ADDITIONAL MATHEMATICS PROJECT WORK 1/2012

STATISTICs

NAME: LUKMAN BIN MOHAMAD AID CLASS: 5.1 AMANAH SCHOOL: SMK DATO BENTARA LUAR SUBJECT TEACHER: MR. FOO WAH HUAY TURN FIGURE: JA025A006 IC. NUMBER: 950503-01-5175

CONTENT PAGE
TITLE PAGE

APPRECIATION OBJECTIVE INTRODUCTION

PULSE RATE OF 50 STUDENTS

No. Students Pulse rate (bpm - beats per min )

Before
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Jashen May Jun Yong Mohamad Nizam bin Jamari Tee Juen Da Azri bin Ishak Tan Yi Yong Daniel Afiq bin Mohd Norazam Chua Wei Yeh Khairul Anuar bin Hamid Lim Jia Wen Nur Amirza Haziqah binti Abd Latif Hoe Qian Wen Christa Dian Pratiwi binti Edhi Eng Hui Ling Alyssa Nur Shahirah binti Mohamad Ho Yi Hui Mohamad Taufiq Aidil bin Zailan Lim Jia Liang Mohd Yazid bin Miskam Lee Wen Kiat Muhamad Hairi bin Masri Boo Jing Rou Syameera binti Hamid Kimberly Kam Tay Lyn Nor Atikah binti Norzib Tang Zhi Cheng 80 75 68 74 68 82 76 73 82 79 80 76 66 68 72 70 97 67 74 78 68 69 84 85 74

After
109 112 137 136 164 132 141 128 170 130 114 138 140 108 140 125 134 173 162 114 117 128 145 156 124

No.
26 27

Students
Johan Arif bin Sofian Fuad Lim Wee Wang

Pulse rate (bpm - beats per min ) Before After

74 61 118 138

28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

Amirul Farhan bin Ramaban Koh Teck Boon Muhammad Amsyar bin Azman Tan Wei Jian Tariq bin Mohamad Lim Kai Chung Mohamad Haziq Hasif bin Rahmat Poh Xin Hui Nur Zuraihan binti Misdi Long Kai Ting Nur Fatin Nasuhah binti Abdullah Tan Li Ting Noor Farhaneza binti Hisamuddin Tan Li Wei Muhammad Fitri bin Abd Rahman Low Chia Meng Mohamad Amir Ariff bin A. Shukur Lim Chi Long Amirul Afiq bin Sukimin Chee Zhen Yue Nur Fazira binti Rasid Koh Chiew Hui Fitri Zahira binti Mohd Zaid

72 76 63 87 76 69 70 81 68 83 75 75 78 67 64 84 75 79 67 74 63 83 75

125 110 115 162 120 124 103 150 118 123 135 140 147 107 161 138 119 127 120 122 113 148 125

FREQUENCY DISTRIBUTION TABLE

PULSE RATE
100-109 110-119 120-129 130-139 140-149 150-159 160-169 170-179

FREQUENCY
4 10 11 9 7 2 4 3

MIDPOINT
104.5 114.5 124.5 134.5 144.5 154.5 164.5 174.5

UPPER BOUNDRY
109.5 119.5 129.5 139.5 149.5 159.5 169.5 179.5

CUMULATIVE FREQUENCY
4 14 25 34 41 43 47 50

GRAPHS

Frequency

Pulse Rate of 50 Students After the Step Up Board Activity

12 10 8 6 4 2 0 104.5 114.5 124.5 134.5 144.5 154.5 164.5 174.5

Pulse Rate [bpm]

BAR CHART

Pulse Rate of 50 Students after the Step up Board Activity

Frequency

12

10

2
Pulse Rate [bpm]

0 94.5 104.5 114.5 124.5 134.5 144.5 154.5 164.5 174.5 184.5

FREQUENCY POLYGON

Frequency

Pulse Rate of 50 Students After the Step Up Board Activity

12

10

2
Pulse Rate [bpm]

0 94.5 104.5 114.5

127.5

124.5

134.5

144.5

154.5

164.5

174.5

184.5

HISTOGRAM

MEAN, MODE & MEDIAN (AFTER)

MEAN

Formulae:

Mean = [104.5 x 4] + [114.5 x 10] + [124.5 x 11] + [134.5 x 9] + [144.5 x 7] + [154.5 x 2] + [164.5 x 4] + [174.5 x 3]
___________________________________________________________________________________________________________________________________________________________________

50

Mean = 6645
________________

50 Mean = 132.9

MODE MODE = HIGHEST FREQUENCY

Mode =173

MEDIAN
MEDIAN = 25th + 26th
_________________________

MEAN, MODE & MEDIAN (BEFORE)

MEAN

Formulae:

Mean = [80+75+68+74+68+82+76+73+82+79+80+76+66+68+72+70+97+67 +74+78+68+69+84+85+74+74+61+72+76+63+87+76+69+70+81+ 68+70+81+68+83+75+75+78+67+64+84+75+79+67+74+63+83+75]

_____________________________________________________________________________________________________________________________________________________________________

50

Mean = 3700
______________

50 Mean = 74

MODE MODE = HIGHEST FREQUENCY

Mode =97

MEDIAN
MEDIAN = 25th + 26th
__________________________

INTRODUCTION
My Additional Mathematics Project is Statistic. Statistics is the study of the collection, organization, analysis, and interpretation of data. It deals with all

aspects of this, including the planning of data collection in terms of the design of surveys and experiments. The history of statistics can be said to start around 1749 although, over time, there have been changes to the interpretation of what the word statistics means. In early times, the meaning was restricted to information about states. This was later extended to include all collections of information of all types, and later still it was extended to include the analysis and interpretation of such data. In modern terms, "statistics" means both sets of collected information, as in national accounts and temperature records, and analytical work which require statistical inference. Statistical activities are often associated with models expressed using probabilities, and require probability theory for them to be put on a firm theoretical basis: see History of probability. A number of statistical concepts have had an important impact on a wide range of sciences. These include the design of experiments and approaches to statistical inference such as Bayesian inference, each of which can be considered to have their own sequence in the development of the ideas underlying modern statistics. Recently, the Malaysian government has launched a campaign of 10 000 steps a day to create awareness to public on healthy lifestyle. At the school level, all students are requires to site for the SEGAK test to determine the fitness level of students based on a few physical tests. Among the elements of the test is taking the pulse rate of each student. So, in this project, I need to get the pulse rate of 50 students before and after the step up board activity in my school.

FURTHER EXPLOTATIONS
MY RESTING HEART RATE [RHR]
RHR = 85

MAXIMUM HEART RATE [MHR] MHR = 220 17 MHR = 203

TRAINING HEART RATE [THR] Training Intensity Rate [TIR] = 70% - 80% THR (70%) = RHR + TIR (MHR RHR) = 85 + 70% (203 85) = 85 + 70% (118) = 85 + 82.6 = 167.6 bpm THR (80%) = RHR + TIR (MHR RHR) = 85 + 80% (203 - 85) = 85 + 80% (118) = 85 + 94.4 = 179.4 bpm

MY DAD RESTING HEART RATE [RHR]

RHR = 74

MAXIMUM HEART RATE [MHR]

MHR = 220 52 MHR = 168

TRAINING HEART RATE [THR] Training Intensity Rate [TIR] = 70% - 80% THR (70%) = RHR + TIR (MHR RHR) = 74 + 70% (168 74) = 74 + 70% (94) = 74 + 65.8 = 139.8 bpm THR (80%) = RHR + TIR (MHR RHR) = 74 + 80% (168 - 74) = 74 + 80% (94) = 74 + 75.2 = 149.2 bpm

MY TEACHER 1 RESTING HEART RATE [RHR]

RHR = 70

MAXIMUM HEART RATE [MHR]

MHR = 220 36 MHR = 184

TRAINING HEART RATE [THR] Training Intensity Rate [TIR] = 70% - 80% THR (70%) = RHR + TIR (MHR RHR) = 70 + 70% (184 70) = 70 + 70% (114) = 70 + 79.8 = 149.8 bpm THR (80%) = RHR + TIR (MHR RHR) = 70 + 80% (184 - 70) = 70 + 80% (114) = 70 + 91.2 = 161.2 bpm

MY TEACHER 2 RESTING HEART RATE [RHR]

RHR = 78

MAXIMUM HEART RATE [MHR]

MHR = 220 42 MHR = 178

TRAINING HEART RATE [THR] Training Intensity Rate [TIR] = 70% - 80% THR (70%) = RHR + TIR (MHR RHR) = 78 + 70% (178 78) = 78 + 70% (100) = 78 + 70 = 148 bpm THR (80%) = RHR + TIR (MHR RHR) = 78 + 80% (178 - 78) = 78 + 80% (100) = 78 + 80 = 158 bpm

MY FRIEND [ATHLETE] RESTING HEART RATE [RHR]

RHR = 62

MAXIMUM HEART RATE [MHR]

MHR = 220 17 MHR = 203

TRAINING HEART RATE [THR] Training Intensity Rate [TIR] = 70% - 80% THR (70%) = RHR + TIR (MHR RHR) = 62 + 70% (203 62) = 62 + 70% (141) = 62 + 98.7 = 160.7 bpm THR (80%) = RHR + TIR (MHR RHR) = 62 + 80% (203 - 62) = 62 + 80% (141) = 62 + 112.8 = 174.8 bpm

MY FRIEND [NON - ATHLETE] RESTING HEART RATE [RHR]

RHR = 76

MAXIMUM HEART RATE [MHR]

MHR = 220 18 MHR = 202

TRAINING HEART RATE [THR] Training Intensity Rate [TIR] = 70% - 80% THR (70%) = RHR + TIR (MHR RHR) = 76 + 70% (202 76) = 76 + 70% (126) = 76 + 88.2 = 164.2 bpm THR (80%) = RHR + TIR (MHR RHR) = 76 + 80% (202 - 76) = 76 + 80% (126) = 76 + 100.8 = 176.8 bpm

COMPARISON THE PULSE RATE BEFORE THE STEP UP BOARD ACTIVITY WITH A STANDARD PULSE RATE
The standard pulse rate is between 60-100 bpm. Most of the students in my school have a normal pulse rate. Students with a very high pulse rate may be

regarded as unhealthy while those with very low are usually very active like athletes. However, a very low pulse rate below 60 may be a problem called bradycardia. A very high pulse rate of above 100 is a condition called tachycardia. So, all the students that in the data have a pulse rate that in a range of standard pulse rate

MEAN, MODE & MEDIAN USING APPROCIATE METHOD

MEAN Formulae:
Mean = 6645

__________________

50

Mean = 132.9

MODE
MODAL CLASS = 120-129 bpm MODE = From HISTOGRAM = 128.5

MEDIAN

MEDIAN =

Median = Median = 126

OBJECTIVE
The objective of this project is: Apply and adapt a variety of problem solving strategies to solve routine and non-routine problems. Experience classroom environments which are challenging, interesting and meaningful and hence improve their thinking skills. Experience classroom environments where knowledge and skills are applied in meaningful ways in solving real-life problems. Experience classroom environments where expressing ones mathematical thinking, reasoning and communication are highly encouraged and expected.

Experience classroom environments that stimulate and enhance effective learning. Acquire effective mathematical communication through oral and writing, and to use the language of mathematics to express mathematical ideas correctly and precisely. Enhance acquisition of mathematical knowledge and skills through problemsolving in ways that increase interest and confidence. Prepare ourselves for the demand of our future undertakings and in workplace. Realize that mathematics is an important and powerful tool in solving real-life problems and hence develop positive attitude towards mathematics. Train ourselves not only to be independent learners but also to collaborate, to cooperate, and to share knowledge in an engaging and healthy environment. Use technology especially the ICT appropriately and effectively. Train ourselves to appreciate the intrinsic values of mathematics and to become more creative and innovative. Realize the importance and the beauty of mathematics.

APPRECIATION
First of all, I would be grateful to God for having successfully completed this project in the best possible. Thanks to teachers, friends and my family for helping me complete this project.