♥ AIMS ♥

• To apply and adapt variety of problem-solving strategies to solve

problems.

• To improve thinking skills.

• To promote effective mathematical communication.

• To use the language of mathematics to express mathematical ideas

precisely.

• To develop positive attitude towards mathematics.

• To provide learning environment that stimulates and enhances

effective learning.

♥CONTENT♥

AIMS 1

INTRODUCTION OF CIRCLE 2
1
PICTURES OF CIRCLES 3
DEFINITION OF PI 6
HISTORY OF PI 7
PART TWO 9
PART THREE 13
CONCLUSION 21
REFERENCES 22

2
 INTRODUCTION

A circle is a simple shape of Euclidean geometry consisting of those

points in a plane which is the same distance from a given point called the

centre. The common distance of the points of a circle from its centre is

called the radius.

The circle has been known since before the beginning of recorded

history. It is the basis for a wheel, which with related inventions such as

gears, makes much of modern civilization possible. In mathematics, the

study of the circle has helped inspire the development of geometry and

calculus.

Early since, particularly geometry and astrology and also astronomy

was connected to the divine for most medieval scholars, and many

believed that there was something intrinsically “divine” or “perfect” that

could be found in circles.

Some highlights in the history of the circle are:

1700 BC

The Rhind Papyrus gives a method to find the area of a circular field.

The result corresponds to 256/81 as an approximate value of ∏.

♥PICTURES OF CIRCLES♥

There are a lot of things around us related to circles.

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4
 ♥DEFINITION OF PI, π

In Euclidean plane geometry, π is defined as the ratio of a circle’s

circumference to its diameter.

π=Cd

The ratio Cd is constant, regardless of a circle’s size. For example, if

a circle has twice the diameter d of another circle it will also have twice

the circumference C, preserving the ratio.

Area of the circle = π × area of the shaded square. Alternatively, π

can also be defined as the ratio of a circle’s area, A, to the area of square

whose side is equal to the radius = π = Ar2

These definitions depend on results of Euclidean geometry, such as

the fact that all circles are similar. This can be considered a problem when

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pi occurs in areas mathematics that otherwise do not involve geometry.

For this reason, mathematician often prefer to define pi without reference

to geometry, instead selecting one of its analytic properties as a

definition. A common choice is to define pi as twice the smallest positive x

for which cos x.

♥ HISTORY OF PI ♥

The ancient Babylonians calculated the area of a circle by taking 3

times the square of its radius, which gave a value of pi equal to three. One

Babylonians indicates value of 3.125 for pi, which is closer approximation.

In the Egyptian Rhind Papyrus, there is evidence that the Egyptian

calculated the area of circle by using a formula that gave the approximate

value of 3.1605 for pi.

The ancient cultures mentioned above found their approximations

by measurement. The first calculation for pi was done by Archimedes of

Syracuse, one of the greatest mathematicians of the ancient world.

Archimedes approximated the area of a circle by using the Pythagorean

Theorem to find the areas of two regular polygons; the polygon inscribed

within the circle and the polygon within the circle was circumscribed.

Since the actual area of the circle was lying between areas of the

inscribed and circumscribed polygons, the areas of the polygons have

upper and lower bounds for the area of the circle. Archimedes knows that

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he had not found the value of pi but only an approximation within those

limits.

A similar approach was used by Zu Chongzhi, a brilliant Chinese

Mathematician and an astronomer. He would not have been familiar with

Archimedes’ method, but because his book has been lost, little is known of

his work.

He calculated the value of the ratio of the circumference of a circle to its

diameter is 355113. To compute this accuracy for pi, he must have started

with an inscribed regular 24576-gon and performed lengthy calculations

involving hundreds of square roots carried out to nine decimal places.

Mathematicians began using the Greek letter, n , in the 1700s.

Introduced by William Jones in 1706, use of the symbol was popularized by

Euler, who adapted it in 1737. An 18th century, French Mathematicians

named George Buffon devised a way to calculate pi based on probability.

Pi or π is a mathematical constant related to circles. Thus, pi = π =

227 or 3.142

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(a)

Diagram 1 shows a semicircle PQR of a diameter 10 cm. Semicircles PAB

and BCR of diameter d1 and d2 respectively are inscribed in the semicircle
PQR such that the sum of two of it is equal to 10 cm.
D
E
Q321 cm
10
d

Table 1 is completed by using various values of d1 and the corresponding

value of d2.

Then, the relation between the lengths of arcs PQR, PAB and BCR are
determined.

8
 d1 d2 Length of arc PQR Length of PAB in Length of BCR in
in terms of π (cm) terms of π (cm) terms of π (cm)
(cm) (cm)
1.0 9.0 5π (15.71cm) π2 92π
1.5 8.5 5π (15.71cm) 34π 174π
2.0 8.0 5π (15.71cm) π 4π
2.5 7.5 5π (15.71cm) 54π 154π
3.0 7.0 5π (15.71cm) 32π 72 π
3.5 6.5 5π (15.71cm) 74 π 134 π
4.0 6.0 5π (15.71cm) 2π 3π
4.5 5.5 5π (15.71cm) 94 π 114 π
5.0 5.0 5π (15.71cm) 52 π 52 π
5.5 4.5 5π (15.71cm) 114 π 94 π

TABLE 1

The tabulated data below show various values of d1 and d2.

Therefore, from the obtained result, the relation between the

lengths of arc PQR, PAB, BCR is

Length of arc PQR = length arc PAB + length arc BCR

SPQR = SPAB + SBCR

Let d1 = 2, and d2 = 8

5π=π+4π

5π=5π

(b)

Diagram 2 shows a semicircle PQR of diameter 10cm. Semicircles PAB,

BCD and DER of diameter d1, d2 and d3 respectively are inscribed in the
semicircle PQR such that the sum of the three d is equal to 10cm.

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D
E
Q321 cm
10
d

i)

By using various values of d1 and d2 and the corresponding values of d3,

the relation between the length of arc PQR, PAB, BCD and DER are
determined. The findings are tabulated.

D1 D2 D3 Length of arc Length of arc Length of Length of

PQR in π PAB in π arc BCD in π arc DER in π
( ( (
cm) cm) cm)
0 1 8 5 π (15.71 π8 π2 358
.25 .00 .75 cm)
0 1 8 5 π (15.71 π4 34 4π
.50 .50 .00 cm)
1 2 7 5 π (15.71 π2 π 72
.00 .00 .00 cm)
1 2 6 5 π (15.71 34 54 3π
.50 .50 .00 cm)
2 3 5 5 π (15.71 π 32 52
.00 .00 .00 cm)
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 2 3 4 5 π (15.71 54 74 2π
.50 .50 .00 cm)
3 4 3 5 π (15.71 32 2π 32
.00 .00 .00 cm)
3 4 2 5 π (15.71 74 94 π
.50 .50 .00 cm)
4 5 1 5 π (15.71 2π 52 π2
.00 .00 .00 cm)
4 5 0 5 π (15.71 178 218 π4
.25 .25 .50 cm)

TABLE 2

Therefore, from the result in table 2:

Length of arc PQR = length arc PAB + length arc BCD + length of arc DER

Let d1 = 2, d2 = 3, d3 = 5

5π=5π

(ii)

Based on the findings in (a) and (b), the generalisations about the length
of the arc of the outer semicircle and the length of arcs of the inner
semicircle are made n = 2, 3, 4...

The length of arc PQR equals to the sum of the length of arcs of all
the inscribed semicircle.

The length of arc of outer semicircle is equal to the sum of the

length of arc of inner semicircle for n = 1, 2, 3, 4...

Souter = S1 + S2 + S3 + S4 + ...

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(c)

For different values of diameters of the outer semicircle, the

generalisations showed stated in b (ii) is still true.

The length of arc of the outer semicircle is equal to the sum of the
length of arcs of any number of the inner semicircles. This is true for any
value of the diameter of the semicircle.

In other words, for different values of diameters of the outer

semicircle, show that the generalisations in b (ii) is still true.

PART THREE
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 The Mathematics society is given a task to design a garden to

beautify the school by using the design as shown below. The shaded area

region will be planted with flowers and the two inner semicircles are fish

ponds.

E321 cm
D
Q
10
d

(a)

The area of the flower plot is y m2 and the diameter of one of the
fish ponds is x m.y is expressed in terms of π and x.

Area of flower plot = y m2

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y = (25/2) π - (1/2(x/2)2π + 1/2((10-x )/2)2 π)

= (25/2) π - (1/2(x/2)2π + 1/2((100-20x+x2)/4) π)

= (25/2) π - (x2/8 π + ((100 - 20x + x2)/8) π)

= (25/2) π - (x2π + 100π – 20x π + x2π )/8

= (25/2) π - ( 2x2– 20x + 100)/8) π

= (25/2) π - (( x2 – 10x + 50)/4)

= (25/2 - (x2 - 10x + 50)/4) π

y= ((10x – x2)/4) π

(b)

If the area of the flower plot is 16.5 m2, the diameters of the two fish

ponds are found by using π = 227 .

y = 16.5 m2

16.5 = ((10x – x2)/4) π

66 = (10x - x2) 22/7

66(7/22) = 10x – x2

0 = x2 - 10x + 21

0 = (x-7)(x – 3)

x=7 , x=3

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(c)

The non-linear equation obtained in (a) is reduced to simple linear

form and the, a straight line graph is plotted. By using the area of the
flower plot is determined if the diameter of one of the fish ponds is 4.5 m.

. y= ((10x – x2)/4) π

y/x = (10/4 - x/4) π

x 1 2 3 4 5 6 7
y/x 7.1 6.3 5.5 4.7 3.9 3.1 2.4

8.0
Y/x

7.0

6.0

5.0

4.0

3.0

2.0
0 1 2 3 4 5 6 7
X
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(d)

The cost of constructing the fish ponds is higher than that of the

flower plot. Two methods are used to determine the area f the flower plot

such that the cost of constructing the garden is minimum.

d. Differentiation method

dy/dx = ((10x-x2)/4) π

= ( 10/4 – 2x/4) π

0 = 5/2 π – x/2 π

5/2 π = x/2 π

x = 5

Completing square method

y= ((10x – x2)/4) π

= 5/2 π - x2/4 π

= -1/4 π (x2– 10x)

y+ 52 = -1/4 π (x – 5)2

y = -1/4 π (x - 5)2 - 25

x–5=0

x=5

(e)

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The principal suggested an additional of 12 semicircular flower beds to the
design submitted by the Mathematics Society.

. n = 12, a = 30cm, S12 = 1000cm

S12 = n/2 (2a + (n – 1)d

1000 = 12/2 ( 2(30) + (12 – 1)d)

1000 = 6 ( 60 + 11d)

1000 = 360 + 66d

1000 – 360 = 66d

640 = 66d

d = 9.697

Tn (flower bed) Diameter

(cm)
T1 30
T2 39.697
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 T3 49.394
T4 59.091
T5 68.788
T6 78.485
T7 88.182
T8 97.879
T9 107.576
T10 117.273
T11 126.97
T12 136.667

The diameter of each of the flower beds

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 CONCLUSION♥

Based on this project, I learned lots of things then I realized that

circles do related to our daily lives.

From this project, I also have learnt to work in group and get new

knowledge that can be used in the future.

Moreover, I am able to apply and use the functions of circles in my

daily life. I also learned to solve questions that I have never tried to solve

before.

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 REFERENCES

♥SOURCES

♥ friends; students in 5 Berlian, SMK Perempuan Likas

♥ Additional Mathematics teacher; Sir Mohd. Anuar Ali

♥ Internet; www.scribd.com

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