As per Latest CBSE Syllabus Mathematics Lab Manual ActivitiesObjective To verify that the relation R in the symmetric but neither reflexive nov ty Material Required 1. A piece of plywood 2. Some pieces of wires (8) 3. Nails sufficient to put wires on the plywood. 4. White Paper 5. Glue ete. Method of Construction 1. Take a piece of plywood. 2. Paste a white paper on it, 8. Fix the wires randomly on the plywood with the help of nails such that some of them are parallel, Some are perpendicular to each other and some are inclined. - Note : Fix the wires as in the following figure ib L ofall lines in a plane, defined by R= ((l, m):11.m) is sitive Demonstration 1. Let the wires represent the lines l,l lyy lly ly, and ly. 2, lis 1 tol, 1, andl, Been leer 4, 1, is parallel to /, and J,. * MATHEMATICS LAB MANUAL—XII + 15. J, and, are parallel, 8 So, (lJ) Uy ty), Uy Ld LE R. Observations 1. In Fig. 1, no line is 1 to itself, Therefore, R = ((l, n):1 Lm) _\S WO% _ reflexive (is/is not) 2. InFig. 1,1, 1 1, Is/,11,? Yes (Yes/No) So, (lyl,Je R=, 1) ER. le) Similarly, 1,1 1,.Is 1,11,? Yes (es/No) So, eR=d, 1) © (ele) Also, i, 1.15 1,11,? YER (es/No) So,U,L)eR = Ud, J ER. (se) Therefore, the relation Rg __ symmetric (is / is not) 8. InFig.1, f,1 land 2,1 1, Is 1, 11,2? No (Fes /No) ie, yl) € R andl, 1,)€ R= (lyl,) (/e) Hence, the relation RS wot _ transitive. (is / is not) Application ‘This activity can be used to check whether a given relation is an equivalence relation or not. e wires in different positions and repeat this activity. VIVA-VOCE QUESTIONS 2.1. What do you mean by equivalence relation ? \ns. Ifa relation is reflexive, symmetric and transitive, then it is called an “equivalence relation.” 2.2, What is a reflexive relation ? ins. A relation R on the set A is said to be a reflexive relation if (a, a) € R for alla < A. |.3. What is a symmetric relation ? vas. Arelation R on the set A is said to be a symmetric relation if (a, b) € R => (b, a) € R. -4. What is a transitive relation ? ns. A relation R on the set A is said to be a transitive relation if (a, 6) Rand (b, c)€ R= (a,c) R +5. What is an empty relation ? ns. A relation R on the set A is said to be an empty relation if no element of A is related to any element of A.* [FUNCTION : ONE-ONE AND ONTO] Objective ppc mca eon eens To demonstrate a function which is not one-one but is onto. Material Required 1. Cardboard, 2. Nails, 3. Strings, 4. Glue and 5. Plastic strips. Method of Construction 1. Paste a plastic strip on the left hand side of the cardboard and fix three nails on it as shown in the figure 3.1. Name the nails 1, 2 and 3. a m x y °8 ey ea ed oF lars | ids, eg Fig. Fig.32 Fig. 33. Paste another plastic strip on the right hand side of the cardboard and fix two nails in the plastic strip as shown in Fig. 3.2. Name the nails on the strip as ‘a’ and‘. 3. Join nails on the left strip to the nails on the right strip as shown in Fig. 3.3. Demonstration 1. Take the set X = (1, 2,3) 2, Take the set Y= (a, 6) 8. Join elements of X to the elements of ¥ as shown in Fig. 3.3. Observations 1, The image of the element 1 of X in Y is _OX 2, The image of the element 2 of X in Yis_b. 3 8. The image of the element 3 of Xin Yis__b So, we see that 2. and 3 have QOsne _ image(s). (same / different) = Function demonstrated is Not Ma Ge (one-one / not one-one) 4. The pre-image of each element of Yin X @% StS (exists / does not exist) So, the function is OV'\AO (onto / not onto) + MATHEMATICS LAB MANUAL—XI + 5Application ‘This activity can be used to demonstrate the concept of one-one and onto funetion, Conduct a survey of your class, ‘Take 10 student’ james in group A and subjets of studies in Group B. ‘Then perform this as an activity by constructing a function from A to B. This activity will demonstrate ‘an onto function which is not one-one. QL Ans. Q2 Ans. Q.3. Ans. Qs. Ans. Q5. Ans. VIVA-VOCE QUESTIONS ‘What do you mean by one-one function ? A function is said to be one-one if each element has exactly one image and that image does not have any other pre-image. Let f :N— Nhe defined by f(x) = 2x. State whether fis one-one or not. One-one. Let f : NN be defined by f (x) = 2x. State whether fis onto. is not onto as there is no pre-image for any odd natural number. State whether f= (0,1), (6,2) (c,3)} defined from A = (a,b,c) toB = (2,23) is a function or not Itis a function as each element of A has unique image in B. Let A= (a, b,c) and B = (1,2, 3). Let f: A B be defined by f = ((a, 1), (6, 1). State whether fis a function or not ? Fis not a function as ¢ € A does not have any image in B. + MATHEMATICS LAB MANUALXIIACTIVITY-5 : [INVERSE TRIGONOMETRIC FUNCTIONS : GRAPH] Objective To draw the graph of sin! x, using the graph of sin x and demonstrate the concept of mirror reflection (about theliney=x). ae a _ Material Required 1. Cardboard, White chart paper, Ruler, Coloured pens, Adhesive, Pencil, eraser, sharpner, 7. Nails and thin wires. Method of Construction 1, Take a cardboard of any convenient dimensions say 30 em x 30 em. 2. On the cardboard, paste a white chart paper of size 25 em x 25 em (say). 8. On the paper, draw two lines, perpendicular to each other and name them XOX and YOY’ as rectangular axes as in the Fig. 5. pap eE Fig5. 4. Graduate the axes approximately as shown in Fig. 5 by taking unit on x-axis = 1.25 times the unit on y-axis. > MATHEMATICS LAB MANUAL—XII * 95. Mark approximately the points (Evsin), (F,sin§).(F sin), (F nin) Frsin), ($.sin=),(E,sin2),(4, sin) inthe coordinate plane and at ach ent fx anal 6. Repeat the ste on the other sid of thesis, marking the point Ssin(=2)), (--0(=2)), (-a-me(si)) ana Ny. Also fix a nail at O. 7. Join the nails with the help of a tight wire on both sides of X-axis to get the graph of sinx from era wo me 8. Draw the graph of the line y = x by plotting various points (0, 0), (1, 1), (2, 2) ete. and fixing a wire along these points. 9. From the nails N,, N,, N,,.N, draw perpendicular on the line y = x and produce these lines such that length of perpendicular on both sides of the line y = x are equal. At these points fix nails I,1,,1,.1,. 10. Repeat the above step on the other side of the X-axis and fix nails at I, 1,1, 1,. by a tight wire that will show the graph of y = int x, 11, Join the nails on both sides of the line y = Demonstration 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 mirror reflection of sin x and vice-versa. Observations The image of N, in the mirror (the liney =x) is ‘The image of N, in the mirror is__L2 ‘The image of N, in the mirror is_> 3 Ia ‘The image of N, in the mirror is 1 ‘The image of N,’ in the mirror is _1. 5 ‘The image of N,’in the mirroris__L2 Ts ‘The image of N, in the mirror is ‘The image of N, in the mirror is ves e ‘The image of the graph of sin x in y = x is the graph of S11" _, and the image of the graph of sin“'x in y = xis the graphof SW" % Application Similar activity can be performed for drawing the graphs of cos" x, tan” x, ete. * MATHEMATICS LAB MANUAL—XII * 10 rrACTIVITY-9.: [LIMITS AND CONTINUITY OF A FUNCTION] Objective To find analytically the limit ti tel function at that point. nee ne ee cae Material Required 1. Paper, 2. Pencil, 3. Calculator. Method of Construction 1, Let us consider the function = 10, x=4 2. Take some points on the left and some on the right side of O(= 4) which are very near to C. 8. Find the corresponding values of f(x) for each of the points considered in step 2 above. 4. Record the values of points on the left and right side of C as.x and the corresponding values of fx) in a form of a table, Demonstration 1, The values of x and f(x) are recorded as follows ‘Table-1. For the values less than 4 i.e, to the left of C Table-2. For the values greater than 4 i.e, to the left of C = 4. Observations 1, The value of f(x) is approaching to__{__, as x 4 from the left. 2. The value of f(x) is approaching to__. asx —>4 from the right. tim f(x) =__4 and lim f(x) =_4__. 3. So, ‘> MATHEMATICS LAB MANUAL—XII * 213 4. Therefore, lim f(x) EM and f(4) = 5. Is lim f (x) = fa)? No (es 1 No) 6. Since, AO)+ tim f(x), sothe function is WO* __atx=4. (continuous / not continuoys) hes Contimuok $ Application This activity is useful in understanding the concept of limit and continuity of a function at a point, VIVA-VOCE QUESTIONS Q.1, Islimit of a function always a finite number ? Ans, No, it ean be infinite some time. Q.2, Islimit of a function its maximum value? Ans. No, itis the maximum value only in the neighbourhood of the considered point. Q.3, When we say limit does exist for a given function ? Ans. When LHL = RHL at a given point. Q.4, What is the value of lim" 2* 2 ‘Aus, lL Q.5, What is the value of lim~ —_— 2 Ans, na. * MATHEMATICS LAB MANUAL—XII + 22ACTIVITY-13 : [APPLICATIONS OF DERIVATIVES : INCREASING AND DECREASING FUNCTION] Objective To understand the concept of decreasing and increasing functions. Material Required 1. Wires of different lengths, 2. Plywood of suitable size, 8. White paper of almost same si 4. Glue to paste wires, papers pi 5. Geometrical instruments, 6. Trigonometric Tables. Method of Construction 1. Take the piece of plywood and paste the paper on it with the help of glue. 2, Take two pieces of wires of length say 20 em each and fix them on the white paper to represent x-axis and y-axis, 8. 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 Fig. 13. as that of plywood. te, Fig. 13. 4. Take two straight wires each of suitable length for the Purpose of showing tangents to the curves at different points on them. Demonstration 1. Take one straight wire and place it onthe curve (on the lef) such that itis tangent tothe curve at the point say P, and making an angle a, with the positive direction of x-axis, * MATHEMATICS LAB MANUAL XII © 33zasis, ap inthe figure 18, Bf, 8 are all acts arglon So, the deriv: i ght) ie ao the function at these points are postive. Thus, the function given by this eurve (on the right) is an increasing function, Observations SS elo SOT ; (negative), tan a,=—O «A _(megative 5, tan a,= = O.S 4 aeaneve ‘Thus, the function is_Ae cs eas) (Increasing / Decreasing) 90°, 3 2 B= 89° < = gat eee ND Fe B=" 0is an increasing or a decreasing function. Ans. Increasing. Q.5. Is f(x) =x an increasing or a decreasing function. Ans. f(x) =x‘ is neither increasing nor decreasing function. TICS LAB MANUAL—XII 33 5 meee take three points Q,, Q, and Q, and using the other straight wires, form points making f,, 8, and B,, respectively, with the positive direction of theeget » [APPLICATIONS OF DERIVATIVES : LUTE MAXIMA AND ABSOLUTE MINIMA] Objective To understand the concepts of absolute maxi pe ae in axiven closed interval through ite graphe nt Ona abvolute minimum values of a funct Material Required 1. Drawing board, 2. White chart paper, 3. Adhesive, 4, Geometrical Instruments, 5. Pencil and eraser, 6. Sketch pens, 7. Calculator, 8 Squared paper. Method of Construction 1. Fixa white chart paper on the drawing board. 2. Draw two perpendicular lines on the squared paper as the two rectangular axes. 3, Graduate the two axes as shown in Fig. 15. ‘* MATHEMATICS LAB MANUAL—XII *- | = (4e* 9) (x? — 1) in the interval [— 2, 21. Drea : and plot the ordered pairy of x in the interval [-2, 2), find the values of f(x 4. Let the give 5. Taking diff Ge fe, 6. Obtain the graph of 15, ent va as shown in Fig ng the plotted points by a free hand curve function by joi Demonstration F(x) are as follows 2. Plotting these points on the chart paper and joining the points by fre is shown in the figure. Observations 1, The absolute maximum value of f(x) is 2.1 2 The absolute minimum value of f(x)is — 1-56 Application This activity helps in understanding the concepts of absolute maximum / minimum values ofa function graphically. VIVA-VOCE QUESTIONS ‘What is absolute maximum of a function ? tis the maximum value of the function in a closed interval. Can there be multiple absolute maximum value for a function ? re No. Can absolute maximum value be less than absolute: No. Is closed interval necessary for absolute maximum value ? ‘Yes. Can absolute maximum value and local maximum value for function in a closed interval lie at the same point on the curve ? - a = e Yes. minimum value of a function ? Pererer * MATHEMATICS LAB MANUAL_xi «aaMethod of6. When x = 2.2 cm, volume of the box = 192.2 em". 7. When x = 2.5 cm, volume of the box = 187.5 em’ Clearly, the volume of the box is maximum when x Observations es V, = volume ofthe open box (when x = 1.6 em) = 182-8 Orn V, = volume of the box (when x = 1.9 em) =_\9. 0-8 or V= volume of the box (when x = 2.1 em) = \q 2A _ Crm) V,= volume of the box (when x= 2.2 em) = \ 1%. very 'V, = volume of the box (when x = 2.4cm)=_1 84. oro." | V, = volume of the box (when x = 3.2.cm)=_\S¢. 6% ary Volume V, is Leap than volume V. Volume V, is_Qea9 than volume V. Volume V, is_2xaa___ than volume V. 10. Volume V, is_Sto2 than volume V. 11. Volume V,is_Qean than volume V. So, volume of the open box is maximum when x = 2.1 Application ‘This activity explains the concept of maxima / minima of functions. It is also useful in making packages 2.1em. PPX Pe ee pe of maximum volume with minimum cost. VIVA-VOCE QUESTIONS Why should we cut squares of equal side at each corner to make a box ? So that we get uniform height of the box. What will be the height of the box if we cut square of length 2 em from each corner? Ans, 2cm. If the sheet is of dimensions 20 cm x 10 em and we cut four squares of side 2 em each from a3. its four corners, then what will be the length, width and height of the resultant box ? ‘Ans, Length = 16 em, Width = 6 em, Height = 2 cm. Q.4, Can this activity be done on a square sheet ? ‘Ans, Yes. + MATHEMATICS LAB MANUAL—XII + 40Objective To verify geometrically that ¢ x (a+ Material Required 1, Geometry box, 2. Cardboard, 3, White paper, 4, Cutter, 5. Sketch pen, 6. Cellotape or adhesive, Method of Construction 1. Fixa white paper on the cardboard, Fig. 20. 4, Draw BC of any length making an angle (say 30°) with OA . Let BG. 5. Draw perpendiculars BM, CL and BN. 6. Complete parallelogram OAPC, OAQB and BQPC. Demonstration 1. 0C=0B+BG=a+6 and 2COA =a. ~ MATHEMATICS LAB MANUAL—XII + 49r (a+8)|=|6| |@-+3| sin a= area of» OAPC. 2, [ex 3, |6xa| =area of OAQB. 4, |6x3| = area of = BQPC. 5. Area of parallelogram OAPC = (OA) (CL) = (OA) (LN + NC) = (OA) (BM + NC) = (OA) (BM) + (OA) (NC) = Area of parallelogram OAQB + Area of parallelogram BQPC = |exa| +/éxd| 0, é(a+8)| =| éxa)| +] 2x8] Direction of each of these vectors ¢x (a+b), ¢xa and ¢x¢ is 1 to the same plane. So, ¢x(@+8) = éxa + éxb Observations Area of jp OAPC = (A)(CL)= B39 96 wag, units. ~@ [éxa| - Area of |" OAQB (0A) (BM) =_\s2Om_ x 6.4 Om FN 68 Gren Area of js BQPC (OA) (CN)=_\Ne BOM x |. S Ab. 8 Gen ~AGii) euldi) non From (i), (if) and (iit), Area of parallelogram OAPC = Area ofparalleogram OAQB + Area of parallelogram 8 @ CC Thus |ex(@+8)| = [exa|+|2x3] xa, éxb and ¢x(a+8) are all in the direction of pe pendiuittto the plane of paper. ‘Therefore, + MATHEMATICS LAB MANUAL—XII + 50Application Qi Ans. Q2 Qs. Ans. QA Ans. Through the it babies: neh the activity, distributive property of vector multiplication over addition can be explained. VIVA-VOCE QUESTIONS Wax(5+ = Gx +a x6, then what is the name of this property ? Distributive property. In coe what is the formula for area of parallelogram whose adjacent sides are give as a and 5? |axa}. What is the geometrical meaning of a x5 ? We get a new vector | to both the vectors @ as well as §, in other words we get a new vector tot] plane of a and §. If O is the origin and A i: be OA ? point whose coordinates are given to be (1, 2,3), then what w i+27+3k- MATHEMATICS LAB MANUAL—XII ° 51ACTIVITY-22 : [THREE DIMENSIONAL GEOMETRY : DISTANCE FORMULA] Objective To locate the points to given coordinates in space, measure the distance between two points in space and then to verify the distance using distance formula. Material Required 1. Drawing board, 2. Geometry box, 8. Squared paper, 4. Nails of different lengths, 5. Paper arrows, Method of Construction 1. Take a drawing board and paste a squared paper on it, 2. Draw two lines XOX and YOY to represent the x-axis, y-axis, respectively see figure 22 and take 1 unit =1em, Fig. 22. 3. Fix a wire through O, in the vertical direction representing the z-axis. 4. Fix nails at the length 1 cm, 2 em, 3 em, 4 em, ete. at different points on the squared paper (say at L(-2, ~3), NC 2, 2), MG, 1), SB, ~ 5)) ete. Now the upper tips of these nails represent the points (say A, B, C, D)in the space, + MATHEMATICS LAB MANUAL—XII « 54[PROBABILITY : ¢ CONDITIONAL PROBABILITY ACTIVITY-27 : Objective E fa given event A, when event To explain the computation of conditional probability of a tA Bhas already occurred, through an example of throwing a pair of die Material Required 1. A piece of plywood, 2. White paper, 3. Pen/Pencil, 4. Scale, ‘5. A pair of dice. Method of Construction 1. Paste a white paper on a piece of plywood of a convenient size. 2, Make a square and divide it into 36 unit squares of size 1 cm each as in Fig. 27. 3. Write pair of numbers as shown in the figure. Fig. 27. Demonstration 1 Big. 27 gives al possible outzomes ofthe given experiment. Hence, it represents the sample space of the experiment. 3. From Fig. 27, number of outcomes favourable to A = 1, Number of favourable outcomes to B is 11, * MATHEMATICS LAB MANUAL—XIT > 65(B)= + 40 PB)= 3 ii) PA| B)= ie observations Number of outcomes favourable to AaB = 1 @) PAnB= + 36 1 1 1, Outcomes favourabletoA: 1/36 yaya sy 2, Outcomes favourable toB: 11 /2¢ n®)= ar 8, Outcomes favourable to ANB: 1/36 ni = San : a een eee ee 1 SEAS] VB) ies 74 ees tea / ee Application bag ney i helpful in understanding the concept of cnditional probability, which is farther used in PRESESES P(ANB) “P@) MEVASVOCE QUESTIONS . What is the formula for P(A | B)? IfAcB, then what is P(B | A)? 1 What are favourable outcomes ? Outcomes which are in favour of the experiment. What will be P(A | B) if A and B are disjoint ? 0. P(BYP(A). IfB cA, then what will be P(B | A)? | | | > MATHEMATICS LAB MANUAL—XII * 67