FUNCTION
OBJECTIVE:
To verify that the relation R in the set L of all lines in a plane, defined by R = {(l, m) : l ⊥ m} is
symmetric but neither reflexive nor transitive.
MATERIAL REQUIRED:
Colour paper
Permanent Marker
Permanent Marker
Thread
Glue
METHOD OF CONSTRUCTION:
1. Paste the plastic strip on the left hand side. Mark points a and b
2. Paste another strip on let hand side and mark points 1, 2, 3
3. Join LHS strip and RHS strip
DEMONSTRATION:
1. Take set x = [a,b]
2. Take set y = [1,2,3]
3. Join elements of x to y
OBSERVATION:
1. The image of element a of x in y is 2
2. The image of element b of x in y is 3
3. Every element in x has a distinct image is y, so the function is one-one
4. The pre-image of element y in x doesn’t exist. So function is not onto
Thus it represents a function which is one-one but not onto
APPLICATION
This activity can be used to demonstrate concept of one-one but not onto function
RELATION
OBJECTIVE:
To verify that the relation R is set L of all lines in a plane defined by R = {(l,m):l ⊥ m}
is symmetric but neither nor transitive.
MATERIALS REQUIRED:
A piece of colour sheet
Some pieces of thread
Nails
White paper, glue
METHOD OF CONSTRUCTION
Take a piece of colour sheet and paste a white paper on it
Fix the thread randomly on colour sheet with the help of nails such that some of
them are parallel, some are perpendicular to each other and some are inclined.
OBSERVATION:
1. No line is perpendicular to itself, so the relation R = { ( l, m) : l ⊥ m
2. Here clearly (L1, L2) ∈R => (L2, L1) ∈R ∀ L1,L2 ∈R. So, relation R is symmetric
3. Here (L1, L2) ∈R and (L2, L3) ∈R L1,L3 ∉R ∀ L1,L2,L3 ∉R so relation R is not
transitive
4. The relation R is symmetric but neither reflexive nor transitive
5. The relation R is not equivalence relation
APPLICATION:
This activity can be used to check whether given relation is an equivalent relation or
not
DECREASING AND INCREASING FUNCTION
OBJECTIVE:
To understand the concept of decreasing and increasing function
MATERIALS REQUIRED:
Pieces of thread of different lengths
Pieces of chart of suitable size, whitepaper, adhesive
Geometry box, trigonometric tables
METHOD OF CONSTRUCTION:
1. Take a piece of chart of a convenient size and paste white paper on it
2. Take two pieces of thread of length say 20 cm each and fix them in white paper to
represent x axis and y axis
3. Take two more pieces of thread each of suitable length and bend them in shape of
curves representing two functions and fix them on the paper as shown in figure
4. Take two straight threads each of suitable length for purpose of showing tangents to
the curves at different points on them
DEMONSTRATION:
1. Take one straight wire and place it on the curve (on the left) such that it is tangent
to the curve at the point say P1 and making an angle α 1 with positive direction of
x axis
2. α1 is an obtuse angle, so tax α1 is negative i.e slope of tangent at P1 (derivatise of
function at P1) is negative
3. Take another two points say P2 and P3 on same curve and make tangent using
some thread at P2 and P3 making angles α2 and α3 respectively with positive
direction of x axis
4. Here again α2 and α3 are electric angles and therefore slopes of tangents tan α2
and tan α3 are both negative i.e derivatives of function at P2 and P3 are negative
5. The function given by curve ( on the left) is decreasing function
6. On the curve (on the right) take three points P1, P2, P3 and using other straight
curves from tangents at each of these points making angles β1, β2, β3
respectively with the positive direction of x axis as shown in the figure β1, β2, β3
all are acute angles. So derivatives of function at these points are positive. Thus
the function given by this curve (on the right) is an increasing function
OBSERVATION:
1. α1 = 100°> 90°, α2 = 110° > 90°, α3 = 120°> 90°
tan α1 = -5.671 (- ve), tan α2 = -2.747 (- ve ), tan α3 = -1.732 (- ve)
Thus the function is decreasing
2. β1 = 75° < 90° β2 = 65°< 90°, β3 = 55° < 90°
tan β1 = 3.373(+ve), tan β2 = 2.144 (+ve), tan β3 = 1.428 (+ve)
Thus the function is increasing
APPLICATION:
This activity may be useful in explaining concepts of decreasing and increasing
functions
MAXIMUM AREA AMONG RECTANGLES
OBJECTIVE:
To verify that amongst all rectangle of same perimeter square has maximum area
MATERIALS REQUIRED:
Chat paper
Scale
Paper cutter
Pencil, eraser
Glue
METHOD OF CONSTRUCTION:
1. Take a chart paper of required size
2. Make rectangles each of perimeter of different dimensions 4S on (key) on chart paper
a. R1 : 16 cm x 8cm
b. R2 : 15 cm x 9 cm
c. R3 : 14 cm x 10 cm
d. R4 : 13 cm x 11 cm
e. R5 : 12 cm x 12 cm
3. Cut out tree rectangles and paste them on white paper
DEMONSTRATION:
1. Area of rectangle R1 : 16 cm x 9 cm = 128 cm2
Area of rectangle R2 : 15 cm x 9 cm = 135 cm2
Area of rectangle R3 : 14 cm x 10 cm = 140 cm2
Area of rectangle R4 : 13 cm x 11 cm = 143 cm2
Area of rectangle R5 : 12 cm x 12 cm = 144 cm2
2. Perimeter of each rectangle is same but area different. Are of rectangle R5 is
maximum. It is a square of size 12 cm.
OBSERVATION:
1. Amongst all rectangles, permitter of each rectangle is 48 cm
2. Area of rectangle R3 is lesser than are of rectangle R5
3. The rectangle R5 has dimensions 12 cm x 12 cm and hence it is a square
CONCLUSION:
Amongst all rectangles with same perimeter, square has maximum area.
CONDITIONAL PROBABILITY
OBJECTIVE:
To examine the computation of conditional probability of a given event A , when
event B has already occurred, through an example by throwing a pair of dice.
MATERIALS REQUIRED:
Colour paper
Colour sketches
Rules
A pair of dice
METHOD OF CONSTRUCTION:
1. Paste colour paper of appropriate dimension
2. Make a square and divide into 36 unit square of size 1 cm each
3. Write pair of numbers on divided unit square
DEMONSTRATION:
1. The pair of numbers on divided unit squares gives all the possible outcomes of
given experiment. Hence it represents sample space of experiment.
2. Suppose we have to find conditional probability of an event A if an event B has
already occurred where
A is the event “a number 4 appears on both dice
B is the event “4 has appeared at least on one of the dice
i.e to find P (A/B)
3. No of outcomes favourable to A = 1
No of outcomes favourable to B = 11
No of outcomes favourable to A ∩ B =1
4. P (B) = 11/36, P (A ∩ B) = 1/36
P(A/B) = P(A ∩B)/P(B) = 1/11
OBSERVATION:
1. n(A) = 1
5. n(B)=11
6. n(A ∩B)=1
2. P(A ∩B) =1/36
3. P(B) =11/36
4. P(A/B)=1/11
CONCLUSION:
Hence the concept of conditional probability is verified experimentally.