Objective : To construct different types of conic sections. Pre-requisite knowledge : Knowledge of equations of a line, circles, ellipse, parabola and hyperbola. Materials required : Transparent sheet, scissors, hardboard, gluestick, white paper. Procedure : 4. Take a hardboard of convenient size and paste a white paper on it. 2. Make a right circular cone from the transparent sheet in the shape of sector of a circle and fold it, as shown in fig. 21.1 3. Using transparent sheet, make four more such cones of same size. Put these cones on the hardboard. Fig. 21.1 4. Using transparent plane sheet, cut 4 cones obtained above in different positions. 5. Using transparent plane sheet cut the first cone in such a way that the sheet is parallel to the base of the cone. The figure so obtained is a circle, as shown in fig. 21.2. Fig. 21.2 6. Using transparent plane sheet cut the second cone in such a way that sheet is inclined slightly to the axis of cone. The figure, obtained is an ellipse, as shown in fig. 21.3. Fig 213 7. Using transparent plane sheet cut the third cone in such a way that plane sheet is parallel to a slant height of the cone. The figure so obtained is a parabola, as shown in fig. 21.4. KT Fig. 21.48. Using transparent plane sheet cut the fourth cone in such a way that the plane is parallel to the axis of the cone. The figure so obtained is a hyperbola, as shown in fig. 21.5. y Observations Fig. 21.5 1. We observe that when the transparent plane sheet is parallel to the base of the cone, then conic section we get is in the shape of a circle (Fig. 21.2). . We observe that when the transparent plane sheet is inclined to the axis of the cone, then conic section we get is in the shape of an ellipse (Fig. 21.3). We observe that when the transparent plane sheet is parallel to the slant height of the cone, then conic section we get is in the shape of a parabola (Fig. 21.4). We observe that when the transparent plane sheet is parallel to the axis of the cone, the conic section we get is in the shape of a hyperbola (Fig. 21.5). that various types of conic sections like, circle, parabola, ellipse, aa his activity is useful to understand different sections of cones and their application in real life.|e SS a ae eee Objective : To construct an ellipse when two fixed points are given. Pre-requisite knowledge : Knowledge of conic sections. Materials required : Rectangular cardboard, coloured chart paper, nails, strings, pen, pencil. Procedure : 1. Take a cardboard of size 30 cm x 20 cm and paste a chart paper on it. 2. Draw a straight line on the chart paper and mark two fixed points F, and F, on it such that the distance between them is 8 cm. Fix two nails at the points F, and F,. 3. Fix the two ends of a string of length 12 p, P,P Re oP, cm (more than the distance F,F,) to the nails at F, and F,. 4. With a pencil, stretch the string in the loop without slack and mark at least 10 points P,, Pz, Ps, -... etc., on both sides of the line segment F,F>. Join all the points P,, / = 1, 2, 3, ..... 20 to form an ellipse. sObservations 1. PAF, + P,F, = P,F, + PF, = PF, + PAF, 2. PYF, + PyF, = PaF, + PAF, = PaF, + PF, = 12 om. 3. PAF, + P,F, = PyF, + P,F, = PoF, + PoF, = 12 cm. 4. PagFy + PagFy = Pag, + PygFy = PygF, + PygFy = 12 cm. 5 6 = 12 cm. . Sum of the distances of each of the points P,, P,, P, ......... from the points F, and F, is 12 cm. - Therefore the curve obtained is an ellipse. — when two fixed points are given. 5 Application: This activity is useful to explain the property satisfied by any point lying on the ellipse.Objective : To explain the concept of octants by three mutually perpendicular planes in the space. Pre-requisite knowledge : Knowledge of three dimensional geometry and position of a point in space. Materials required : A piece of plywood, saw, rulers, woodenboard, coloured papers, scissors, cutter, thin sheet of wood, wires. Procedure : 1, Cut out three square sheets each of size 20 cm x 20 cm from a piece of plywood and paste chart Papers of different colours on both sides of sheets. 2. Fix two sheets in such a way that they intersect orthogonally in the middle of each other. (see fig 27.1) 3. Cut the third sheet into two equal rectangles. 4. Insert one rectangle from one side in the middle, cutting the two orthogonally, and the other rectangle from the other side (see figure). The space is divided into eight parts by these three sheets. Each part is referred to as an octant. zaxis 5. In one of the octants, fix rulers to represent x-axis, y-axis and z-axis. Extend each of the axes piercing to other sides to represent the axis XOX’, YOY’ and ZOZ’. Mark the point of intersection of the axes as O. 6. Fix a rod perpendicular to yz-plane at Ply, z) and parallel to xaxis. 7. Fix a wire joining the origin to the upper tip P’(x, y, z) of this perpendicular rod 8. The distance of the point P on yz-plane with coordinates (2) from origin is OP = [2472 9. The distance of P’ with coordinates (x, y, 2) in the space from the origin = OP’ Fig. 27.1 = OPP pp = ParakObservations 4 Distance of the point P(3, 4) on the yz plane from the origin is, OP = /32 4,42 = 9416 = 5 units. Distance of the point P(4, 2, 5) from the origin is, OP = J42 422452 - 4644425 = 45 =3N5 units. . Two planes intersect along a coordinate axis. . xy-plane and yz-plane intersect along y-axis. . The three planes are intersecting at right angles at a point and they divide the space into 8 equal Application: parts. Each part is called an octant. . We have the sign table of any point P(x, y, z) in the above 8 octants which is defined as: ___ Octant sees sees ce eee) aerate .ow]ow ) ow | Co-ordinate Useful to understand the ‘term’ octant and sign of any point P(x, y, z) in respective octant.Objective : To write the sample space when a coin is tossed once, two times, three times, four times. Pre-requisite knowledge : Knowledge of sample space, total number of outcomes, number of elements and faces of a coin. Materials required : An unbiased coin and a record book. Procedure : 4. Flip a coin once. It can have two outcomes — Head or Tail Outcomes 2. Draw a tree diagram to represent the two branches of a tree, as shown in Fig 33.1, in your record book. Flip a coin 3. Write a sample space for flipping a coin once. > 4. Now flip a coin twice. It can have four outcomes. at 5. Draw a tree diagram to represent the outcomes, as shown in Fig 33.2, in your record book. Flip a coin’ < Sf Wd Fig 332 Fig 333 Fig. 334 6. Repeat the same activity by flipping a coin three times, four times .... n times, as shown in fig 33.3 and fig. 33.4 respectively and write their sample spaces in your record book.Observations 4. If a coin is flipped once, the sample space is : S = {HT} Number of elements in S 2. When a coin is flipped twice, the sample space is: S = {HH, HT, TH, TT} Number of elements in S = 4 = 2 3. When a coin is flipped three times, the sample space is: S = {HHH, HHT, HTH, HTT, THH, THT, TTH, TTT} Number of elements in S = 8 = 2° 4. When a coin is flipped four times, the sample space is: {HHHH, HHHT, HHTH, HHTT, HTHH, HTHT, HTTH, HTTT, THHH, THHT, THTH, THTT, TTHH, TTHT, TTTh, } Number of elements in S = 16 = 24 and so on. Number of elements in sample space, when a coin is flipped Once = 2! Twice = 2? Thrice = 28 = 8 Four times = 24 = 16 Application: Useful to calculate probability.