)

A(<, 0, 0) C

Fig. 18.1

112
 Distance formula: Let Pu N, a,) and
distane betwn the two points:
Q ) be two ponts in space, the

Fig. 18.2

MATERLALS REQUIRED

• Drawing board Geometry box

.
• Nails of
A white
different

sheet of paper,
lengths
etc.
Paper arrows

PROCEDURE

L Take a drawing board and paste a white sheet of paper on it.

2Draw two lines TOX and YOY to represent X- and Y-axes respectively (Fig. 18.3).

a wire through 0, in the vertical direction, representing the Z-axis.

[Link]
starting from 0. Take unit equal to l cm.
4. Graduate number scale on each axis 1l

5Draw two points L(3, 4) and M(4, 5) in the XY-plane as shown in Fig. 18.3.

6+
5+ B4. 5.8)

8cm
D-1,-2, 2)f XLC(-2, 2, 1)
1 cm
2am N(-2, 2)
A(3,-4,4){
4cm s-1,-2))--

1 2

2
-2+

3,-4)
M(4,5)

Fig. 18.3
114 MATHEMATICS B
WAAUL.

6. Pix n nnil of length 4 cm I,upwnrd nnd parallol to the

nt Z-axin, The ipofthi%
representn the pont A(3, -4,A) nn ahown in lig. 18.3.
7. Fix another nail of length 8 em nt. M, upwnrd and parallel to the
Thelip
this nail reprosents the point B4, 6, 8)an shown in Fig. 18.3.

B. By aetual meaNurement (uNing a scalo), distanco AB = 9,9

9. By istaneo formuln,AB = 4-3 + (6+ 4 +(8-4= y98 = 9.899,

OBSERVATIONS
Thus, the distanco
the dstance

Samecan be
AB oblnined

verifod for other pairs

by nctual meaHurement
obtained by using the dixtance formula.

of points 4, (C;
is

B, C, A, D; C, D; and .
approxima:ly the wame..

(C0ordinates of the point C=

Coordinates of the point D
On actual measurement:

AC = BC
AD = CD =
BD =
Using the distance formula:
AC =
BC =
AD =
CD =
BD =

RESULT

Thus, the distance belween two points in pace obtained on actual measurement and D
using the distance formula is approximalely the same.
 Activity

Conditional Probability

OBJECTIVE
of a given event A, when event
B has already
To compute the conditional probability
of throuing a pair f dice (singular
die) . -
0CuTed, through an erample

PRE-REQUISITE KNOWLEDGE
a random
events associated with
Probability of an event: Ifthere are n elementary of
favourable to an event A, then the probability
experiment and m of them are as the ratio
of A is denoted by PA) and is defined
happening or occurrence

(0S msn).

=m [0 sPA) < 1]
Thus, P(A)

under identical conditions,

Random experiment: If an experiment, when repeated
in a trial is one of the
outcome everytime but the outcome
does not produce the samne experiment.
such an experiment is called a random
severalpossible outcomes, then
Conditional probability: Let
A and be twoB
experiment. Then,
events associatedwith a random
of event A under the
the probabilityof occurrence ASB
occurred and PB) +0,
conditionthat B has already
probability and is denoted
is called the conditional
22.1.
by P(A/B) as shown in Fig.

Thus, we have:
A
P(AIB) =Probability of occurrence of event
given that event B already
has Fig. 22.1

occurred.

PBJA) when P(A) 0 is defined as

Similarly,
of event B when event A has already occurred.
"the probabilityof occurrence

135
136
MATHEMATICS LAB
MANUAL-
MATERIALS REQUIRED
•A piece of cardboard White chart paper
Sketch pens Pencil
Scale • A pair of dice, etc.

PROCEDURE

1. Paste a white chart paper on a piece of cardboard of a

convenient size.
2. Draw a square and divide it into 36 unit squares of size 1 cm
each as shown
Fig. 22.2.

Consider A =Event of getting 4 on both the dice

B=Event of getting 4 on at least one of the dice.

1,1 1,2 1,3 1,4 1,5 1, 6

2, 1 2, 2 2, 3 2, 4 2, 5 2, 6

3, 1 3, 2 3, 3 3,4 3, 5 3, 6

4, 1 4,2 4, 3 4,5 4, 6

5, 1 5, 2 5,3 5, 4 5, 5 5, 6

6, 1 6, 2 6, 3 6,4 6, 5 6, 6

Fig. 22.2 Fig. 22.3

3. Write the pair of numbers as we throw a pair of dice as shown below:

(1, l); (1, 2); (1, 3); (1,4); (1, 5); (1, 6);
(2, 1); (2, 2): (2, 3): (2, 4); (2, 5): (2, 6);
(3, 1); (3, 2); (3, 3);: (3, 4): (3, 5): (3, 6);

(4,1); (4, 2); (4, 3); (4, 4); (4, 5); (4, 6);
(5, 1); (5, 2); (5, 3): (5, 4); (5, 5); (5, 6);

(6, 1); (6, 2): (6, 3): (6, 4); (6, 5); (6, 6)

Note that the number of all possible outcomes by throwing two dice simultaneousl

is 36.

4. Figure 22.3 depicts the sample space of the experiment, which is also known as t
outcomes.

5. Colour the elements of B (Fig.22.3).

6. Shade the elements of A in the dark coloured box (Fig. 22.3).
in
7. The element (4, is in A and B i.e., in A oB. This is shown by shaded lines
4)
dark coloured box (Fig. 22.3).