Additional Mathematics Project Work 2014

ADDITIONAL MATHEMATICS PROJECT WORK 2014 BY FATIN FIRZANAH
Page 1
NO.
TITLE
PAGE
Acknowledgement
Part 1
i)
Parts of circle
ii)
Definition of pi
iii) History of pi
4-7
Part 2
8-13
Part 3
14-19
Further Exploration
20-21
Reflection
22-24
References
25
Page 2
First and foremost, I would like to thank to my Additional Mathematics teacher, Sir
Choo Wei Teik as he gives us important guidance and commitment during this project work.
He has been a very supportive figure throughout the whole project.
I also would like to give thanks to all my friends for helping me and always supporting
me to help complete this project work. They have done a great job at surveying various shops
and sharing information with other people including me. Without them this project would
never have had its conclusion.
For their strong support, I would like to express my gratitude to my beloved parents. They
had also for supplying the equipments and money needed for the resources to complete this
project. They have always been by my side and i hope they will still be there in the future.
Last but not least, I would also like to thank all the nice shopkeepers, staffs, and citizens
for helping me collect the much needed data for this. Not forgetting too all the other people
who were involved directly or indirectly towards making this project a reality.
I thank you all.
Page 3
Page 4
There are a lot of things around us related to circles or parts of a circle.

a) Collect at least 5 pictures of such objects. You may use camera to take pictures
around your house compound or get pictures from magazines, newspapers, the
internet of any other resources.
1) Ball
3) Orange
2) Coin
4) Watermelon
5) Clock
6) Compass
Page 5
b) Pi or is a mathematical constant related to circles.

i) Definition of
Pi, has the value of 3.14159265. In Euclidean plane geometry, is defined as the ratio of a
circle's circumference to its diameter.
The ratio
is constant, regardless of a circle's size. For example, if a circle has twice the
diameter of another circle it will also have twice the circumference, C, preserving the ratio .
Alternatively can be also defined as the ratio of a circle's area (A) to the area of a square
whose side is equal to the radius.
.
These definitions depend on results of Euclidean geometry, such as the fact that all circles are
similar. This can be considered a problem when occurs in areas of mathematics that
otherwise do not involve geometry. For this reason, mathematicians often prefer to define
without reference to geometry, instead selecting one of its analytic properties as a definition.
A common choice is to define as twice the smallest positive x for which cos(x) = 0. The
formulas below illustrate other (equivalent) definitions.
Page 6
ii) History of
The ancient Babylonians knew of the existence of - the ratio of the circumference
to the diameter of any circle. The constant they obtained, 3.125, made use of their knowledge
that the perimeter of a regular hexagon inscribed in a circle equals six times the radius of the
circle. By using this perimeter of the inscribed hexagon as a lower bound for the
circumference of the circle, they were able to come up with their remarkably close
approximation for circa 2000 B.C. [2, p.21].
During the fith century B.C., Hippias of Elis discovered the quadratrix, a curve which
could be used to determine through a geometric construction. Hippias' quadratrix, could be
used to "square the circle" although not in a manner acceptable to the ancient Greek (or even
modern) geometers. "Squaring the circle" was the problem posed by the ancient Greeks in
which a square was to be constructed with area equal to that of a given circle [2, p.40].
In the third century B.C., Archimedes of Syracuse, widely accepted as the greatest scientific
mind of antiquity, found a method whereby could be determined to any degree of accuracy
desired. ThisArchimedean method for computing inscribed and circumscribed regular
polygons in and around the circle. His conception of the use of upper and lower bounds
reached the threshold of the differential calculus. The Archimedean value of was 3 10/71
< < 3 1/7 [2].
In Fifth Century A.D. China, the mathematician Tsu Chung-Chi established that
3.1415926 < < 3.1415927 an accuracy that was not attained in Europe until the 16th
Century [2, p.29]. The Chinese, like Archimedes could calculate to any degree of accuracy
desired.
Leonardo da Vinci (in the 16th Century) and a 17th Century Japanese document
found the approximate area of a cicle by rearrangement. This method breaks the circle into
equal sectors and arranges them into an approximate parallelogram. This method is not
sophisticated, so it is suspected that a form of this method was used by ancient peoples to find
the area of a circle [2, p.19].
The discovery of infinite series representations for by such mathematicians as
Gregory, Leibniz and Euler in the 17th and 18th century made it possible to calculate to
scores of digits relatively easily. By 1666 Newton had found a way to calculate , using his
binomial theorem, to 16 decimal places using only 22 terms of an infinite series
expansion [2].
In 1882, the German mathematician, F. Lindemann proved the number and its
square root to be transcendental numbers, ones which cannot be roots of polynomial
equations with integer coefficients [1, p.23]. Lindemann's discovery settled the circle
squaring problem posed by the Greeks showing it to be impossible using straight edge and
compass and the rules of the ancient Greek geometers.
Nowdays it is easy to get more digits of than are really useful. What was once difficult to
approximate to three or four digits is now a trivial computer computation to hundreds of
thousands of digits. However, computing many digits of is a good test of a computer's
speed and accuracy. Included is the approximate value of to 100,000 digits.
Something new always turns up with . In 1995 an interesting relationship was discovered
between and the Fibonacci numbers. An exact numerical representation of can be made
using an arbitrary number of Fibonacci numbers [3]. This relationship can also be
demonstrated geometrically.
Page 7
Page 8
a) Diagram 1 shows a semicircle PQR of diameter 12 cm. Semicircles PAB and BCR of
diameter d1 and d2 repectively are inscribed in the semicircle PQR such that the sum
of d1 and d2 is equal to 12 cm.
Complete Table 1 by using various values of d1 and the corresponding values of d2. Hence,
determine the relation between the lengths of arcs PQR, PAB and BCR.
Using formula: Arc of semicircle = d
Length of arc
PQR in terms of
(cm)
Length of arc
PAB in terms of
(cm)
Length of arc
BCR in terms of
(cm)
d1 (cm)
d2 (cm)
11
0.5
5.5
10
1.5
4.5
2.5
3.5
3.5
2.5
4.5
1.5
10
11
5.5
0.5
12
Table 1
Page 9
From the Table 1 we know that the length of arc PQR is not affected by the different in d1
and d2 in PAB and BCR respectively. The relation between the length of arcs PQR , PAB and
BCR is that the length of arc PQR is equal to the sum of the length of arcs PAB and BCR,
which is we can get the equation:
SPQR = SPAB + SBCR

Let d1= 5, and d2 =7
6 =
SPQR = SPAB + SBCR

1
1
(5) + (7)
2
2
6 = 6
Page 10
(b)
Diagram 2 shows a semicircle PQR of diameter 12 cm. semicircles PAB, BCD and
DER of diameter d1, d2 and d3 respectively are inscribed in the semicircle PQR such
that the sum of d1, d2 and d3 is equal to 12 cm .
Diagram 2
a) Using various values of d1 and d2 and the corresponding values of d3, determine the
relation between the lengths of arcs PQR, PAB, BCD and DER. Tabulate your findings.
d1 (cm)
d2 (cm)
d3 (cm)
10
Length of
arc PQR in
terms of
(cm)
6
6
6
Length of
arc PAB in
terms of
(cm)
0.5
0.5
0.5
Length of
arc BCD in
terms of
(cm)
0.5
1.5
Length of
arc DER in
terms of
(cm)
5
4.5
4
6
6
6
6
6
6
6
6
6
6
0.5
3.5
0.5
2.5
0.5
2.5
0.5
3.5
0.5
1.5
0.5
4.5
0.5
4.5
1.5
3.5
6
6
6
6
6
6
6
2.5
2.5
3.5
1.5
1.5
0.5
1.5
1.5
1.5
4
3.5
3
Page 11
1.5
2.5
1.5
2.5
1.5
1.5
1.5
3.5
0.5
3.5
1.5
2.5
2.5
1.5
6
6
6
6
6
6
6
6
6
6
2.5
0.5
2.5
2.5
2.5
1.5
6
6
6
2.5
1.5
2.5
2.5
0.5
2.5
1.5
1.5
3.5
0.5
3.5
6
6
6
6
6
6
6
6
3.5
1.5
2
1.5
0.5
1.5
6
6
6
6
6
1.5
0.5
0.5
0.5
4
4.5
4.5
SPQR = SPAB + SBCD + SDER

Let
d1 = 2
d2 = 2
d3 = 8
SPQR = SPAB + SBCD + SDER

6 = + + 4
6=6
Page 12
b) Based on your findings in (a) and (b), make generalization about the length of the arc
of the outer semicircle and the lengths of arcs of the inner semicircles for n inner
semicircles where n = 2, 3, 4, .
Souter = S1 + S2 + S3 + S4 + S5
c) For different values of diameters of the outer semicircle, show that the generalization
stated in b(ii) is still true.
The length of arc of the outer semicircle
1
1
d
d
=
s (2r) = ( 2 ) =
2
2
2
2
The sum of the length of arc of the inner semicircles
Factorise
2
Sin = (d1 + d2 + .. dn)

2
Substitute
d1 + d2 + + dn = d
We get,
Sin =
(d) =
d
2
Where d is any positive real number,

We can see that,
Sin = Sout
Page 13
Page 14
The Mathematics Society is given a task to design a garden to beautify their school by using the
design as shown in Diagram 3. The shaded region will be planted with flowers and the two inner
semicircles are fish pond.
a) The area of the flower pot is y m2 and the diameter of one of the fish ponds is x m. Express y
in terms of and x.
Area of ADC
=
1 12

2 2
=18
Area of AEB
1 x2
=
2 2
1 x2
=
2 4
=
x2
Area of BFC
1 x
=
2 2
2
1 12 x
=
2
2
2
1 144 24 x x
=
2
4
2
144 24x x
=
8
Page 15
Area of the shaded region

=Area of ADC (Area of AEB + Area of BFC)
x 2 144 24x x 2

8
8
144 24x x
2
x
y
18
8y
144 x 2 144 24 x x 2
8y
2 x 2 24 x
4y
x 2 12 x
4 y 12x x 2
4
4
4
2
x
y 3x
4
y
(b)
18
1
7
Find the diameters of two fish ponds if the area of the flower pot is 25 m2. ( Use
Given y = 25
22
)
7
1
7
x2
y 3x
4
2
1
22 x 22
25 3 x
7
7 4 7
2
22 x
2
176
22 x
3 x
7
7
4
7

2
22 x
176
66 x
4
352 132x 11x 2
11x 2 132x 352 0
Factorise the equation to get the value of x.
( x 8 )( x 4) = 0
x=8
or
x=4
x = 8 cm or x = 4 cm
Page 16
(c)
Reduce the non-linear equation obtained in (a) to simple linear form hence, plot a staright line
graph. Using the straight line graph, determine the area of the flower pot if the diameter of
one of the fish ponds is 5.2 m.
Linear Law
y
x
3
x
4
y
x
3
x
4
y
1
x 3
x
4
Change it to linear form of Y = mX + C
Y=
y
x
X=x
Thus, a graph of
m=
C = 3
y
against x was plotted and the line of best fit was drawn.
x
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
10.0
11.0
12.0
y
x
8.64
7.86
7.07
6.29
5.50
4.71
3.92
3.14
2.36
1.57
0.79
Find the value of

Then multiply
y
when x = 5.2 m.
x
y
you get with 5.2 to get the actual value of y.
x
Area of the flower pot = 5.3m(5.2m)

= 27.56 m2
Page 17
Page 18
(d)
The cost of constructing the fish ponds is higher than that of the flower pot.
Use two methods to determine the area of the flower pot such that the cost of constructing the
garden is minimum.
Method 1: Differentiation
12 x x
dy
dx
4
2x
3
4
x
3
2
dy
0
dx
x
0 3
2
x
3
2
x 32
x6
Method 2 : Completing The Square
12 x x
2
x
12 x

4
4
2
1
x 12x
4
2
2
1
x 6 6
4
2
Cost minimum = x 6 is equal to x 6 0
x6
2
Therefore, area of the flower pot is 6m .
Page 19
Page 20
Your school principal suggested an additional of 12 semicircular flower beds to design submitted by
the Mathematics Society as shown in Diagram 4. The sum of the diameters of the semicircular flower
beds is 12 cm.
The diameter of the smallest flower bed is 40cm and the diameter of the flower beds are increased by
a constant value successively.
Determine the diameter of the remaining flower beds.
n
S12 = 2a n 1d
2
12
20.4 11 1d 12
2
60.8 11d 12
0.8 11d 2
11d = 2-0.8
11d = 1.2
d = 0.11
Since the first flower bed is 0.4m,
Hence the diameters of remaining 11 flower beds expressed in arithmetic
progression are:
Tn
(flower
bed)
T1
T2
T3
Diameter
0.40 0.51 0.62
(cm)
T4
T5
T6
T7
T8
T9
T10
T11
T12
0.73
0.84
0.95
1.06
1.17
1.28
1.39
1.50
1.61
Page 21
Page 22
Conclusion
First and foremost, I have found a lot of information while conducting this project. Moreover,
this project encourages the student to think critically to identify and solve problems. It is also
encourage student to gather information using the technologies such as the Internet, improve thinking
skills and promote effective mathematical communication.Lastly, I proposed this project should be
continue because it brings a lot of advantages to the student and also test the students understanding
in Additional Mathematics.
In the part 1, I have learnt that not all objects surrounding us are related to circles. If all the
objects are circle, there would be no balance and stability. In our daily life, we could related circles in
objects. For example: a fan, a ball or a wheel. In Pi(), we accept 3.142 or
22
as the best value of pi.
7
The circumference of the circle is proportional as pi() x diameter. If the circle has twice the diameter,
d of another circle, thus the circumference, C will also have twice of its value, where preserving the
ratio = Cid
Next, in the part 2, I have learnt that the relation between the length of arcs PQR, PAB and
BCR where the semicircles PQR is the outer semicircle while inner semicircle PAB and BCR is:
Length of arc=PQR = Length of PAB + Length of arc BCR. The length of arc
for each semicircles can be obtained as in length of arc =
1
(2r). As in conclusion, outer semicircle
2
is also equal to the inner semicircles where

Sin= Sout .
In the part 3, I also have learnt that in semicircle ABC (the shaded region), and the two
semicircles which is AEB and BFC, the area of the shaded region semicircle ADC is written as in:
Area of shaded region ADC =Area of ADC (Area of AEB + Area of BFC). When we plot a
straight link graph based on linear law, we may still obtained a linear graph because S in= Sout where
the diameter has a constant value for a semicircle.
Page 23
POEM about Pi ()
A pi was discovered,
In ancient Greek times,
Didn't have apples,
Bananas, or limes...
Unlike desserts,
Those pies people eat,
This pi's a math constant,
But it's still really sweet...
Pi's pretty easy,
Its 3.14,
It used to confuse me,
But not anymore!
I use it for math,
It's really quite swell,
Although it's irrational,
Pi works pretty well...
Areas of circles?
Try r 2
It's the cool constant,
It deserves to be shared...
For circumference you need,
A quick formuli,
Here it is mister,
You gotta' use pi!
(d)
Yes, pi's the cool constant,
Without it I'd cry,
'Cause I'd fail my math,
If I tried to use pie...
Page 24
1) http://education.malaysia-students.com/search/label/Panduan%20Kerja%20Kursus
2) http://www.scribd.com/doc/16361343/Project-Work-for-Additional-Mathematics-2009
3) http://www.geom.uiuc.edu/~huberty/math5337/groupe/overview.html
4) http://en.wikipedia.org/wiki/Pi#Definition
5) Additional Mathematics Text Book Form 4 & Form 5
THE END
Page 25

Additional Mathematics Project Work 2014

Uploaded by

Copyright:

Available Formats

Additional Mathematics Project Work 2014

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Additional Mathematics Project Work 2014

Uploaded by

Copyright:

Available Formats

ADDITIONAL MATHEMATICS PROJECT WORK 2014 BY FATIN FIRZANAH