PROJECT

ADDITIONAL
MATHEMATIC 2011
WORK 3
SAIDATUL SYAFINAZ BINTI MIOR AHMAD
6/27/2011
SEKOLAH MENENGAH KEBANGSAAn taman dato
harun
ADDITIONAL MATHEMATICS
PROJECT work 3/2011
NAME : Saidatul syafinaz binti mior ahmad
CLASS : 5 bungaraya
TEACHER: Pn siew yoke lin
Content page :
Content pages
1. Acknowledgement
2. Objective
3.
Definision :
Introduction
5.
Problem Solving :
Diagram
PART 1
PART 2
PART 3
6. Further exploration
7. Reflection
8. Reference
9. Conclusion
ACKNOWLEDGEMENT
Grace be upon god,with blessing,this Additional Mathematics project
work finally have been done.
Firstly,I would like to express my appreciation to my Additional
Mathematics Teacher Pn Siew Yoke Lin for her contructive critism and
helpful suggestion during the process to finish this Additional Mathematics
project work.
Not to forget,my parents that also give me a lot of help and supporting
me to complete this project.Besides that,I also wish to thank to the
member of my group for their support to make sure that this project work
can be finished.
Lastly,I also want to thank to whom that participate in the process to
finish this project work wether indirect or not.
.
Objective
The aims carrying out this project work are:
i) To apply and adapt a variety of problem-solving strategies to solve problems.
ii) To improve thinking skills.
iii) To promote effective mathematical communication.
iv) To develop mathematical knowledge through problem solving in a way that increases
students interest and confidence.
v) To use the language of mathematics to express mathematical ideas
precisely.
vi) To provide learning environment that stimulates and enhances effective learning.
vii) To develop positive attitude towards mathematics.
Introduction
What is geometry?
Geometry is a branch of mathematics concerned with questions of shape, size, relative
position of figures, and the properties of space. Geometry is one of the oldest mathematical
sciences. Initially a body of practical knowledge concerning lengths, areas, and volumes, in
the 3rd century BC geometry was put into an axiomatic form by Euclid, whose treatment
Euclidean geometryset a standard for many centuries to follow. Archimedes developed
ingenious techniques for calculating areas and volumes, in many ways anticipating
modern integral calculus. The field of astronomy, especially mapping the positions of
the stars and planets on the celestial sphere and describing the relationship between
movements of celestial bodies, served as an important source of geometric problems during
the next one and a half millennia. A mathematician who works in the field of geometry is
called a geometer.
The introduction of coordinates by Ren Descartes and the concurrent development
of algebra marked a new stage for geometry, since geometric figures, such as plane curves,
could now be represented analytically, i.e., with functions and equations. This played a key
role in the emergence of infinitesimal calculus in the 17th century. Furthermore, the theory
of perspective showed that there is more to geometry than just the metric properties of
figures: perspective is the origin of projective geometry. The subject of geometry was further
enriched by the study of intrinsic structure of geometric objects that originated
with Euler and Gauss and led to the creation of topologyand differential geometry.
What is trigonometry?
Trigonometry is a branch of mathematics that studies triangles and the relationships between
their sides and the angles between sides. Trigonometry defines the trigonometric functions,
which describe those relationships and have applicability to cyclical phenomena, such as
waves. The field evolved during the third century BC as a branch of geometry used
extensively for astronomical studies. Trigonometry also usually taught in middle and
secondary schools either as a separate course or as part of a pre calculus curriculum. It has
applications in both pure mathematics and applied mathematics, where it is essential in many
branches of science and technology. A branch of trigonometry, called spherical trigonometry,
studies triangles on spheres, and is important in astronomy and navigation.
PART 1
Rene Descartes (31 March 1596 11 February 1650) was a French philosopher and writer
who spent most of his adult life in the Dutch Republic. He has been dubbed the 'Father of
Modern Philosophy', and much subsequent Western philosophy is a response to his writings,
which are studied closely to this day. In particular, his Meditations on First
Philosophy continue to be a standard text at most university philosophy departments.
Descartes' influence in mathematics is equally apparent; the Cartesian coordinate system
allowing algebraic equations to be expressed as geometric shapes (2D coordinate system)
was named after him. He is credited as the father of analytical geometry. Descartes was also
one of the key figures in the Scientific Revolution.
Descartes frequently sets his views apart from those of his predecessors. In the opening
section of the Passions of the Soul, a treatise on the Early Modern version of what are now
commonly called emotions, Descartes goes so far as to assert that he will write on this topic
"as if no one had written on these matters before". Many elements of his philosophy have
precedents in late Aristotelianism, the revived Stoicism of the 16th century, or in earlier
philosophers like St. Augustine. In his natural philosophy, he differs from the Schools on two
major points: First, he rejects the analysis of corporeal substance into matter and form;
second, he rejects any appeal to endsdivine or naturalin explaining natural phenomena.
In his theology, he insists on the absolute freedom of Gods act of creation.
Descartes was a major figure in 17th-century continental rationalism, later advocated by
Baruch Spinoza and Gottfried Leibniz, and opposed by the empiricist school of thought
consisting of Hobbes, Locke, Berkeley, Jean-Jacques Rousseau, and Hume.
Leibniz, Spinoza and Descartes were all well versed in mathematics as well as philosophy,
and Descartes and Leibniz contributed greatly to science as well. As the inventor of the
Cartesian coordinate system, Descartes founded analytic geometry, the bridge between
algebra and geometry, crucial to the discovery of infinitesimal calculus and analysis.
He is perhaps best known for the philosophical statement "Cogito ergo sum" (French: Je
pense, donc je suis; English: I think, therefore I am; or I am thinking, therefore I exist or I do
think, therefore I do exist), found in part IV of Discourse on the Method (1637 written in
French but with inclusion of "Cogito ergo sum") and 7 of part I of Principles of
Philosophy(1644 written in Latin).
The Cartesian coordinate system
Cartesian coordinates are used to locate a point in space by giving its relative distance
from perpendicular intersecting lines. In coordinate geometry, all points, lines, and figures are
drawn in a coordinate plane. By reference to the two coordinate axes, any point, line, or
figure may be precisely located.
In Descartes system, the first coordinate value (x-coordinate) describes where along the
horizontal axis (the x-axis) the point is located. The second coordinate value (y-coordinate)
locates the point in terms of the vertical axis (the y-axis). A point with coordinates (4, -2) is
located four units to the right of the intersection point of the two axes (point O, or the origin)
and then two units below the vertical position of the origin. In example (a) of the figure, point
D is at the coordinate location (4, -2). The coordinates for point A are (3, 2); for point B, (2,
-4); and for point C, (-2, -5).
The coordinate system also makes it possible to exactly duplicate geometric figures. For
example, the triangle shown in (b) has coordinates A (3, 2), B (4, 5), and C (-2, 4) that make
it possible to duplicate the triangle without reference to any drawing.
The triangle may be reproduced by using the coordinates to locate the position of the
three vertex points. The vertex points may then be connected with segments to replicate
triangle ABC. More complex figures may likewise be described and duplicated with
coordinates.
A straight line may also be represented on a coordinate grid. In the case of a straight line,
every point on the line has coordinate values that must
The Cartesian coordinate system unites geometry and algebra, and is a universal system for
unambiguous location of points. Applications range from computer animation to global
positioning systems.
Satisfy a specific equation. The line in (c) may be expressed as y = 2x. The coordinates of
every point on the line will satisfy the equation y = 2x, as for example, point A (1, 2) and
point B (2, 4). More complex equations are used to represent circles, ellipses, and curved
lines.
PART 2
SOLUTION:-
(a)
Method 1:-
Area of region P
= ( ) ( ) ( )
1 1
4 3 2 4 1 2 3
2 2
| ` | `
+ + + + +

. , . ,
=6 3 6 + +
=
2
15cm
Method 2:-
Area of region P
=
0 3 4 7 7 0
1
0 4 2 2 0 0 2
= ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )
1
0 4 3 2 4 2 7 0 7 0 0 3 4 4 2 7 2 7 0 0
2
+ + + + + + + + ] ]
] ]
=
1
14 44
2

=
1
30
2

=
1
(30)
2
=
2
15cm
Method 3:-
Gradient, m of line AE
=
4 0
3 0

=
4
3
At point (3, 4), m
=
4
3
Therefore, ( )
4
4 3
3
y x
4
3
y x
Therefore, equation of straight line AE is
4
3
y x
Gradient, m of line ED
=
4 2
3 4

= 2
At point (3, 4), m= 2
Therefore,
4 2( 3) y x
2 10 y x +
Therefore, the equation of straight line ED is
2 10 y x +
Since line DC is horizontal, then gradient, m of line DC = 0
At point (7, 2), m = 0
Therefore ( )
2 0 7 y x
2 y
Therefore, the equation of straight line DC is
2 y
Area of region P
= ( )
3 4 7
0 3 4
4
2 10 2
3
x dx x dx dx
| `
+ + +

. ,

=
( )
[ ]
3
4
2 2
7
4
3
0
4 2
10 2
3 2 2
x x
x x
]
]
+ + +
]
]
]
]
=
( )
( ) ( )
( )
( ) ( )
( )
( ) ( )
2
2 2
4 3
0 4 10 4 3 10 3 2 7 2 4
6
]
]
+ + + + ] ]
]
]
]
]
= ( ) ( )
36
16 40 9 30 6
6
| `
+ + + + ]
]
. ,
= ( )
6 24 21 6 + +
= 12 3 +
=
2
15cm
Method 1:-
Area of region Q
= ( )
1
4 3 2 3
2
| `
+

. ,
= 6 6 +
=
2
12cm
Method 2:-
Area of region Q
=
0 0 3 3 0
1
0 6 6 4 0 2
= ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )
1
0 6 0 6 3 4 3 0 0 0 6 3 6 3 4 0
2
+ + + + + + ] ]
] ]
=
1
12 36
2

=
1
24
2

= ( )
1
24
2
=
2
12cm
Method 3:-
Since line HG is horizontal, then the gradient, m of line HG is 0
At point (3,6),
Therefore, ( )
6 0 3 y x
6 y
Therefore, the equation of straight line HG is
6 y
Area of region Q
=
3
0
1
6 4 3
2
dx
| `


. ,

= [ ]
3
0
6 6 x
= ( ) 6 3 0 6 ]
]
= 18 6
=
2
12cm
Method 1:-
Area of region R
= ( ) ( )
1
3 4 2 2 4
2
| `
+ +

. ,
= 7 8 +
=
2
15cm
Method 2:-
Area of region R
=
3 7 7 4 3 3
1
6 6 2 2 4 6 2
= ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )
1
3 6 7 2 7 2 4 4 3 6 6 7 6 7 2 4 2 3 4 3
2
+ + + + + + + + ] ]
] ]
=
1
80 110
2
=
1
30
2
= ( )
1
30
2
=
2
15cm
Method 3:-
Since line GF is horizontal, then the gradient, m of the line GF is 0
At point (7, 6),
Therefore, ( )
6 0 7 y x
6 y
Therefore, the equation of straight line GF is
6 y
Area of region R
= ( ) ( )
7
3
1
6 2 4 1 2 3
2
dx
]
| `
+ +
]
. , ]

= [ ] ( )
7
3
6 3 6 x +
= ( ) ( ) 6 7 6 3 9 ]
]
= ( )
42 18 9
= 24 9
=
2
15cm
(b)Perimeter of region P
=AE + ED + DC + CB + AB
AE =
2 2
3 4 +
= 9 16 +
= 25
= 5m
ED =
2 2
2 1 +
= 5
= 2.236m
DC = 3 m
CB = 6 4
= 2 m
AB = 7 m
Therefore, the perimeter of region P = 5 + 2.236 + 3 + 2 + 7
= 19.236 m
Since there is a hedge along AB, the remaining sides of region P that need to be fence up is
=19.236 7
= 12.236 m
Therefore, the length of fence required is 12.236 m
(c)
1 m of fence = RM25.00
Total cost required by the Mathematics Society to fence up region P is
= 12.236m RM25.00
= RM305.90
Therefore, it is not possible for the Mathematics Society to carry out the fencing with an
allocation of RM250.00. It is because 1 m of fence cost RM25.00. The total length of
remaining sides of region P that has to be fence up is 12.236 m. 12.236 m

RM25.00 is
equal to RM305.90. Hence, the total cost required to carry out the fencing of remaining sides
of region P is RM305.90 which is more than RM250.00. The allocation of RM250.00 is not
enough and Mathematics Society still needs RM55.90 to carry out the fencing of remaining
sides of region P.
d)
Plot a 4.2 m line from point E to line AB
Find the angle EAB.
1
#
4
tan
3
53.13 (4 . .)
EAB
s f

Then you will find that the angle EAB is an acute angle.
There
fore by using ambiguous case, there will be another triangle that can be formed.
So, it will be two triangles that are formed. Therefore, the conjecture of point
that can be tied along line AB is 2.
Ambiguous case
-The angle A is acute (i.e., A < 90).
-The side a is shorter than the
side b (i.e., a < b).
-The side a is longer than the
altitude of a right angled triangle
with angle A and
hypotenuse b (i.e., a > b sin A)
2(d)(ii)The maximum area of the triangle obtained,
1
#
#
sin53.13 sin
4.2 5
sin
0.1905
5
5 0.1905 sin
0.9524 sin
sin 0.925
72.25 (4 . .)
180 72.25
107.75
AGE
AGE
AGE
AGE
AGE
AGE s f
EVA

#
180 107.75 53.13
19.12
AEV

2
#
2
#
180 72.25 72.25
35.50
Area of triangle AVE
1
5 4.2sin(19.12)
2
3.439 (4 . .)
Area of triangle VEG
1
4.2 4.2sin(35.50)
2
5.122
VEG
m s f
m

By comparing the area of triangle AVE and VEG, the maximum area of triangle obtained is
5.122m that is triangle VEG.
PART 3
(a)
Method 1:-
Let angle AED is equal to y x +
o o
Where x
o
represents the angle of triangular-shape at the right side inside the pond
The opposite side = 1 m
The adjacent side = 2 m
o
tan x
a

o
Therefore,
1
2
tan x
o
1
1
2
x tan

o
26.57 x
o o
While y
o
represents the angle of triangular-shape which is opposite the triangle with the
angle x
o
The opposite side = 3 m
The adjacent side = 4 m
o
tan y
a

o
Therefore,
3
4
tan y
o
1
3
4
y tan

o
36.87 y
o o
Note that angle AED is equal to y x +
o o
Therefore, angle AED = 26.57 36.87 +
o o
= 63.43
o
In radian, 63.43
180

o
o
= 1.107 rad
Method 2:-
Area of triangle =
1
sin
2
ab C
Let the angle AED equal to y x +
o o
x
o
is the angle of triangular-shape at right side inside the pond
Area of triangular-shape at right side inside the pond
=
1
2 1
2

=
2
1m
Therefore,
1
1 2 5 sin
2
C
1 2.236sinC
1
sin
2.236
C
1
1
sin
2.236
C

26.57 C
o
Therefore, angle of 26.57 x
o o
In radian, 26.57
180

o
o
= 0.4637 rad
y
o
is the angle of triangular-shape at the left side inside the pond
Area of triangular-shape which is opposite the triangle with the angle x
o
=
1
4 3
2

=
2
6m
Therefore,
1
6 4 5 sin
2
C
6 10sinC
6
sin
10
C
1
3
sin
5
C

36.87 C
o
Therefore, angle of 36.87 y
o o
In radian, 36.87
180

o
o
= 0.6435 rad
Note that angle AED is equal to y x +
o o
Therefore, 0.4637 0.6435 rad rad +
1.1072 rad
= 1.107 rad
(b)
Volume =
2
1
2
r h
ED =
2 2
2 1 +
= 5
= 5m
Note that the radius of the pond is 5m
Therefore, volume of the pond is equal to
( )
2
1
5 1.107 1
2

= ( )
2.5 1.107
=
3
2.768 m
The volume of water that has to be pumped to fill up 80% of the pond is
80
2.768
100

=
3
2.214 m
(c)(i) Rate of change of depth the water is
dh dh dV
dt dV dt

Given that
3 1
0.001
dV
m s
dt

2
1
2
V r h
2
1
2
dV
r
dh

( )
2
1
5 1.107
2

2.768
Therefore,
1
2.768
dh
dV

1
0.001
2.768
dh
dV

0.36127 0.001
4 3 1
3.6127 10 m s


Therefore, the rate of change of depth of the water is
=
4 3 1
3.6127 10 m s

(ii)
The depth of the water after 10 minutes
( )
4
3.6127 10 10 60

4
3.6127 10 600

= 0.2168 m
(iii)
Note that
3
2.768 V m
3 1
0.001
dV
m s
dt

The minimum time taken, in minutes, before the water overflows is

60
V
dV
dt

=
2.768
60
0.001

= 2768 60 = 46.13= 46 minutes
(iv)
Volume of triangular-shaped AED pond =
1
sin
2
ab C h
Note that the height of the pond is 2 m
The angle of AED is 63.43
o
ED = 5 m
AE= 5m
Therefore, the volume of triangular-shaped AED pond is
=
1
5 5 sin63.43 2
2

o
= 5 2
=
3
10 m
3
10 V m
3 1
0.001
dV
m s
dt

Therefore, the minimum time taken, in minutes, before the water overflows,
60
V
dV
dt

=
10
60
0.001

= 10 000 60
= 166.7
= 167 minutes
FURTHER EXPLORATION
A. Hospital Mesra Bukit Padang
JalanKolam, Kota Kinabalu, Sabah
E. PusatPakarPerubatan Kota Kinabalu
LorongMargosa, Taman LuyangFasa 8, Kota Kinabalu, Sabah
(i) Solve the triangle obtained,
Refer map 1.
(ii) The shortest distance from your school to the line joining the two hospitals/clinics,
Based on map 1,the shortest distance from my school to the line joining the two
hospitals/clinics is 0.859km.
REFLECTION
Indoingthis project, there aresomevaluesthatI havepracticedascooperationingroup. I have
worked together with my friends from my school and also several friends from other school.
Other than that, I have learned about the meaning of patience during worked up for this
assignment. I also have learned how to persevere in doing the job.
Moreover,I wasalsoadoptedin cooperation
withotherpartnerstocompletethiswork.Without help from them, I will not be able to
complete this task.
I would be a hard working and trying to finish this job properly and just in time.
Next, I also learned to be a person who does not easily give up in doing any work.
CONCLUSION
So, when I finished this project work for additional mathematics 2011, I had drawn a general
conclusion about the volume of an object. To find the volume of an object we can simply
times the area of the object with height of the object. This can be simplified by Area x Height
= Volume.
Furthermore, I also can conclude that we can use the concept of additional mathematics in
our daily life such as when we want to build a pond. We need to use the concept of circular
measurement and differentiation to find the volume of the pond and the time taken for the
pond to fill up by water. Therefore, I had learn many things while making this project and
realize that additional mathematics is important and this subject can make our life easy.
REFERENCES:-
Books:-
i) Longman SUPER SCORE Additional Mathematics Form 4 Tam Siew Hong
ii) Pelangi Analysis Series SPM Additional Mathematics Chong Pak Cheong
iii) SetiaEmas AGENDA A+ Additional Mathematics Form 5 H.S.Wong
iv) Longman Essential Additional Mathematics SPM 2011 - Lan Foo Huat, Yong KienChen
v) Success Additional Mathematics SPM, Oxford FajarSdn.Bhd. Wong Pek Wei and
Dr.Wong Sin Mong
Internet:-
i) http://www.one-school.net/notes/SPMAddMaths/SPM-Add-Maths-Formula-List-
Form4.pdf
ii) http://www.scribd.com/doc/35182797/Additional-Mathematics-Form-4-and-5-Notes
iii) http://www.one-school.net/notes/SPMAddMaths/Integration%20Practice.pdf
iv) http://www.keepandshare.com/doc/943521/probability-distributions-pdf-december-3-
2008-1-05-am-420k?da=y
v) http://wanitasolehah87.blogspot.com/2009/03/formula-add-math-form-4.html