Sekolah Menengah Kebangsaan Cyberjaya

Persiaran fauna 2, zon flagship 2,

63000 cyberjaya, Selangor.

Additional Mathematics Project Work 2009

-Circles in life & their relationships-

Name: Yvonne Choo Shuen Lann

Class: 5SC1’09

IC Number: 920707-14-6380

Teacher: Pn. Roziana Aminorlah

Table of Contents

Project Work for Additional Mathematics 2009 ..................................................................................... 3

Part 1 ................................................................................................................................................... 3
Part 2 ................................................................................................................................................... 3
Part 3 ................................................................................................................................................... 5
Introduction ............................................................................................................................................ 7
Brief Definition .................................................................................................................................... 7
Application in Daily Life....................................................................................................................... 8
Aim .......................................................................................................................................................... 9
Conjectures ............................................................................................................................................. 9
Acknowledgement ................................................................................................................................ 10
Prelude .................................................................................................................................................. 11
Part 1 ................................................................................................................................................. 11
Objects Related to Circles ............................................................................................................. 11
Definition and Brief History of Pi or π ........................................................................................... 12
Part 2 ................................................................................................................................................. 13
Part 3 ................................................................................................................................................. 20
Graph 1.......................................................................................................................................... 24
Graph 2.......................................................................................................................................... 25
Proving Conjectures .............................................................................................................................. 31
Conclusion ............................................................................................................................................. 32
General.............................................................................................................................................. 32
Detailed ............................................................................................................................................. 33
Reference .............................................................................................................................................. 34
Electronic References ....................................................................................................................... 34
Printed References............................................................................................................................ 34
Appendix ............................................................................................................................................... 35
Images ............................................................................................................................................... 36
List of Chapters Involved................................................................................................................... 38
 Yvonne Choo Shuen Lann

Project Work for Additional Mathematics 2009

Part 1

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

(a) Collect pictures of 5 such objects. You may use camera to take pictures around your school
compound or get pictures from magazines, newspapers, the internet or any other resources.
(b) Pi or π is a mathematical constant related to circles.
Define π and write a brief history of π.

Part 2

(a) Diagram 1 shows a semicircle PQR of diameter 10cm. Semicircles PAB and BCR of diameter
d1 and d2 respectively are inscribed in the semicircle PQR such that the sum of d1 and d2 is
equal to 10cm.

Complete Table 1 by using various values of d1 and the corresponding values of d2.

Hence, determine the relation between the lengths of arcs PQR, PAB and BCR.

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(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
d1, d2 and d3 is equal to 10cm.

(i) Using various values of d1 and d2 and the corresponding values of d3, determine the
relation between the lengths of arcs PQR, PAB, BCD and DER.
Tabulate your findings.

(ii) Based on your findings in (a) and (b), make generalisations about the length of the arc of
the outer semicircle and the lengths of arcs of the inner semicircles for n inner
semicircles where n= 2, 3, 4...

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(c) For different values of diameters of the outer semicircle, show that the generalisations
stated in b (ii) is still true.

Part 3

The Mathematics Society is given a task to design a garden to beautify the school by using the design
as shown in Diagram 3. The shaded region will be planted with flowers and the two inner semicircles
are fish ponds.

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

(b) Find the diameters of the two fish ponds if the area of the flower plot is 16.5 m2.
22
(Use 𝜋 = )
7

(c) Reduce the non-linear equation obtained in (a) to simple linear form and hence, plot a
straight line graph. Using the straight line graph, determine the area of the flower plot if the
diameter of one of the fish ponds is 4.5 m.

(d) The cost of constructing the fish ponds is higher than that of the flower plot.
Use two methods to determine the area of the flower plot such that the cost of constructing
the garden is minimum.

(e) The principal suggested an additional of 12 semicircular flower beds to design submitted by
the Mathematics Society as shown in Diagram 4. The sum of the diameters of the
semicircular flower beds is 10 m.

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The diameter of the smallest flower bed is 30 cm and the diameter of the flower beds are
increased by a constant value successively.

Determine the diameter of the remaining flower beds.

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Introduction

Brief Definition

A circle is a simple shape of Euclidean geometry consisting of those points in a plane which

are the same distance from a given point called the centre. The common distance of the points of a

circle from its center is called its radius. A diameter is a line segment whose endpoints lie on the

circle and which passes through the centre of the circle. The length of a diameter is twice the length

of the radius. A circle is never a polygon because it has no sides or vertices.

Circles are simple closed curves which divide the plane into two regions, an interior and an

exterior. In everyday use the term "circle" may be used interchangeably to refer to either the

boundary of the figure (known as the perimeter) or to the whole figure including its interior, but in

strict technical usage "circle" refers to the perimeter while the interior of the circle is called a disk.

The circumference of a circle is the perimeter of the circle (especially when referring to its length).

A circle is a special ellipse in which the two foci are coincident. Circles are conic sections

attained when a right circular cone is intersected with a plane perpendicular to the axis of the cone.

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Application in Daily Life

A Pulley is a simple machine in which a rope or belt is passed through a grooved wheel or set of

wheels in order to lift a load. Pulleys are usually mounted in either metal or wooden frames which

are called blocks. The blocks together with the ropes are called tackles, which are used to lessen the

effort it takes to move a load. The more pulleys used in a system, the less effort will be required to

complete the job and the shorter the distance the load will have to travel. Pulleys are used in many

industries where lifting is required such as shipping, farming, and manufacturing, as well as in

automobile engines.

A bearing is a device to allow constrained relative motion between two or more parts, typically

rotation or linear movement. Bearings may be classified broadly according to the motions they allow

and according to their principle of operation as well as by the directions of applied loads they can

handle. Bearings are used to reduce friction at the interface.

A ball bearing is an engineering term referring to a type of rolling-element bearing which uses balls

to maintain the separation between the moving parts of the bearing. The purpose of a ball bearing is

to reduce rotational friction and support radial and axial loads. It achieves this by using at least two

races to contain the balls and transmit the loads through the balls. Usually one of the races is held

fixed. As one of the bearing races rotates it causes the balls to rotate as well. Because the balls are

rolling they have a much lower coefficient of friction than if two flat surfaces were rotating on each

other.

The wheel is a device that enables efficient movement of an object across a surface where there is a

force pressing the object to the surface. Common examples are a cart drawn by a horse, and the

rollers on an aircraft flap mechanism.

Wheels are used in conjunction with axles, either the wheel turns on the axle, or the axle turns in

the object body. The mechanics are the same in either case.

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Aim

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

- To improve thinking skills.

- To promote effective mathematical communication.

- To develop mathematical knowledge through problem solving in a way that increases

students’ interest and confidence.

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

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

- To develop positive attitude towards mathematics.

Conjectures

Since the length of the outer semicircle has to be greater than the length of the inner semicircles.

Hence, I predict that the summation of length of the inner semicircles is equal to the length of the

outer semicircle.

𝑛 𝑙𝑒𝑛𝑔𝑡𝑕 𝑜𝑓 𝑖𝑛𝑛𝑒𝑟 𝑠𝑒𝑚𝑖𝑐𝑖𝑟𝑐𝑙𝑒 = 𝑙𝑒𝑛𝑔𝑡𝑕 𝑜𝑓 𝑜𝑢𝑡𝑒𝑟 𝑠𝑒𝑚𝑖𝑐𝑖𝑟𝑐𝑙𝑒

𝑛 = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑛𝑛𝑒𝑟 𝑠𝑒𝑚𝑖𝑐𝑖𝑟𝑐𝑙𝑒𝑠

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Acknowledgement

First and foremost, I would like to thank my Additional Mathematics teacher, Pn.

Roziana Aminorlah for her relentless support and guidance. She explained and showed us

the content of this project clearly before we kick started this project.

Next, I will like to express my deeply appreciation to my parents for letting me use all

the appropriate apparatus and materials to complete this project. They contributed money

for me to carry out this project.

Lastly, I would like to thank my online friends and classmates for having discussions

with me on the given topic from time to time, allowing this project to run smoothly.

Thank you very much.

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Prelude

Part 1

Objects Related to Circles

(a) Five objects that are related to circles are:

- Clock

- Donut

- Car petrol meter

- Coin

- Compact Disc

Figure 1: Round clock Figure 2: Donut Figure 3: Car petrol Meter

Figure 4: Coin Figure 5: Compact Disc (CD)

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Definition and Brief History of Pi or π

Pi, in mathematics, is the ratio of the circumference of a circle to its diameter. The symbol for pi is

. The ratio is the same for all circles and is approximately 3.142. It is of great importance in

mathematics not only in the measurement of the circle but also in more advanced mathematics in

connection with such topics as continued fractions, logarithms of imaginary numbers, and periodic

functions. Throughout the ages progressively more accurate values have been found for ; an early

31
value was the Greek approximation 7
, found by considering the circle as the limit of a series of

regular polygons with an increasing number of sides inscribed in the circle. About the mid-19th

century, its value was figured to 707 decimal places and by the mid-20th century, an electronic

computer had calculated it to 100,000 digits. It would have taken a person working without error

eight hours a day on a desk calculator 30,000 years to make this calculation; it took the computer

eight hours. Although it has now been calculated to more than 200,000,000,000 digits, the exact

value of cannot be computed. It was shown by the German mathematician Johann Lambert in

1770 that is irrational and by Ferdinand Lindemann in 1882 that is transcendental; i.e., cannot

be the root of any algebraic equation with rational coefficients. The important connection between

and e, the base of natural logarithms, was found by Leonhard Euler in the famous formula ei =-

1, where i=-1.

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Part 2

Since the relation between the length of arc PQR, PAB and BCR are concerned, the following

formulas are taken into consideration.

Specifying Task

Circular Measure

1. Length of arc, s= radius of sector, r × the angle subtended at the centre in terms of rad, θ

S = rθ

(a)

Given,

Diameter of semicircle PQR= 10 cm

Sum of (PAB)d1 and (BCR)d2 = 10 cm

Angle subtended in centre, θ = 180°/ π

∴ s = rπ
Procedure
1. Find length of arc PQR.
2. Find length of arc PAB (in terms of d1).
3. Find length of arc BCR (in terms of d2).
4. List out all the possible values of d1, d2 and their respective lengths.
5. Using an example, compare and deduce a relationship.

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Calculations

𝑑𝑖𝑎𝑚𝑒𝑡𝑒𝑟
𝑙𝑒𝑛𝑔𝑡𝑕 𝑜𝑓 𝑎𝑟𝑐 𝑃𝑄𝑅 = 𝜋
2
10𝑐𝑚
= 2
𝜋

= 5𝜋

𝑑1
𝑙𝑒𝑛𝑔𝑡𝑕 𝑜𝑓 𝑎𝑟𝑐 𝑃𝐴𝐵 = 𝜋
2
𝑑2
𝑙𝑒𝑛𝑔𝑡𝑕 𝑜𝑓 𝑎𝑟𝑐 𝐵𝐶𝑅 = 𝜋
2

d1 (cm) d2 (cm) Length of arc PQR in Length of arc PAB in Length of arc BCR in
terms of 𝝅 (cm) terms of 𝝅 (cm ) terms of 𝝅 (cm )

1 9 5π 0.5π 4.5π

2 8 5π 1.0π 4.0π
3 7 5π 1.5π 3.5π
4 6 5π 2.0π 3.0π
5 5 5π 2.5π 2.5π
6 4 5π 3.0π 2.0π

7 3 5π 3.5π 1.5π

8 2 5π 4.0π 1.0π

9 1 5π 4.5π 0.5π

10 0 5π 5.0π 0.0π

When d1 = 9 ; d2 = 1

Length of arc PAB 4.5π + Length of arc BCR 0.5π = 5.0π

Length of arc PQR = 5.0𝜋

∴ The length of arc PQR can be deduce as

𝑙𝑒𝑛𝑔𝑡𝑕 𝑜𝑓 𝑎𝑟𝑐 𝑃𝑄𝑅 = 𝑙𝑒𝑛𝑔𝑡𝑕 𝑜𝑓 𝑎𝑟𝑐 𝑃𝐴𝐵 + 𝑙𝑒𝑛𝑔𝑡𝑕 𝑜𝑓 𝑎𝑟𝑐 𝐵𝐶𝑅

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Specifying Task

Circular Measure

1. Length of arc, s= radius of sector, r × the angle subtended at the centre in terms of rad, θ

S = rθ

(b)

(i)

Given,

Diameter of semicircle PQR = 10 cm

Sum of (PAB)d1, (BCD)d2 and (DER) d3 = 10 cm

Angle subtended in centre, θ = 180°/ π

∴ s = rπ

Procedure
1. Find length of arc PQR.
2. Find length of arc PAB (in terms of d1).
3. Find length of arc BCD (in terms of d2).
4. Find length of arc DER (in terms of d3)
5. List out all the possible values of d1, d2, d3 and their respective lengths.
6. Using an example, compare and deduce a relationship.

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Calculations

𝑑𝑖𝑎𝑚𝑒𝑡𝑒𝑟
𝑙𝑒𝑛𝑔𝑡𝑕 𝑜𝑓 𝑎𝑟𝑐 𝑃𝑄𝑅 = 𝜋
2
10𝑐𝑚
= 2
𝜋

= 5𝜋

𝑑1
𝑙𝑒𝑛𝑔𝑡𝑕 𝑜𝑓 𝑎𝑟𝑐 𝑃𝐴𝐵 = 𝜋
2
𝑑2
𝑙𝑒𝑛𝑔𝑡𝑕 𝑜𝑓 𝑎𝑟𝑐 𝐵𝐶𝐷 = 𝜋
2
𝑑3
𝑙𝑒𝑛𝑔𝑡𝑕 𝑜𝑓 𝑎𝑟𝑐 𝐷𝐸𝑅 = 𝜋
2

d1 (cm) d2 (cm) d3 (cm) Length of arc Length of arc Length of arc Length of arc
PQR in terms PAB in terms of BCD in terms DER in terms
of 𝝅 (cm) 𝝅 (cm ) of 𝝅 (cm ) of 𝝅 (cm )

1 1 8 5π 0.5π 0.5π 4.0π

1 2 7 5π 0.5π 1.0π 3.5π
1 3 6 5π 0.5π 1.5π 3.0π
1 4 5 5π 0.5π 2.0π 2.5π
1 5 4 5π 0.5π 2.5π 2.0π
1 6 3 5π 0.5π 3.0π 1.5π
1 7 2 5π 0.5π 3.5π 1.0π
1 8 1 5π 0.5π 4.0π 0.5π
2 1 7 5π 1.0π 0.5π 3.5π
2 2 6 5π 1.0π 1.0π 3.0π
2 3 5 5π 1.0π 1.5π 2.5π
2 4 4 5π 1.0π 2.0π 2.0π
2 5 3 5π 1.0π 2.5π 1.5π
2 6 2 5π 1.0π 3.0π 1.0π
2 7 1 5π 1.0π 3.5π 0.5π
3 1 6 5π 1.5π 0.5π 3.0π
3 2 5 5π 1.5π 1.0π 2.5π
3 3 4 5π 1.5π 1.5π 2.0π
3 4 3 5π 1.5π 2.0π 1.5π
3 5 2 5π 1.5π 2.5π 1.0π
3 6 1 5π 1.5π 3.0π 0.5π
4 1 5 5π 2.0π 0.5π 2.5π
4 2 4 5π 2.0π 1.0π 2.0π

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4 3 3 5π 2.0π 1.5π 1.5π

4 4 2 5π 2.0π 2.0π 1.0π
4 5 1 5π 2.0π 2.5π 0.5π
5 1 4 5π 2.5π 0.5π 2.0π
5 2 3 5π 2.5π 1.0π 1.5π
5 3 2 5π 2.5π 1.5π 1.0π
5 4 1 5π 2.5π 2.0π 0.5π
6 1 3 5π 3.0π 0.5π 1.5π
6 2 2 5π 3.0π 1.0π 1.0π
6 3 1 5π 3.0π 1.5π 0.5π
7 1 2 5π 3.5π 0.5π 1.0π
7 2 1 5π 3.5π 1.0π 0.5π
8 1 1 5π 4.0π 0.5π 0.5π

When d1 = 1; d2 = 3; d3 = 6

Length of arc PAB ( 0.5π + Length of arc BCD ( 1.0π + Length of arc DER ( 3.5𝜋 ) = 5.0π

Length of arc PQR = 5.0𝜋

∴ The length of arc PQR can be deduce as

𝑙𝑒𝑛𝑔𝑡𝑕 𝑜𝑓 𝑎𝑟𝑐 𝑃𝑄𝑅 = 𝑙𝑒𝑛𝑔𝑡𝑕 𝑜𝑓 𝑎𝑟𝑐 𝑃𝐴𝐵 + 𝑙𝑒𝑛𝑔𝑡𝑕 𝑜𝑓 𝑎𝑟𝑐 𝐵𝐶𝐷 + 𝑙𝑒𝑛𝑔𝑡𝑕 𝑜𝑓 𝑎𝑟𝑐 𝐷𝐸𝑅

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(ii)

Procedure
1. Find Souter and Sinner in terms of d & π .
2. Compare and deduce a relationship.

Method 1:

From (a) and (b),

We can denote that the length of the outer semicircle is equal to the sum of the length of inner
semicircles.

From the diagram above, we can infer that

d = d1 + d2 + …. + dn

Angle subtended in centre, θ = 180°/ π

∴ s = rπ

Knowing,

𝑑 = 2𝑟

𝑑
𝑟=
2

Substitute r into s = rπ

𝑑
𝑠𝑜𝑢𝑡𝑒𝑟 = 𝜋
2
𝜋𝑑
𝑠𝑜𝑢𝑡𝑒𝑟 =
2

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𝜋𝑑1 𝜋𝑑2 𝜋𝑑𝑛

𝑠𝑖𝑛𝑛𝑒𝑟 = + + ⋯+
2 2 2

Factorize sinner,
𝜋
𝑠𝑖𝑛𝑛𝑒𝑟 = (𝑑 + 𝑑2 + ⋯ + 𝑑𝑛 )
2 1

Substitute d = d1 + d2 + …. + dn into sinner

𝜋
𝑠𝑖𝑛𝑛𝑒𝑟 = 𝑑
2
𝜋𝑑
𝑠𝑖𝑛𝑛𝑒𝑟 =
2

Thus,

𝑠𝑜𝑢𝑡𝑒𝑟 = 𝑠𝑖𝑛𝑛𝑒𝑟

The generalisation stated in b(ii) is still true.

Procedure
1. List all the values when n= 2, 3, 4...
2. Compare and deduce a relationship.

Method 2:

souter = Sinner ; n = 2,3,4

n

souter = length of arc of outer semicircle

sinner = length of arc of inner semicircle

n sinner (m) souter (m)

2 10.00 5.00
3 10.00 3.33
4 10.00 2.50

Thus,

𝑠𝑜𝑢𝑡𝑒𝑟 = 𝑠𝑖𝑛𝑛𝑒𝑟 ∴ The generalisation stated in b(ii) is still true.

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Part 3

Specifying Task

Circular Measure

1. Length of arc, s= radius of sector, r × the angle subtended at the centre in terms of rad, θ

S = rθ

(c)

(a) Given,
Area of flower plot = y m2
Diameter of one of the fish ponds = 𝓍 m.
Express y in terms of π and 𝓍 )

Procedure
1. Find the area of semicircle AEB.
2. Find the area of semicircle BFC.
3. Find the area of semicircle ADC.
4. Find the area of flower plot, y m2.

𝐴𝑟𝑒𝑎 𝑜𝑓 𝑐𝑖𝑟𝑐𝑙𝑒
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑠𝑒𝑚𝑖𝑐𝑖𝑟𝑐𝑙𝑒 =
2

𝜋𝑟 2
=
2
𝑥
𝑅𝑎𝑑𝑖𝑢𝑠 𝑜𝑓 𝐴𝐸𝐵 =
2

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𝑥 2
𝐴𝑟𝑒𝑎 𝑜𝑓 𝐴𝐸𝐵 = 2 𝜋 𝑚2
2

𝑥2
= 𝜋 𝑚2
8

2
10 − 𝑥
𝐴𝑟𝑒𝑎 𝑜𝑓 𝐵𝐹𝐶 = 2 𝜋 𝑚2
2

𝑥2 5𝑥 25
= 𝜋 − 𝜋 + 𝜋 𝑚2
8 2 2

2
10
𝐴𝑟𝑒𝑎 𝑜𝑓 𝐴𝐷𝐶 = 2 𝜋 𝑚2
2

5 2
= 𝜋 𝑚2
2

= 12.5𝜋 𝑚2

𝐴𝑟𝑒𝑎 𝑜𝑓 𝐹𝑙𝑜𝑤𝑒𝑟 𝑝𝑙𝑜𝑡, 𝑦 𝑚2 = 𝐴𝑟𝑒𝑎 𝑜𝑓 𝐴𝐷𝐶 – 𝐴𝑟𝑒𝑎 𝑜𝑓 𝐴𝐸𝐵 – 𝐴𝑟𝑒𝑎 𝑜𝑓 𝐵𝐹𝐶

𝑥2 10 − 𝑥 2
= 12.5𝜋 𝑚2 – 𝜋 𝑚2 + 𝜋 𝑚2
8 8

𝑥 2 − 10𝑥 + 50
= 12.5𝜋 𝑚2 – 𝜋 𝑚2
4

𝑥2 5𝑥
= − 𝜋+ 𝜋 𝑚2
4 2

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Procedure
1. Substitute (y=16.5) in the equation to determine the diameter of semicircle/ fish pond AEB and BFC.

(b) Given : Area of flower plot = 16.5 m2

22
(Use 𝜋 = 7
)

𝑥 2 5𝑥
16.5 𝑚2 = − + 𝜋 𝑚2
4 2

16.5 2 𝑥 2 5𝑥
𝑚 = − + 𝑚2
𝜋 4 2

5.25(4) 𝑚2 = −𝑥 2 + 10𝑥 𝑚2

𝑥 2 − 10𝑥 + 21 = 0

𝑥 − 3 (𝑥 − 7) = 0

𝑥 =3;𝑥 =7

Fish pond AEB< Fish pond BFC

Thus,

Diameter of fish pond AEB= 3m

Diameter of fish pond BFC = 7m

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Specifying Task

Linear Law

1. The equation has to be in a linear form whereby it is in the form of (Y=mx+c) in order to
obtain a graph of straight line.

Procedure
1. Form a linear graph equation with the function determined.
𝑦
2. Graph of ∝ 𝑥 is plotted.
𝑥

(c) From (a),

𝑥2 5𝑥
𝑦=− 𝜋+ 𝜋
4 2

This is a non- linear equation.

𝜋 5
𝑦=𝑥 − 𝑥+ 𝜋
4 2
𝑦 𝜋 5
=− 𝑥+ 𝜋
𝑥 4 2
𝑦
Thus, a 𝑥
∝ 𝑥 graph is plotted.

( Graph, G1)

Procedure
1. Find x=4.5 on graph and draw a line.
𝑦
2. Determine the value of ∝ 𝑥 from graph.
𝑥
3. Find the value of y (area of flower plot)

If diameter of one of the fish ponds, 𝓍= 4.5 m

𝑦
𝐵𝑎𝑠𝑒𝑑 𝑜𝑛 𝑔𝑟𝑎𝑝𝑕 2, 𝑤𝑕𝑒𝑛 𝑥 = 4.5 ; = 4.3
𝑥

( Graph, G2 )

𝑦
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑓𝑙𝑜𝑤𝑒𝑟 𝑝𝑙𝑜𝑡, 𝑦 = 𝑥 𝑚2
𝑥

= 4.3 4.5 𝑚2

= 19.35 𝑚2

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Graph 1

𝑦 𝜋 5𝜋
= − 𝑥+
𝑥 4 2

𝒚 7.85 7.06 6.28 5.5 4.71 3.93

𝒙
𝒙 0 1 2 3 4 5

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Graph 2

4.3

4.5

𝑦 𝜋 5𝜋
= − 𝑥+
𝑥 4 2

When,
𝑦
𝑥 = 4.5 ; = 4.3
𝑥

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Specifying Task

1. Differentiation

2. Completing the Square

(d) We need to get the largest value of y so that the cost of constructing the garden is
minimum.

Problem Statement : Why y has to be maximum ?

𝒙 (RM 10/m2) 𝒚 (RM 5/m2) Total Price

Case 1 5m2 2m2 7m2
Total cost 1 RM 50 RM 10 RM 60

Case 2 2m2 5m2 7m2

Total cost 2 RM 20 RM 25 RM 45

∴ When y is maximum, the cost of constructing the garden is minimum.

Procedure
1. Determine whether a maximum value of y will result in a minimum cost of constructing.
2. Differentiate to get the maximum value of y or complete the square to get the maximum value of y.

Method 1: Differentiation

𝑥2 5𝑥
𝑦 = − 𝜋+ 𝜋
4 2
𝑑𝑦 𝑥 5
= −2 𝜋+ 𝜋
𝑑𝑥 4 2
𝑑𝑦 𝑥 5
=− 𝜋+ 𝜋
𝑑𝑥 2 2

𝑑2 𝑦 1
2
=− 𝜋
𝑑𝑥 2

𝑑2 𝑦
< 0 ; 𝑦 = 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑣𝑎𝑙𝑢𝑒
𝑑𝑥 2
𝑑𝑦
=0
𝑑𝑥
𝑥 5
0=− 𝜋+ 𝜋
2 2

𝑥 =5m

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Maximum value of y,

5 2 5 5
𝑦 = − 𝜋+ 𝜋
4 2

𝑦 = 6.25𝜋 𝑚2

Method 2: Completing the Square

𝑥2 5𝑥
𝑦 = − 𝜋+ 𝜋
4 2
𝜋 2
=− 𝑥 − 10𝑥
4
2 2
𝜋 2 10 10
=− 𝑥 + 10𝑥 + − − −
4 2 2

𝜋 2
25𝜋
=− 𝑥−5 +
4 4

The graph will shape like an ‘n’ because a<0.

This means that y has a maximum value.

𝑥 =5
maximum value of graph = 6.25π m2

Handy concepts

𝑑2 𝑦
< 0 ; 𝑦 = 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑣𝑎𝑙𝑢𝑒
𝑑𝑥 2

The graph of will shape like an ‘n’ when 𝑎 < 0 ; 𝑦 = 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑣𝑎𝑙𝑢𝑒

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Specifying Task

Progression

1. There will either be an increment or reduction in value of the numbers before and after
a number depending on either common difference or common ratio is taken in
consideration.

(e)

The principal suggested an additional of 12 semicircular flower beds to the design submitted by
the Mathematics Society. (n = 12)
The sum of the diameters of the semicircular flower beds is 10 m. (S12 = 10 m)
The diameter of the smallest flower bed is 30 cm. (a = 30 cm = 0.3 m)
The diameter of the flower beds are increased by a constant value successively. (d = ?)

Procedure
1. Find the common difference (if it is an arithmetic progression)or the common ratio (if it is a
geometrical progression).
2. Find the value of the remaining flower beds.

12
S12 = 2 0.3 + 12 − 1 d
2

S12 = 6 0.6 + 11d

10 = 3.6 + 66d

16
d= m
165

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Thus, the remaining diameter of the flower beds are:

16
T2 = 0.3 + m
165

131
= m
330

16
T3 = 0.3 + 2 m
165

163
= m
330

16
T4 = 0.3 + 3 m
165

13
= m
22

16
T5 = 0.3 + 4 m
165

227
= m
330

16
T6 = 0.3 + 5 m
165

259
= m
330

16
T7 = 0.3 + 6 m
165

97
= m
110

16
T8 = 0.3 + 7 m
165

323
= m
330

16
T9 = 0.3 + 8 m
165

71
= m
66

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 Yvonne Choo Shuen Lann

16
T10 = 0.3 + 9 m
165

129
= m
110

16
T11 = 0.3 + 10 m
165

419
= m
330

16
T12 = 0.3 + 11 m
165

41
= m
30

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Proving Conjectures

Based on the conjectures made at the beginning of the project:

“Since the length of the outer semicircle has to be greater than the length of the inner semicircles.

Hence, I predict that the summation of length of the inner semicircles is equal to the length of the

outer semicircle.”

𝑛 𝑙𝑒𝑛𝑔𝑡𝑕 𝑜𝑓 𝑖𝑛𝑛𝑒𝑟 𝑠𝑒𝑚𝑖𝑐𝑖𝑟𝑐𝑙𝑒 = 𝑙𝑒𝑛𝑔𝑡𝑕 𝑜𝑓 𝑜𝑢𝑡𝑒𝑟 𝑠𝑒𝑚𝑖𝑐𝑖𝑟𝑐𝑙𝑒

𝑛 = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑛𝑛𝑒𝑟 𝑠𝑒𝑚𝑖𝑐𝑖𝑟𝑐𝑙𝑒𝑠

I would like to reemphasise that the total number of semicircles in a large semicircles multiply with

their respective lengths are equal to the length of the outer semicircle. Thus, the conjecture earlier

on is accepted.

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Conclusion
General

Study of geometry can really help a lot in practical life. There are various ways in which we are using

Geometrical applications in our daily life. For example, geometry is used in the designing the

prototypes of buildings and houses before starting the construction. It gives the builders an idea

about the original building after construction. It can help in analyzing the problems in a specific

construction design. Secondly, geometry also helps in the measurements. Geometrical tools are

used in creating maps and it helps a lot in exploring distances.

Geometry is used in the real-world in many ways like it is widely used in construction. The concepts

of theorems, postulates, and definitions are applied in construction. Secondly, Nature speaks of

Geometry for example with its patterns and shapes. If you consider from the smallest atom to a

daisy you will find specific shapes and measures in nature and all these concepts are linked with

geometry. Thirdly, Geometry is applied within art like in making different shapes or Symmetry.

Geometry within modern days is also used in the field of Astronomy like in making points, lines, and

angles formed through stars.

From the questions in their respective parts that I have discussed earlier on, it is apparent that there

are lots of different relationships in just a simple circle. These relationships are very useful in

obtaining and calculating values or readings for certain appropriate occasions. Thus, we have to

master and understand the relationships between geometrical objects like circles as it can help us in

our future intake of knowledge and our future career that are somehow related to geometry.

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Detailed

Part 1

Not all objects surrounding us are related to circles. If all the objects are circle, there would be no

balance and stability. In our daily life, we could relate circles in objects. For example: a fan, a ball or a

wheel. In Pi (π), we accept 3.142 or 22/7 as the best value of pi. The circumference of the circle is

proportional as pi (π) x diameter. If the circle has twice the diameter, d of another circle, thus the

circumference, C will also have twice of its value, where preserving the ratio =Cid

Part 2

The relation between the length of arcs PQR, PAB and BCR where the semicircles PQR is the outer

semicircle while inner semicircle PAB and BCR is Length of arc=PQR = Length of PAB + Length of arc

BCR.The length of arc for each semicircles can be obtained as in length of arc = 1/2(2πr). As in

conclusion, outer semicircle is also equal to the inner semicircles where Sin=Sout .

Part 3

In semicircle ABC (the shaded region), and the two semicircles which is AEB and BFC, the area of the

shaded region semicircle ADC is written as in Area of shaded region ADC =Area of ADC – (Area of AEB

+ Area of BFC). When we plot a straight link graph based on linear law, we may still obtained a linear

graph because Sin=Sout where the diameter has a constant value for a semicircle.

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Reference

Electronic References

One School Net (<http://forum.one-school.net/viewtopic.php?f=245&t=493>)

The Story of Pi (<http://video.google.com/videoplay?docid ... 4291031420>)

Circles (<http://en.wikipedia.org/wiki/Pi>)

Definition of Circle and Pi (<http://www.bartleby.com/65/pi/pi.html>)

Circles (<http://reference.allrefer.com/encyclopedia/P/pi.html>)

Printed References

Chew Su Lian, Khoo Ee Sin, Moy Wah Goon, Ooi Soo Huat, Rohaiza binti Ramli, 2006, Additional

Mathematics Textbook , Nur Niaga Sdn. Bhd.

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Appendix

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Images

Application of Circles in Daily Life

Pulley

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Ball Bearing & Wheels/Tyres

Motor

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List of Chapters Involved

 Quadratic Function

 Circular Measure

 Differentiation

 Progression

 Linear Law

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