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NUR FARRAH HANIS BT SALIHAN
ADDITIONAL MATHEMATICS PROJECT 2013 Page 1

CONTENT

No. Aspects Pages
1 Acknowledgement 2
2 Objective 3
3 Moral values 4
4 Introduction 5
5 Part 1
1.1 Observations of parabola
1.2 About parabola
1.3 Equations of parabola
1.4 Coordinates of points
1.5 Construction budget
1.6 Capacity of air conditioning required
7

6 Part 2
2.1 Observations of cylindrical beaker
2.2 Rate of change of volume
17
7 Part 3
3.1 Gradients of point
3.2 Cost
3.3 Progression
20
8 Further Exploration 24
9 Conclusion 28


ACKNOWLEDGEMENT

First and foremost I would like to thank my Additional Mathematics teacher,
Miss Azura, who has been guiding my whole class with the highest level of
patience in this subject. I am forever grateful and in debt t o her. She has done
her level best and if I failed it is I who have failed her but if I succeed, all the
credits goes to her.
Next I would like to thank my helpful peers who have aided me throughout the
process of completing this project. Among them are Teivardashni, Eugene
Chee and Dhawina. These are the people I look for when I have problems
regarding the project and without them I would not have been able to
complete this project.
I would also like to express my gratitude to the school and the Ministry of
Education of Malaysia for giving me a chance to relearn the topic parabola by
making this project compulsory. This has been a very helpful experience for me
as I have now delved further into this topic and came out with deeper
understanding on how it works.
Last but not least, I would like to take this opportunity to thank my mother
who have provided for me while I complete this folio. Without the internet,
printer and paper, my work would have gone to waste.

~ THANK YOU ~



OBJECTIVE

1. To apply and adapt a variety of problem solving strategies to solve
problems.

2. To improve thinking skills.

3. To promote effective mathematical communication.

4. To develop mathematical knowledge through problem solving in a way
that increases students interest and confidence.

5. To use the language of mathematics to express mathematical ideas
precisely.

6. To provide learning environment that stimulates and enhances effective
learning.

7. To develop positive attitude towards mathematics.



MORAL VALUES

HARDWORK AND DETERMINATION
In order to get things done, hard work and determination is the key. I have
worked hard and burnt midnight oil to complete this project and my hard work
and determination was worth it when my folio is done.

DILIGENCE
I have put a huge amount of effort on this project. I spent a lot of time
researching and solving the problems given and it goes to show that diligence
is extremely important in getting to the finish line as I managed to finally
complete this assignment.

TEAMWORK
Without the aid of my friends and teachers, I highly doubt I would have been
able to complete this project. Therefore it is proven that teamwork is of
utmost importance. My friends and I have sat in groups to discuss the solution
to many of the questions given. With everyones different input and
perspective we have a wider range of information in our folios and a better
understanding of the topic being discussed.



INTRODUCTION

A parabola is a two-dimensional, mirror symmetrical curve which is approximately u-shaped
when orientated, but which can be in any orientation in its plane. It fits any of several
superficially different mathematical descriptions which can all be proved to define curves of
exactly the same shape.

To form a parabola according to the ancient Greek definition, you would start with a line
(the directrix) and a point (the focus) off to one side. The parabola is the curve formed from
all the points ( x , y ) that are equidistant from the directrix and the focus. The line
perpendicular to the directrix and passing through the focus (that is, the line that splits the
parabola up the middle) is called the axis of symmetry. The point on this axis which is
exactly midway between the focus and the directrix is the vertex. The vertex is the point
where the parabola changes direction.

Regular or vertical parabola (blue), with the focus (green) inside the
parabola, the directrix (purple) below the graph, the axis of
symmetry (red) passing through the focus and perpendicular to the
directrix, and the vertex (orange) on the graph.

Side ways or horizontal, the parabola (blue), with the focus (green) inside
the parabola. The directrix (purple) to the left of the graph, the axis of
symmetry (red) passing through the focus and the perpendicular through
the directrix and the vertex (orange) on the graph.

Another way to describe parabola is as a conic section, created from the intersection of a right
circular conical surface and a plane which is parallel to another plane which is tangential to the
conical surface. Lastly, a parabola can also be described as a graph of a quadratic function, such as
y = x or f(x) = ax + bx + c, where a, b and c are real numbers.

The name parabola is derived from a New Latin term that means something similar to compare or
balance, and refers to the fact that the distance from the parabola to the focus is always equal to
the distance from the parabola to the directrix.


Parabolas have a property that, if they are made of materials that reflects light, then light which
enters a parabola travelling parallel to its axis of symmetry is reflected to its focus, regardless of
where on the parabola the reflection occurs. Conversely, light that originates from a point source at
the focus is reflected into a parallel beam, leaving the parabola parallel to the axis of symmetry. The
same effect occurs with sound and other forms of energy. This reflective property is the basis of
many practical uses of parabolas.

Parabola has many important applications including a parabola antenna, parabolic microphone,
automatic headlight reflectors, the designs of ballistic missiles, etc. they are frequently used in
physics, engineering and many other areas.

The parabola was explored by Menaechmus (360 BC 320 BC), who was a pupil of Plato and
Eudoxus. He was trying to duplicate the cube by finding the side of the cube that has an area double
the cube. Instead, he solved it by finding the intersection of two parabolas. Euclid (325 BC 265 BC)
wrote about the parabola. Apollonius (260 BC 190 BC) named the parabola. Pascal (1638 1662)
considered the parabola as a projection of a circle. Galileo (1564 1642) showed the projectiles
falling under uniform gravity follows parabolic paths. Gregory (1638-1675) and Newton (1643
1727) considered the properties of a parabola.

The idea that a parabolic reflector could produce an image was already known well before the
invention of the reflecting telescope. Designs were proposed in the early to mid-seventtenth century
by many mathematicians including Rene Descartes, Marin Mersenne and James Gregory. When
Isaac Newton built the first reflecting telescope in 1668, he skipped using a parabolic mirror because
of the difficulty of fabrication, opting for a spherical mirror. Parabolic mirrors are used in most
modern reflecting telescopes and in satellite dishes and radar receivers.

Thus, parabola is important in our daily applications. Human should continue to apply the knowledge
of parabolas to lead us to a better future of technology as our past mathematicians had done.





1.1

Sri Saujana Bridge
S
Putrajaya Mosque
S
McDonalds Sign Board
S
Satellite Antenna
S
Roller coaster
S


set of all points, P in a plane
equidistance
fixed point (focus)
fixed line (directrix)
Definition
y = 4ax
about x-axis
x = 4ay
about y-axis
Equation

1.2

PARABOLA

Sketching of Parabola
When the vertex is not at origin,
(y k) = 4a (x h)
(x h) = 4a (y k)

Where (h , k) is the vertex


1.3

Case 1
Given maximum value, q = 20, axis of symmetry, p = 0 and roots of equation, x = 25, -25

y = a (x + p) + q
sub p = 0 and q = 20
y = a (x + 0) + 20
y = ax + 20

x = 25, -25
equation is:
y = a (x + 25) (x 25)
y = a (x - 625)
y = ax - 625a
by comparing and ,
20 = -625a
= a
a = 0.032
sub a = -0.032 into
y = -0.032 x + 20



Case 2
Switching the parabola to another position by moving x to the right by 10 units given value
q = 20
axis of symmetry, x = 0 + 10
x = 10
x 10 = 0
hence, p = -10
new roots, x = 25 + 10, -25 + 10
x = 35, -15

y = a (x + p) + q
sub p = -10 and q = 20
y = a (x 10) + 20
y = a (x - 20x + 100) + 20
y = ax - 20ax + 100a + 20

x = 35, -15
equation is,
y = a (x 35) (x + 15)
y = a (x - 20x + 525)
y = ax - 20ax + 525a

by comparing and ,
100a + 20 = -525a
20 -625a
= a
a = -0.032
sub a = -0.032 into
y= -0.032x - 20 (-0.032)x + 100 (-0.032) + 20
= -0.032x + 0.64x + 16.8



Case 3
Inverting the parabola in case 1
Maximum point changes to minimum point,
q = -20
p = 0
roots of equations does not change, x = 25, -25

y = a (x + p) +
sub p = 0, q = -20
y = a (x + 0) - 20
y = ax - 20

x = 25, -25
equation is,
y = a (x + 25) (x 25)
y = ax - 625a
by comparing with ,
-20 = -625a
= a
a = 0.032
sub a = 0.032 into
y = 0.032x - 20



Case 4
Inverting the parabola in case 2
Maximum point changes to minimum point,
q = -20
p = -10
roots of equation does not change, x = 35, -15

y = a (x + p) + q
sub p = -10, q = -20
y = a (x 10) - 20
y = a (x = 20x + 100) 20
y = ax - 20ax +100a 20

x = 35, -15
equation is,
y = a (x 35) (x + 15)
y = a (x + 20x 525)
y = ax + 20x 525 a
by comparing with ,
100a 20 = - 525a
-20 = -62a
= a
a = 0.032
sub a = 0.032 into ,
y = 0.032x - 20 (0.032x + 100 (0.032)) 20
y = 0.032x - 0.64x 16.8

Conclusion:
From the equation of the parabolas, when the parabola are inverted, the values of a, b, and
c is multiplied by -1. When the parabolas are inverted, the value of q is also multiplied by -1
whereas the value of p does not change.



1.4

From the question, the information obtained are:
The bird can keep it balanced up to a maximum gradient with the magnitude of 2.

y = -
x + 20

gradient of curve =
, so
= -
x

Magnitude gradient = | 2 |

2 = -
x
x = -

y = -
(-
) + 20
y = -

-2 = -
x
x =

y = -
) + 20
y = -

The maximum distance from horizontal and vertical axes that the bird can walk without
slipping downwards is up to the coordinates (-
, -
) or (
, -
)



1.5

The construction cost for the required partition is RM 100 per metre square

To calculate the required area, the method involved are integration of curve to find
bounded are along x-axis and area of triangle.

Area
= *
) *
))+
= [
] + [96]
=
unit

Construction cost,
RM100 = RM 16 533.33

The budget required to construct the shaded partition is RM 16 533.33



1.6

- The temperature to keep constant = 24C
- 1000 Btu/hr = 0.393 hp
- N = 100 people

Air conditioner capacity =
volume + N 500

y = -
+ 20
x = 625 -
y

volume of dome
=

= (

= 6250 unit

Air conditioner capacity
=
) )
= 63089.969 Btu/hr

1000 Btu/hr = 0.393 hp
63089.969 Btu/hr = Z hp
Z = 63089.969 0.393 1000 = 24.79 hp

The capacity of air condidtioner required is 24.79 hp





2.1

When a cylindrical beaker is filled with water until half full and circular motion of stirring
process begins, the observation are as below:

1. When stirring, the circular motion of glass rod will form a spiral depth, which will
increase in vertical downwards depth which reached the bottom of cylindrical
beaker.

2. Through observations, the height of the spiral motion (hspiral) increases toward
bottom of cylinder beaker while the water level at the centre is displaced mre results
increase in water level near the wall of the beaker.

3. So, as the spiral motion of water goes deeper, the higher the displacement of water
level, near the wall of the beaker.

4. The vertical cross-section of water level forms a parabola as it goes deeper. At the
same time, the water level near the wall of the beaker is increased to maintain the
volume of water in the beaker that is constant. So, spiral movement of water forms
various parabolas with different heights



2.2

V = ( 3h + 10h )
= 2 mms
H = 8 mm

V = (3h + 10h)
= (3h + 10h)
= (6h + 10)
= [6 (8) + 10]
= 58 mm
= (58) (2)
= 116 mm s

The rate of change of volume,
is 116 mm s





3.1

Given y =
and distance between each cable is 0.5 m

When x = 0.5,
= 0.125
When x = 1.0,
= 0.25
When x = 1.5,
= 0.375
When x = 2.0,
= 0.5

Hence the gradient of the parabola form an arithmetic progression of
a = 0.125
d = 0.125



3.2

Cost of 19
th
cable from a progression

1 metre of cable costs RM 100
Thus, length of 19
th
cable is
=
m
And the cost is
= RM 100

= RM 1728.13



3.3

Determining which cable needs to be repaired

25 . 4 17
4
1
17
6
8
1
8
1
42
2

dx
dy
x
x

Using Tn = a + (n 1)d

4.25 = 0.125 + (n 1)(0.125)
4.26 n = 34

The cable that needs repairing is cable no. 34 on the right from the center of the bridge.



Further Exploration

Parabola in Physics (parabolic motions of projectiles)
A projectile is an object upon which the only force is gravity. Gravity, being a downward
force, causes a projectile to accelerate in the downward direction. The force of gravity could
never alter the horizontal velocity of an object since perpendicular components of motion
are independent of each other. A vertical force does not effect a horizontal motion. The
result of a vertical force acting upon a horizontally moving object is to cause the object to
deviate from its otherwise linear path. This is depicted in the animation below.
According to Newton's law of inertia, an object in motion in a horizontal direction would
continue in its horizontal motion with the same horizontal speed and direction unless acted
upon by an unbalanced horizontal force. The animation above shows a green sphere moving
to the right at constant speed. The horizontal distance traveled in each second is a constant
value. The red sphere undergoes a vertically accelerated motion which is typical of an object
upon which only the force of gravity acts. If these two motions are combined - vertical free
fall motion and constant horizontal motion - then the trajectory will be that of a parabola.
An object which begins with an initial horizontal velocity and is acted upon only by the force
of gravity will follow the path of the blue sphere. It will travel the same horizontal distance
in each consecutive second but will fall vertically a greater distance in each consecutive
second. The result is a parabolic path as shown in the animation above.



Based on the diagram:
1. the V, is constant, because there is
no horizontal force acting on it.
2. the V, is changing, because the
height of motion per second is
different. (decreasing towards
maximum point and increasing
towards same level of initial point)
3. at highest point of trajectory
V = 0 but V = constant
4. acceleration is constant and velocity
is moving downwards. Therefore
a = -g



The initial velocity
If the projectile is launched with an initial velocity v
0
, then it can be written as
.
The components v
0x
and v
0y
can be found if the angle, is known:
,
.
If the projectile's range, launch angle, and drop height are known, launch
velocity can be found by
.
The launch angle is usually expressed by the symbol theta, but often the
symbol alpha is used.

Kinematic quantities of projectile motion
In projectile motion, the horizontal motion and the vertical motion are independent of each
other; that is, neither motion affects the other.
Acceleration
Since there is no acceleration in the horizontal direction velocity in horizontal direction is
constant which is equal to ucos. The vertical motion of the projectile is the motion of a
particle during its free fall. Here the acceleration is constant, equal to g.
[1]
The components
of the acceleration:
,
.
Velocity
The horizontal component of the velocity remains unchanged throughout the motion. The
vertical component of the velocity increases linearly, because the acceleration is constant.
At any time t, the components of the velocity:
,
.
The magnitude of the velocity (under the Pythagorean theorem):
.
Displacement
At any time t, the projectile's horizontal and vertical displacement:
,


.
Maximum height of a projectile
The highest height which the object will reach is known as the peak of the object's motion.
The increase of the height will last, until , that is,
.
Time to reach the maximum height:
.
From the vertical displacement the maximum height of projectile:

.

Maximum distance of projectile
The horizontal range d of the projectile is the horizontal distance the projectile has travelled
when it returns to its initial height (y = 0).
.
Time to reach ground: alue when
,
which necessarily corresponds to
,
or
.



CONCLUSION

After weeks of hard work and research, my journey in completing my Additional
Mathematics Project 2013 has finally come to an end. Throughout the whole process I have
learnt many things relating to the topic I have chosen; parabola and its importance in our
daily life.
In nature, approximations of parabolae and paraboloids (such as catenary curves) are found
in many diverse situations. The best-known instance of the parabola in the history
of physics is thetrajectory of a particle or body in motion under the influence of a
uniform gravitational field without air resistance (for instance, a baseball flying through the
air, neglecting air friction).
The parabolic trajectory of projectiles was discovered experimentally by Galileo in the early
17th century, who performed experiments with balls rolling on inclined planes. He also later
proved thismathematically in his book Dialogue Concerning Two New Sciences.
[8][d]
For
objects extended in space, such as a diver jumping from a diving board, the object itself
follows a complex motion as it rotates, but the center of mass of the object nevertheless
forms a parabola. As in all cases in the physical world, the trajectory is always an
approximation of a parabola. The presence of air resistance, for example, always distorts
the shape, although at low speeds, the shape is a good approximation of a parabola. At
higher speeds, such as in ballistics, the shape is highly distorted and does not resemble a
parabola.
Another hypothetical situation in which parabolae might arise, according to the theories of
physics described in the 17th and 18th Centuries by Sir Isaac Newton, is in two-body orbits;
for example the path of a small planetoid or other object under the influence of the
gravitation of the Sun. Parabolic orbits do not occur in nature; simple orbits most commonly
resemble hyperbolas or ellipses. The parabolic orbit is the degenerate intermediate case
between those two types of ideal orbit. An object following a parabolic orbit would travel at
the exact escape velocity of the object it orbits; objects in elliptical or hyperbolic orbits
travel at less or greater than escape velocity, respectively. Long-period comets travel close
to the Sun's escape velocity while they are moving through the inner solar system, so their
paths are close to being parabolic.
Approximations of parabolae are also found in the shape of the main cables on a
simple suspension bridge. The curve of the chains of a suspension bridge is always an
intermediate curve between a parabola and a catenary, but in practice the curve is generally
nearer to a parabola, and in calculations the second degree parabola is used.
[9][10]
Under the
influence of a uniform load (such as a horizontal suspended deck), the otherwise catenary-
shaped cable is deformed toward a parabola. Unlike an inelastic chain, a freely hanging
spring of zero unstressed length takes the shape of a parabola. Suspension-bridge cables
are, ideally, purely in tension, without having to carry other, e.g. bending, forces. Similarly,
the structures of parabolic arches are purely in compression.


Paraboloids arise in several physical situations as well. The best-known instance is
the parabolic reflector, which is a mirror or similar reflective device that concentrates light
or other forms ofelectromagnetic radiation to a common focal point, or conversely,
collimates light from a point source at the focus into a parallel beam. The principle of the
parabolic reflector may have been discovered in the 3rd century BC by the
geometer Archimedes, who, according to a legend of debatable veracity,
[11]
constructed
parabolic mirrors to defend Syracuse against the Roman fleet, by concentrating the sun's
rays to set fire to the decks of the Roman ships. The principle was applied to telescopes in
the 17th century. Today, paraboloid reflectors can be commonly observed throughout much
of the world in microwave and satellite-dish receiving and transmitting antennas.
In parabolic microphones, a parabolic reflector that reflects sound, but not necessarily
electromagnetic radiation, is used to focus sound onto a microphone, giving it highly
directional performance.
Paraboloids are also observed in the surface of a liquid confined to a container and rotated
around the central axis. In this case, the centrifugal force causes the liquid to climb the walls
of the container, forming a parabolic surface. This is the principle behind the liquid mirror
telescope.
Thus it is clear, the importance of parabola in our daily life. With this I end my conclusion
with a final note in hoping that mankind uses the knowledge and retrospect of parabola
wisely into leading the world as we know into a modern fairytale.

THE END

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NUR FARRAH HANIS BT SALIHAN

ADDITIONAL MATHEMATICS PROJECT 2013 Page 1

and distance between each cable is 0.5 m

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NUR FARRAH HANIS BT SALIHAN

ADDITIONAL MATHEMATICS PROJECT 2013 Page 1

and distance between each cable is 0.5 m

You might also like

Add Math Project'

Add Math Project'