Activity(22)

OBJECTIVE MATERIALS REQUIREN

Ahardboard,
To construct an ellipse using a
rectangle. white
coloured paper,
wire/thread,
papernyl, on
ruler,naiis,
adhesive,
APPROACH (METHoD)
white paper on it
1. Take a rectangular hardboard of a convenient size and paste a
suitable dimensions from a coloured paper and paste it on the
2. Cut a rectangle MNBL of
3. Divide this rectangle into four congruent rectangles as
shown in the Fig. 22.1
4. Divide each of the sides BC and DC of the rectangle ADCB, into some equal parts, (say, 11)
hardboard,
(see Fio 22 1
5. Mark the point of subdivisions of BC as Aj Ag, ... and that of DC as D,, D>,
A1,
6. Join the point A to points,lines A B B,
and draw the L
Ag
joining the point Xto D, D ...
(see Fig. 22.1)
7. Mark the point of intersection
of AA, and XD, as B, AA, and
XD, as B, and so on.
|D, D,
8. Fix nails at the points B1, B, Y D
..., B10 D.
9. Join the feet of nails with a
nylon wire/thread, as shown
in the figure.
10. Repeat the same activity for
remaining three congruent M
rectangles and obtain a curve Fig. 22.1
as shown in Fig. 22.1.

DEMONSTRATION
The curve obtained looks like an ellipse. The major axis of this ellipse is the length of the rectangle MNDL
and the minor axis of the ellipse is the breadth of the rectangle.

OBSERVATION
1. Length of the rectangle MNBL =
2. Breadth of the rectangle MNBL
3. Major axis of the ellipse is
4. Minor axis of the ellipse is

APPLICATION
This activity may be helpful in understanding the concept such as axis of an
ellipse. Itis
and minor
also useful in drawing elliptical designs such as in swimming pools,major
tables, etc.
90 &PROJECTS-11
LAB ACTIVITIES
 OBJECTIVE
Activity(25)
MATERIALS REQUIRED
of a hyperbola
find directrices
To
Paper, pencil, scale, compass.
TAPPROACH(METHOD)
Considerthethe hyperbola
= 1

Since, the vertices A(a, 0)

and B(-a, 0) lie on the hyperbola, as
shown in Fig. 25.1.
So bydefinition, we have
AF =e
AC

=e
AC

ae-a
=e. BD
AC A

AC = a- =

a- AC =
Fig. 25.1
OC =
e

Hence, the equation of directrix through C is x =.

Similarly, theequation of directrix through Dis x =

We can also see that the equations of directrices of ellipse in other case are also x = ;

97

LAB ACTIVITIES &PROJECTS-11

 Activity(26)
OBJECTIVE MATERIALS REQUIRED
octants by three A piece of plywood, saw,
explainthe concept of
To in space.
mutually perpendicular wires, rulers, wooden-board,
planes
coloured papers, scissors,
cutter, thin sheet of wood,
Wires.
TAPPROACH(METHoD)
1. Cut out three square sheets each of size 30 cm x 30
cm from a piece ofiplywood and paste chart paper
af different colours on both sides of sheets.
2. Fix two sheets in such a way that they intersect
orthogonaly in the middle of each other (see Fig.
26.1)
a Cut the third sheet into two eual rectangles.
4. Insert one rectangle from one side in the middle Y'e
cutting the two orthogonally, and the other
rectangle from the other side (see Fig. 26.1). The
space is divided into eight parts by these three (x, y)
sheets. Each part is referred to as an octant.
5. Fix the model on a wooden board.
6. In one of the octants, fix rulers to
y-axis andz-axis. Extend each of therepresent x-axis,
axis piercing to
other sides to represent XX, YY and Zz.Mark Fig. 26.1
point of intersection of XX, YY and ZZ' as the
origin O.
DEMONSTRATION
1. Fix arod
perpendicular to xy-plane at a point P(x, y) and parallel to z-axis.
2. Fix awire joining the origin to
theupper tip P'(x, y, z) of this perpendicular rod.
3. The distance of point P on
xy-plane with coordinates (x, y) from the origin is
4. The distance of Pwith
coordinates (x, y, z) in space from the origin is

OBSERVATION
l. The three planes are intersecting at right angles at a point and they divide the space into
parts. Each part is called an
2. Distance of the point (5, 4) on the xy
plane from origin is
3. Distance of the point (3, 2, 1) from the
origin is
LAB ACTIVITIES &
PROJECTS-11 101
 Hur fix a wire perpendicular to any of the planes, then it will represent
E ftwo normals are drawn to any two of the planes, then these normals are
to plane.
to each othe
IPPLICATION
Model can be used to visualise the position and
coordinates of a point in space.
Model can be used to explain the distance of the origin
from a point in the plane or in the space.
Model can also be used to explain the concept of a
normal to a plane.
 Activity (27)
BJECTIVE

Pencil,MATERI
whiteALSpaper,
REQUIREN
ind analytically lim calculator.

PPROACH (METHoD)
x?-9
1. Consider the function f given by f(r) = X-3
not defined at x = 3.
2. In this case c= 3and the function is

EMONSTRATION
some other values of c more than c =3
1, Take some values of c less than c= 3 and
have to be very close to c= 3.
2. In both cases, the values to be taken
3. Calculate the corresponding values of f at each of the values of c taken close to c= 3
tables:
4. Write the values of f(r) in the following
Table 1

2.999 2.9999 2.99999 2.999999

2.9 2.99
5.999 5.9999 5.99999 5.999999
5.9 5.99

Table 2

3.001 3.0001 3.00001 3.000001

3.1 3.01
6.0001 6.00001 6.000001
6.1 6.01 6.001
fx)

DBSERVATION
1. Values offr) as x’3from the left, as in Table 1 are coming closer and closer to from
2. Values of f)as x’ 3from the right, as in Table 2are coming closer and closer to
tables (2) and (3), lim f(r) =2
X-3

APPLICATION
at x=t
his activity can be used to demonstrate the concept of alimit lim f(x) when f(x) is not defined

06 PROJECTS-11
LAB ACTIVITIES &
 Activity(32)
ÖBJECTIVE MATERIALS REQUIRED
when a coin is tossed once, two times, three One rupee coin, paper
thesample space,
nrite
himes,
To fourtimes. pencil/pen, plastic circular
discs, marked with Head(H)
APPROACH (METHOD) and Tail (T).
It can have two outcomes - Head or Tail.
a coin once.
). Toss
2. Makeatree diagram showing the two branches of a tree with H(Head) on one branch and T(Tail) on
32.1).
the other (see Fig.
Write its sample space.
Toss a coin twice. It can have four outcomes (see Fig. 32.2)
sthe experiment with tossing the coin three times, four times, ., n and write their sample spaces,
32.4).
if possible. (see Fig. 32.3 and
DEMONSTRATION
1 Ifacoin is tossed once, the sample space is
S = (H, T]
Fig. 321
Number of elements in S = 2 = 21
When acoin is tossed twice, the sample space is
S= (HH, HT, TH, TT)
Number of elements in S = 4= 22

3. When a coin is tossed three times, the sample space is

Fig. 32.2
S= (HHH, HHT, HTH, HTT, THH, THI, TTH, TTT)
Number of elements in S = 8= 2°

H H

Fig. 32.3

AS 121
ACTIVITIES & PROJECTS-11
 A When acoin is toSsed four times, the S = Sample space is
HHH, HHHT, HHTH, HHTT, HITHH, HTHT, HTTH, HTTT,
THHH, THHT, THTH, THTT, TTHH, TTHT, TTTH, TTT
Number of elemnts in S =16 = 24 and so on.

H
H)

(H H

H H T H
H

H
T H
(T)(H) H)
T)(H) (T)(H) T
Fig. 32.4

OBSERVATION
Number of elemnents in sample space, when
1. coin is tossed once =
2. coin is tossed twice =
3. coin is tossed three times=
4. coin is tossed four times

APPLICATION
Sample space of an
the sample space. experiment useful in determining the probabilities of different events associatu"
is