SOWDAMBIKAA

CHELAMMAL VIDHYAASHRAM
SENIOR SECONDARY

CLASS XII
MATHEMATICS ACTIVITY
FILE
 INDEX
Name
Class & Section
Roll Number

S. No. Date Activity Page No. Teacher’s

Sign
 ACTIVITY – 1
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.
OBJECTIVE:
• To apply geometric principles and properties of lines in a plane to
reinforce understanding of the relation between perpendicular lines.
• To define and understand the concepts of symmetry, reflexivity,
and transitivity in the context of relations.
• To verify that the relation R defined on the set L of all lines in a plane by
𝑅 = {(𝑙, 𝑚): 𝑙 ⊥ 𝑚} is symmetric, but neither reflexive nor transitive.
PRE-REQUISITE KNOWLEDGE:
Ordered pair, Cross product of two sets. Definition of reflexive, symmetric and
transitive relations.
MATERIAL REQUIRED:
Paper, Colour thread, Scissors, Gum, Scale etc..
METHOD OF CONSTRUCTION:
1. Take a piece of white paper. Cut the coloured threads in suitable length.
2. Fix these pieces of threads in the paper randomly so that some of them are
parallel to each other, some are perpendicular to each other and some are
inclined.
3. Name these lines as l1, l2, l3, l4, l5, l6, l7 and l8 (these numbers can be increased if
required).
4. The threads are to be fixed on the paper using gum in such a way that it will
not damage the white paper on which it is affixed and the threads should
appear as straight lines as shown.

DEMONSTRATION:
Let the threads represent l1, l2...... l8
Students identify that some of the lines are parallel, some are perpendicular.
They understand that l1 ⊥ to each of the lines l2, l3 and l4
They understand l6 is ⊥ to l7
(l1, l2), (l1, l3), (l1, l4), (l6, l7) ∈ R
l2 ∥ l3, l3 ∥ l4 and l5 ∥ l8

OBSERVATION:
✓ In figure, students observe that no line is ⊥ to itself. Hence the relation is
not reflexive
 ✓ In figure l1 is ⊥ to l2, i.e. (l1, l2) ∈ R. Also, l2 ⊥ l1 ∴ (l2, l1) ∈ R
Hence, (l1, l2) ∈ R => (l2, l1) ∈ R
Similarly, l1⊥ l3. Is l3 perpendicular to l1?
Student gives the answer: YES
Hence (l3, l1) ∈ R
✓ Also, l6 ⊥ to l7. ∴ (l6, l7) ∈ R. Is l7 ⊥ to l6? YES, ∴ (l7, l6) ∈ R
Hence (l6, l7) ∈ R => (l7, l6) ∈ R
∴ the relation R is verified to be symmetric
✓ In figure, l2 ⊥ to l 1 and l1⊥ to l3. i.e., (l2, l1)∈ R and (l1, l3) ∈ R.
Is l2 ⊥to l3?
NO
Hence (l2, l3) ∉ R
∴ R is not transitive
APPLICATION:
This activity helps in demonstrating perpendicularity of lines is symmetric but not a
reflexive and transitive relation.
CONCLUSION: The relation perpendicularity of lines in a plane is not an
equivalence relation.
 ACTIVITY – 2
TO DEMONSTRATE A FUNCTION WHICH IS NOT ONE -ONE BUT IS ONTO.
OBJECTIVE:
➢ To define and clarify the concepts of injective (one-to-one) and
surjective (onto) functions.
➢ To work with specific examples of functions that are onto but not one-to-
one, fostering a deeper understanding through practical applications.
➢ To understand that there are some functions which are not one-one but onto.
PRE-REQUISITE KNOWLEDGE:
Student must be familiar with the meaning of functions, domain of function,
range of function, codomain of function, one-one and onto function.
MATERIAL REQUIRED:
Wooden Board Of Suitable Measurement, Board Pins, Scissors, String, Adhesive,
Coloured Papers, Paper Strips
METHOD OF CONSTRUCTION:
Cut the card board into two equal pieces with the help of scissors. On the two pieces of
wooden boards paste coloured paper with the help of adhesive. On one card board fix
board pins as shown in figure-1. On the other piece of card board fix the board pins as
shown in figure -2.

On the first piece of card board assign name to the board pins as a, b, c, d
respectively, as shown in figure-3.
On the second piece of card board assign name to the board pins as x, y, z
respectively, as shown in figure-4.

Join the board pins of the first card board with the board pins of the second piece of
car board as shown in figure-5.
DEMONSTRATION:
• Take a set 𝐴 = {𝑎, 𝑏, 𝑐, 𝑑} and a set 𝐵 = {𝑥, 𝑦, 𝑧}.
• Join the elements of set A to the elements of set B as shown in figure-5.
• Using string join ‘𝑎’ 𝑤𝑖𝑡ℎ ‘𝑥’, join ‘𝑏’ 𝑤𝑖𝑡ℎ ‘𝑦’, join ‘𝑐’ 𝑤𝑖𝑡ℎ ‘𝑦’, join ‘𝑑’ 𝑤𝑖𝑡ℎ ‘𝑧’.
• So, in this way we will get a function {(𝑎, 𝑥), (𝑏, 𝑦), (𝑐, 𝑦), (𝑑, 𝑧)} with domain
{𝑎, 𝑏, 𝑐, 𝑑} and codomain of the function as {𝑥, 𝑦, 𝑧}.
OBSERVATION:
We observe that:

The element ‘x’ of B is the image of the element of A.

The element ‘y’ of B is the image of the element of A.
The element ‘y’ of B is the image of the element of A.
The element ‘z’ of B is the image of the element of A.
All the elements of A (have/does not have) images in B.
All the elements of B (have /does not have) pre-images in A.
The function is (one-one/not one-one).
The function is (onto/not onto).

APPLICATION:
✓ This activity helps in understanding of concept of one-one and onto
functions. Understanding functions is fundamental in computer science,
particularly in areas like database management and algorithm design.
✓ Functions are used in various fields such as economics, engineering,
and natural sciences to model relationships between variables.
CONCLUSION:
1) Not One-One: The function is not one-one because there are two
distinct elements in the domain that map to the same element in the
codomain.
2) Onto: The function is onto because every element in the codomain has at
least one pre-image in the domain.
3) Understanding the Concepts: This activity helps in understanding the
difference between one-one and onto functions. It shows that a function can
be surjective without being injective.
 ACTIVITY- 3
TO DRAW THE GRAPH OF 𝒔𝒊𝒏−𝟏𝒙 USING THE GRAPH OF 𝑺𝒊𝒏 𝒙 AND DEMONSTRATE THE
CONCEPT OF MIRROR REFLECTION (ABOUT THE LINE 𝒚 = 𝒙).

OBJECTIVE:

• To identify and describe the domain and range of the inverse sine function,
𝜋 𝜋
highlighting that the domain is [−1,1] and the range is [− , ]
2 2

• To understand the relationship between the graph of sin x and its inverse 𝑠𝑖𝑛−1𝑥 by
demonstrating the concept of mirror reflection about the line 𝑦 = 𝑥.
PRE-REQUISITE KNOWLEDGE:
• Basic understanding of trigonometric functions and their inverses.
• Graphical representation of 𝑠𝑖𝑛 𝑥.
• Concept of symmetry and reflection about a line.
MATERIAL REQUIRED:
Graph paper, Pencil, Ruler, Geometry set, Coloured pens, Adhesive, Cutter, Eraser, Card
board
METHOD OF CONSTRUCTION:
➢ Take a card board of suitable measurement.
➢ Paste a graph paper on it.
➢ On the graph paper draw two perpendicular lines and name them X′OX
and YOY′.
➢ Draw the graph of sin x on the paper.
➢ Mark the line y = x on the same plane.
➢ Reflect the graph of sin x about the line y = x.
➢ The reflected graph represents the inverse function sin−1x.

DEMONSTRATION:
1. Graphing sin x:
o Plot points for sin x over the interval [−1,1].
o Connect the points smoothly to form the sine wave.
2. Marking the Line y = x:
o Draw a straight line passing through the origin with a slope of 1.
3. Reflecting the Graph:
o Reflect each point of the graph of sin x across the line y = x.
o The resulting points will form the graph of sin−1x.
OBSERVATION:
The graph of sin−1x reflects the graph of sin x across the line y = x. The range and
domain of the functions are interchanged.
APPLICATION:
This concept is useful in understanding inverse trigonometric functions and their
properties, particularly in calculus and mathematical analysis.
CONCLUSION:
The graph of an inverse function can be obtained by reflecting the graph of the
original function about the line y = x. This helps in visualizing the relationship
between a function and its inverse.
 ACTIVITY – 4: Graph of 𝒂𝒙 and 𝒍𝒐𝒈𝒂𝒙
OBJECTIVE:
➢ To sketch the graphs of 𝑎𝑥 and 𝑙𝑜𝑔𝑎𝑥, 𝑎 > 0, 𝑎 ≠ 1, and to examine that
they are mirror images of each other.
PRE-REQUISITE KNOWLEDGE:
• Definition of 𝑎𝑥 and 𝑙𝑜𝑔𝑎𝑥 If 𝑙𝑜𝑔𝑎𝑥 = 𝑦 then x=ay
• Concept of coordinate axes and plotting the points on it.
MATERIAL REQUIRED:
Sketch Pens, Geometrical Instruments, Graph Paper, Pencil, A plain mirror

PROCEDURE:
Take a drawing board and paste a graph paper of convenient size on it with adhesive.

Draw two perpendicular lines 𝑋𝑂𝑋’ 𝑎𝑛𝑑 𝑌𝑂𝑌’ depicting coordinate axis.

Mark graduations on the two axes as shown in figure

Find some ordered pairs satisfying 𝑦 = 𝑎𝑥 and 𝑦 = 𝑙𝑜𝑔𝑎𝑥. Plot these points
corresponding to the ordered pairs and join them by free hand. Fix thin wires
along these curves using drawing pins
Draw the graph of 𝑦 = 𝑥, and fix a wire along the graph, using drawing pins.
For 𝑦 = 𝑎𝑥, take 𝑎 = 2 (Say), and find ordered pairs satisfying it as

x 0 1 -1 2 -2 3 -3 ½ -½ 4
2ˣ 1 2 0.5 4 ¼ 8 ⅛ 1.4 0.7 16

And plot these points on the graph paper and fix a drawing pin at each point.
1. Join the bases of drawing pins with a thin wire. This will represent graph of 2𝗑
2. Now 𝑙𝑜𝑔2𝑥 = 𝑦 gives 𝑥 = 2y.

𝑥 = 2y 1 2 ½ 4 ¼ 8 ⅛
𝑦 = 𝑙𝑜𝑔2𝑥 0 1 -1 2 -2 3 -3

Plot these points on the graph paper and fix a drawing pin at each plotted point.
Join the bases of the drawing pins with a thin wire. This will represent the
graph of 𝑙𝑜𝑔2𝑥.
 3. Draw the graph of line 𝑦 = 𝑥 on the graph paper.
4. Now, place a mirror along the wire representing 𝑦 = 𝑥. It can be seen that
the two graphs of the given functions are mirror images of each other in
the line
𝑦 = 𝑥.

OBSERVATION:

✓ Image of ordered pair (2, 4) on the graph of y = 2ˣ in 𝑦 = 𝑥 is (4, 2) It lies on

the graph of 𝑦 = 𝑙𝑜𝑔2𝑥.
✓ Image of the point (8, 3) on the graph 𝑙𝑜𝑔2𝑥, in y = x is (3, 8) which lies on
the graph of y = 2ˣ. Repeat this process for some more points lying on the
two graphs.
APPLICATION:
Application of logarithmic function is to find the compound interest,
exponential growth, and to find the PH level of substance, to know the
magnitude of an Earthquake.
CONCLUSION:
We have sketched the graphs of 𝑎𝑥 and 𝑙𝑜𝑔𝑎𝑥, 𝑎 > 0, 𝑎 ≠ 1 and
examined their mirror images.
ACTIVITY – 5
INCREASING AND DECREASING FUNCTIONS

OBJECTIVE: To understanding the concept of increasing and decreasing functions

PRE-REQUISITE KNOWLEDGE:

Knowledge of a function, Derivative of a function, Definition of increasing and

decreasing functions, Graph of a function, Tangent to a curve, Angle made by
a line with the positive x-axis.
MATERIAL REQUIRED:

• Pieces of wire of different lengths

• piece of plywood of suitable size
• white paper
• adhesive
• geometry box
• trigonometric tables.

METHOD OF CONSTRUCTION:

➢ Take a piece of plywood of a convenient size and paste a white paper on it.
➢ Take two pieces of wires of length say 20 cm each and fix them on the
white paper to represent 𝑥 − 𝑎𝑥𝑖𝑠 𝑎𝑛𝑑 𝑦 − 𝑎𝑥𝑖𝑠.
➢ Take two more pieces of wire each of suitable length and bend them in
the shape of curves representing two functions and fix them on the
paper as shown in the Figure.
➢ Take two straight wires each of suitable length for the purpose of
showing tangents to the curves at different points on them.

DEMONSTRATION:

✓ 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 A and making an angle α1 with the
positive direction of x-axis.
 ✓ α1 is an obtuse angle, so tanα1 is negative, i.e., the slope of the tangent at
A (derivative of the function at A) is negative.
✓ Take another two points say B and C on the same curve, and make tangents,
using the same wire, at B and C making angles α2 and α3, respectively with the
positive direction of x-axis.
✓ Here again α2 and α3 are obtuse angles and therefore slopes of the tangents
tan α2 and tan α3 are both negative, i.e., derivatives of the function at B and C
are negative.
✓ The function given by the curve (on the left) is a decreasing function.
✓ On the curve (on the right), take three-point P, Q, R, and using the other
straight wires, form 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 are all acute angles. So, the derivatives of the function at these
points are positive. Thus, the function given by this curve (on the right) is an
increasing function.
OBSERVATION:

1. α1 = 95° > 90°

α2 = 100° > 90°
α3 = 105° > 90°
tan α1 = -11.43, Which is Negative.
tan α2 = -5.67, Which is Negative.
tan α3 = -3.73, Which is Negative.
Thus the function is decreasing function.

2. β1 = 75° < 90°,

β2 = 80° < 90°,
β3 = 85° < 90°
tan β1 = 3.73, Which is positive
tan β2 = 5.67, Which is positive,
tan β3 = 11.43,Which is Positive.
Thus, the function is Increasing function
APPLICATION:
This activity may be useful in explaining the concepts of decreasing and
increasing functions and also in understanding the concept of first derivative
test for maxima and minima.
CONCLUSION: Clarity in the concept of increasing and decreasing functions is
achieved.
 ACTIVITY – 6
LOCAL MAXIMA, LOCAL MINIMA AND POINT OF INFLECTION
OBJECTIVE:
• To understand the concept of critical points, where the derivative of
the function is zero or undefined.
• To identify critical points and recognize how they relate to the local
behavior of the function.
• To determine whether a function has a local maximum or minimum at a
critical point using the First Derivative Test
• To understand the concept of Local Maxima, Local Minima and point of
inflection
PRE-REQUISITE KNOWLEDGE:
Definition of a Function, Graphing Functions, Concept of a Derivative and familiarity
with the concept of testing critical points to determine local maxima or minima.
MATERIALS REQUIRED:
• A piece of plywood
• Wires
• Adhesive
• White paper.
METHOD OF CONSTRUCTION:
➢ Take a drawing board of convenient size and paste a white paper on it.
➢ Take two pieces of wires of convenient lengths and fix them on the drawing
board which are bisected at point O. One is horizontal (𝑋𝑂𝑋’) and is called x-
axis and the other one vertical (𝑌𝑂𝑌′) is called y-axis.
➢ Take another wire of suitable length and bend it in the shape of curve. Fix
this curved wire on the white paper pasted on the drawing sheet as shown in
the figure.

➢ Take wires of suitable lengths and fix them at the points A, B, C, D and E.
These represent the tangents of the curves at points A, B, C, E which are
parallel to the x-axis.
➢ The slopes of tangents at these points are zero i.e., the value of first order
derivative of a function is zero at all these points and the tangent at point
D intersects the curve.
➢ Now, take two points, one to the immediate left of A and one to the
immediate right of A. Name these points A1 and A2.
➢ Repeat the above process for points B, C, D and E. Let the respective points be
(B1, B2), (C1, C2), (D1, D2) and (E1, E2)
 ➢ Now, draw the tangents at these points (A1, A2,…)

DEMONSTRATION:

In the figure, wires at the points A, B, C and E represent tangents to the curve
and are parallel to the axis. The slopes of tangents at these points are zero, i.e.,
the value of the first derivative at these points is zero. The tangent at E
intersects the curve.
Sign of the slope of the tangent (first derivative) at point immediate left of A(i.
e A1) is negative and Sign of the slope of the tangent (first derivative) at point
immediate right of A( i. e A2) is positive.
The same happens at point C.
At the points A and C, sign of the first derivative changes from negative to
positive. So, they are the points of local minima.
At the point B and E, sign of the first derivative changes from positive to
negative. So, they are the points of local maxima.
At the point D, sign of first derivative does not change. So, it is a point of
inflection.
OBSERVATION:
✓ Sign of the slope of the tangent (first derivative) at a point on the curve to
the immediate left of A is negative.
✓ Sign of the slope of the tangent (first derivative) at a point on the curve to
the immediate right of A is positive.

✓ Sign of the first derivative at a point on the curve to immediate left of C is

negative.
✓ Sign of the first derivative at a point on the curve to immediate right of C
is positive.
✓ Sign of the first derivative at a point on the curve to immediate left of B
is positive.
✓ Sign of the first derivative at a point on the curve to immediate right of B
is negative.
✓ Sign of the first derivative at a point on the curve to immediate left of E
is positive.
 ✓ Sign of the first derivative at a point on the curve to immediate right of E
is negative.
✓ Sign of the first derivative at a point immediate left of D and immediate
right of D does not change
APPLICATION:
• This activity may help in explaining the concepts of points of local maxima,
local minima and inflection.
• The concepts of maxima/minima are useful in problems of daily life such as
making of maximum revenue at minimum cost.
 ACTIVITY – 7 RATE OF CHANGE OF QUANTITIES OBJECTIVE:

To find the time when the area of the rectangle of given dimensions becomes
maximum, if the length is decreasing and the breadth is increasing at given rates.

PRE-REQUISITE KNOWLEDGE:

If 𝑦 = 𝑓(𝑥), then 𝑑𝑦 = rate of change of y with respect to x

𝑑𝑥

Also , 𝑑𝑦 at x = x0 is the rate of change of y with respect to x at x0.

𝑑𝑥

Rate of change is usually defined by change of quantity with respect to time.

𝑑𝑦
𝑑𝑦
That is, = 𝑑𝑡
𝑑𝑥
𝑑𝑥
𝑑𝑡
MATERIAL REQUIRED:
• Colour papers
• Scissors
• Glue
• Geometry box
METHOD OF CONSTRUCTION:
Take a rectangle of a particular dimension and apply the change in dimension
as length is decreasing at the rate of a cm/sec and breadth is increasing at the
rate of b cm/sec. Find at what time the area will be maximum by manually
changing dimensions and finding corresponding area.
DEMONSTRATION:
Step 1: Take a rectangle A1, say of dimension 16 cm × 8 cm.
Step 2: Suppose that the length of the rectangle is decreasing at the rate of 1 cm per
second and the breadth is increasing at the rate of 2 cm per second.
Step 3: Cut out rectangles A2, A3, A4, A5, A6, A7, A8 and A9 of dimensions
15 cm × 10 cm , 14 cm × 12 cm, 13 cm × 14 cm, 12 cm × 16 cm,
11 cm × 18 cm, 10cm × 20 cm, 9 cm × 22 cm and 8 cm × 24 cm.
Step 4: Paste the rectangles in record book.
Step 5: Length of the rectangle is decreasing at the rate of 1 cm per second and the
breadth is increasing at the rate of 2 cm per second, find the areas of each
rectangle.
OBSERVATION:

Area of Rectangle A1 = 16 × 8 = 128 cm2

Area of Rectangle A2 = 15 × 10 = 150 cm2 (after 1 sec)

Area of Rectangle A3 = 14 × 12 = 168 cm2 (after 2 sec)

Area of Rectangle A4 = 13 × 14 =182 cm2 (after 3 sec)

Area of Rectangle A5 = 12 ×16 = 192 cm2 (after 4 sec)

Area of Rectangle A6 = 11 × 18 = 198 cm2 (after 5 sec)

Area of Rectangle A7 = 10 × 20 = 200 cm2 (after 6 sec)

Area of Rectangle A8 = 9 × 22 = 198 cm2 (after 7 sec)

Area of Rectangle A9 = 8 × 24 = 192 cm2 (after 8 sec)

Thus, the area of the rectangle is maximum after 6 secs.

Alternatively,

Length = a units and breadth = b units

Length after 1 sec = a – t units

 Breadth after 1 sec = b + 2b units

Area of the rectangle = (𝑎 – 𝑡) (𝑏 + 2𝑡)

= 𝑎𝑏 + 2𝑎𝑡 – 𝑏𝑡 – 2𝑡2

𝑑𝐴

𝑑𝑡 = 2𝑎 – 𝑏 − 4𝑡

𝑑𝐴
= 0 ⟹ 2a – b – 4t = 0
𝑑𝑡

2𝑎−𝑏 (Critical point)

𝑡=
4
 𝑑2𝑡
=-4<0
𝑑𝑡2

Hence Area is maximum at t =2𝑎−𝑏

4

Now a= 16 cm and b = 8 cm

t= 2×16−8 = 6 sec.
4

APPLICATION:

This activity can be used in explaining the concept of rate of change and
optimization of a function.

CONCLUSION:

We have learned to find the time when the area of rectangle of given
dimensions become maximum.
ACTIVITY – 8

MAXIMISE THE VOLUME OF A RECTANGULAR BOX FORMED FROM A GIVEN

RECTANGULAR SHEET
OBJECTIVE:
• To develop an understanding of how to apply calculus to solve real-world
optimization problems.
• To learn how to maximize the volume of a three-dimensional object (the open
box) given constraints from a two-dimensional material (the rectangular
sheet).
• Understand and apply optimization techniques using calculus.
PRE-REQUISITE KNOWLEDGE:
• Volume of a cuboid 𝑉 = 𝑙𝑏ℎ.
• Derivative of a function
• 2nd derivative test to find the maxima.
MATERIAL REQUIRED:
• Chart paper
• Scissors
• Cello tape
• Calculator
METHOD OF CONSTRUCTION:

Take a rectangular chart paper of size 20 cm × 10 cm and name it as ABCD.

Cut four equal squares each of side x cm from each corner A, B, C and D.
Make an open box by folding its flaps using cello tape/adhesive.

DEMONSTRATION:

➢ Start by gathering all materials: a rectangular chart paper (20 cm × 10

cm), scissors, and cello tape.
➢ Identify the points A, B, C, and D at the four corners of the rectangular chart
paper.
➢ Using a ruler, mark and measure squares of side x cm at each corner of
the rectangle.
➢ Cut out the marked squares from each corner using scissors.
➢ Fold up the flaps formed by the cut squares to shape the rectangular chart
paper into an open box.
➢ Secure the flaps using cello tape or adhesive to ensure the box retains its shape.
➢ Repeat the process with different values of x to determine which
configuration creates the maximum volume.
OBSERVATION:

1. When x = 1, Volume of the box = 144 cm3

2. When x = 1.5, Volume of the box = 178.5 cm3
3. When x = 1.8, Volume of the box = 188.9 cm3.
4. When x = 2, Volume of the box = 192 cm3.
5. When x = 2.1, Volume of the box = 192.4 cm3.
6. When x = 2.2, Volume of the box = 192.2 cm3.
7. When x = 2.5, Volume of the box = 187.5 cm3.
8. When x = 3, Volume of the box = 168 cm3.
Clearly, volume of the box is maximum when x = 2.1.

APPLICATION:

This activity is useful in explaining the concepts of maxima/minima of functions. It is

also useful in making packages of maximum volume with minimum cost.
CONCLUSION: The maximum volume of the box is achieved when the side length

of the cut squares is 2.1 cm.

ACTIVITY – 9: SHORTEST DISTANCE BETWEEN TWO SKEW LINES

OBJECTIVE:
• To understand the concept of skew lines —two lines in three-
dimensional space that are neither parallel nor intersecting.
• To measure the shortest distance between two skew lines and verify
it analytically.
PRE-REQUISITE KNOWLEDGE:
 Formula of vector equation of a line joining two points in space.
 Concept of Skew Lines.

 Formula to find the shortest distance between two skew lines.

 Cross and dot product of two vectors
MATERIALS REQUIRED:
▪ A piece of plywood of size 30 cm X 20 cm
▪ A squared paper (Graph paper)
▪ Three wooden blocks of sizes 2 cm X 2 cm X 2 cm each and one wooden
block of size 2 cm X 2 cm X 4 cm
▪ Wires of different lengths
▪ Set squares
▪ Adhesive
▪ Pen
▪ Pencil etc.
METHOD OF CONSTRUCTION:
➢ Paste a graph paper on a piece of plywood.
➢ On the graph paper, draw two lines OA and OB to represent X-axis and Y-axis
respectively.
➢ Name the three blocks of sizes 2 cm X 2 cm X 2 cm as I, II & III.
➢ Name the other block of size 2 cm X 2 cm X 4 cm as IV.
➢ Place the blocks I, II, & III such a way that their base centres are at the points
(2,2), (1,6) and (7,6) respectively.
➢ Place the block IV to coincide its base centre a (6,2).
➢ Name the points (2,2) , (7,6) as P,Q respectively.
➢ Name the centres of tops of the blocks II and IV as R & S respectively.
➢ Place a wire to join the points P and Q . It is one of the skew lines.
➢ Place another wire to join the points R and S. It is the other skew line.
DEMONSTRATION:

A set-square is placed in such a way that its one perpendicular side is along
the wire PQ.
Move the set-square along PQ till its other perpendicular side touches the
other wire.
Measure the distance between the two lines in this position using set-square.
This is the shortest distance between two skew lines.
Analytically, find the equation of line joining P(2,2,0) and Q(7,6,0) and
other line joining R(1,6,2) and S(6,2,4).
⃗⃗⃗⃗
𝑎2 −𝑎⃗⃗⃗⃗1 )( ⃗⃗⃗⃗
𝑏1 ×𝑏⃗⃗⃗⃗⃗⃗
2)
Find the shortest distance by using the formula | ⃗⃗⃗⃗ ⃗⃗⃗⃗
|
|𝑏1 ×𝑏2 |

The distance obtained in two cases will be same.

OBSERVATION:

✓ Coordinates of point P are , , .

✓ Coordinates of point Q are , , .
✓ Coordinates of point R are , , .
✓ Coordinates of point S are , , .
⃗⃗⃗⃗⃗ is 𝑟⃗⃗ = ( ) + 𝛼(
✓ The vector equation of the line 𝑃𝑄 )
⃗⃗⃗⃗⃗ is 𝑟⃗⃗ = ( ) + 𝛽(
✓ The vector equation of the line 𝑅𝑆 )
⃗⃗⃗⃗⃗ & 𝑅𝑆
✓ Shortest distance between 𝑃𝑄 ⃗⃗⃗⃗⃗ = .
✓ Shortest distance by actual measurement = .
✓ The above two distances are .

CONCLUSION:

Obtained the Shortest Distance between two skew lines by using the formula and
verified it physically.
APPLICATION:

This activity can be used to explain the concept of skew lines and the shortest
distance between two lines in space.
ACTIVITY – 10