_ Acti it

O BJECTIVE MATERIAL REQUIRED

To verify that angle in a semi-circle is Cardboard, white paper, adhesive,
a right angle, using vector method. pens, geometry box, eraser, wires,
paper arrow heads.
M E THOD OF CONSTRUCTION )
r
1. Take a thick cardboard of size 30 cm x 30 cm. i.._
2. On the cardboard, paste a white paper of the same size y dhesive.
3. On this paper draw a circle, with centr and radi
-• >

o Flg.21

4. Fix nails at th oints 0, A, B, P and Q. Join OP, OA, OB, AP, AQ, BQ,
OQand BP si 'M.
5. Put arro A, OB, OP, AP, BP, OQ, AQ and BQ to show them as
using pap vectors,
arrow heads, as shown in the figure.
D EMONSTRATION

1. Using a protractor, measure the angle between the vectors APand BP , i.e.,
L. APB = 90°.

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 2. Similarly, the angle between the vectors AQand BQ , i.e.,  AQB = 90°.

3. Repeat the above process by taking some more points R, S, T, ... on the
semi-circles, forming vectors AR, BR; AS, BS; AT, BT; ..., etc., i.e., angle
formed between two vectors in a semi-circle is a right angle.

OBSERVATION
By actual measurement.

OP  OA  OB  OQ  r  a  p 

,
AP = , BP
= , AB =

AQ = , BQ =

2 2 2 2
AP  BP = ________, AQ  BQ = ________

So, APB = and AP.BP AQB = and

AQ.BP = ________
Similarly, for points R, S, T,
ARB = , ASB = , ATB = ,
i.e., angle in a semi-circle is a right angle.
APPLICATION
This activity can be used to explain the
concepts of

(i) opposite vectors

(ii) vectors of equal magnitude

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(iii) perpendicular vectors
(iv) Dot product of two vectors.
NOTE

Let OA = OB = a = OP = p
OA  – , OB  , OP 
a a p
AP  – OA  OP   ., BP  – .
a
p
p
AP. BP  p  a . p – a   2 – a  .
a
0

2
p since p  a
2

 the angle APB between the vectors

So, AP and

BP is a right angle.

Similarly, AQ. BQ  0 , so, AQB = 90° and so on.

Mathematics 159

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Activity 22
OBJECTIVE MATERIAL REQUIRED
To locate the points to given Drawing board, geometry box,
coordinates in space, measure the squared paper, nails of different
distance between two points in space lengths, paper arrows.
and then to verify the distance using
distance formula.
METHOD OF CONSTRUCTION
Y

Z 6

5 C(4, 1, 3)

(–2,2,2)B 4

3 3 cm
2 cm
N 2
(–2, 2)

1 M
(4, 1)

X X
O
–6 –5 – –3 –2 –1 1 2 3 4 5 6
4 –1
D (3, –5, 4)
A –2
(–2, –3, 1) 1 cm
L –3 4 cm
(–2, –3)

–4

–5 S
(3, –5)
–6

Y

Fig 22

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 1. Take a drawing board and paste a squared paper on it.
2. Draw two lines XOX and YOY to represent x-axis, y-axis respectively
(see Fig. 22) and take 1 unit = 1 cm.
3. Fix a wire through O, in the vertical direction, representing the z-axis.
4. Fix nails of length 1 cm, 2 cm, 3 cm, 4 cm, etc. at different points on the
squared paper (say at L (–2, –3), N (–2, 2), M (4, 1), S (3, –5)), etc.
Now the upper tips of these nails represent the points (say A, B, C, D) in the
space.

DEMONSTRATION
5. Coordinates of the point A = (–2, –3, 1).
6. Coordinates of the point B = (–2, 2, 2).
7. Similarly find the coordinates of the point C and D.
8. By actual measurement (using a scale) distance AB = 5.1 cm.

5. By distance formula, AB= (–2 + 2)2 + (–3 – 2)2 + (1 – 2)2 = 26 =

5.099.

Thus, the distance AB, obtained by actual measurement is approximately same

as the distance obtained by using the distance formula.
Same can be verified for other pairs of points A, C; B, C; A, D; C, D; B, D.

OBSERVATION
Coordinates of the point C =

. Coordinates of the point D =

. On actual measurement :
Mathematics 161
AC = , BC = .
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AD = , CD = ,
BD = .
Using distance formula; AC = , BC = , AD =

CD = , BD
= .

Thus, the distance between two points in space obtained on actual measurement
and by using distance formula is approximately the same.

APPLICATION
1. This activity is useful in visualising the position of different points in space
(coordinates of points).
2. The concept of position vectors can also be explained through this activity.

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OBJECTIVE MATERIAL REQUIRED
To demonstrate the equation of a Two pieces of plywood of size
plane in normal form. 10 cm x 12 cm, a thin wooden rod
with nuts and bolts fixed on both
sides, 3 pieces of wires, pen/pencil.

METHOD OF CONSTRUCTION
1. Fix the wooden rod in between two wooden pieces with nu0,
0d
bolts so that the rod is perpendicular to the twoL odenpieces. epresents
the
normal to the plane. ""
2. Take three wires and fix, the • inF that OP
the vector a and OA represents A
represen represents the vector
r- a.

D EMONSTRA
C Fig. 23

V
1. The wire PA, i.e., the vector ( ;_ ; ) lies on plane 1. On representing
as normal to plane 1, ii is perpendicular to (; - ; ), normal to the
plane.
2. Hence (; _; )- =0 which gives the equation of plane in the normal form.

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OBSERVATION

1. a is the position vector of _________, r is the position

vector of
vector n is perpendicular to the vector .

2. ( r – a ). nˆ  0 , is the equation of the plane , in

form.

APPLICATION
This activity can also be utilised to show the position vector of a point in space

(i.e., a as position vector of O, r the position vector of A).

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OBJECTIVE MATERIAL REQUIRED
To verify that the angle between two Plywood pieces, wires, hinges.
planes is the same as the angle between
their normals.

METHOD OF CONSTRUCTION 0
1. Take two pieces of plywood 10 cm x 20 cm and join them e help
of hinges.
2. Fix two vertical wires on each plane w nor t\. e
planes.

Fig. 24

D EMONST
0
1. PI represents the first plane.
2. P2 represents the second plane.
3. Vertical wires l and l represents normals to the planes P , P , respectively.
1 2
1
2

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 4. l3 and l4 are the lines of intersections of the planes P3, with P1 and P2,
respectively.
5. Angle between lines l3 and l4 is the angle between the planes. It is same as
the angle between their normals.

OBSERVATION
6. P1 represents the _________.
7. P2 represents the _________.
8. l1 represents the _________.
9. l2 represents the _________.
10.l3 is the line of intersection .
11.l4 is the line of intersection .
12.Angle between l1 and l2 is equal to .

APPLICATION
This model can also be used to find the angle between a line and a plane.

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OBJECTIVE MATERIAL REQUIRED
To find the distance of given point (in One cardboard of size 20 cm x 30
space) from a plane (passing through cm and another of size 10 cm x 15
three non-collinear points) by actual cm., a thick sheet of paper of size
measurement and also analytically. 20 cm x 30 cm, nails of varying
lengths with caps o n e end,
V
e;
geometry box, wires
METHOD OF CONSTRUCTION

I. Draw two mutually perpendicular 1_: X and Y'O ick sheet

paper representing x-axis, and y-a of ectiv .Jl'ecting at 0,
and

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2. Paste this sheet on the cardboard of size 20 cm × 30 cm. Through O, fix a
wire vertically to represent z-axis (see Fig. 25).
3. Fix three nails of heights (say 2 cm, 3 cm and 4 cm) at three different points
on this board (say at (8, –6), (–3, –9) and (–1, –4), respectevely) (Fig. 25).
4. The tips of these nails represent three points A, B and C in space.
5. Now rest a plane KLMN represented by another cardboard on the tips of
these three nails so that the points A, B, C, lie on the plane.
6. Now fix a nail of length 6 cm at some point [say (8, –2)] on the
cardboard.The tip of the nail will represent point P, from where the distance
to the plane KLMN is to be found.

DEMONSTRATION
7. Coordinates of the points A, B and C are (8, –6, 2), (–3, –9, 3), (–1, – 4, 4),
respectively.
8. Coordinates of point P are (8, –2, 6).
9. A set square is placed so that its one side-forming the right angle on the
plane KLMN and the other side in the direction normal to the plane.
10.Place a metre scale along the side of the set square which is in the direction
normal to the plane KLMN and slide both of them until the metre scale
touches the point P.
11.The distance between the point P and the plane in the normal direction is
measured using a metre scale.
12.Equation of the plane passing through the points A, B, C is

x–8 y6 z–
2 3 – 2  0 which is of the form ax + by + cz + d =
–3 – 8 –9  6 0.
–1 – 8 –4  6 4 –
2

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 7. This distance is also calculated by using the formula

ax1  by1  cz1  d

d= .
a 2  b2  c2

8. The two distance so obtained are the same.

OBSERVATION
1. The coordinates of A (x1, y1, z1) =

B (x2, y2, z2) = .

C (x3, y3, z3) = .

The distance(d) of P from the KLMN by actual
Coordinates of point P = .
plane measurement =_________.
2. Equation of plane through A, B, C using

x – x1 y – y1 z – z1
x2 – x1 y2 – y1 z2 – z1  0
is .
x 3 – x1 y3 – y1 z3 – z1

The distance of P from this plane (represented by above equation)

d d ax  by 1cz 
using  11 = _________.
a 2  b2  c 2

Thus distance of a point P from a plane by actual measurement

= distance of P through analytical method = .

Mathematics 169

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APPLICATION
1. With this activity it can be explained that through
(a) one point or through two points, infinite number of planes can pass,
(b) three non-collinear points, a unique plane passes.
2. This activity can also be used in explainiing the concept of distance
between two parallel planes.

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OBJECTIVE MATERIAL REQUIRED
To measure the shortest distance A piece of plywood of size
between two skew lines and verify it 30 cm x 20 cm, a squared paper,
analytically. three wooden blocks of size
2cm x 2 cm x 2 cm each and one
wooden block of size 2 x 2 cm
x 4 cm, wires of d i f n g t h s ,

-
set squares, a d h e s i n / p e n c i l ,

METHOD OF CONSTRUCTION

1. Paste a squared paper on a rf&,e ywoo

p per,A
2. On the quared

Vo
and y-axis, respectively. ./ 0' and OB to represent x-axis,

li
3. Name the three b ,:jrr:_
f size }. 2 cm x 2 cm as I, II and III. Name the
other wooden blo 2 cm x 4 cm as IV.
size 2
4. Place blocks I, II, III }Q that their base centres are at the points
(2, 2), (1, 6) and (7, espectively, and block IV with its base centre at
(6, 2). Other woo W: k of size 2 cm x 2 cm x 4 cm as IV.
5. Place a wire ng the points P and Q, the centres of the bases of the
!T
block s e and another wire joining the centres R and s of the
blocks
tops of - rv as shown in Fig. 26.
6. These two wires represent two skew lines.
7. Take a wire and join it perpendicularly with the skew lines and measure the
actual distance.

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 Fig. 26

DEMONSTRATION
1. A set-square is placed in such a way that its one perpendicular side is along
the wire PQ.
2. Move the set-square along PQ till its other perpendicular side touches the
other wire.
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 3. Measure the distance between the two lines in this position using set-
square. This is the shortest distance between two skew lines.
4. Analytically, find the equation of line joining P (2, 2, 0) and Q (7, 6, 0) and
other line joining R (1, 6, 2) and S (6, 2, 4) and find S.D. using

a2 – ab1 b b1  b2 . The distance obtained in two cases will be the same.
1 2


OBSERVATION
1. Coordinates of point P are .
2. Coordinates of point Q are .
3. Coordinates of point R are .
4. Coordinates of point S are .
5. Equation of line PQ is .
6. Equation of line RS is .

Shortest distance between PQ and RS analytically =

. Shortest distance by actual measurement = .

The results so obtained are .

APPLICATION
This activity can be used to explain the concept of skew lines and of shortest
distance between two lines in space.

Mathematics 173

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Activity 27
OBJECTIVE MATERIAL REQUIRED
To explain the computation of A piece of plywood, white paper
conditional probability of a given pen/pencil, scale, a pair of dice.
event A, when event B has
already occurred, through an
example of throwing 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 1cm
each (see Fig. 27).
3. Write pair of numbers as shown in the figure.

Fig. 27

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DEMONSTRATION
1. Fig. 27 gives all possible outcomes of the given experiment. Hence, it
represents the sample space of the experiment.
2. Suppose we have to find the conditional probability of an event A if an
event B has already occurred, where A is the event “a number 4 appears on
both the dice” and B is the event "4 has appeared on at least one of the
dice”i.e, we have to find P(A | B).
3. From Fig. 27 number of outcomes favourable to A = 1
Number of outcomes favourable to B = 11
Number of outcomes favourable to A  B = 1.
NOTE
11
4. (i) P (B) = , 1. You may repeat this activity by
36
taking more events such as
the probability of getting a
1 sum 10 when a doublet has
(ii) P (A  ) = already occurred.
36
2. Conditional probability
P(A  1 P (A | B) can also be found by
(iii) P (A | B) = B) = . first taking the sample space of
P(B) 11 event B out of the sample
space of the experiment, and
OBSERVATION then finding the probability A
1. Outcome(s) favourable to A : from it. =
, n (A) .
2. Outcomes favourable to B : , n (B) = .
3. Outcomes favourable to A  B : , n (A  B) =
.
4. P (A  B) = .
5. P (A | B) = = .

APPLICATION
This activity is helpful in understanding the concept of conditional probability,
which is further used in Bayes’ theorem.
Mathematics 175

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