ADDITIONAL MATHEMATICS

PROJECT WORK 2014

TASK 2: POPCORN ANYONE?

NAME : TAN WAI SHENG
I/C NUMBER : 971005-14-5201
FORM : 5 AMANAH


CONTENTS Page

1. Acknowledgement 1
2. Objectives 2
3. History 3 - 4
4. Moral Values 5
5. Section A 6 8
6. Section B 9 - 14
7. Conclusion 15

































ACKNOWLEDGEMENT

First of all, I would like to express my special thanks of gratitude to my
additional mathematics teacher, Puan Siew Yiet Hong who gave me the
opportunity to do this project and help me a lot throughout finishing this
project. Without her guide, I may not finish my project and do it properly.
Secondly, I would like to thanks my parents and my family for providing
everything, such as money to buy anything that are related to this
project and their advices, which is the most needed to do this project. I
am grateful for their constant support and help. Not forgotten to my
friends who have contributed lots of idea in finding the topic that would
be interesting to do and gave their comments on my research. I really
appreciate their kindness and help. Besides that, I want to thanks to the
respondents for helping and spending their time to answer my questions
for this project. Without respondents, I might not be able to complete
this project because their co-operation in answering the questions, I
have the conclusion for this project. Last but not least, I would like
to express my thankfulness to those who are involved either directly or
indirectly in completing this project. Thank you for all the co-operation
given.























OBJECTIVES

Apply and adapt a variety of problem-solving strategies ti solve
routine and non-routine problems.
Acquire effective mathematical communication through oral and
writing, and to use the language of mathematics to express
mathematical ideas correctly and precisely.
Increase interest and confidence as well as enhance acquisition
of mathematical knowledge and skills that are useful for career and
future undertakings.
Realize that mathematics is an important and powerful tool in solving
real-life problems and hence develop positive attitude towards
mathematics.
Train students not only to be independent learners but also
collaborate, to cooperate, and to share knowledge in an engaging and
healthy environment.
Use technology especially the ICT appropriately and effectively.
Train students to appreciate the intrinsic values of mathematics and
to become more creative and innovative.
Realize the importance and the beauty of mathematics.























HISTORY OF DIFFERENTIATION

The concept of a derivative in the sense of a tangent line is a very old one,
familiar to Greek geometers such as Euclid (c. 300 BC), Archimedes (c.
287212 BC) and Apollonius of Perga (c. 262190 BC). Archimedes also
introduced the use of infinitesimals, although these were primarily used
to study areas and volumes rather than derivatives and tangents;
see Archimedes' use of infinitesimals.
The use of infinitesimals to study rates of change can be found in Indian
mathematics, perhaps as early as 500 AD, when the astronomer and
mathematician Aryabhata (476550) used infinitesimals to study
the motion of the moon. The use of infinitesimals to compute rates of
change was developed significantly by Bhskara II (11141185); indeed, it
has been argued that many of the key notions of differential calculus can
be found in his work, such as "Rolle's theorem". The Persian
mathematician, Sharaf al-Dn al-Ts (11351213), was the first to
discover the derivative of cubic polynomials, an important result in
differential calculus; his Treatise on Equations developed concepts
related to differential calculus, such as the derivative function and
the maxima and minima of curves, in order to solve cubic equations which
may not have positive solutions.
The modern development of calculus is usually credited to Isaac
Newton (16431727) and Gottfried Leibniz (16461716), who provided
independent and unified approaches to differentiation and derivatives.
The key insight, however, that earned them this credit, was
the fundamental theorem of calculus relating differentiation and
integration: this rendered obsolete most previous methods for computing
areas and volumes, which had not been significantly extended since the
time of Ibn al-Haytham (Alhazen). For their ideas on derivatives, both
Newton and Leibniz built on significant earlier work by mathematicians
such as Isaac Barrow(16301677), Ren Descartes (1596
1650), Christiaan Huygens (16291695), Blaise Pascal (16231662)
and John Wallis (16161703). Isaac Barrow is generally given credit for
the early development of the derivative. Nevertheless, Newton and
Leibniz remain key figures in the history of differentiation, not least
because Newton was the first to apply differentiation to theoretical
physics, while Leibniz systematically developed much of the notation still
used today.




HISTORY OF POPCORN

Popcorn was first discovered thousands of years ago by Native Americans.
It is one of the oldest forms of corn: evidence of popcorn from 3600 B.C.
was found in New Mexico and even earlier evidence dating to perhaps as
early as 4700 BC was found in Peru. Some Popcorn has been found in early
1900s to be a purple colour. The English who came to America in the 16th
and 17th centuries learned about popcorn from the Native Americans.
During the Great Depression, popcorn was comparatively cheap at 5
10 cents a bag and became popular. Thus, while other businesses failed,
the popcorn business thrived and became a source of income for many
struggling farmers. During World War II, sugar rations diminished candy
production, causing Americans to eat three times as much popcorn than
they had before. At least six localities (all in the Midwestern United
States) claim to be the "Popcorn Capital of the World": Ridgway, Illinois;
Valparaiso, Indiana; Van Buren, Indiana; Schaller, Iowa; Marion, Ohio; and
North Loup, Nebraska. According to the USDA, most of the corn used for
popcorn production is specifically planted for this purpose; most is grown
in Nebraska and Indiana, with increasing area in Texas. As the result of
an elementary school project, popcorn became the official state
snack food of Illinois, U.S.A.
















MORAL VALUES

From the project, I learned to be independent to finish the whole
project by myself. I also learn to time management to arrange my time
properly to accomplish this project in a shorter time.
Secondly, I learnt to be responsibility. I hand in my project on time
and ask my Additional Mathematics teacher to check my project.
Thirdly, I learn to help my classmates. I always prepared to help
them in the Additional Mathematics project, When we faced difficulties,
we helped each other to solve the problem. I also take note during the
class when teaching was helping us to complete the project.
Lastly, I had learnt not to give up easily. I have faced many
problems when doing this project but I try my best to solve the problems
without giving up.





















SECTION A
Part 1

Since the circumference of cylinder A is d = 8.5 (d is the diameter),
d = 2.706 and
radius = d = 1.353

Since the circumference of cylinder B is d = 11 (d is the diameter),
d = 3.501 and
radius = d = 1.751
Therefore,
DIMENSION CYLINDER A CYLINDER B
HEIGHT 11 8.5
DIAMETER 2.706 3.501
RADIUS 1.353 1.751

Part 2
The two cylinders A and B will not hold the same amount of popcorn.
Cylinder B will hold more popcorn when compared to cylinder A.
Since volume = r
2
h (r is the radius, and h is the height),
r causes the volume to increase at a higher rate compared to h. This is
because r is raised to the power of two but h is not.
Therefore, the volume of cylinder B is greater than that of cylinder A.
POPCORN
ANYONE?


Part 3
Cylinder B is not full.

Part 4
Yes, the prediction was correct. This is because the amount of popcorn
required to fill up cylinder A is not sufficient to fill up cylinder B.
The volume of cylinder B is greater than that of cylinder A.
If the prediction was incorrect, it may be due to the arrangement of the
popcorns which leave empty spaces between the popcorns and between
the container. It may also be due to the shoddy taping at the joints.

Part 5
The formula for finding the volume of a cylinder is volume = rh.
Volume of cylinder A = (1.353)
2
(11) = 63.26.
Volume of cylinder B = (1.751)
2
(8.5) = 81.87.
The cylinders do not hold the same amount because the volume of
cylinder B is greater than that of cylinder A. This is because the radius is
raised to the power of two but the height is not. Therefore, the radius
causes the volume to increases at a higher rate compared to the height.


Part 6
The radius impacts the volume more. This is because the radius causes
the volume to increase at a higher rate compared to the height.
Therefore, the increased radius had a larger impact on the volume of the
cylinder.




















SECTION B
Since 300 cm
2
of thin sheet material is given, the total surface area of
the container is 300 cm
2
.

A cube:

Since the total surface area, 5s
2
= 300 cm
2

s = 60 cm
2

s = 7.746 cm

Therefore, the volume of the cube, V = (7.746cm)
3

= 464.764 cm
3
























A cuboid with a square base:

Since the total surface area, 4sh + s
2
= 300 cm
2

4sh = 300 - s
2

h =

Volume, V = s
2
h
V = s
2
(

)
V = 75s -

When the volume is maximum,

= 0
75 -

= 0

= 75
s
2
= 100
s = 10 cm

Therefore, the volume of the cuboid, V = (10 cm)
2
(5 cm)
= 500 cm
3















A circular prism (cylinder):

Since the total surface area, 2rh + r
2
= 300 cm
2

2rh = 300 - r
2

h =

Volume, V = r
2
h
V = r
2
(

)
V = 150r -

When the volume is maximum,

= 0
150 -

r
2
= 0

r
2
= 150
r
2
= 100
r = 5.642 cm

Therefore, the volume of the cylinder, V = (5.642 cm)
2
(5.642 cm)
= 564.220 cm
3















A hemisphere:



Since the total surface area, 2r
2
= 300
r
2
= 150
r = 6.910 cm

Therefore, the volume of the hemisphere, V =

r
3

=

(6.910)
3

= 691.023 cm
3

As a consumer, I would look for a hemispherical popcorn container to
obtain the maximum amount of popcorn with the same price. This will
increase the value of my money.

As a popcorn seller, I would look for a cubic popcorn container to sell the
least popcorn per unit. This is to obtain the maximum profit.

As a producer of popcorn container, I would choose to produce
hemispherical popcorn containers because it requires the least joints. I
would save a large amount of cost because it does not require any bonding
agent in the production.




















CONCLUSION

From this project, I have learned to determine the volume of containers
of different shapes. And I have also learned that in a cylinder container,
the radius of the cylinder container increases the volume more than the
height of the cylinder container. This project taught me to economise
when selecting a product. In this case, if we wanted the most popcorn, go
for the cylinder container. However, from this project, we also learn that
we must be wise in handling manufacture of these containers to avoid
wastage and harm towards environment. We must also consider the shape
of the container to be manufactured as it affects the cost for
manufacturing it. Hence, this shows that we, as humans are gifted with
minds to think and plan ahead for a better future.