ADDITIONAL

MATHEMATICS
PROJECT WORK
2015
NAME : Previndrarasan S/O Krishnamutty
CLASS : 5 Gamma
I/C : 980313-06-5865
TEACHERS NAME : Puan Fatimah Binti
Uyub

OBJECTIVES
We students taking Additional Mathematics are required to carry out a project work
while we are in Form 5.This year the Curriculum Development Division, Ministry of
Education has prepared two 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, and I
gladly choose to do this individually. Upon completion of the Additional Mathematics
Project Work, we are to gain valuable experiences and able to:

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

To improve thinking skills.
To promote effective mathematical communication.
To develop mathematical knowledge through problem solving in a way that

increases student interest and confident.

To use the language of mathematics to express mathematical ideas precisely.
To provide learning environment that stimulates and enhance effective
learning.
To develop positive attitude towards 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.

ACKNOWLEDGEMENT

First of all, I would like to say thank you to my friends, teachers and parents for giving
me their full support in making this project successful.

Not forgotten to my family for providing everything, such as money, to buy anything
that are related to this project work and their advise, which is the most needed for this
project. Internet, books, computers and all that act as my source to complete this project.
They also supported me and encouraged me to complete this task so that I will not
procrastinate during doing this project work.

Next, I would like to thank my teacher, Puan Fatimah Binti Uyub for guiding me and
my friends throughout this project. We had some difficulties in doing this task, but she
taught us patiently and gave me guidance throughout the journey until we knew what to
do. She tried her best to help us until we understand what we supposed to do with the
project work.

Besides that, my friends who were doing the same project as mine and shared our
ideas. They were helpful that when we combined and discussed together, but however, this
task was done individually.

Last but not least, any party which involved either directly or indirect in completing
this project work. Thank you everyone.

INTRODUCTION
THE HISTORY OF BRICK PAVING
There are reports of brick pavements having been used for at least 5000 years. The
earliest evidence of such pavements comes from Mesopotamia. Here, because of lack of

local stone, pavements were surfaced with bricks.

In the USA, as in Europe, the selection of brick thickness was largely empirical. In
the American mid-west experience showed that brick thicknesses as little as 60 mm could
successfully withstand motor vehicles. To verify this, accelerated trafficking tests were
initiated in 1926 by the Bureau of Public Roads. Here the objective was toe examine the
feasibility of using brick thicknesses of 75 mm or less. These tests appear to be the first
test-track evaluations of a segmental pavement and, indeed, must represent one of the first
evaluations of any pavement made using scientific methods.
As in the case of stone setts, bricks were generally installed on a sand bed placed
either directly on the sub grade or on a broken stone base. The joints were filled with sand
or, more commonly, with a bituminous material applied hot. As an alternative to this, trials
using premoulded expansion strips to seal the joints were made in the USA but do not
appear to have been successful.
The principal problem associated with brick pavements was their propensity to
surface damage. This was manifest as cracking and cobbling pavers. In an attempt to
strengthen brick pavements experiments were conducted in Holland and America whereby
both transverse and longitudinal steel reinforcement was laid in joints which were then
mortared. Tests conducted in Illinois in the 1930s showed such pavements could carry
heavy traffic with little or no maintenance. A more conventional approach was developed
in Hungary. Here very high-quality paving bricks were made from clay with a high lime
content which was molded in steel forms under high pressure and fired at high
temperatures. This process yielded bricks with strengths similar to basalt setts and enabled
pavement lives of about 30 years under traffic to be achieved. However, in general, brick
pavements normally had an effective life of less than 20 years.

PART A

1m
2m
Plants

Circular pavement

(a)(i)
Estimation Method 1: (Area)
Area of pavement = (300 2 100 2 )
Area of a tile = 25 x 10

Number of tiles =

(300 2 100 2 )
25 10

1005

Estimation method 2: ( Using concept of Arithmetic Progression)

Starting from the interior, the number of tiles for the first layer

100( 2 )
25

110 ( 2 )
25

The number of tiles for the second layer

The number of tiles for the third layer

120( 2 )
25

100(2 ) 110 (2 ) 120(2 )

290(2 )

...
S 20
25
25
25
25

This is an arithmetic progression with a

Number of tiles S 20

100(2 )
10(2 )
,d
25
25

20 100(2 ) 290(2 )

2
25
25

= 980

*Alternative Method 3:
From

the

diagram

AOB tan 1

on

the

right,

12.5
and 2AOB
100

14.25

Hence, for the innermost layer, the number

of tiles

360
14.25

25.3

For the second layer,

A1OB1 tan 1

12.5
and 1 2A1OB1 12.97
110

Number of tiles

360
12.97

27.8

For the third layer,

A2 OB2 tan 1

12.5
and 2 2A2 OB2 11.89
120

Number of tiles

360
11 .89

30.3

For the fourth layer,

A3 OB3 tan 1

12.5
and 3 2A3 OB3 10.98
130

Number of tiles

360
10.98

32.8

This is an arithmetic progression: 25.3, 27.8, 30.3, 32.8,

a = 25.3, d = 2.5,
hence, the total number of tiles S 20

20
2(25.3) (20 1)2.5
2

= 981
25.3

(a)(ii)
Method 2 is a more accurate estimation compare with method 1. Method 2 takes
into consideration the spaces between tiles whereas Method 1 does not.

(a)(iii)
Method 1 is quick and simple and therefore easy to understand. This is a major
reason why it is being practiced by most masons with some modification. Due to their
experience, they deduct a certain number of tiles from the total number required by the
area calculation to compensate for the spaces between tiles, and they are quite accurate.

PART B
(b)(i) Octagonal pavement

Method 1 : (Area)
Area of one trapezium =

1
1
(300)(300) sin 45 (100)(100) sin 45
2
2

Area of octogonal pavement = 8

Number of tiles =

1
(90000 10000) sin 45
2

320000 sin 45
250

= 905

Method 2 : (Arithmetic Progression)

Referring

to

the

diagram

on the right,
PQ 2OP sin 22.5

P1Q1 PQ 2 P1 R1

P2 Q2 P1Q1 2 P2 R2
P1 R1 P2 R2 10 tan 22.5

and this is an arithmetic

progression.
How many layers are required?
PP1 P1 P2

10
cos 22.5

Number of layers

200
10
cos 22.5

18.4776 18

MM1 = M1M2 = 10 cm

a PQ 200 sin 22.5

S18

and d 2 P1 R1 20 tan 22.5

18
2(200 sin 22.5) (18 1)20 tan 22.5
2

Number of tiles required

S18
106
25

Total number of tiles for the octagon pavement = 8 x 106

= 848

*Alternative Method 3: (Scale Drawing)

Using a scale of 1 : 20 and draw one eighth of the octagon.

3
tiles

Estimation from the scale drawing:

There are 18 complete layers.
Number of complete whole tiles needed = 18 x 3 + 15 + 12 + 9 + 6 + 3
= 99
To fill up the empty spaces, tiles will be cut into smaller parts and the estimated
number of tiles = 3 x 3
=9
Total number of tiles = 8 x (99 + 9)
= 864

There is quite a difference between Method 1 and Method 2. This is probably due
to the number of layers of tiles. Method 2 only considers 18 complete layers which does
not cover the whole area of the octagon pavement, whereas Method 1 considers the
whole area.

(b)(ii)
Comparing the circular design and the octagonal design, the octagonal design will be easier
to construct because of its straight line layers and management of the few empty spaces
between the tiles. To lay the tiles in circles will be quite a task and there empty spaces to fill
in between every tile.

FURTHER EXPLORATION

(a)

Two circular plots pavement.

Refer to the diagram beside.
Method 1: (Using Area)
KOM 2 cos 1

ON
OK

67.11

=1.172 radian

3m

Area of segment KLMN

1
(300 2 )(1.172 sin 67.11)
2

11283 .60 cm2

Number of tiles required

11283 .60
45
250

Number of tiles required for the pavement

2(1005 45)

= 1920

2.5 m

Method 2:
To calculate the number of tiles required for the arcs passing through points K1, K2, K3
and K4.
(i)

Arc passing through point K1

250
2 cos 1

290
180

Arc length 290

Number of tiles required 12.33

(ii)

Arc passing through point K2

250
2 cos 1

280
180

Arc length 280

Number of tiles required 10.47

(iii)

Arc passing through point K3

250
2 cos 1

270
180

Arc length 270

Number of tiles required 8.367

(iv)

Arc passing through point K4

250
2 cos 1

180
260

Arc length 260

Number of tiles required 5.788

(v)

Total number of tiles required for the pavement

2 S 20 2(12.33 10.47 8.367 5.788)

20 100(2 ) 290( 2 )

73.91
2
25
25

1887

Refer to the diagram beside.

(b)

Area of triangle EFG

2

1
HF EH
2

1
135
50 50 tan
2
2

Total area of pavement

28

1
135
(90000 10000) sin 45 2 2500 tan
2
2

440477.27 cm2

Number of tiles required 1762

(c)

I will choose the overlapping double octagonal design as shown in Diagram 3. The
alternative design that I will suggest is an overlapping double rombus design. This is
because the number of tile used is lesser and it makes better landscape.

(d)
It is not practical for using aluminium tins and sand to lay the pavement. Although brick
is very heavy, but it costs cheaper than other materials and gives good cold and heat
insulation, it is also waterproof and fireproof. However, aluminum tin shouldnt use at
pavement which can even cause injuries to people who step on it when there is a sharp edge
on the aluminium tin.

CONCLUSION
After I accomplished this project, I have found that the additional mathematics is fun
and very useful in daily life. I have learnt the important of perseverance as time will be
inverted to ensure the completion and excellence of this project.
On the other hands, I have learnt the virtue to making together as I have helped and
received help from my fellow peers in the production of this project. I realised the important
to be thankful and appreciative during completing this task. This is because I able to apply
my mathematical knowledge in daily life and appreciate the beauty of additional mathematic.
This project is a several training stage for me to prepare myself for the demands of my
future undertaking in the university and work life.

REFLECTION
While I conducting this project, there is a lot of information that I have found. I have
learnt how the area of the pavement is measured. Apart from that, this project encourages the
student to work together and share their knowledge. It is also encourages student to gather
information from the internet, improve thinking skills and promote effective mathematical
communication. Not only that, I had learned some moral values that I can practice. This
project had taught me to responsible on the works that are given to me to be completed. This
project also had made me felt more confidence to do works and not to give easily when we
could not find the solution for the question. I also learned to be more discipline on time,
which I was given only 3 weeks to complete this project and hand in to my teacher just in
time. I also enjoy doing this project as I need to spend my time with friends to complete this
project and it had tightens our friendship.

REFERENCES

http://www.bosspaving.co.za/history-of-paving.html
http://www.cut-the-knot.org/arithmetic/rapid/rapid.shtml
http://www.pavingexpert.com/geometry_01.htm
http://www.mathsteacher.com.au/year8/ch06_ratios/06_scale/draw.htm