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Maths Lab Manual

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87 views15 pages

Maths Lab Manual

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qwerty asdfgh
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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

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