Topic
Equivalence Relation.
Objective |
To verify that the relation R in the set L of all lines in a plane, defined by R =
relation
Pre-requisite Knowledge
(@) Definition of an equivalence relation.
(0) Properties of parallel lines and perpendicular lines etc.
Materials Required
A thick cardboard, colourful chartpapers, thin plastic strips or colourful ribbons, few board pins and Paper pi
fevicol etc. ™
Demonstration
(@) Take a colourful chart paper (Here white colour) (6) Now, join two pins with the help of thin plastic sig
and paste it on the cardboard with the help of or colourful ribbons to represent horizontal tines,
board pins. Now take few paper pins and put them vertical lines and transvereel lines, see Fig. 22
randomly on the chart paper as shown in Fig. 2.1. Note: For horizontal lines take red colour ribbon,
for vertical lines take green colour ribbon and fo
transversal lines take black colour ribbon. Students
can take different colours as per their choice
Fig. 2.4
Observation
(2) 1 is parallel to 1, = 1, is parallel to /,
ie, (yb) € R= (pl ER
Similarly (ly) © R= (ly) € R
(yb) € R= lg ls) ER
Thus R = {(l, m) : || m} is symmetric,
10\\ epecher wiek® Mathematics Lab Manual—12 (b) 1; is parallel to itself
i.e. each line is parallel to itself
R = {(l,m) £1 || m)} is reflexive,
© bWhand hy ty 1
ie. (yh) € Rand (Ih) € R= (yh) ER
R= (Lm) :1 || m) is transitive
Result
Since R= (I,m) :1.|| m) is reflexin
APPLICATION
(@) Take some more colourful threads in different positions and repeat th
different types of relations.
(b) Take few triangles in such a way that some are similar to each other and put them in a collection A.
Define R = {(A,. A;) : A, ~A,) in A. Check Whether R is an equivalence relation or not.
symmetric and transitive, therefore it is an equivalence relation.
tivity to clear the concept of
(i) Let § be the set of all real numbers and R defined as R = {(a, b) : a? + 6 = I} is only.
Sol. Symmetric
(ii) Let R = ((@, a2) : a is.a prime number less than 10} then domain of R is
Sol. (2,35, 7}
(ii) If R, and R, are two equivalence relation on a set A, then Ry > R, is an
Sol. Equivalence relation.
(iv) Relation R defined in set A = (1, 2,3,
Sol. Equivalence relation.
13, 14) as R = {(x,y) : 3e—y = 0) is not an
(® Define empty relation?
Sol. Relation R in a set A is called an empty relation, if no elements of A is related to any element of A i.e.
Rao i
(a) 1s the relation “is less than or equal to’ on R an equivalence relation? i
Sol. No. i
bi) Let R= {(a,4):2€N andt
Bis onto.
Result
Thus it is verified from the above activity that a function is not one-one but onto,
PN a ere a
= 3x where A = {0, 1, 2} and B = {0, 3, 6} is one-one onto,
2x is one-one but not onto.
(a) f: A > B given by fir)
(6) f:N > N given by fir
ae ee
(i) The function f : N—> N defined by
[x+1,xisodd |
fa) = fe vena :
Sol. one-one and onto.
(ii) f: R—>R, defined by
1 if x>0
fx) = } 0 if x=0
j-1 if x<0
s_
nor
is neither
Sol. one-one; onto.
(iii) Let A and B be
p=
two non-empty sets. Then the function f: (A x B) —> (B x A) : f(a
function.
(iv) Domain of the function, defined by
_,
f= ay *
Sol. R- (-1, 1
(v) Let R, be the set of all non-zero real numbers. Then the function
J: Ry—> Ry foe) = Lis
Sol. one-one onto. Topic
Function
Objective
To demonstra
4 function which is one-one but not onto.
Pre-requisite Knowledge
Basic knowledge of relation, functions
funetions, many one into.
iMto and ong
Materials Required
Drawing sheet, glaze papers, pen, pencil
* 8 Pair of scissors, glue, paper pins, thin wires ete.
Demonstration
(4) Cut two oval shapes from the glaze Papers and paste
them on drawing sheet to represent two sets asA
and B. See Fig. 4.1,
() Put 5 paper pins on the set.4 and 6 Paper pins o
the set B and mark them as ay, a,
45, a and a;
And by Bry me by, See Fig. 4.2.
Fig. 4.3
16\\ Togecher ewee® Mathematics Lab Manual—12 Observation
flax) = by
(a) Each clement of the set 4 has a unique image in the set B,
Thus f: A + B is one-one.
(6) Also there exists at least one element b, in B which has not any pre-image in the set A.
: A > Bis not onto,
Result
Through this activity it is verified that the function which is one-one but not onto,
APPLICATION
(@) f: R > R where f(x) = [x] is neither one-one nor onto.
(b) f: N > N where fix) = x is one-one into.
ee O oe
@ Let fl) = Veos x, then domain of f is
x), [32
Sol. [0,3] uF
(ii) Let fx) = j= then domain (f) is i
Sol, (=, 1] U [4, =] ;
Note [x] is the greatest integer function.
iii) Let f: Q > Q; where fie) = (2x + 3), then f“'Q) is ;
Sol. +0 -3)
(iv) at
1y)
Gera hens") is
Sol.
(v) Let A = R~ {2} and B = R~ {1}. If f: A > B defined as f(x) =
Sol. one-one and onto,
(vi) There is a function f such that f : R > R where f (x) = x is neither
Sol. one-one nor onto.
Activities / 17 5
Topic
Inverse Trigonometric Functions
Objective
To draw the graph of sin“!
% using the graph of sin x and demonstrate the concept of mirror reflection (about
the line y = x),
Pre-requisite Knowledge
(a) Concept of inverse function.
(6) Domain and range of trigonometric functions,
(©) Principal value branch of inverse trigonometric functions,
Materials Required
A drawing sheet, pencil, eraser, scale etc.
Demonstration
(@) Make a table for y = sin x
z ia z | 2] 27 =] =]
. 2 4 3 2 6 43 2
]
ese 0 =o) Boge) 1 | -05 | on | -o87| 1
y = sin F = 08 ee |
(6) On drawing sheet draw axis XOX’ and YOY’. Then mark the points on x-axis and y-axis, then plot points from
the table and join them as shown in Fig. 5.1, Name the points as P,, P, Py P, and Ps, P,P,
y=sinx
Fig. 5.4
(©) Now plot the points (1, 1), (2, 2), (3, 3), (4, 4), ... and draw the line y = x as mirror.
(@) From the marked points P,, P,, P,P, draw perpendicular on the line y = x and construct lines such that length of
Perpendicular on both sides of the line y = x are equal. Mark these points as Q,, 0,,Q,,Q,. Similarly repeat the
‘same process on the other side of x-axis and mark the points as Q}, Q;, Qs, Q as shown in Fig, 5.2, Then join them.
Activities Fig. 5.2
Observation
(a) The image of the points P,, P,, Ps, P, in the mirror is Qy, Qy Qy, Q, respectively.
(b) The image of the points P\, P', Py, Py in the mirror is Q', Qs, Qs, Qi respectively.
(©) Joining the points Q,, Q,, Oy. Q, and Q', QO}, Qs, QF, we get curve which is the mirror image of y = sin
Result
The curve we obtained is the graph of y = sin
This mirror image is y = sin" x.
Lael
(a) This activity is very useful to clear the concept of the graph of inverse trigonometric functions.
(b) Similar activities can be done to follow the graph of cos" x, tan”! x ete,
S.No.
©
(i,
(iii)
wv) i
©)
iL
Range
10.)
[-n2, x2] Topic
Limit of a function
Objective
‘Do find analytically the limit of a function fix) atx = ca
J also to check the continuity of the function at that point.
Pre-requisite Knowledge
Definition of limit, left hand limit, right hand limit, existence of limit, rule to check continuity of a function.
Materials Required
Drawing sheet, pencil, pen, calculator etc.
Demonstration
(@) Letfs)=yx-4* X44
(6) Take few points on the left of C = 4 and find the value of f(x) and make a table as below.
x 3.9 3.99 | 3.999 | 3.9999 3.99999
\_ fe) 19 7.99 7.999 | 7.9999 7.99999
(0) Take few points on the right of C = 4 and find the value of f(x) and make the table as below:
x 41 4.01 | 4.001 | 4.0001 4.00001
Sx) 8.1 8.01 8.001 | 8.0001
10001
Observation
(a) The value of f(x) is approaching to 8 as x > 4 from the left.
(6) The value of f(x) is approaching to 8 as x + 4 from the right.
(©) limf() = 8
Result
Since left hand limit, right hand limit and limit value at 4 is same i.e.
Hm fle) = im flr) = timgfix) = 8
function is continuous at x = 4
Activities /31 | 15
Topic
concept of absolute maximum and absolute minimum values of a function,
Objective
qo understand the concepts of absolute maximum and minimum values of a function in a given closed interval
through its graph.
pre-requisite Knowledge
(@) Representation of a curve on graph
(6) Meaning of closed intervals and open intervals.
(0) Meaning of absolute maximum and absolute minimum values.
Materials Required
White sheet, graph paper, adhesive, pen, pencil, eraser, ruler, calculator.
Demonstration
(a) Take a white drawing sheet and paste a graph sheet on white drawing sheet
(6) Draw two perpendicular lines on the graph sheet as two axes named as x-axis (horizontal) and y-axis (vertical).
(©) Graduate the two axes as shown in Fig. 15.1.
(d) Let the given curve be f(x) = (x? — 4) (? - 1) in the closed interval [-2.5, 2.5].
(¢) Plotting of curve on graph: Here, curve is y = f(x) = (° - 4) (*- 1)
(i) Drawa table: Take different value of in [-2.5, 25] and find corresponding values of fx) (using calculation),
a Se)
0 4
1 0
-1 0
2 0
2 0
158 -2.25
1.58 25
25 11.82
25 11.82
(ii) Plot these points on graph paper.
(iii) Join these points by a free hand curve, a curve is obt
fained as shown in Fig. 15.1
Activities / 49 Observation
(@) Largest value of f(x) is 11.82 atx = 25 andx =
) Smallest value of f(x) is -2.25 at x = 1.58 and
Result
(@) The smallest value of f(x
(6) The largest value of f(x) is abs
~2.5. So, absolute maximum value is 11.82.
~1.58. So, absolute minimum value is -2.25,
bsolute minimum value in [-2.5, 2,5),
solute maximum value in [-2.5, 2.5,
Cee)
! By this we can eas
| Note: We must take
differentiate between loc
is
al maxima and minima and absolute maxima and bs
end point of x in (-2.5,
2.3] and the critical point,
50\\ Pogethen wwith® Mathematics Lab Manual—12 16
Topic
Application of Maxima and Minima,
Objective
ar sheet by cutting :
To construct an open box of maximum volu far sheet by cutting equal squares from
ane from a given rectangl
comer.
Pre-requisite Knowledge
Volume of cuboid = Ixbxh
Materials Required
Different coloured chart papers: SEISOrS cellovape, glue stick, penell, Seales
Demonstration
(a) Take a rectangular sheet oF chart Pi
{o) Cot four squares of equal size of side
per of size 20 em x 10 cm of any colour and name it as PORS.
em (1 em) from each corner P, O. R and S. (Fig. 16.1)
xetome
P]x= tom
400m
Fig. 16.1
8 a this process wth the same size of chart papers and different values of (1.5 em, 2¢m, 2.1 em, 2.5em, 3a
)) Make an open box by folding its rectangular flaps along dotted lines using cellotape. (as shown in Fig. 162
es 2
©
* 16 em @
Fig. 16.2
Observations and Calculations
As we know that volume of cuboid = | x b x h
For first cuboid—
(a) x = 1 cm (height) = Volume of the box = (20 - 2) (10 ~ 2)(1) = 18 x 8 x 1 = 144 °
= = 144 cm’
(2\ gether with® Mathematics Lab Manual—12 When.x = 1.5 em, (for second cuboid)
y Volume of box = (20 ~ 3)(10~ 3)1.5 = 17 x 7 x 1.5 = 178.5 em?
When x = 2 (For third cuboid)
© otume of box = (20 410 ~ 4)(2) = 16 % 6 x 2 = 192 em?
When x = 21 (for fourth cuboid)
Volume of box = (20 = 4.2)(10 ~ 4.2)(2.1) = (15.8)(5.8)(2.1) = 192.4 em?
fo When x = 25 em (for fith cuboid)
Volume of box = (20 ~ 5)(10 ~ 5)(2.5)
(9 When x = 3.6m (for sixth cuboid)
Volume of box = (20 ~ 6)(10 ~ 6)(3) = 14 x 4 x 3 = 168 em?
0
IS x 5 x 2.5 = 187.5 em?
Result
Clearly among all the boxes, the volume of box is maximum when x = 2.1 em
nD.
| This act
ity can be done in a group of students with
[ate TO
( Volume of cuboid of length /, breadth b, height h is
Sol 1x bX
| Gi Volume of a cuboid whose base is a square of side x and height y is i
1 Sol. xy i
(ii) An open box of i
from each corner can be formed. t
Sol. maximum :
(i) Volume of box obtained after cuttin,
dimensions 45 em x 24 cm is
Sol. 1640 cm?.
volume from a given rectangular sheet by cutting equal squares
8 a Square of side 2 cm from each corner of a rectangular sheet of
( Isit possible to make a cuboid from a rectangular sheet?
Sol. Yes
() How will you make a cuboid from a rectangular sheet?
Sol. By cutting squares from each corner of the rectangular sheet, then fold the rectangular flaps we will get !
a cuboid,
(i) What will you observe in the given activity as the value of x increases?
Sol As the value of x increases, volume increases, but after certain increment in x, volume start decreasing.
(i
() Is this activity related to local maxima or local minima?
Sol. Yes, Local Maxima
() What are
Sol
the basic conditions to prove local maxima at certain point? :
Second derivative test.
(1) What are the basie conditions to prove local minima’
Say at point x4, F'(&) < 0 on the left side of xy and f"(x) > 0 on the right side of x, je. sign of slope of
‘angent changes from negative to positive, xy is point of local minima
Activities [s3\ 18
Topic
Concept of maxima and minima geometrically with its application.
Objective
To verify that amongst all the rectangles of same perimeter, the square has the maximum area,
Pre-requisite Knowledge
(a) Area of rectangle =! x b
(b) Perimeter of rectangle = 2(/ + b)
(©) Knowledge of differentiation.
Materials Required
Chart paper or coloured sheets, card board, white drawing sheets, scissor, scale, pencil, adhesive,
Demonstration
(a) Take a cardboard and paste a white drawing sheet on it.
(b) Cut different size of rectangles having same perimeters (say 48 cm). (as given in the Fig. 18.1)
(c) Paste all rectangles of different sizes on the white drawing sheet pasted on the cardboard. (as shown inthe Fig)
s, 6 ss 9 Ss, 10 8, 1"
16
2 4 13
8 12 & 15 a 13.5
2 125 705
Fig. 18.1
Observations and Calculations
Perimeter of all rectangles = 48 em.
(a) Area of rectangle S, with dimensions = 16 cm x 8 cm = 128 cm?
(b) Area of rectangle S$, = 15 cm x 9 cm = 135 cm?
(c) Area of rectangle $; = 14 x 10 = 140 cm?
(d) Area of rectangle $, = 13 x 11 = 143 cm?
58 \\ Togeeher wceh® Mathematics Lab Manual—12 Je (square) S, = 12 12 = 144 em?
e a orale Sy = 12S x ILS = 143.75 em?
0 Nee Tectangle Sy = 10S X 13S = 141.75 om’
@ Ae Zens that area of rectangles S, < S, < 8, < 5, < Sand area of rectangles S, > 5, > 5;
eee ctangle Sx has maximum area having four equal sides. Which is a squ
er of all rectangles are same but there areas are different
. yall the rectangles with same perimeter, the square has the maximum area
‘is activity can be done for different dimensions of ret
(© Mocept of maxima and minima
(6) Vetltounderstand the relationship between area and dimensions of a rectangle inthe fel of packaging
©) is activity can be proved by second derivative test very easily
ungles of same perimeter to understand the
(@ Ifthe perimeter of a rectangle is 50 cm then area of rectangle in term of length (x) will be
where x is length of rectangle.
Sol A = 325-2)
@ Amongst all rectangles of same perimeter, the has maximum area.
fe of A(x) = x(25 — x) is A
(@) If fix is any function then critical point a is obtained by
Sol. fe) = 0
() MPG) does not changes sign as.x increases through « (critical point), then a is called as
Sol. point of inflexion
(9 What will be the critical point of a function?
SA point ‘cin the domain
‘ritical point of f.
(©) Ifyou have some r
ta eet . square has maximum area.
Sol Fest qo tt24 You will use to find maximum of area of all rectangles having same perimeter?
oy ee test and second derivative test.
Sol itis the you mean by first derivative test?
©) Geren tSt © find the point of local maxima or local minima :
So, po Ally, we use second derivative test instead of first derivative test. Why?
i) a, Pe). Second derivative test is easy and short. oo
| SOL ttm OF"CC) = 0, where c is a critical point, What do you mean by this statement
\ eae ative test to check whether ¢ is a point of
of a function f at which either /"(c) = 0 or f is not differentiable is called a |
rectangles of same perimeter then which rectangle
is maximum area’?
tangle having all sides equal
Second derivative test fails, we go back to first deri
‘maxima or minima or point of inflection.
Activities
