PROJECT WORK FOR ADDITIONAL

MATHEMATICS 2011

Name : Muhammad Farhan Bin Sukor

Teacher’s name : Sir Mohamed Bin Masri

Class : 5 Einstein

School : Kuantan Integrated Boarding

School
 Content Page
Introduction
• Objective 1
• History Of Geometry 2
• Acknowledgement 5

Part 1 Questions 6

Part 2 Questions 6

Part 3 Questions 12

Reflection 15
Introduction
Objective
We students taking Additional Mathematics are requiredto carry out
a project work while we are in Form 5.This year the Curriculum
Development Division, Ministry of Education has prepared four tasks
for us.We are to choose and complete only ONE task based on our
area of interest.This project can be done in groups or individually,but
each of us are expected to submit an individually written report.Upon
completion of the Additional Mathematics Project Work,we are to
gain valuable experiences and able to:

• Apply and adapt a variety of problem solving strategies to

solve routine and non-routine problems.
• Experience classroom environments which are challenging,
interesting and meaningful and hence improve their thinking
skills.
• Experience classroom environments where knowledge and
skills are applied in meaningful ways in solving real-life
problems.
• Experience classroom environments where expressing ones
mathematical thinking,reasoning and communication are
highly encouraged and expected.
• Experience classroom environments that stimulates and
enhances effective learning.
• Acquire effective mathematical communication through oral
and writing,and to use the language of mathematics to express
mathematical ideas correctly and precisely.
• Enhance acquisition of mathematical knowledge and skills
through problem-solving in ways that increase interest and
confidence.
• Prepare ourselves for the demand of our future undertakings
and in workplace.
• Realise that mathematics is an important and powerful tool in
solving real-life problems and hence develop positive attitude
towards mathematics.
• Train ourselves not only to be independent learners but also to
collaborate, to cooperate, and to share knowledge in an
engaging and healthy environment.
• Use technology especially the ICT appropriately and
effectively.
• Train ourselves to appreciate the intrinsic values of
mathematics and to become more creative and innovative.
• Realize the importance and the beauty of mathematics.
We are expected to submit the project work within three weeks
from the first day the task is being administered to us.Failure to
submit the written report will result in us not receiving certificate.

HISTORY OF GEOMETRY

Geometry was thoroughly organized in about 300 BC, when the

Greek mathematician Euclid gathered what was known at the time, added
original work of his own, and arranged 465 propositions into 13 books, called
'Elements'. The books covered not only plane and solid geometry but also much
of what is now known as algebra, trigonometry, and advanced arithmetic.

Through the ages, the propositions have been rearranged, and

many of the proofs are different, but the basic idea presented in the 'Elements'
has not changed. In the work facts are not just cataloged but are developed in a
fashionable way.

Even in 300 BC, geometry was recognized to be not just for

mathematicians. Anyone can benefit from the basic learning of geometry, which
is how to follow lines of reasoning, how to say precisely what is intended, and
especially how to prove basic concepts by following these lines of reasoning.
Taking a course in geometry is beneficial for all students, who will find that
learning to reason and prove convincingly is necessary for every profession. It
is true that not everyone must prove things, but everyone is exposed to proof.
Politicians, advertisers, and many other people try to offer convincing
arguments. Anyone who cannot tell a good proof from a bad one may easily be
persuaded in the wrong direction. Geometry provides a simplified universe,
where points and lines obey believable rules and where conclusions are easily
verified. By first studying how to reason in this simplified universe, people can
eventually, through practice and experience, learn how to reason in a
complicated world.

Geometry in ancient times was recognized as part of everyone's

education. Early Greek philosophers asked that no one come to their schools
that had not learned the Elements' of Euclid. There were, and still are, many
who resisted this kind of education.

Ancient knowledge of the sciences was often wrong and wholly

unsatisfactory by modern standards. However not all of the knowledge of the
more learned peoples of the past was false. In fact without people like Euclid or
Plato we may not have been as advanced in this age as we are. Mathematics is
an adventure in ideas. Within the history of mathematics, one finds the ideas
and lives of some of the most brilliant people in the history of mankind’s’
populace upon Earth. First man created a number system of base 10. Certainly,
it is not just coincidence that man just so happens to have ten fingers or ten
toes, for when our primitive ancestors first discovered the need to count they
definitely would have used their fingers to help them along just like a child
today. When primitive man learned to count up to ten he somehow
differentiated him from other animals. As an object of a higher thinking, man
invented ten number-sounds. The needs and possessions of primitive man were
not many. When the need to count over ten aroused, he simply combined the
number-sounds related with his fingers. So, if he wished to define one more
than ten, he simply said one-ten. Thus our word eleven is simply a modern form
of the Teutonic ein-lifon. Since those first sounds were created, man has only
added five new basic number-sounds to the ten primary ones. They are
“hundred,” “thousand,” “million,” “billion” (a thousand millions in America, a
million millions in England), “trillion” (a million millions in America, a million-
million millions in England). Because primitive man invented the same number
of number-sounds as he had fingers, our number system is a decimal one, or a
scale based on ten, consisting of limitless repetitions of the first ten number
sounds. Undoubtedly, if nature had given man thirteen fingers instead of ten,
our number system would be much changed. For instance, with a base thirteen
number system we would call fifteen, two-thirteen’s. While some intelligent and
well-schooled scholars might argue whether or not base ten is the most
adequate number system, base ten is the irreversible favorite among all the
nations. Of course, primitive man most certainly did not realize the concept of
the number system he had just created. Man simply used the number-sounds
loosely as adjectives. So an amount of ten fish was ten fish, whereas ten is an
adjective describing the noun fish. Soon the need to keep tally on one’s
counting raised. The simple solution was to make a vertical mark. Thus, on
many caves we see a number of marks that the resident used to keep track of
his possessions such a fish or knives. This way of record keeping is still taught
today in our schools under the name of tally marks.

The earliest continuous record of mathematical activity is from the

second millennium BC when one of the few wonders of the world was created
mathematics was necessary. Even the earliest Egyptian pyramid proved that the
makers had a fundamental knowledge of geometry and surveying skills. The
approximate time period was 2900 BC The first proof of mathematical activity in
written form came about one thousand years later. The best-known sources of
ancient Egyptian mathematics in written format are the Rhind Papyrus and the
Moscow Papyrus. The sources provide undeniable proof that the later Egyptians
had intermediate knowledge of the following mathematical problems,
applications to surveying, salary distribution, calculation of area of simple
geometric figures' surfaces and volumes, simple solutions for first and second
degree equations. Egyptians used a base ten number system most likely
because of biologic reasons (ten fingers as explained above). They used the
Natural Numbers (1,2,3,4,5,6, etc.) also known as the counting numbers. The
word digit, which is Latin for finger, is also another name for numbers that
explains the influence of fingers upon numbers once again. The Egyptians
produced a more complex system then the tally system for recording amounts.
Hieroglyphs stood for groups of tens, hundreds, and thousands. The higher
powers of ten made it much easier for the Egyptians to calculate into numbers
as large as one million. Our number system which is both decimal and
positional (52 is not the same value as 25) differed from the Egyptian, which
was additive, but not positional. The Egyptians also knew more of pi then its
mere existence. They found pi to equal C/D or 4(8/9)ª whereas a equals 2. The
method for ancient peoples arriving at this numerical equation was fairly easy.
They simply counted how many times a string that fit the circumference of the
circle fitted into the diameter, thus the rough approximation of 3. The biblical
value of pi can be found in the Old Testament (I Kings vii.23 and 2 Chronicles
iv.2)in the following verse “Also, he made a molten sea of ten cubits from brim
to brim, round in compass, and five cubits the height thereof; and a line of
thirty cubits did compass it round about.” The molten sea, as we are told is
round, and measures thirty cubits round about (in circumference) and ten
cubits from brim to brim (in diameter). Thus the biblical value for pi is 30/10 =
3.

Now we travel to ancient Mesopotamia, home of the early Babylonians.

Unlike the Egyptians, the Babylonians developed a flexible technique for dealing
with fractions. The Babylonians also succeeded in developing more
sophisticated base ten arithmetic that were positional and they also stored
mathematical records on clay tablets. Despite all this, the greatest and most
remarkable feature of Babylonian Mathematics was their complex usage of a
sexagesimal place-valued system in addition a decimal system much like our
own modern one. The Babylonians counted in both groups of ten and sixty.
Because of the flexibility of a sexagismal system with fractions, the Babylonians
were strong in both algebra and number theory. Remaining clay tablets from
the Babylonian records show solutions to first, second, and third degree
equations. Also the calculations of compound interest, squares and square roots
were apparent in the tablets. The sexagismal system of the Babylonians is still
commonly in usage today. Our system for telling time revolves around a
sexagesimal system. The same system for telling time that is used today was
also used by the Babylonians. Also, we use base sixty with circles (360 degrees
to a circle). Usage of the sexagesimal system was principally for economic
reasons. Being, the main units of weight and money were mina,(60 shekels)
and talent (60 mina). This sexagesimal arithmetic was used in commerce and in
astronomy. The Babylonians used many of the more common cases of the
Pythagorean Theorem for right triangles. They also used accurate formulas for
solving the areas, volumes and other measurements of the easier geometric
shapes as well as trapezoids. The Babylonian value for pi was a very rounded
off three. Because of this crude approximation of pi, the Babylonians achieved
only rough estimates of the areas of circles and other spherical, geometric
objects.

The real birth of modern math was in the era of Greece and Rome. Not
only did the philosophers ask the question “how” of previous cultures, but they
also asked the modern question of “why.” The goal of this new thinking was to
discover and understand the reason for mans’ existence in the universe and
also to find his place. The philosophers of Greece used mathematical formulas
to prove propositions of mathematical properties. Some of who, like Aristotle,
engaged in the theoretical study of logic and the analysis of correct reasoning.
Up until this point in time, no previous culture had dealt with the negated
abstract side of mathematics, of with the concept of the mathematical proof.
The Greeks were interested not only in the application of mathematics but also
in its philosophical significance, which was especially appreciated by Plato
(429-348 BC). Plato was of the richer class of gentlemen of leisure. He, like
others of his class, looked down upon the work of slaves and crafts worker. He
sought relief, for the tiresome worries of life, in the study of philosophy and
personal ethics. Within the walls of Plato’s academy at least three great
mathematicians were taught, Theaetetus, known for the theory of irrational,
Eodoxus, the theory of proportions, and also Archytas (I couldn’t find what
made him great, but three books mentioned him so I will too). Indeed the
motto of Plato’s academy “Let no one ignorant of geometry enter within these
walls” was fitting for the scene of the great minds who gathered here. Another
great mathematician of the Greeks was Pythagoras who provided one of the
first mathematical proofs and discovered incommensurable magnitudes, or
irrational numbers. The Pythagorean theorem relates the sides of a right
triangle with their corresponding squares. The discovery of irrational
magnitudes had another consequence for the Greeks since the length of
diagonals of squares could not be expressed by rational numbers in the form of
A over B, the Greek number system was inadequate for describing them. As,
you might have realized, without the great minds of the past our mathematical
experiences would be quite different from the way they are today.
Acknowledgement
Alhamdullilah, thank you to Allah for giving the will to do my
additional mathehatics project.Secondly, I would like to thank the principle
of Kuantan Integrated Boarding School, Sir Awang Mohd Zaid Bin Mat Zain
for giving the permission to do my Additional Mathematics Project Work. I
also like to thank my Additional Mathematics teacher, Sir Mohamed Bin
Masri for the guide and giving useful and important information for me to
complete this project. Besides that, Iwould like to thank my parents for
their support and encouragement. Lastly, special thanks to all my friends
for their help and cooperation in searching for information and completing
this project.

Part 1 (Find out how maths is used in cake baking and cake
decorating and write about your findings)
 • Geometry is used to determine the suitable dimensions for
the cake, to assist in designing and decorating cakes that
comes in many attractive shapes and designs, to estimate
volume of cake to be produced.

• Calculus (differentiation) is used to determine the minimum

or maximum amount of ingredients for cake-baking, to
estimate min. or max. amount of cream needed for
decorating, to estimate min. or max. size of cake produced.

• Progressions is used to determine total weight/volume of

multi-storey cakes with proportional dimensions, to estimate
total ingredients needed for cake-baking, to estimate total
amount of cream for decoration.

• Timing calculation also conducted in the cake baking to

make sure the cake is baked finely and perfectly.

• Circular measure is used to calculate the area of circle for

the base area of cake due to round bottom cake is given in
the question.

Part 2 (bake a 5 kg round cake for your school. given the height of
cake, h and the diameter of cake,d.)

Question 1 - Given 1 kg cake has volume 3800cm³, and h is 7cm, so find d.

Volume of 5kg cake = Base area of cake x Height of cake

3800 x 5 = (3.142)(d/2)² x 7
19000/7(3.142) = (d/2)²
863.872 = (d/2)²
d/2 = 29.392
d = 58.784 cm

Question 2 - Given the inner dimensions of oven: 80cm length, 60cm

width, 45cm height.

a) By doing Algebra on this formula : 3.142(d/2)²h = 19 000

Height, h (cm) Diameter, d (cm)

1.0 155.53
2.0 109.97
3.0 89.79
4.0 77.76
5.0 69.55
6.0 63.49
7.0 58.78
8.0 54.99
9.0 51.84
10.0 49.18
 b) i) State the range of heights that is NOT suitable for the
cakes and explain.

h < 7 is not suitable for the cake because the resulting diameter
when ‘h’ greater than 7 is greater than the width of the inner
dimension of oven. So that the cake cannot be put into the oven
due to its diameter is greater than the width of the inner
dimension of the oven. That’s why h < 7 are not suitable for the
heights of the cakes.

b) ii) Suggest and explain the most suitable dimensions

(h and d) for the cake.

h = 8cm , d = 54.99cm

This is because with this height and diameter of cake, the cake
can be fit perfectly into the oven. Besides, its height that is not
too tall and too short is suitable for easy handling and has lower
centre of gravity which prevent the cake from collapsing easily.

c) i) Form a linear equation relating d and h. Hence, plot a

suitable (linear, best fit) graph based on that
equation.

3.142(d/2) ²h = 19 000
(d/2) ²h = 6047.104
d²h = 24 188.42
d = √24 188.42/√h
d = 155.53/√h
log d = log 155.53 – ½ log h
log d = - ½ log h + log 155.53

ii) By sing the graph that i have drawn, the results are :

a) d when h = 10.5cm
h = 10.5cm, log h = 1.021, log d = 1.680, d =
47.86cm

b) h when d = 42cm
d = 42cm, log d = 1.623, log h = 1.140, h =
13.80cm

Q3) Decorate the cake with fresh cream, with uniform thickness 1cm.

a) Estimate the amount of fresh cream needed to decorate the cake,

using the dimensions
you've suggested in Q2/b/ii

Volume of cream at the top surface

= Area of top surface x Height of cream
= (3.142)(54.99/2)²(1)
= 2375.27 cm³

Volume of cream at the side surface

= Area of side surface x Height of cream
= (Circumference of cake x Height of cake) x Height of cream
= 2(3.142)(54.99/2)(8) x 1
= 1382.23 cm³

Therefore, amount of fresh cream = 2375.27 + 1382.23 = 3757.50

cm³
b) Suggest THREE other shapes (the shape of the base of the cake) for
the cake with same height (depends on the Q2/b/ii) and volume
(19000cm³). Estimate the amount of fresh cream (the volume) to be
used for each of those cakes.

V = 19 000cm³ , h = 8cm

1 – Rectangle-shaped base (cuboid)

19000 = base area x height

base area = 19000/8
length x width = 2375
By trial and
improvement, 237
5 = 50 x 47.5 (length = 50,
width = 47.5, height = 8)
Therefore, volume of cream
= 2(Area of left/right side
surface) (Height of cream)
+ 2(Area of front/back side
surface) (Height of cream)
+ Vol. of top surface
= 2(8 x 50) (1) + 2(8 x 47.5)
(1) + 2375 = 3935 cm³
2 – Triangle-shaped base

19000 = base area x height

base area = 2375
½ x length x width = 2375
length x width = 4750
By trial and improvement, 4750 = 95 x 50 (length = 95, width =
50)
Slant length of triangle = √(95² + 25²)= 98.23
Therefore, amount of cream
= Area of rectangular front side surface(Height of cream) +
2(Area of slant rectangular left/right side surface)(Height of
cream) + Vol. of top surface
= (50 x 8)(1) + 2(98.23 x 8)(1) + 2375 = 4346.68 cm³
3 – Pentagon-shaped base

19000 = base area x height

base area = 2375 = area of 5 similar isosceles triangles in a
pentagon
therefore:
2375 = 5(length x width)
475 = length x width
By trial and improvement, 475 = 25 x 19 (length = 25, width = 19)
Therefore, amount of cream
= 5(area of one rectangular side surface)(height of cream) + vol.
of top surface
= 5(8 x 19) + 2375 = 3135 cm³

c) Based on the values above, determine the shape that require the
least amount of fresh
cream to be used.

Pentagon – Shaped base/pentagonal prism is the most economical

shape that can be used to create the cake since it only use the
least amout of fresh cream among other shapes. So, i would say
that pentagonal prism or Pentagon – Shaped base is the most
suitable shape for the least omount of fresh cream to be used.
Part 3 (Find dimensions of 5kg ROUND cake (volume: 19000cm³)
that require minimum amount of cream to decorate. Use two
different methods, including Calculus (differentiation/integration).
Also, explain whether you would choose to bake that cake with
such dimensions and give reasons

Method 1: Differentiation
Use two equations for this method: the formula for volume of cake
(as in Q2/a), and the formula for amount (volume) of cream to be
used for the round cake (as in Q3/a).
19000 = (3.142)r²h → (1)
V = (3.142)r² + 2(3.142)rh → (2)
From (1): h = 19000/(3.142)r² → (3)
Sub. (3) into (2):
V = (3.142)r² + 2(3.142)r(19000/(3.142)r²)
V = (3.142)r² + (38000/r)
V = (3.142)r² + 38000r-1

dV/dr = 2(3.142)r – (38000/r²)

0 = 2(3.142)r – (38000/r²) -->> minimum value, therefore dV/dr =
0
38000/r² = 2(3.142)r
38000/2(3.142) = r³
6047.104 = r³
r = 18.22

Sub. r = 18.22 into (3):

h = 19000/(3.142)(18.22)²
h = 18.22
therefore, h = 18.22cm, d = 2r = 2(18.22) = 36.44cm

Method 2: Quadratic Functions

Use the two same equations as in Method 1, but only the formula
for amount of cream is the main equation used as the quadratic
function.
Let f(r) = volume of cream, r = radius of round cake:
19000 = (3.142)r²h → (1)
f(r) = (3.142)r² + 2(3.142)hr → (2)
From (2):
f(r) = (3.142)(r² + 2hr) -->> factorize (3.142)
= (3.142)[ (r + 2h/2)² – (2h/2)² ] -->> completing square, with a =
(3.142), b = 2h and c = 0
= (3.142)[ (r + h)² – h² ]
= (3.142)(r + h)² – (3.142)h²
(a = (3.142) (positive indicates min. value), min. value = f(r) = –
(3.142)h², corresponding value of x = r = --h)
Sub. r = --h into (1):
19000 = (3.142)(--h)²h
h³ = 6047.104
h = 18.22

Sub. h = 18.22 into (1):

19000 = (3.142)r²(18.22)
r² = 331.894
r = 18.22
therefore, h = 18.22 cm, d = 2r = 2(18.22) = 36.44 cm
I would choose not to bake a cake with such dimensions because
its dimensions are not suitable (the height is too high) and
therefore less attractive. Furthermore, such cakes are difficult to
be handled.

Further Exploration (order to bake multi-storey cake)

Given that:

height, h of each cake = 6cm

radius of largest cake = 31cm
radius of 2nd cake = 10% smaller than 1st cake
radius of 3rd cake = 10% smaller than 2nd cake...

a) Find volume of 1st, 2nd, 3rd, and 4th cakes. Determine whether
the volumes form number pattern, then explain and
elaborate on the number patterns.

Volume of the largest cake = 1st cake

= 3.142(31)²(6) = 18 116.77cm³

Volume of the second cake

= 3.142[(9/10)(31)]²(6) = 14 674.59cm³

Volume of the third cake

=3.142[(9/10)(9/10)(31)]²(6) = 11 886.41cm³

Volume of the fourth cake

=3.142[(9/10)(9/10)(9/10)(31)]²(6) = 9 628.00cm³

By comparing all the values obtained, it’s confirmed that the

volumes of the cakes forming a number pattern

By deviding the volume of the second cake with the volume of the
first cake, the resulting value is0.81 and it is remains constant for
the devision of the volume of third to the volume of second cake
and as well as the devision of the volume of the fourth cake to the
volume of third cake. According to progression, the type of
progression formed is Geometric progression where 0.81 is equal
to the value of common ratio.
T2/T1 = T3/T2 = T4/T3 = 0.81

14 674.59cm³/18 116.77cm³ = 11 886.41cm³/14 674.59cm³ = 9

628.00cm³/11 886.41cm³ = 0.81

Common ratio, r = 0.81

b) Given the total mass of all the cakes should not exceed 15 kg
( total mass < 15 kg, change to volume:
total volume < 57000 cm³), find the maximum number of
cakes that needs to be baked. Verify the
answer using other methods.

Use Sn = (a(1 - rn)) / (1 - r), with Sn = 57000, a = 18116.772 and r =

0.81 to find n:
57000 = (18116.772(1 – (0.81)n)) / (1 - 0.81)
1 – 0.81n = 0.59779
0.40221 = 0.81n
log0.81 0.40221 = n
n = log 0.40221 / log 0.81
n = 4.322
therefore, n ≈ 4

Verifying the answer:

When n = 5:
S5 = (18116.772(1 – (0.81)5)) / (1 – 0.81) = 62104.443 > 57000
(Sn > 57000, n = 5 is not suitable)

When n = 4:
S4 = (18116.772(1 – (0.81)4)) / (1 – 0.81) = 54305.767 < 57000
(Sn < 57000, n = 4 is suitable)
 Okay, finally i’ve made it to complete this project 100%. At
first i thought i’m not able to complete this task due to complex
questions given, but when i look back the question carefully, well
it’s not really complicated as i thought before. With the
permission of ALLAH and with all the knowledge that Sir Mohamed
has given me , finally this project is completed nicely and
neatly.Hahaha...nice la sangat. Besides, this project also had
taught me to be more carefull and focus while doing the complex
calculations. Right now, it’s crystal clear for me that math is very
useful in life. I can see that it’s used widely even in a small matter
we can used math. All i can say here is math is just awesome. The
happy feelings in me cannot be described by anything. Anything
except a song...This is the song that i’ve made to express my
feelings about this project and MATH mainly.

Lyrics by Farhansukor
Genre : Jazz
Title : The Happy Holiday Destructor

LALALALA, KABOOM, KABOOM, KABOOM,

I WAKE UP EVERY MORNING,
I DON’T KNOW WHAT TO DO,
THEN THE TV CALL ME TO WATCH IT,
BUT THE ADDMATH PROJECT WORK CALL ME TO0,
WHICH ONE SHOULD I HEADED TO,
THIS IS SO ANNOYING I SAID TO MYSELF,
THEN I SET UP A SCHEDULE FOR THE WORK TO BE DONE.

BUT GUESS WHAT ?...I DON’T FOLLOW THE SCHEDULE,

MY HOLIDAY IS DESTRUCTED AGAIN,
OH NO, NO, NO.
MY HOLIDAY IS DESTRUCTED AGAIN,
OH NO, NO,NO.

TO PREVENT THIS FROM KEEP HAPPENING,

I GO THROUH THE ADD MATH PROJECT AND I DO IT WITH AN
ANNOYING FEELING,
FOR THE FIRST ONE HOUR DOING IT,
I JUST WANT TO DIE,
WHEN IT EXCEED 2 HOURS,
I LAUGH AND FEEL EXCITED TO DO IT AND I WANNA CRY.

ADDMATH PROJECT WORK IS FUN,

AND I THINK I WANNA SHOUT IN THE AIR,
ADD MATH PROJECT WORK IS FUN FUN FUN,
EVEN THOUGH IT DESTRUCTS MY HOLIDAY.
BUT IT JUST FUN..TUP TUP PABADIDAB........

THE END