uluhnlunluuluuluulaunuubutuuhuluuudoulululutuduuluduumtln

Activity 1
Objective
that the relation Rin the setL of all lines ina
Toverify {(, m); l l m} is symmetric but
plane, defined by R =
neither reflexive nor transitive.
Materials Required
Ageoboard, some rubber bands, a white sheet, pen/
pencil,etc.
Conceptual Knowledge Required
Geoboard
Delation: If A and B be two non-empty sets, thern, Demonstration
relation RfromA to B is a subset ofA x B, i.e. RA x B.
1. Let rubber bands represent the lines I, L l3 l
Reflexive Relation: A relation R on a set A is said to be Is, loo l, and lg.
reflexive if every element of A is related to itself, i.e.
for every ae A.
2. ,||4||44|||| , , Lly4lphL44Lls
Ris reflexive if (a, a) e R
Symmetric Relation: A relation R on aset A is said to be Observations and Conclusions
asymmetricrelation if (b, a) eR whenever (a, (a,b)b) eeRR for
every a, b e A, i.e. 1. From the given figure, it is clear that
Ris symmetric if aRb’bRa. 1,1l, and l, 1,
Iransitive Relation: A relation Ron a set A is said to be ,L, and , I l, ,1l; and 1 I,
transitive relation ifwhenever (a, b) e R and (b, c) e R, 1,1l, and l, L l,
then (4, c) e R for every a, b, c E A, i.e. 11; and 1 zLl, and 1, I lg
Ris transitive if aRbandbRc’ aRc So, it is concluded that if one line is perpendicular
Equivalence Relation: A relation which is reflexive, to other line,then other line is also perpendicular to
first line.
symmetric and transitive, is called an equivalence
relation. Hence, given relation R is symmetric.
Procedure
p 1. Fix some rubber bands randomly on the
2. From the given figure, it is clear that no line is
perpendicular to itself.
Hence, the given relation R is not reflexive.
nals of the geoboard in such a way that some
OT them are parallel to each other and some 3. Fromn the given figure, it is clear that l, L, and
of them are perpendicular to each other as l4 L, but I, is not perpendicular to l,.
Hence, the given relation R is not transitive.
shown in the given figure.
Mathematics Lab Manual Class 12
 Activity '3 Actcty2
Cbjective One-one Function (Injective Function): A function
demonstrate a function which is not one-one but J:A’Bis called a one-onefunction, if distinct elements
To
onto.
of A have distinct images in B, i.e. f is one-one when
Materíals Required fx)=f(x,) ’x=Xy
Athermocol sheet of size 20 cm x 20 cm, twO thick Many-one Function: A functionf: A ’ B is said to be
function if two or more than twoelements in
Aite strips, seven brass nalls of broad top, a fevistick, many-one
A have the same image in B.
strings,etc.
Onto (Surjective Function): A function f: A ’ B is
Basic Knowledge Required said to be onto if every element in B has at least one
Function: Afunction is a relation from a non-empty set pre-image in A.
intoa non-empty set B, such that:
A Into Function: A function f: A ’ B is said to be into
() all elementsof set Aare associated with the elements if there exists at least one element in B having no pre
of set B. image in A.
(ü) an element of set A is associated with one and only One-one and Onto (Bijective) Function: A function
one element of the set B. f:A ’Bis said to be one-one and onto or bijective, iff
f:A’ B is both one-one and onto.
Procedure
lake two scts A -fa, b, c, d) and B= (x, y, z}.
Step 1. Paste a white strip on the left hand side of
the thernnocol sheet and fix four nails on it at
cqual distance as shown in fig. (i).
Step 2. Paste another white strip on the right hand
side of tlhe thermocol sheet and fix three nails
on itat equal distance as shown in fig. (i).

be

d
A B

Thermocol sheet
Fig (i)

Demonstration
Step 1. Take the set A=fa, b, c, d} andB= (x, y, z}.
Step 2. Using strings, join the nails on the left hand
side to nails on the right hand side as shown
in fig. (ii).

b(

Fig. (i)
Observations
1. The image of theelement a of set A is x in set B.
2. The image of the element b of set Ais y in set B.
3. The image of theelement c of set A is also y in
set B.
4. The image of the element d of set A is z in set B.
 Activity 5 etiut
Objective T T

6
0
6 4
Todraw the graph of sinx, using the graph of sin x and
2

demonstrate the concept of mirror reflection (about the y=

-1 -0.866 -0.707 -0.5 00.5 0.707 0.866 1
sin x
line y =x).
Materials Required Step 4. Plot these points on the graph, take values of
xon X-axis and values of sin x on the Y-axis
Acardboard, a graph paper, a white paper, sketch pens
of different colour, spikes/nails, rubber bands, a scale, with equal divisions as shown in fig (i).
pencil, a fevistick, etc.
Conceptual Knowledge Required B
sin 'x, cos 'x, tan-lx, cot x, sec-'x and cosec- x
are six inverse trigonometric functions.
FO175
If sin =x, then sin'x=and read as sine inverse BA:
x. Similarly, other inverse trigonometric functions
are derived.
Domain and range of each trigonometric function
is different. Domain of sin- x is (-1, 1]and range
0.75
B
Mirror Reflection: A mirror image is a reflected
duplication of an object that appears almost
identical, but is reversed in the direction
perpendicular to the mirror surface.
Procedure Fig. (0)
Step 1. Paste a graph paper on a Step 5. Fix spikes/nails on points Aj, Az Ag
cardboard of suitable Ay A,As A_ Ay and Ag.
dimensions (say 20 cm x 20 cm).
Step 2. Draw two Step 6. Join A,A, AzAg AgA A,A, AAs
perpendicular lines to represent
X-axis and Y-axis.
AgAs
AçA,and A,Ag, using rubber bands/strings
get the graph of sin x. to
Step 3. Prepare a table of values of sin x
between the Step 7. Now, draw the graph of line
y=x by taking an
domain inclination of 4 on both sides of theorigin as
shown in given graph.
6 Math
Step8. From the points A, A, Ag, A, As, Ag A, and 2.
on the line y=xand
Ag: draw perpendiculars
produce these perpendiculars in equal lengths
tothe other sides.
Step9.
Mark the ends of these perpendiculars B, B A
B, B4, B B B, and Bg and fix spikes/nails on
these. ta
Step 10. Join the spikes B,B, B,B B,B, BA, ABg
BBç, BoB, and B,Bg, using rubber bands/ S
strings toget the graph of sin 'x. D
d
Demonstration
Piut a mirror on the line y=x. The image of the graph
of sin x in themirror will represent the graph of sinlx.
Observations
1. The inmage of A, in the mirror line y= xi
cis B
2. The image of A, in the mirror line y=xis B,.
3. The image of A,in the mirror line y=x is B:
4. The image of A,, in the mirror liney=xis B,.
5. The image of A, in the mirror line y = x is Bs.
6. The image of A,in the mirror line y =xis Be:
7. The image of A,in the mirror line y=xis Bz.
8. The image of A,in the mirror line y=xis Bg:
 Activity P
Objective Procedure
given by
To findanalytically the limit of a function fA) at cand Step 1. Consider the function f(x),
also to check the continuity of the function at that x2 - 25 , X#5
point. f(x) = X-5
10 X=5
Materials Required
Step 2. Take some points on the left ofa=5 and some
A
white sheet, a cardboard, a graph paper, a pencil, a points on the right side of a = 5, which are
scale, sketch pens of different colours, etc. very close to a.
Step 3. Find the corresponding values off(x) for each
Conceptual Knowledge Required of the point.
Limit of a Function: The limit of a function is Step 4. Paste a graph paper on a cardboard and draw
a fundamental concept in calculus and analysed two perpendicular lines to represent X-axis
and Y-axis.
the concerning behaviour of the function near a
Step 5. Plot the points on the graph paper.
particular input (point).
Demonstration
Continuity of a Function: Geometrically, the
Prepare a table for x and f(x).
continuity of a function y = fa) implies that X 4.999 4.99 4.9 5 5.1 5.01 5.001
the graph of the function has no break at x = a.
Thus, fx) is continuous at a, if f) 9.999 9.99 9.9 10 10.1 10.01 10.001

lim f(x) = lim f(x) = f(a).

f(x) 4 (10)
f (x) 4 y f=
(x)

y=f(x)

X a

Discontinuous function at
Continuous function
at x = a X=a

456 8
If fx) 1S not continuous at x = a, it is said to be
discontinuous at point a.
Observations
1. The value of f(x) is approaching to 10, as x is
approaching to 5 from the left. Q.

2. The value of f(x) is approaching to 10, as x is AT

approaching to 5 from the right.
Thus, lim f(x) = lim f(x) = f(5) = 10
*5
X’5
 Activity i3
Objective Turning Point: The point at which the function
its nature is called the turning point. changes
Tounderstand the concepts of decreasing and increastng Monotonic Function: Afunction is said to be
functions.
monotonic
in an interval if it is either increasing or decreasing on
that interval.
Materials Required
Drawing board, a graph paper, threads, sticks, spikes. Procedure
sketch pens, fevibond, etc. Step 1. Paste a graph paper on a drawing board and
draw two perpendicular lines to represent
Conceptual Knowledge Required X-axis and Y-axis.
Increasing Function: If the value of afunction y =f() Step 2. different
Fix the spikes on the graph paper and tie two
increases as x increases, then the function f(x) is said to threads on spikes in such a way that
be an increasing function of x. they can form two different curves of two
different functions as shown in the figure.
Decreasing Function: If thevalue of a function y =fx) Step 3. Choose any three points Aj, A, and A, on
decreases as x increases, then the function is said to be a first curve and three points B, B, and B, on
second curve.
decreasing function of x.
18 | Mathematics Lab Manual Class 12
 Step4. Using sticks, make tangents at points A,, A, 2. B, = 30°, B, =
A.B,, B, and B, as shown in the given figure. 45°, B3= 60
1
So, tan B, = tan 30°
HCurye 1

gurve 2
tan B, = tan 45 = 1
A
tan B, = tan 60° =/3
All are positive. Thus, the function is increasing.

Application
This activity helps to check whether the given function
is increasing or decreasing.
Suggested Activity
Demonstration Drawthegraph ofy= sin x and check in which interval,
Tangents drawn at points Aj A, and A, make angles it is decreasing and in which interval it is increasing.
a, a, and a, respectively with positive direction of
X-axis. Voce
2 Tangents drawn at points B, B, and B, make angles
B,.B, and ß,respectively with positive direction of .1. What is a decreasing function?
X-axis. Ans. If the value of a function y =f) decreases as x
3. Angles a, ay and az are obtuse angles so, tan a.,, increases, then the function is called decreasing
tan a, and tan a will be negative, i.e. the slope of function.
tangents at points Ajp A, and A, are negative and
hence, the derivatives of the function at A,, A, and Q.2. what is a turning point?
Az are negative. Ans. The point at which the function changes its
Thus, the function given by the curve 1 (on the left) nature is called the turning point.
is a decreasing function. Q.3. What is a monotonic function?
4. Angles B,, B, and B are acute angles sO, tan Bp Ans. Afunction is said to be
mnonotonic in an interval
tan B, and tan B, will be positive, i.e. the slope of if it is either inreasing or decreasing on that
tangents at points B,, B, and B, are positive and interval.
hence, the derivatives of the function at B,, B, and
B are positive. Q.4. What is the condition of a tangent for an
Thus, the function given by the curve 2 (on the increasing function?
right) is an increasing function. Ans. If the tarngent at any point of the curve makes
Ubservations and Conclusions an acute angle with the positive direction of
1. a, =120°, ay = 135° and az =150° X-axis, then function is an increasing function.
So, tan a., = tan 120° = tan (180°- 60°) Q5. What is the practical application of
=- tan 60° = -/3 increasing and decreasing function in
business?
lan o, - tan 135° = tan (180° - 45°)
=-tan 45° =-1 Ans. In business, we often need to find production
(180° -30°) levels over which the profit is inçreasing. For
tan dg =tan 150°=tan
1 this, we make a profit function and then we find
=- tan 30° =
V3 the intervals on which the profit function is
All are negative. Thus, the function is decreasing. increasing by derivative test.
19Mathematics Lab Manual Class 12
 Activity 7 Actuiy
Objective Demonstration
To find the time when the area of a rectangle of 1. Since, the length of the rectangular is
given dimensions become maximum, if the length
is decreasing and the breadth is increasing at given
at the rate of 1cm/s and breadth is
the rate of 1 cm/s. So, cut out the
sheetisindcreasiecreasnging
at
rectangles R, R.
rates. Ry, Rg, R Ry . of dimensions 17 cm x 13 cm S
16 cm X 14 cm, 15 cm × 15 cm, 14 cm x 16 cm
Materials Required 13 cm x 17 cm, 12 cm X 18 cm, .... and so on.
Glazed papers/chart paper, ascale, apencil, sketch pens, -18 cm
apair of scissors, etc. 12
Cm

Conceptual Knowledge Required R

The instantaneous rate of change measures the rate
of change or slope of a curve at a certain instant. 17 cm -16 cm
413
cm
Thus, the instantaneousrate of change is given by the 14
cm
derivative.
Optimisation of a function: An optimisation
problem consists of maximising or minimising a
real function by systematically choosing input values 4-15cm -14cM>
from within a given set and computing the value of 15
cm
-16
cm
a function.

Procedure
Step 1. Cut off a rectangular sheet of dimensions 18
13 Cm +12cm
cm x 12 cm fromn a glazed paper. Let it
be
represented by R,. -17
cm -18
cm

Step 2. Let the length of the rectangular sheet be

decreasing at the rate of 1 cm/s and breadth is
increasing at the rate of 1 cm/s.
24
 (i) Area of rectangle (R)= 18 cm x 12 cm= 216 cm²
2.
(ii) Area of rectangle(R,)=17 cm x 13 cm
=221 cm2

(ii) Area of rectangle (R) = 16 cm x 14 cm

= 224 cm2

(iv) Area of rectangle (R) = 15 cm x 15 cm

=225 cm2

(v) Area of rectangle (R) = 14 cm x 16 cm

=224 cm2

(vi) Area of rectangle (Rg)=13 cm x 17 cm

= 221 cm2

(vii) Area of rectangle (R) = 12cm x 18 cm

= 216 cm2

Observation and Conclusion

that area of the rectangle is increasing
It is clear
with time and it is maximum after
simultaneously
After 3 seconds, area of the rectangle is again
3seconds.
decreasing
 iluuntuluuluwluulubuluunubuububuuuuuluuulu

Activity 20 8.5 cm on it with centre

Step 2. Draw a circle of radius
Objective 0.
angle in a semi-circle is a right angle, threads,
To verifythat Fix spikes at O, P, Q, R and S. Using
usingvectormethod. Step 3. QS, PS and QR. Put
OS,PR,
join OP OQ, OR, and PS to
Materials Required on OP, O0, OR, OS, PR, OS
arrows
using paper arrow
paper arrow heads, represent them as vectors,
cardboard, a white paper, threads,
A
box, sketch pens, a fevibond, etc. figure.
geometry heads, as shown in the given
Conceptual Knowledge Required R

Vector: Avector is a quantity having both magnitude as

denoted as a
wellas direction. It is
and bhaving equal
’
Two vectors a
Equal Vectors:
called equal vectors.
magnitude and samne direction are -p

Vectors: Vectors having same directions, through

Like called like vectors.
magnitude may be different are
Vectors: Vectors having different directions,
Unlike different are called unlike
through magnitude may be
vectors.
same magnitude Demonstration
Negative ofa Vector: A vector having
vector. Using protractor, measure the angle between the vector
called the negative of a
but opposite direction is = 90°
PR and QR,it will be 90°, i.e. Z PRQ
’
’
Negative of a is - a.
also
Two Vectors: The scalar the vectors PS and os is
DCalar or Dot Product of mmays nge between
of two (non-zero) vectors aand b 90°, i.e.ZPSQ =90°.
dOC product
denoted by a.b and is defined as a b =a||b| Similarly, we can take some more points on semicircle
5 angle.
Cos 9 = ab cos . and show that angle in a semi-circle is a right
<0sn is the angle Observation and Conclusion
Wnere, a =|al, b= lbland0
between a and b. By actual measurement,
’

|OP =|OQ=|OR |=|OS |=p=r= s=8.5 cm

Procedure on
cardboard of
| PR |= 8cm, |QR|= 15 cm
Step 1. Paste a white sheet a

20 cm).
Convenient size (say, 20 cm × atics Lah Manual Class 12
 PS |= 15 cm,|QS |=8 cm and | PQ| 17 cm

PR | +|QR |=8+15 = 64 + 225 = 289

’

=172 =| PQ|2

and | PS ( + |Qs [ = 152 + 82

= 225 + 64 = 289 = 17 = PQ

Thus, PRQ= ZPSQ =90°

Hence, angle in a semi-circle is a right angle.
’
Now, find PR- QR = and

’
PS- QS
 lululmluluuuuun

Activity 22 Aotuaty8
lengths at different points on
Step 3. Fix nails of different (-2, 3), R (4, -5) and
Dbjective graph paper, say at P (3, 1), Q nails represent the
Tolocate the
points to given coordinates in space, S(-3, -2). Upper tips of these
Cand D.
the distance between two points in space and
measure pointsin the space as A, B,
to verify the distance using distance formula.
Materials Required A(3, 1,4)
B2.3,2)-o
different
Thermocol sheet, a graph paper, a stick, nails of 2'cmt
pens, a
lengths (1 cm, 2 cm, 3cm, 4 cm, etc.), sketch 4c

fevibond, geometry bOx,etc.

Conceptual Knowledge Required 7 R(3, 1)

" In three dimensional geometry, we take three mutually 6-5 4-3 -2-1 5

perpendicular axes, i.e. X-axis, Y-axis and Z-axis. X

Y Fs3.-2)2
4. 3 cm

YZ-plane XY-plane R4,-5)

X
XZ-plane

Demonstration
1. Coordinates of the point A =(3, 1,4)
2. Coordinates of the point B= (-2, 3, 2)
3. Coordinates of thepoint C=(-3, -2, -1)
B (x,, y, z) be two points in
Let A(X» V, Z)and 4. Coordinates of the point D =(4, -5, -3)
three dimensional plane.
Distance between A and B= AB Observations
1. By actual measurement (using a scale), distance
V(x,- x,)² + (', - y )² + (z, - z) AD = 9.21 cm
2. By distance formula,
Procedure
Step Paste
1, a graph paper on a thermocol
sheet and AD = V(4 3) +(-5 - 1) + (-3- 4)2
draw two perpendicular lines to represent = V1+ 36 + 49 = V86 = 9,27 units
figure.
A-axis and Y-axis on it as shown in the
Step 2. FiX a vertical stick at Oto represent Z-axis as 3. Similarly, we can find AB, BC, CD, BD, AC, by
using both methods.
shown in the figure. lab Manual Class 12
 By actual measurement,
AB= 5.8 units, BC=5.9 units,
CD = 7.8 units, BD = 11.2 units,
and AC=8.4 units
4. Using distance formula,
AB=(-2-3)² +(3 1)² +(2 -4)2
= V25 + 4 + 4= /33units = 5.74units

BC = (-3+2) +(-2-3) +(-1- 2)2

= 1+ 25 +9 =/35 units = 5.92 units
=

CD = (4+ 3) + (-5 + 2) +(-3 +1)²

=/49 +9+ 4= V62 units = 7.87 units
=

BD = V(4+ 2) +(-5-3)+(-3 2)
V36+ 64 + 25 = V125 units = 11.8 units

AC = y(-33) +(-2-1) +(-1-4)

= V36+9+25 = V70 units = 8.37 units
Hence, the distance by actual measurement
1S approx. same as the distance calculated by
distance formula.
 planealso not
are intersecting.
same are intersecting
Conceptual
Knowledge
Requiredlines which
Lines:
the
in Coplanar
lying or space, Skew
parallel nor
Two
lines lines.
parallel
lines. in between
Two either
called
intersecting
lines. skew
lines
coplanar neitherare
Lines: are Twocalled Distance
lines
lines are
Co-planar Lines:
are skew
called
Activity
26& Coplanar lines
coplanarShortest
Skew Skew two
Let

skew size size set

two of of lengths,
blocks
block
between
different
wooden
plastic
distance threeone of
analytically.
Requiredand wiresfevibo
Materials scale,
etc.
paper,
shortest
each
graph cm,
cm 4
it
the verify
Objective a 2 x
measure cardboard,
x cm
cm
and 2square
a
2
lines x x
cm cm
To
A 2 2
 b and r= a,t åb,
r=at
b,)
|(az - a,)-(b,x
SD =

Procedure
a cardboard and draw
paper on
Paste a graph perpendicular linesto represent
womutually
Stepl.
X-axisand Y-axis.
2cm
blocks I,II and III of size 2cm x
Labelthe, size 2 cm × 2cm x 4
cm
2.
Step and block of
y2cm

P(1, 6), R(2, 2),

asIV.
blocks at points
Step3.
Nowplacethe respectively in such a way
o(6, 2)and S (7, 6) points as
blocks lie on these
that base centre of
shown in the figure. the centres ofthe
and Q,
thepoints P
Step4. Nowjointhe blocks Iand III, using wire.
bases of the
points R and S, the centres of
wjoin the shown
Step 5. Now / blocks II and IV, using wire as
tops of
in the figure.

P(1,6,0)
s7.64v

Q6.2.0)

R(2,2.)

perpendicularly with
Step 6. Take a wire and join it Measure the actual
and RS.
theskew lines PO
length, using scale.

Demonstration way
that its one
1, A placed in such a
set-Square isside is along the wire PQ.
Perpendicular till its other
L. Move the along PQ Now
set-square other wire.
the
side touches between PQ and RS.
Perpendicular
measure the shortest distance |39Mathematics Lal
 uuhuuuluu

Activity2. 27 Aetunto
Suppose, we have to find the e conditional
I
Objective
To explain the computation of conditional probability
of an event A when B has already
is an event 'a number 5 appears on occured,
both
probabiwherety
A
of a given event A, when event B has already occured, the
Bis an event 5 has appeared on at least die' and
through an example of throwing a pair of dice. die. one of the
Materials Required
Athick white sheet, pair of dice, sketch pens, pencil. Observations and Conclusion
ns, aapencil,
a scale, etc. 1. Total number of possible outcomes = 36
Conceptual Knowledge Required 2. Total number of possible outcomes in favour of Ai
(5,5), i.e. 1in number.
Probability: It is a measure quantifying the
likelihood that events willoccur. 3. Total number of possible outcomes in favour of B
Sample Space: The set of all possible outcomes in a are (1, 5), (2, 5), (3, 5), (4, 5), (5, 5), (6, 5), (5, 1).
random experiment is calleda sample space. (5.2), (5, 3), (5, 4) and (5, 6), i.e. 1l in number.
Event: Every subset of a sample space is called an event. 4. Total number of outcomes in favour of AnB is
Conditional Probability: Theconditional probability (5,5), i.e. l in number.
of event A to occur when the event B has already
occured is called the conditional probability of 11 1
P(B) = and P (AnB) =
event Aand is denoted by P(A B). 36 36
P(ANB) Thus, P(A|B) = P(An B) 1/36 1

Procedure
) P
P(B) P(B) 11/36 11

Step 1. Draw 36 squares on a white sheet of size

Appliçation
This activity is helpful to understand the concept o
Step 2.
1 cm x 1 cm.

Writepairs of numbers on the dice.

conditional probability.
1, 1|1,2| 1,3 1, 4Fl,5]1,6
Suggestéd Activity
In the above activity, find the conditional probability of
2, 1 2, 22,3| an event Pwhen Q has already occured, where Pis an
a
2,4252, 6 event 'anumber 4 appears on both the die and Qis
|3, evene '4 has appeared on at least one of the die.
4,
1|3,2|3,33,43,5 3, 6
1|4,2|4,3|4, 4 4,54,6 OViva Voce
Q.1. What is samplespace? a random
6, 1|6,2|6,3 |6, Ans. The set of all possible outcomes in
46,56, 6 experiment is called a sample spac
Demonstration
1, In
Q2,/ What are favourable outcomes?
above table, all 36 possible Ans. The outcomes of an experiment yhicn to
favourableto
when we throw a pair of dice. outcomes are shown event to occur are called outcomes
that event.