SEKOLAH MENENGAH KEBANGSAAN CONVENT KAJANG,JALAN GEREJA,43000 KAJANG, SELANGOR.

CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION MALAYSIA ADDITIONAL MATHEMATICS PROJECT WORK 2/2011

Name : Intan Izzni binti. Jamaluddin I/C Number : 941206-08-5148 Class : 5 Zamrud Teachers Name : Puan Rohana

CONTENT
Acknowledgement 2 Objectives.. 3 Introduction.... 4 Part 1. 13 Part 2..... 16 Part 3..... 24 Further Exploration.. 26 Conclusion.... 28 Reflection.. 29 Bibliography.. 31

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ACKNOWLEDGEMENT

First of all, I wish to express gratitude to Allah SWT for Hisguidance and also giving me the strength and health to do this projectwork. Finally, the Additional Mathematics Project Work 2 was successfully completed with the inspiration, the gift and the instruction were given by Him. Peace and blessing be upon our Prophet Muhammad SAW and the family, next to his companions and the tabi`in , the gentlemen scholars until the servants of God who follow in their footsteps.Not forgotten to my parents who always make sure that I have been educating and nurturing of small through to this day in devotionto God Almighty. They also had providing everything, such as money, to buy anything that are related to this project work, their advice,which is the most needed for this project and facilities such as Internet, books, computers and all that. They also supported me and encouraged me to complete this task so that I will not procrastinate in doing it.Then, infinity of appreciation and gratitude goes to my teacher, Puan Rohana for guiding me throughout this project. Even I had some difficulties in doing this task, but she taught me patiently until we knew what to do. She tried and tied to teach me until I understand what Im supposed to do with the project work.Besides that, my friends who were doing this project with me.Even this project is individually but we are cooperated doing this project especially in discussion and sharing ideas to ensure our task will finish completely.Last but not least, any party which involved either directly or in direct in completing this project work. May Allah SWT give a great reward for all His servants that are always helpful in upholding Hisreligion. Thank you everyone.

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OBJECTIVES

The aims of carrying out this project work are: To apply and adapt a variety of problem-solvingstrategies to solve problems. To improve thinking skills. To promote effective mathematical communication. To develop mathematical knowledge through problemsolving in a way that increases students` interest and confidence. To use the language of mathematics to expressmathematical ideas precisely. To provide learning environment that stimulates andenhances effective learning. To develop positive attitude towards mathematics.

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INTRODUCTION 1.

Brief History of Geometry Geometry (Greek ; geo = earth, metria = measure) arose as the field of knowledge dealing with spatial relationships. Geometry was one of the two fields of pre-modern mathematics, the other being the study of numbers. Geometry began with a practical need to measure shapes. It is the science of shape and size of things. It is believed that geometry first became important when an Egyptian Pharaoh wanted to tax farmers who raised crops along the Nile River. To compute the correct amount of tax the Pharaohs agents had to be able to measure the amount of land being cultivated. Around 2 900 BC (Before Century) the first Egyptian pyramid was constructed. Knowledge of geometry was essential for building pyramids, which consisted of a square base and triangular faces. The earliest record of a formula for calculating the area of a triangle dates back to 2 000 BC. The Egyptians (5000 500 BC) and the Babylonians (4 000 500 BC) developed practical geometry to solve everyday problems. It was the early Greeks (600 BC 400 AD) that developed the principles of modern geometry beginning with Thales of Miletus (624 547 BC). Thales is credited with bringing the science of geometry from Egypt to Greece. Thales studied similar triangles and wrote the proof that corresponding sides of similar triangles are in proportion. The next great Greek geometer was Pythagoras (569 475 BC). Pythagorasis regarded as the first pure mathematician to logically deduce geometric facts from basic principles. Pythagoras founded a brotherhood called the Pythagoreans, who pursued knowledge in mathematics, science, and philosophy. Some people regard the Pythagorean School as the birthplace of reason and logical thought. The most famous and useful contribution of the Pythagoreans was the Pythagorean Theorem. The theory states that the sum of the squares of the legs of a right triangle equals the square of the hypotenuse. Euclid of Alexandria (325 265 BC) was one of the greatest of all the Greek geometers and is considered by many to be the father of modern geometry. Euclid is best known for his 13-book treatise The Elements. The Elements is one of the most important works in history and had a profound impact on the development of Western civilization.

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Euclid began The Elements with just a few basics, 23 definitions, 5 postulates, and 5 common notions or general axioms. An axiom is a statement that is accepted as true. From these basics, he proved his first proposition. Once proof was established for his first proposition, it could then be used as part of the proof of a second proposition, then a third, and on it went. This process is known as the axiomatic approach. Euclids Elements form the basis of the modern geometry that is still taught in schools today. Archimedes of Syracuse (287 212 BC) is regarded as the greatest of the Greek mathematicians and was also the inventor of many mechanical devices including the screw, the pulley, and the lever. The Archimedean screw a device for raising water from a low level to a higher one is an invention that is still inuse today. Archimedes works include his treatise Measurement of a Circle , which was an analysis of circular area, and his masterpiece On the Sphere and the Cylinder in which he determined the volumes and surface areas of spheres and cylinders. There were no major developments in geometry until the appearance of Rene Descartes (1 596 1 650 BC). In his famous treatise Discourse on the Method of Rightly Conducting the Reason in the Search for Truth in the Sciences ,Descartes combined algebra and geometry to create analytic geometry. Analytic geometry, also known as coordinate geometry, involves placing a geometric figure into a coordinate system to illustrate proofs and to obtain information using algebraic equations. The next great development in geometry came with the development of non-Euclidean geometry. Carl Friedrich Gauss (1 777 1 855 BC) who along with Archimedes and Newton is considered to be one of the three greatest mathematicians of all time, invented non-Euclidian geometry prior to the independent work of Janos Bolyai (1 802 1 860 BC) and Nikolai Lobachevski (1792 1 856 BC). Non-Euclidian geometry generally refers to any geometry not based on the postulates of Euclid, including geometries for which the parallel postulate is not satisfied. The parallel postulate states that through a given point not on a line, there is one and only one line parallel to that line. Non-Euclidian geometry provides the mathematical foundation for Einsteins Theory of Relativity. The most recent development in geometry is fractal geometry. Fractal geometry was developed and popularized by Benoit Mandelbrot in his 1 982bookThe Fractal Geometry of Nature . A fractal is a geometric shape, which isself-similar (invariance under a change of scale) and has fractional (fractal)dimensions. Similar to chaos theory, which is the study of non-linear systems; fractals are highly sensitive to initial conditions where a small change in the initial conditions of a system can lead to dramatically different outputs for that system

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The Formulas and Application in Geometry

1. Right Triangle and Pythagoras` Theorem Pythagoras` Theorem: The two sides a and b of a right triangle and the hypotenuse c are related by

c a

2. Area and Perimeter of Triangle There are several formulas for the area. If the base b and the corresponding height h are known, we use the formulaIf two sides and the angle between them are known, we use one of the formulas,depending on which side and which angle are known -6a2+ b2= c2 Perimeter = a + b + c Area = (1 / 2) * b * h Area = (1 / 2)* b * c sin A Area = (1 / 2)* a * c sin B Area = (1 / 2)* a * b sin C