AcTiyiTY

set L of all lines in a plane, defined by

relation R in the
Aim : To verify that the neither reflexive nor transitive.
but
R= {(,m) :1lm} is symmetric
Previous Knowledge Required :
Knowledge of reflexive, symmetric and transitive relations.
1. sets.
product of two
2. Knowledge of cartesian
some rubber bands, white
Materials Required : Geoboard, pins and fevistik etc.
thumb
sheets, some spikes or nails or
board with an array
Geoboard : A geoboard is a square base can be prepared by using
on it as shown in figure. It
of spikes and nails. Take awooden
square base
wooden square base
a
white sheet or graph paper on it of requisite size.
and paste a thumb pins on the corners of the squares
Fix nails or spikes of
We can make various types of geometric figures
(see figure). the geoboard using rubber bands
symmetric or unsymmetric on
or thread.
geoboard and fix some rubber bands randomly on it, to get
Preparationfor the Activity :Take a perpendicular and some of them are parallel (see figure).
some lines such that some of them are

and I
Here, !, l 1, lh;1,1h: is perpendicular to l, as well as I, and , is perpendicular to ,, ,

Candid Laboratory Manuai in Mathermatics-12

Observations :
1. From the above figure, clearly no
not reflexive. line is perpendicular to itself. So the given
2. Again,
Similarly,
4Ll,and,l, relation Ris
,1l,and ,Lh
hLl,and l,L,
l,ll, and l,1l,
4Ll,andl,,
Thus, the given relation R is symmetric.
3. Also, lL, and L, 1hhl
Which is not true because I, is parallel to L,.
Thus, the given relation R is not transitive.
Result :Hence, the given relationR is symmetric but
neither reflexive nor transitive.
NOTE This activitycan be used to find whether agiven
relation is an equivalence or not.

1. How many relations are possible from set A of n

elements to set Bof melements?
Sol. Number of relations from set A to set B having n and m
elements = 2m,
2. State the reason for the relation R in the set {1,2,3) given by R=
{(1, 2), (2, 1)) not to *
transitive.
Sol. Ris not transitive relation in the given set (1, 2,3} because (1, 2), (2, 1) eR but (1, 1) eN
3. Give an example of a relation which is symmetric but neither reflexive nor transitive.
Sol. Let set A= a, b, c, then the relation R={(4, b), (b, a)} on set Ais symmetric but neither r
flexive nor transitive, because (4, a) ¬R. N,yeN
4. Let R be the relation defined on the set of natural numbers as R= {(%, y):re
and x+y=40}. Find the domain andthe range of thisrelation K.
Sol. Given relation Ris:
R={(1,39), (2, 38),(3, 37},.. (39, 1))
Hence, domain ofR= range of R= (1, 2, 3, .., 39} then writethe
b), transitive.
5. Let A= {4, b, and the relation Rbe defined as: R={(a, a), (b, ) (a, and add
minimum number of ordered pairs to be added in Rto make RRreflexive
transitive,we
must

Sol. To make Rreflexive, we c) and to make

must add (0, b) and (c,
(4, c). (cc),(ao.
added are (b, b),
Hence, the minimum number of ordered pairs to be
 AcriviTY
Aim : Todemonstrate afunctionwhich is not one-one but is onto.
Previous Knowledge Required:
1. Knowledge of functions.
2. Knowledge of one-one function.
3. Knowledge of onto function.
Materials Required : Cardboard, some rubber bands, white sheet, some spikes/nails /thumb
pins, sketch pens, coloured sheet of papers, fevistik, geometry box etc.
Preparation/Presentationfor the Activity:
1. Take a cardboard and paste two coloured strips of different colours in oval shape, label
them as A and B.
2 Fix three spikes on strip A and two spikes on strip B and write the spikes as a, b, c and
2,3
respectively (see figure).
3. Join the spikes of the two strips with rubber barnds
(see figure).
4. Take the strip Aas set A = fa, b, c} and strip B as B
set = {2, 3}.
A
B

A
0 B

Obs1.eThervatiimonsage:
of the elenment a of set Ain
Ihe image of the set Bis 2.
element bof set A in set B is 3.
Candid
Latboratory Manual in
Mathematics-12
 The image of the element c of set A in set B is 3.
Thus, the represent is many one, as two elements of set A i.e., b and c
have the
3in set B.
2 Everv element of set A has a image in set B and the function is not
same image
one-one
3. The pre-image of every element of set B in set A exists.
Thus, the function is onto.
Result :Hence, the given function is not one-one but onto.
NOTE This activity is used to demonstrate the concept of one-one andonto function.

Oexy hort-Hhswer IypeDuosons

1. Findthe number of all one-one functions from set A={1,2, 3) to itself.
Sol. Number of mappingswhich are one-one from (1, 2, 3} to itself =3 =3.2.1 =6
2. Let A=(1, 2, 3}, B=(4, 5, 6, 7} and f= {(1, 4), (2, 5), (3, 6)) be afunction from Ato B.s
fone-one ?
Sol. Here, f(l) = 4, f2) = 5 and f3) = 6.
Differernt elements of domain have different images in the range.
Hence,the given function is one-one.
3. Letf:R’Rbe afunction defined by fx) = 2r-3 xe R, write f-.
Sol. Let y =fx)
y+3
y=2x-3’x=
2
X+3
Hence, f- () = 2
4. Find the nunber of all onto functions from the set (1, 2, 3, .,1n}to itself. number ofone
total
Sol. Every function from a its set to itself is one-one. Hence,
surjective
one functions from a set to itself = n.
5. Let A={-1,1, then find whether fx) =is one-one or onto.
Sol. Let f(x) =fx,) ’ ()= (x,) ’ x =tx,
.:. fis not one-one.
Also, let y= xx= Jy A
as y =-1’r=c= -y e A
Hence, f(x) is neither one-one nor onto.
 AcTiyiTY
using the graph of sin x and demonstrate the concept of
Aim :To draw the graph of sin'x,
mírror reflection (about the line y = x).
revious Knowiedge Required :
1. Concept of six trigonometric functions.
2. Concept of inverse of a function.
3. Concept of mirror reflection.
pens or sketch pens,
Materials Required : Cardboard, white sheet, graph paper, coloured
spikes/nails/ thumb pins, rubber bands, fevistik, geometry box etc.
Preparation/ Presentation for the Activity :
1. Takea cardboard of dimensions 20 cm by 20 cmn.
2. Paste a white sheet B
on the cardboard.
3. Paste graph Bs
paper on the white B4! y=x
sheet and draw
two perpendicular B34
lines to make the
rectangular axes as Bz
X'OX and Y'OY. B
4. Take values of x on A
the x-axís and values X+ 51
of sin x on the y-axis 3 4 3
Ag 6
12
with equal divisions Ag B,-%
A10
(see figure). A12 A11
B

Bg
B10
B11
B12

Candid Laboratory Manual in Mathematics-12

13
 5. Plot the points on the graph as given above:
57 T
sin sin sin - sin 0° sin sin sin sin
sin sin -
12
sin
3 4 12 12 6 4 3 sin 12 sin
-0,8660 -0.7071 -0.5 -0.2588 0 0.2588 0.5 0.7071 0.8660
-0.9659 0.9659
6. Fix spikes on these points A, Ag Ag Ay A_g Ag Az Ag Ag Ano A Ayz
7. Join these spikes with rubber bands to get the graph of sin x.

8. Now, draw the graph of the line y =x by drawing an inclination of 4

i.e., 45° on both side
i.e., in the first and third quadrant.
9. From the points A, A, Ag A Ag Ag Az, Ag Ag Ayo A1 A12 draw perpendicularsfix th
the line y=x and produce these perpendiculars in equal length to the other side and
spikes as B, B, By By Bg, Bg Bz Bg, Bg, B B1 B12:
rubber bands to get the grat
10. Join the spikes B, B,, B B, Bs B Bz, Bg BÍ, B1o B1 B by
of sin-1 x.
Observations :
line y =x. We noticed that the image of the graph of sin x in the mirror wil
Put a mirror on the
represent the graph of sin-x.
the mirror is B,
The image of A, in the line y = x i.e.,
=x i.e., the mirror is B,
The image of A, in the line y
image of A in the line y = x i.e., the mirror is Ba
The
of A in the line y =x i.e., the mirror is BA
The image
= x i.e.,the mirror is B,
The image of As in the line y
image of A in the line y =x i.e.,the mirror is B,
The
A, in the line y =x i.e., the mirror is B,
The image of mirror is Bg
in the line y =x i.e., the
The image of Ag
A, in the line y = xi.e., the mirror is Bo
The image of
Ao in the line y = xi.e., the mirror is B10
The image of
in the line y = i.e., the mirror isB1 theimaged
The image of A sin-1randreflection
i.e., the mirror is B2 of
the line y = x graph miror
Ihe image of A,9 in x in the line y=x is the they are the
of the graph of sin of sin x. Hernce,
Result : The image graph
the line y=xis the
the graph of sin-'x in
line y=x. cos-'x,tan-lxetc.
each other in the of
be performedfor the graphs alin Mathematics2

NOTE Similar acctivity may

 AcTÍyÍTY
Aim : Tosketch the graphs of a and log, x, a > 0, a #1 and to examine that they are mirror
images ofeach other.
Previous Knowledge Required:
1. Concept of exponents.
2. Concept of log.
Materials Required : Cardboard, thumb pins, graph sheets, rubber bands, fevistik, geometry
box etc.

Preparation/ Presentationfor the Activity:

1. Take a piece of cardboard and fix a graph sheet on it.
2. Draw two perpendicular lines XOX and YOY
with O
axes. Make the graduations on these coordinate axes. as origin and depicting coordinate
3. Take a = 2. Find some values of x and y,
satisfying the function y= 2*.
1 -1 2 -2 3 -3 4 -4
1 2 0.5 4 0.25
0.125 16| 0.0625
4. Plot these points
graph of 2*.
corresponding to the
ordered pairs and join them by free hand to get the
5. Now, consider y= log x or x =
X=29. 29. Find some values of x and y,
satisfying the function
2 0.5 4 0.25
1
0.125 16|0.0625
-1 2 -2 3 -3 -4
6. Plot these points
graph of y=log,x.corresponding to the ordered pairs and join them by free hand to get the
1. Fix drawing
bands. (thumb) pins at each plotted point and
joining these thumb pins with
3. Draw the graph of
line y = xby plotting (1,1),
rubber
2.
Take a mirror and place it (2,
2),(3, 3), (4, 4) etc.
along
graphs of the given functions are the line y =x. From the graph, we
mirror images of each other. will see that the two

Gandid Laboratory
Manual in
Mathemnatics-12 49
 Y
164
15
14
134
12+
11
10+
9+
8+
7+
6+
54
4+
3+
2

X+
-5 4 23 4 5 6 78 9 10 12 11 12 13 14
15 16

Observations
of the ordere:
Image of the ordered pair (2, 1) on the graph of y=2* in y=xis (1, 2) andimage
pair (4, 2) on the graph of y=lo8,x in the line y=xis (2, 4).
Repeat this procedure for some more points lying on the two graphs.
concept of logarithmic ad
NOTE This activity is useful to understand the
functions.

snes
logarithm
1. Write the logarithmic series. known as
+.. + 0, where r| <1is
Sol. log (1+ x) =x 2 3 4 55 6
validity of the logarithmic expansion(s).
only if |x| <1.
2. Write the valid,
valid, if and
expansion(s) are are
Sol. The logarithmic
Mathematis-12
Ca
Manualin
Laboratory
Candid
the
eir AcTiviTY
to
Aim :To find analytically the limit of a function f(x) at x = cand also to check the continuity
the function at that point.
Previous Knowledge Required:
1. Knowledge of the concept, the limit of a function.
2. Knowledge of the concept of the continuity of a function.
Materials Required: White sheet, calculator, geometry box etc.
Preparation/ Presentation for the Activity :
1. Consider the furnction f(r), given by
x-9
X#3
r) = x-3
6, X=3
2. Choose some points on the left hand side and on the
right hand side of the value c (=3)
very close to 3.
3. For each value of the points consider in
er step 2, find the corresponding values of f(x) by
using calculator and prepare a table.
For the points on the left of c (-3).
2.9 2.99 2.999 2.9999 2.99999 2.999999
fx) 5.9 5.99 5.999 5.9999 5.99999 5.999999
For the points on the right of c (=3).
3.1 3.01 3.001
3.0001| 3.000013.000001
fs) 6.1 6.01 6.001
6.0001| 6.00001 6.000001
Observations :
1. The values of fr) is
2. The values of fr) is
approaching to 6, as x approaching to 3 from the right.
3. Thus, lim fx)=
approaching to 6, as x approaching to 3 from the left.
I’3
4. Thus, lim fx) =
I-3*

5. So, lim fr) =

x’3 and f(3) =

andid Laboratory Manual in Mathematics-12

23
 6. Now, lim fx) =f(3).
7. Since f(c) = limf(x), so that function is .......a.tx=3.

NOTE
This activity is useful inunderstanding the concept of linit and continuity ofa funclion at
apoint.

1. Define limit of a function fx) at x = c.

Sol. If f) gets closer and closer to a number L as x gets closer to c from either side, thern L is
the limit of f) as x approaches c.
lim f() =L
2. Define Right Hand Limit.
Sol. Right Hand Limit of f) as x tends to aexists and is equal to I, if as x approaches a
definite unique real number I,
through values greater than a, the values of fx) approach a
and we write
lim f(x) =h
3. Define Left Hand Limit.
Sol. Left Hand Limit of f(x) as x tends to aexists and isaequal to l,, if as x approaches a through
unique real number L, and we
values smaller than a, the values of f(x) approach definite
write
lim f(z) =h
forms of limnits.
4. Write the indeterminate
other indeterminate form of limits, namely, -,0x*,
Sol. In addition to there are six

0-00, 0°, o and 1

5. What is L-Hospital's Rule ? three step method.
limits using L - Hospital's Rule, we can use the following
Sol. For solving
be of the form or

Step - I. Put x = a, the function must

f(x) = lim f(x)

Step -I. lim g(x) g'(x) apply step-II onthere-
occur, then again
now also indeterminate form
Step- III. Even if
duced form.

inMathematics-1 2
 AcTÍyiTY
decreasing and increasing functions.
concepts of
Aim:To understand the
Previous Knowledge Required:
functions.
Knowledge of the concept of increasing
1.
Knowledge of the conceptof decreasing functions. thread, fevistik, geometry box,
2. sheet of paper,
board, white
Materials Required: Drawing
sketch pens etc.
Activity :
Preparation/ Presentation for the of paper on it (see figure).
and paste (fix) awhite sheet
1. Take a drawing board YOY representing x-axis and y-axis.O being the
XOX and
2. Draw two perpendicular lines
origin.

Q2
P% Q3
B3 B X
X

Y'

Take two pieces of thread, paste them on the white sheet of paper in the shape of curves
3.
representing two functions (see figure).
say 21, Qa on curve
4. Choose three points say P, P, P, on curve one and three points
two.
5. With the help of thread draw tangent lines at P, P, P, and Q Q Qa and these tangents
of x-axis.
makeangles a,, ay, ay B B and B, with positive direction
6. Here,angles , Cy, aa are obtuse angle and their tangents i.e., derivatives at P,, P, Pa are
also negative.

Candid Laboratory Manual in Mathematics-12 31

 7.Singes c te angerts P, P nd P, a l negative thus the funtion e
Cuve a demeasüg funSn
Siy. es , re ate gles nd ther tangents i the
hef i
csingfnin
atQ Q e also positve.hus the functim given bv the u deiratve

tan a =
Thas e funtons decreasing

Ths te funin seasing

NOTE

1 Defne monotoeic fantions

Sol A fnion fis saido be monotoric inn interval L if it iseither decreasing or inmes
inhe erva I
2 Defne an inreasing function
SoL Afuiony=f)is said to be an
inreasing function in an interval I if
for z< ’ ) s fz)
3 Dne a dereasing
function
SoL Afunctiony=fis said to be a
dereasing function in an interval L if
4 Defne a strictly monotonic functions.
Sol A funcion fis said to be strctly
thee strictiy inceasing or strictiy monotone orinstrictly monotonic in an interval Lif it se
5. State whether the function fir) = decreasing I
Sol Fae ary I L¬ 0,, we have log,x is increasing or decreasing on (0, ).
<z ’ log,(x)< log, (x)
asing on (0, -)
 (S)

AcriyiTY
Aim :To understand the concept of local maxima, local minima and point of inflection.
Previous Knowledge Required
1. Knowledge of the concept of increasing and decreasing function.
2. Knowledge of the concept of local maxima, local minima and point of inflection.
Materials Required : Drawing board, thread, white sheet of paper, fevistik, geometry box
Preparation/ Presentation for the Activity:
1. Take a white sheet of paper and fix it on adrawing
board.
2 Draw two perpendicular lines X'OX and Y'OY with O as origin
depicting cordinate axes.
3. Take a piece of thread and paste the thread in the shape
of curve (see figure).
Y

X4

4. Take five pieces of thread and fix them at the

figure). points A, B, C, Dand E
5. parallel to x-axis (see
Clearly, threads at the points A, B, Cand E
tangents at these points are zero, At point represent tangentstheto the curve and slope
D, tangent intersects of
curve.
Candid Laboratory Manual in Mathematics-1 2
33
 6. At pirts A and C ign o the irst terTve harges om e v e r
gSTR i
arethe pots of local minima
7. At ponts B and E sig of he frst derrattve tags ms T e t TTTE S g
are the pofnts of local maina
8. At fhe point D, sign of he irt ervattre ioes not harze So. tisa t T TËeIT.
Observations:
1. Sign of first derivztive. iz. the siope of he argert at pot immeiate iet *T e
curve is rezative Sign of frst deris ztive. Lz. te siope of te taret ai t mmEite
right of Aon the curve is pOsitive Thus. t s o t ct local Tà
2 Sign of first derivztive, ie., the scce of e a e t t pot retizte e f 3 ROS
and inrnediate right of Bis regatrve Thus, it is a pot ot local maira
3. Sign of first derivative, Le, the siope of te agrt # a port ireate e T
negative and imnedizte right of Cs pcsirre Thus, tisipont ot iocal m i i
4. positive
Sign of first derivative, i the sicpe of tte argert t point meiate e t
and immedizte right of D is also positive Thus, it is a potof rfetton
:
5. Sign of first derivative, Le, the siope of he taget t a point
imediate eft of E s DOS:
and imnediate right of E is negative Thus, it is a point of ocalmaia
N TE

-er

1.Define a maximum value of a function.

Coi Let Kobe a real value
function defined on an interval I. the ) is
mum value in I, if 3 a point 'd in I, such that z) fa) 7 zEL said o have the ma
2 Definea minimum vaue of a function.
Ea Lt fàbe a real value
mum value in I, if 3 a function
point 'a indefined
I, such
on an interval L, then is
f ) said to have the m
3. Define local maximum. that Ax) fa)zel
Sol. Let y fr) be the given function,
an open interval then z is a point ot
containing y such that fx)>x) ocal
valuesmaximum,
val. if
4. Define local minimum.
for al of r lving intere
Sol. Let y =f(x) be the given that it
an open interval function, then x = I, is a
5.
interval. containing
Define second derivative test in
Xy such that x <point of local
Rr) for all minimum if there eis
Sol. Find the value of x, brief. values of z ving in ta
Let x = Xo be one of where f'(x) vanishes,
these
Now, x= X, is a point of values. i.e.,f' (r) =0.
And x* Xo is a point of local maxima, if f" (x)
local minima, if f" <0.
(x) >0.
 AcTiyiTY
me
1
Aim : To verify that amongst all the rectangles of the same perimeter, the square has the
maximum area.
Previous Knowledge Required :
1. Knowledge of the concept of maximum value of a function.
2. Knowledge of the concept of optimisation of a function.
Materials Required : Drawing board, white sheet of paper, pair of scissors, fevistik, sketch
pens, geometry box etc.
Preparation/ Presentation for the Activity :
1. Take adrawing board and paste/fix awhite sheet of paper on it.
2. Cut few rectangles of perimeter 48 cm on coloured sheet of paper having different
dimensions.

6 cm 7 cm 8 cm

18 cm 17 cm 16 cm
() (ii) (i)

9 cm 10 cm 11 cm

15 cm 14 cm 13 cm
(iv) (v) (vi)

12 cm 11.5 cm

12 cm 12.5 cmn
(vi) (viii)
Paste these rectangles on the drawing board.
12 wandid Laboratory Manual in Mathematics-12
 cm = 108 cm
3. Area of rectangle () = 18cm x 76cm = 119 cm²
Area of rectangle (ii) = 17 cm x
cm = 128 cm²
Area of rectangle (ii) = 16 cm xx98 cm =135 cm²
Area of rectangle (iv) = 15 cm cm²
Area of rectangle (v) = 14 cm x 10cm = 140
cm²
Area of rectangle (vi) = 13 cm x 11 cm = 143
Area of rectangle (vii) = 12 cm x12 cm=144 cm
cm
Area of rectangle (vii) = 12.5 cm x 11.5 cm = 143.75 perimeter is same.
4. Area of these rectangles are different, whereas their
Observations :
Areaof the rectangle (vin) is maximum, i.e., 144 cm when length of the rectangle = breadih t
the rectangle =12 cm.
Hence, of allthe rectangles with same perimeter, the square has the maximum area.
NOTE This result is very useful in preparing economical packages. This activity is als
useful in underständing the ideaof maximum of a fünction.
Let land bbe the length and breadth of the rectangle, respectively
Also, perimeter = 21 +2b= 48 ’ l= 24 - b
Now, area (A) of rectangle =xb
= (24- b) b= 24b - b2
dA
= 24- 2b
db
For, maximum or minimumn, put dA
db
=0 b=12
dA
db? =-2, < 0
Area (A) is maximum, whenb =12
So, Again, l = 24- 12=12
Hence, amongst allrectangles, the |=b= 12 cm
square has the maximum area.
Dery hon Ansaer yp
1. Among the
Sol. minimum
2. Two
rectangles of given area, the square has the uestions
and numbers, whose sum is 24 and whose perimeter.
Sol. 12, 12 product is as large as
3. Two numbers,
whose sum is 64 and sum of
possible are
Sol. 32, 32 their cubes is and
4. If the
varies volume ofasa cube minimum are
Sol. increases
inversely*****. the length at a
of the constant rate,
side. then the increase in the surface area
5. Ifthe
areaof a circle
Sol. perimeter increases at a uniform rate, then radius
varies inversely asthe
Candid Laboratory tics-12
 AcTiyiTY
measure the shortest distance between two skew
skewlines and verify it analytically.
Aim: To
Perious Knowledge Required:
1Knowledge of the concept of skew lines,co-planar lines.
Knowledge of the concept of shortest distance between two lines.
Materials Required:
cm by
Rece of plywood/drawing board, graph papers, wooden blocks of dimensions 2 cm by 2
om and 2 cm by 2cm by 4 cm, fevistik, threads, geometry box etc.
Preparation /Presentation for the Activity:
1 Take a drawing board, fix a white sheet of paper and again paste a graph paper on it.
2Draw two perpendicular lines say OA and OB, representing x-axis and y-axis, graduation
the lines OA and OB (see figure).
Y

10

7
2

6 RO
2

5
2

0
5 6 7 8 10 A X
2 3 4

61
Tandid Laboratory Manual in Mathematics-12
 and 4(2 by 2 by 4)
4). Place th
2 by 2) such that
2(2 by 2 by2),3(2 by (1, 6)and (7, centre
6) their
base
blocks as 1(22by
by 22by 2), points (2, 2),
the block-4suchthat its base lie on (6, 2) (se
3. Label the by 2 by 2 atplace
first three blocks of sizes 2
Now, segments
centres lie on the above points. threads. Now, line PQ and
figure). with the help of
Qand R, S
4. Join the opposite points P, lines, which is the
RS forming the skew lines.
the actual distance between these required
5. Take a ruler and measure the two skew lines PQ and KS. lines PO and RS by
shortest distance between between the two skew
distance
6. Also, calculate analytically shortest
using:
d=
|6, xb,| S(6, 2, 4) are the two lines.
and R(1, 6, 2),
where, P(2, 2, 0), Q(7, 6, 0)
two skew lines PQ and RS, SO obtained are equal
between the
Hence, the shortest distance the shortest dstn:
the concept of skewlines and
NOTE: This activity is rery helpfiul to explain
between tlhem in the space.
Dery hothsner Chotons
1. Define skew lines.
are called skew
Sol. Two straight lines in space which are neither parallel nor intersecting
lines.
2. Write the vector formula for shortest distance between two skew lines.
Sol. Let vector equations of two skew lines be
Y=4, +b and Y= 4, + b, then
shortest distance between them = (4,-4).(xb.)|
3. Write the formula for shortest distance
between two
parallel lines.
Sol. LetY=a, +b and Y= a, + 4b be the given parallel lines,
then
shortest distance between them = (a-4,) xb
4, Write the condition for the lines
Y=4, +b
Sol. Required condition is: (b, xb,). (a, - a,) =0 and = a, + ub, to be intersecting.
Y
5. Find the shortest
distance between the lines Y=i+2j+k+
F= 2i-j-k+a(2i +j+ 2k). i-+k) and
Sol. Here, , = i+2j+k,4, = 2i -
a, -4, = j-k, b, =i-j+k, b, =
i-3j -2k, b, xb, = -3i+3k and |b, 2i+j+2k
xb,| = 3/5
Now, d = a -4).(b, x) -3j -
62
2k).(-3i
3/2
+3Â)l 3 3
2 units

Candid Laboratory Manual in

Mathematics-1.
 AcTiyiTY
Aim : To explain the computation of conditional probability of a given event
A, when event B
has already occurred, through an example of throwing a pair of dice.
Previous Knowledge Required:
1. Knowledge of the concept probability, same space etc.
2. Knowledge of the concept of conditional probability.
Materials Required:
Pair of dice, drawing board, white sheet of paper, coloured sheets of paper, pair of scissors,
sketch pens, fevistik, geometry box, graph paper etc.
Preparation/ Presentation for the Activity :
1. Take a drawing board, fix a white sheet of paper on it and finally paste a graph (square
sheet) sheet having 36 unit squares of size 1 cm each. Write pair of numbers as shown in
figure.
2. Here, we have 36 possible outcomes. Thus, it represent the sample space of the experiment.
3. Suppose, we have to find the
conditional probability of an event A 1,1 1,2 1, 3 1,4 1, 5 1,6
when B has already occurred. Where
A is the event : a number 4 appears on
both the dice and Bis the event :4 has
appeared on at least one of the dice. 2, 1 2, 2 2,3 2,4 2, 5 2,6
3. Total number of possible outcomes in
favour of A is (4, 4), i.e., 1 in number.
Total number of possible outcomes in 3, 1 3, 2 3, 3 3, 4 3, 5 3, 6
favour of B are (1, 4), (2, 4), (3, 4), (4, 4),
54),(5, 6), (4, i),(4, 2), (4, 3), (4, 5), (4,
6) i.e., 11 in number.
43 44
T'otal number of outcomes in favour of
AnBis (4, 4), i.e., 1 number.
11 1
P(B) = 36 ,P(AnB) = 36 5, 1 5,2 5,3 5,4 5,5 5, 6
P(A/B) = P(AnB) 1 P(B) 11
6, 1 6,2 6,3
YOu may repeat this activity by taking 6, 4 6, 5 6, 6
more events.

NOTE This activityis helpful in

understanding tie concept of conditional
very helpful in Baye's Theorem. probability, wlhich is
Candid Laboratory Manual in Mathematics-12
 1. Define conditional probability.
space, then the probability
Sol. Ifpening
two events Eand
of event F associated
E, given that event has same
withFthe sample
already occurred and PF) ÷0, is called theof hap-
con:
P(E/F).
aitional probability ofhappening of events E and F, written as
also favourable to E
No. of events favourable to F which are
P(E/F) = No. of events fayourable to F
n(EnF) n(F) *0.
n(F)
2. Given that Eand F are events such that P(E) = 0.6, P(F) = 0.3 and P(E O F = 0.2, find
P(E/F) and P(F/E).
Sol. Here, P(E) = 0.6; P(F) = 0.3 and P (En F) =0.2
P(EnF) 0.2 2
Now, PE/F) =
PF) 0.3 3

And P(F/E) = P(E^F)

0.2 1
P(E) 0.6
3. Comnpute P(A/B), if P(B) = 0.5 and P(A n B) = 0.32.
Sol. Here, P(A/B) = P(AnB) 0.32 32 16
P(B) 0.5 50 25
4. Let Eand F be events with P(E) = 3 1
P(F) = 10
and P(E Are E and F
independent ?
3
Sol. Here, P(E) =,P(F) = 103 and P(E )= 1

3 3 9 1
Now, P(E) x PF) =
10 50 5
i.e., P(E) x PF) PEnF)
Hence, the events E and F are not
5. Mother, father and
son
independent.
line up for a family
as:
picture. Find P(AB), if A and Baredetne
A= Son on one end, B =
Sol. Here, A = (SMF, SFM, Father in the middle
An B= {MFS, SFM}
MFS, FMS}and B={MFS, SFM)
Clearly, n (AnB) = 2and n(B) =2
Required conditional probability =P(A/B) = "AnB)
n(B) -1.
Candid Laboratory Manual in Mathematics-12