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Activity 5
OBJECTIVE MATERIAL REQUIRED
To find the sum of first n natural Cardboard, coloured papers, white
numbers. paper, cutter, adhesive.
METHOD OF CONSTRUCTION
1. Take a rectangular cardboard of a convenient size and paste a coloured paper
on it. Draw a rectangle ABCD of length 11 units and breadth 10 units.
2. Divide this rectangle into unit squares as shown in Fig. 1.
3. Starting from upper left-most corner, colour one square, 2 squares and so
on as shown in the figure.

DEMONSTRATION
1. The pink colour region looks like a stair case.
2. Length of 1st stair is 1 unit, length of 2nd stair is 2 units, length of 3rd stair
3 units, and so on, length of 10th stair is 10 units.

Fig. 1
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 3. These lengths give a pattern
1, 2, 3, 4, ..., 10,
which is an AP with first term 1 and common difference 1.
4. Sum of first ten terms
= 1 + 2 + 3 + ... +10 = 55 (1)

1
Area of the shaded region = (area of rectangle ABCD)
2

1
= × 10 ×11 , which is same as obtained in (1) above. This shows that the
2
1 1
sum of the first 10 natural numbers is ×10 ×11 = ×10 (10 + 1) .
2 2
This can be generalised to find the sum of first n natural numbers as

1
Sn = n ( n + 1) (2)
2

OBSERVATION
For n = 4, Sn = ..............................
For n = 12, Sn = ..............................
For n = 50, Sn = ..............................
For n = 100, Sn = .............................

APPLICATION
Result (2) may be used to find the sum of first n terms of the list of numbers:
1. 12, 22, 32, ...
2. 13, 23, 33, ...
to be studied in Class XI.

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Activity 6
OBJECTIVE MATERIAL REQUIRED
To verify the distance formula by Cardboard, chart paper, graph paper,
graphical method. glue, pen/pencil and ruler.

METHOD OF CONSTRUCTION
1. Paste a chart paper on a cardboard of a convenient size.
2. Paste the graph paper on the chart paper.
3. Draw the axes X′OX and Y′OY on the graph paper [see Fig. 1].
4. Take two points A(a, b) and B(c,d) on the graph paper and join them to get a
line segment AB [see Fig. 2].

Fig. 1

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 Fig. 2
DEMONSTRATION
1. Calculate the distance AB using distance formula.
2. Measure the distance between the two points A and B using a ruler.
3. The distance calculated by distance formula and distance measured by the
ruler are the same.

OBSERVATION
1. Coordinates of the point A are _______________.
Coordinates of the point B are _______________.
2. Distance AB, using distance formula is ______________.
3. Actual distance AB measured by ruler is ______________.
4. The distance calculated in (2) and actual distance measured in (3) are ____.

APPLICATION
The distance formula is used in proving a number of results in geometry.
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Activity 7
OBJECTIVE MATERIAL REQUIRED
To find the height of a building using a Clinometer (a stand fitted with a
clinometer. square plate which is fitted with a
movable 0º–360º protractor and a
straw), a measuring tape 50 m long,
table or stool.
METHOD OF CONSTRUCTION
1. Place a table on the ground of a school.
2. Place a clinometer (a stand fitted with 0º–360º protractor and a straw whose
central line coincides with 0º–360º line) on the table.
3. Now face it towards the building of the school.
4. Peep out through the straw to the top of the school building and note the
angle (θ) through which the protractor turns from 0º–360º line.

Fig. 1
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5. Measure the height (h) of the centre of the protractor from the ground.
6. Measure the distance (d) of the building from the point lying on the vertical
line of the stand (centre of the protractor) kept on table [see Fig. 1].
7. Repeat the above method keeping the clinometer at different positions and
collect the values of q, h, d for different settings.

DEMONSTRATION
Using the knowledge of trigonometric ratios, we have :

H–h
tan  = , where H is the height of the building.
d
i.e., H = h + dtanθ

OBSERVATION

Angle measured Distance (d) of

through Height of the the building H=h+d
S.No. protractor protractor from tan θ
from tan θ
(Angle of ground (h) the centre of
elevation)) θ the protractor

1. ---- --- --- --- ---

2. ---- --- --- --- ---
3. ---- --- --- --- ---
... ---- --- --- --- ---
... ---- --- --- --- ---
...

APPLICATION
1. A clinometer can be used in measuring an angle of elevation and an angle of
depression.
2. It can be used in measuring the heights of distant (inaccessible) objects,
where it is difficult to measure the height directly.
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Activity 8
OBJECTIVE
To draw a cumulative frequency curve
(or an ogive) of less than type.
MATERIAL REQUIRED
Coloured chart paper, ruler, squared
paper, sketch pens, cellotape,
cutter, glue.

Solve the problem number 2 from the EXERCISE 14.2

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Project 2 SURFACE AREAS AND VOLUMES OF CUBOIDS

BACKGROUND
Cuboidal objects are quite useful in our daily life and often we need to know
their surface areas and volumes for different purposes. Sometimes, it appears
that if there is an increase in the surface area of a cuboid, then its volume will
also increase and vice-versa. The present project is a step towards knowing
the truth about this statement.

OBJECTIVE
To explore the changes in behaviours of surface areas and volumes of cuboids
with respect to each other.

DESCRIPTION
(A) Cuboids with equal volumes
Let us consider some cuboids with equal volumes, having the following
dimensions:
(i) l = 12 cm, b = 6 cm and h = 3 cm
(ii) l = 6 cm, b = 6 cm and h = 6 cm
(iii) l = 9 cm, b = 6 cm and h = 4 cm
(iv) l = 8 cm, b = 6 cm and h = 4.5 cm.
Now, we calculate the surface area of each of the above cuboids, using the
formula
surface area = 2 (lb + bh + hl).
For (i), surface area = 2 (12 × 6 + 6 × 3 + 3 × 12) cm2 = 252 cm2
For (ii), surface area = 2 (6 × 6 + 6 × 6 + 6 × 6) cm2 = 216 cm2 → Minimum
For (iii), surface area = 2 (9 × 6 + 6 × 4 + 4 × 9) cm2 = 228 cm2 For (iv),
surface area = 2 (8 × 6 + 6 × 4.5 + 4.5 × 8) cm2 = 222 cm2
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We note that volume of each of the above cuboids

= 12 × 6 × 3 cm3 = 6 × 6 × 6 cm3 = 9 × 6 × 4
cm3 = 8 × 6 × 4.5 cm3 = 216 cm3.
We also note that surface area of the cuboid is minimum, in case (ii)
above, when the cuboid is a cube.
(B) Cuboids with equal surface areas
Let us now consider some cuboids with equal surface areas, having the
following dimensions:
(v) l = 14 cm, b = 6 cm and h = 5.4 cm
(vi) l = 10 cm, b = 10 cm and h = 4.6 cm
(vii) l = 8 cm, b = 8 cm and h = 8 cm
(viii) l = 16 cm, b = 6.4 cm and h = 4 cm
Now, we calculate the volume of each of the above cuboids, using the formula
volume = l × b × h
For (v), volume = 14 × 6 × 5.4 cm3 = 453.6 cm3 For (vi), volume = 10 × 10
× 4.6 cm3 = 460 cm3 For (vii), volume = 8 × 8 × 8 cm3 = 512 cm3 →
Maximum
For (viii), volume = 16 × 6.4 × 4 cm3 = 409.6 cm3 We
note that surface area of each of the above cuboids
= 2 (14 × 6 + 6 × 5.4 + 5.4 × 14) cm2 = 2 (10 ×
10 + 10 × 4.6 + 4.6 × 10) cm2 = 2 (8 × 8 +8 × 8
+ 8 × 8) cm2 = 2 (16 × 6.4 + 6.4 × 4 + 4 × 16)
cm2 = 384 cm2.
We also note that volume of the cuboid is maximum, in case of (vii), when
the cuboid is a cube.

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CONCLUSION
The statement that if there is an increase in the surface area of cuboid, then
its volume also increases and vice versa is not true. In fact, we have:
(i) Of all the cuboids with equal volumes, the cube has the minimum
surface area.
(ii) Of all the cuboids with equal surface areas, the cube has the
maximum volume.

APPLICATION
Project is useful in preparing packages with maximum capacity at minimum
cost.

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