OBJECTIVE
To verify that the relation R in the set L of lines in a plane, defined by
R= {(l, m): l is perpendicular to m} is symmetric but neither reflexive nor
transitive.
PRE-REQUISITE KNOWLEDGE
1) Meaning of relations and its different types such as reflexive, symmetric
and transitive relation.
2) Properties of parallel lines, perpendicular lines and transversal lines.
MATERIALS REQUIRED
Graph paper, ruler, thread/straws/sticks (((***** write what you have used))
METHOD OF CONSTRUCTION
Take a graph paper of convenient size. Drop the thick thread strings on the
paper. Paste them to observe parallel, perpendicular and intersecting lines.
DEMONSTRATION
1) Let the lines be l, m, n, o, p, q, r, s in the plane L.
2) m is perpendicular to n, m is perpendicular to o
3) s is perpendicular to n, s is perpendicular to o
4) n is parallel to o
5) p is parallel to q
6) s is parallel to m
7) (m, n), (m, o), (s, n), (s, o) 𝜖 R
OBSERVATION
1) No line is perpendicular to itself, so the relation is not reflexive
2) Also, 𝑚 ⊥ 𝑛 ⇒ 𝑛 ⊥ 𝑚 , ∴ (𝑚, 𝑛) 𝜖 𝑅 ⇒ (𝑛, 𝑚) 𝜖 𝑅
𝑚 ⊥ 𝑜 ⇒ 𝑜 ⊥ 𝑚 , ∴ (𝑚, 𝑜) 𝜖 𝑅 ⇒ (𝑜, 𝑚) 𝜖 𝑅
𝑠 ⊥ 𝑛 ⇒ 𝑛 ⊥ 𝑠 , ∴ (𝑠, 𝑛) 𝜖 𝑅 ⇒ (𝑛, 𝑠) 𝜖 𝑅
𝑠 ⊥ 𝑜 ⇒ 𝑜 ⊥ 𝑠, ∴ (𝑠, 𝑜) 𝜖 𝑅 ⇒ (𝑜, 𝑠) 𝜖
Therefore, R is symmetric
3) 𝑚 ⊥ 𝑛, 𝑛 ⊥ 𝑠 ⟹ 𝑚 ∥ 𝑠 , ∴ (𝑚, 𝑛)𝜖𝑅, (𝑛, 𝑠)𝜖𝑅 𝑏𝑢𝑡 (𝑚, 𝑠) ∉ 𝑅
Therefore, R is not transitive
APPLICATION
This activity can be used to check whether a given relation is an equivalence
relation or not.
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OBJECTIVE
To verify that the relation R in the set L of lines in a plane, defined by
R= {(l, m): l is parallel to m} is an equivalence relation.
PRE-REQUISITE KNOWLEDGE
1) Meaning of relations and its different types such as reflexive, symmetric
and transitive relation.
2) Properties of parallel lines, perpendicular lines and transversal lines.
MATERIALS REQUIRED
Graph paper, ruler, thread/straws/sticks (((***** write what you have used))
METHOD OF CONSTRUCTION
Take a graph paper of convenient size. Drop the thick thread strings on the
paper. Paste them to observe parallel, perpendicular and intersecting lines.
DEMONSTRATION
1) Let the lines be l, m, n, o, p, q, r, s in the plane L.
2) m is perpendicular to n, m is perpendicular to o
3) s is perpendicular to n, s is perpendicular to o
4) n is parallel to o
5) p is parallel to q
6) s is parallel to m
7) (n, o), (p, q), (s, m) 𝜖 R
OBSERVATION
1) Every line is parallel to itself, so the relation is reflexive
2) Also, 𝑛 ∥ 𝑜 ⟹ 𝑜 ∥ 𝑛 ∴ (𝑛, 𝑜) 𝜖 𝑅 ⇒ (𝑜, 𝑛) 𝜖 𝑅
𝑝 ∥ 𝑞 ⟹ 𝑞 ∥ 𝑝, ∴ (𝑝, 𝑞) 𝜖 𝑅 ⇒ (𝑞, 𝑝) 𝜖 𝑅
𝑠 ∥ 𝑚 ⟹ 𝑚 ∥ 𝑠, ∴ (𝑠, 𝑚) 𝜖 𝑅 ⇒ (𝑚, 𝑠) 𝜖 𝑅
Therefore, R is symmetric
3) 𝑚 ∥ 𝑠 𝑏𝑢𝑡 𝑠 𝑖𝑠 𝑛𝑜𝑡 𝑝𝑎𝑟𝑎𝑙𝑙𝑒𝑙 𝑡𝑜 𝑎𝑛𝑦 𝑜𝑡ℎ𝑒𝑟 𝑙𝑖𝑛𝑒
𝑛 ∥ 𝑜 𝑏𝑢𝑡 𝑜 𝑖𝑠 𝑛𝑜𝑡 𝑝𝑎𝑟𝑎𝑙𝑙𝑒𝑙 𝑡𝑜 𝑎𝑛𝑦 𝑜𝑡ℎ𝑒𝑟 𝑙𝑖𝑛𝑒
Therefore, R is transitive
APPLICATION
This activity can be used to understand concept of an equivalence relation.
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OBJECTIVE
To demonstrate a function which is not one -one but is onto
PRE-REQUISITE KNOWLEDGE
Knowledge of sets, elements, relations, functions and type of functions.
MATERIALS REQUIRED
Colour sheet of paper, pair of scissors, pencil/ pen, ruler, fevicol.
METHOD OF CONSTRUCTION
1) Take two colour sheets of paper and cut out oval shaped strips from it.
2) Paste a strip on the left-hand side and the other strip on the right-hand
side of the paper.
3) Make four dots as 1,2,3 and 4 on the left hand strip and three dots as a,b
and c on the right hand strip.
4) Name the left hand strip as P and the right hand strip as Q .
5) Join the elements of the set P to the elements of set Q .
OBSERVATION
ELEMENTS IMAGE OF IS EVERY IS EVERY FUNCTION IS
OF SET P ELEMIENTS ELEMENT IN ELEMENT IN
OF SET P IN P HAS Q HAS A PRE
SET Q UNIQUE IMAGE IN P ?
IMAGE IN Q?
1 a
2 b NO Not one -one
3 b YES But onto
4 c
APPLICATION
This activity can be used to demonstrate the concept of not one -one and onto
functions.
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OBJECTIVE
To demonstrate a function which is one -one but not onto
PRE-REQUISITE KNOWLEDGE
Knowledge of sets, elements, relations, functions and type of functions.
MATERIALS REQUIRED
Colour sheet of paper, pair of scissors, pencil/ pen, ruler, fevicol.
METHOD OF CONSTRUCTION
1) Take two colour sheets of paper and cut out oval shaped strips from it.
2) Paste a strip on the left-hand side and the other strip on the right-hand
side of the paper.
3) Make two dots as a and b on the left-hand strip and three dots as 1,2,
and 3 on the right-hand strip.
4) Name the left hand strip as A and the right hand strip as B .
5) Join the elements of the set A to the elements of set B .
OBSERVATION
ELEMENTS IMAGE OF IS EVERY IS EVERY FUNCTION IS
OF SET A ELEMIENTS ELEMENT IN ELEMENT IN
OF SET A IN A HAS B HAS A PRE
SET B UNIQUE IMAGE IN A ?
IMAGE IN B?
a 2 ONE- ONE BUT
NOT ONTO
b 3 YES NO
APPLICATION
This activity can be used to demonstrate the concept of one -one and not
onto functions.
OBJECTIVE
To draw the concept of sin-1 x, using the graph of sinx and demonstrate the
concept of mirror reflection about the line y = x.
PRE-REQUISITE KNOWLEDGE
Knowledge of plotting the graph of sinx and basic knowledge of inverse of
trigonometric functions.
MATERIALS REQUIRED
Graph paper, ruler, eraser, color pens, pencil, nail.
METHOD OF CONSTRUCTION
Take a graph paper and cut it into a square shape .
Draw two perpendicular lines on the graph paper using [Link] them XOX’
and YOY’ as coordinate axes as shown.
Mark the points on the positive Y axis 0.5,1,1.5,[Link] ,mark the points on
the negative Yaxis -0.5,-1,-1.5,-2.
𝜋 𝜋 𝜋 𝜋 5𝜋 𝜋
Mark the points on the positive X axis , , , , , .Similarly ,mark the
12 6 4 3 12 2
−𝜋 −𝜋 −𝜋 −𝜋 −5𝜋 −𝜋
points on the negative X axis , , , , , .
12 6 4 3 12 2
𝜋 𝜋 𝜋 𝜋 𝜋 𝜋
Mark the points ( , 𝑠𝑖𝑛 ), ( , 𝑠𝑖𝑛 ), ( , 𝑠𝑖𝑛 ) in the coordinate [Link]
6 6 3 3 2 2
hole on these points using pin or nail. Name them as A,B, and C
−𝜋 −𝜋 −𝜋 −𝜋 𝜋 −𝜋
Mark the points ( , 𝑠𝑖𝑛 ), ( 3 , 𝑠𝑖𝑛 ), (− 2 , 𝑠𝑖𝑛 ) in the coordinate
6 6 3 2
plane. Make hole on these points using pin or nail. Name them as D,E,and F.
Draw a free hand curve by joining all the pin holes to get the graph of sinx from
−𝜋 𝜋
𝑡𝑜 .
2 2
TRIGO 0 𝝅 𝝅 𝝅 −𝝅 −𝝅 −𝝅
RATIOS 𝟔 𝟑 𝟐 𝟑 𝟔 𝟐
Sinx 0 0.50 0.86 1 -0.86 -0.50 -1
Draw the graph of line y=x
Draw perpendiculars from the points A,B,and C on the line y=x and produce
these lines such that the length of perpendicular on both sides of the line y=x
are equal .Name the points on the other sides of the line as A’,B’ and C’.
Repeat the above process on the negative of x axis to get the images as D’,E’
and F’.
Join all the points A’to C’ and D’ to F’ on both sides of the line y=x to obtain the
graph of y=sin-1x.
DEMONSTRATION
Put a mirror on the line y=[Link] image of the graph of sinx in the mirror will
represent the graph of sin-1x showing that sin-1x is mirror reflection of sinx and
vice-versa.
OBSERVATION
POINTS IMAGE OF THE POINT IN THE
MIRROR
A A’
B B’
C C’
D D’
E E’
F F’
The image of the graph of sinx in y=x is the graph of sin-1x and the graph of
sin-1x in y=x is the graph of sinx.
APPLICATION
We can draw graph of inverse of a function using above activity .
*******BELOW IS ONE MORE pic of final graph for reference
OBJECTIVE To understand the concept of decreasing and increasing function
MATERIALS REQUIRED
Graph paper,bangle ,match stick
METHOD OF CONSTRUCTION
1. Take a graph sheet of convenient size and draw X axis and Y axis.
2. Take two half pieces of bangle to represent two functions and fix them
on the paper as shown.
3. Take match sticks of suitable length for the purpose of showing
tangents to the curve at different points .
DEMONSTRATION
1. Take one match stick and place it on the curve (on the left) such
that it is tangent to the curve at the point say P1 and makes an
angle 𝜶𝟏 with the positive direction of X axis.
2. Take another two points say P2 and P3 on the same curve and
make tangents ,using match sticks,at P2 and P3 making angles
𝜶𝟐 and 𝜶𝟑 respectively with the positive direction of X axis.
3. Now take three points 𝑸𝟏 , 𝑸𝟐 , 𝑸𝟑 on the curve (on the right) and
using match sticks,form tangents at each of these points making
angles 𝜷𝟏 , 𝜷𝟐 , 𝜷𝟑 respectively with the positive direction of X
axis .
OBSERVATION
1. 𝜶𝟏 = 𝟏𝟎𝟎𝟎 > 𝟗𝟎𝟎 𝒕𝒂𝒏 𝜶𝟏 = −𝟓. 𝟔𝟕 (𝒏𝒆𝒈𝒂𝒕𝒊𝒗𝒆)
𝜶𝟐 = 𝟏𝟏𝟎𝟎 > 𝟗𝟎𝟎 𝒕𝒂𝒏 𝜶𝟐 = −𝟐. 𝟕𝟒 (𝒏𝒆𝒈𝒂𝒕𝒊𝒗𝒆)
𝜶𝟑 = 𝟏𝟐𝟎𝟎 > 𝟗𝟎𝟎 𝒕𝒂𝒏 𝜶𝟑 = −𝟏. 𝟕𝟑 (𝒏𝒆𝒈𝒂𝒕𝒊𝒗𝒆)
Thus , function on the left is a decreasing function
2. 𝜷𝟏 = 𝟖𝟎𝟎 < 𝟗𝟎𝟎 𝒕𝒂𝒏 𝜷𝟏 = 𝟓 ⋅ 𝟔𝟕(𝒑𝒐𝒔𝒊𝒕𝒊𝒗𝒆)
𝜷𝟐 = 𝟕𝟎𝟎 < 𝟗𝟎𝟎 𝒕𝒂𝒏 𝜷𝟐 = 𝟐 ⋅ 𝟕𝟒(𝒑𝒐𝒔𝒊𝒕𝒊𝒗𝒆)
𝜷𝟑 = 𝟔𝟎𝟎 < 𝟗𝟎𝟎 𝒕𝒂𝒏 𝜷𝟑 = 𝟏 . 𝟕𝟑 (𝒑𝒐𝒔𝒊𝒕𝒊𝒗𝒆)
Thus ,the function on the left is an increasing function.
APPLICATION
Useful for concept clarity of increasing and decreasing function.
OBJECTIVE To understand the concepts of local maxima,local minima,and
point of inflection.
MATERIALS REQUIRED
Graph paper,thread ,sticks
METHOD OF CONSTRUCTION
1. Take a graph of convenient size and draw two perpendicular lines XOX’
and YOY’ intersecting at O ,which represents X axis and Y axis.
2. Take a thread and bend it in the shape of curve.
3. Take five sticks and fix them at the points A,B,C,D,E.
DEMONSTRATION
1. In the figure,wires at the points A,B,C and D represent tangents to the
curve and are parallel to the [Link] slope of tangents at these points
are zero i.e. the value of first derivative at these points is [Link]
tangent at E intersects the curve.
2. At the points A and B sign of the first derivative changes from negative
to [Link] they are the points of local minima.
3. At the points C and D sign of the first derivative changes from positive
to [Link] they are the points of local maxima.
4. At the point E,sign of first derivative does not [Link] it is point of
inflection.
OBSERVATION
1. Sign of the slope of the tangent (first derivative) at a point on the
curve to the immediate
Left of A is negative
Right of A is positive
Left of B is negative
Right of B is positive
Left of C is positive
Right of C is negative
Left of D is positive
Right of D is negative
2. Sign of the first derivative at the point left of E is positive and immediate
right of E is positive.
3. A and B are points of local minima
4. C and D are points of local maxima.
5. E is a point of inflection.
APPLICATION
This activity helps in explaining the concepts of points of local maxima,local
minima and inflection.
OBJECTIVE To understand the concepts of absolute maxima and minima
values of a function in a given closed interval through its graph,
MATERIALS REQUIRED
Drawing board,white chart paper,geometry box,pencil,eraser,sketch
pens,ruler,calculator.
METHOD OF CONSTRUCTION
1. Fix a white chart paper of convenient size on a drawing board using
fevicol.
2. Draw two perpendicular lines on the squared paper as the two
rectangular axes.
3. Label the axes.
4. Let the given function be f(x) = (𝟒𝒙𝟐 − 𝟗)(𝒙𝟐 − 𝟏) in the interval [-2,2]
5. Taking different values of x in [-2,2], find the values of f(x) and plot the
ordered pairs (x,f(x)).
6. Obtain the graph of the function by joining the plotted points by a free
hand curve .
DEMONSTRATION
1. Some ordered pairs satisfying f(x) are as follows
x 0 ±0 ⋅ 5 ±1 1.25 1.27 ±1 ⋅ 5 ±2
f(x) 9 6 0 -1.55 -1.56 0 21
2. We plot these points to get a curve
OBSERVATION
1. The absolute maximum value of f(x) is 9 at x =0
2. The absolute minimum value of f(x) is -1.57 at x = ±𝟏 ⋅ 𝟐𝟕
APPLICATION
The activity is useful in explaining the concepts of absolute
maximum/minimum value of a function graphically.
OBJECTIVE To verify that amongst all the rectangles of the same perimeter,
the square has the maximum area.
MATERIALS REQUIRED
Chart paper,paper cutter,scale,pencil,eraser,glue.
METHOD OF CONSTRUCTION
1. Take a cardboard of a convenient size and paste a white paper on it.
2. Make rectangles each of perimeter say 48 cm on a chart paper.
3. Cut these rectangles and paste them on the white paper on the
carboard.
DEMONSTRATION
AREA OF
RECTANGLE
A 128
B 135
C 140
D 143
E 144
F 143.75
G 141.75
Perimeter of each rectangle is same but their area are [Link] of
rectangle E is the [Link] is a square of side 12cm.
OBSERVATION
Perimeter of each rectangle B,C,D,E,F,G IS 48 cm but their areas are different.
Of all the rectangles with same perimeter,the square has the maximum area.
APPLICATION
This activity is useful in idea of maximum of a function.
OBJECTIVE To construct an open box of maximum volume from a given
rectangular sheet by cutting equal squares from each corner.
MATERIALS REQUIRED
Chart paper,scissors cellotape ,calculator
METHOD OF CONSTRUCTION
1. Take a rectangular chart paper of size 20 cm X 10 cm and name it as
ABCD.
2. Cut four equal squares each side x cm from each corner A,B,C and D.
3. Report the process by taking the same size of chart papers and
different values of x .
4. Make an open box by folding its flaps using cellotape.
DEMONSTRATION
x VOLUME OF THE BOX ( in c𝒎𝟐 )
1 144
1.5 178.5
1.8 188.9
2 192
2.1 192.4
2.2 192.2
2.5 187.5
3 168
OBSERVATION
Volume of the box is maximum when x =2.1
APPLICATION
This activity explains maximum /minimum of functions.