ADDITIONAL MATHEMATICS PROJECT WORK

2019

NUMBER PATTERN OF POPULATION

GROWTH OF AEDES MOSQUITOES

NAME : LAU CHONG JIE

CLASS: 5B
TEACHER: MR. EDDY SIM
SCHOOL : SMK SAINT ANDREW

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No. CONTENTS PAGES

1 Title: Number Pattern of 3

Population Growth of Aedes
Mosquitoes
2 Appreciations 3

3 Introduction 4

4 Characteristics of 5,6
Progression and Number
Pattern
5 Biography of Mathematician 7
Who Discovered Number
Progression and Number
Pattern (Number Theory)
6 Part 1 8-11

7 Part 2 12

8 Steps to solve mosquito 13,14

breeding problems in
surroundings
9 Comments and Opinions 15
( Ulasan dan Pendapat)

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1. TITLE: NUMBER PATTERN OF POPULATION
GROWTH OF AEDES MOSQUITOES

2. Appreciation:

I would like to thank my Additional

Mathematics teacher Mr. Eddy Sim for guiding
us throughout this project work. I would also
like to take this opportunity to thank my
friends DARSHEN A/L NARAYANAN, LEE SHI
PENG , LIM HONG YING and LIM XIN for their
support ,teamwork and full commitment in
searching information , contributing their
ideas and helping out in writing this report .
Lastly, I would like to thank my parents for
their moral support.

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 3. Introduction:
Mathematician Thomas Robert Malthus had related Geometric Progression and Arithmetic
Progression through the Principle of Population . Geometric Progression and Arithmetic
Progression are both related in a research of determining population growth of an
organism . In this case, Arithmetic Progression is a derived logarithmic equation from
Geometric Progression before it.

Ancient Mathematicians had made many discoveries in the Science and

Mathematical field. Their contributions are meaningful and useful to scientists and
mathematicians in their researches nowadays. Their contributions are also important
to us if we know how to value them.

The Malthusian Theory of Population is a theory of exponential population growth

and arithmetic food supply growth. Thomas Malthus theorized that populations
grew in geometric progression. A geometric progression is a sequence of
numbers where each term after the first is found by multiplying the previous
one by a fixed, non-zero number called the common ratio. Additionally, he
stated that food production increases in arithmetic progression. An
arithmetic progression is a sequence of numbers such that the difference
between the consecutive terms is constant.

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Characteristic of Progression and Number
Pattern
Progressions are yet another type of number sets which are arranged
according to some definite rule. The difference between a progression and
a sequence is that a progression has a specific formula to calculate its
nth term, whereas a sequence can be based on a logical rule like 'a group
of prime numbers', which does not have a formula associated with it.

There are two types of number progression, which are geometric progression and
arithmetic progression. A geometric progression is a sequence of numbers where each
term after the first is found by multiplying the previous one by a fixed, non-zero number
called the common ratio. For example, in the sequence 2, 10, 50, 250, 1250, the
common ratio is 5. An arithmetic progression is a sequence of numbers such that the
difference between the consecutive terms is constant. For example, in series 2, 5, 8, 11,
14, 17, the common difference of 3.

Number pattern is a list of numbers that follow a certain sequence or pattern. Example
1,4,7,10,13,16..., starts at 1 and add 3 each time.

Another example : 2,4,8,16,32,... doubles each time

Example of arithmetic progressions:

5
Example of geometric progressions :

Comparison between arithmetic and geometric progression:

6
 Biography of Mathematician Who Discovered
Number Progression and Number Pattern
(Number Theory)
Johann Carl Friedrich Gauss is one of the most influential mathematicians in
history. Gauss was born on April 30, 1777 in a small German city north of the Harz
mountains named Braunschweig. The son of peasant parents (both were illiterate),
he developed a staggering number of important ideas and had many more named
after him. Many have referred to him as the princeps mathematicorum, or the “prince
of mathematics.”

As part of his doctoral dissertation (at the age of 21), Gauss was one of the first to prove
the fundamental theorem of algebra. He went on to publish seminal works in many fields
of mathematics including number theory, algebra, statistics, analysis, differential
geometry, geodesy, geophysics, electrostatics, astronomy, optics, etc. Number theory
was Gauss’s favorite and he referred to number theory as the “queen of mathematics.”

One of the reasons why Gauss was able to contribute so much math over his lifetime was that he got a
very early start. There are many tales of his childhood precociousness. The most famous anecdote of
young Gauss is the time he found the shortcut for calculating the sum of an arithmetic progression at the
tender age of 10.The anecdote involves his schoolteacher who wanted to take a rest and asked the
students to sum the integers from 1 to 100 as busy work. After a few seconds, the teacher saw Gauss
sitting idle. When asked why he was not frantically doing addition, Gauss quickly replied that the sum
was 5050. His classmates and teacher were astonished, and Gauss ended up being the only pupil to
calculate the correct answer.The story may be apocryphal, and is told different ways in different
sources. Nobody is sure which method of summing an arithmetic sequence Gauss figured out as a
child. Though there are several ways young Gauss might have solved it, one of them has a concise,
intuitive, and elegant visual representation.

It is commonplace to encounter an application of summing an arithmetic sequence, both in

classroom problems, and in describing the broader world. It is less common to meet 10 year
olds who figure out the tricks of arithmetic progression for themselves. It is even less common
for a precocious 10 year old to grow up to be nearly as prolific as Gauss.

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 Part 1
Observation 1st (initial 2nd ( 10th 3rd (20th 4th ( 30th 5th (40th 6th ( 50th
sample) day) day) day) day) day)
No. of aedes 10 250 6 250 156 250 3 906 250 97656250
mosquitoes

Table 1

(a) Equation of increase in population of aedes mosquitoes :

Let no. of aedes mosquitoes be y , let nth time of observation be n

y = 10(25 n-1 )
log10y = log 10 [10(25 n-1 ) ]
log10y = log 10 10 + log 10 (25 n-1 )
log10y = (n-1) log 10 25 + log 10 10

. . . log10y = (n-1) log1025 +1

(b)(i) Linear equation of population of aedes mosquitoes :

. . . log10y = (n-1) log1025 +1

Y=mX+c

Y= log10y

m= log1025

X =n-1

c=1

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 (ii) 1 ≤ n ≤ 6
1≤n n≤6
0 ≤ n-1 n-1 ≤ 5
. . . 0 ≤ n-1≤ 5

n-1 0 1 2 3 4 5

log 10 y 1 2.397 3.796 5.194 6.592 7.989

Table b(ii)
9
8
7
6
5
log10y

4
3
2
1
0
0 1 2 3 4 5 6

n-1

Graph b(ii)

Based on table 1 ,
n=1st observation , x= 0th day
n= 2, x = 10 ; n=3,x= 20 ; n=4, x =30 ; n=5,x=40 ; n=6,x=50
0=10(1-1)
10=10(2-1)
20=10(3-1)
30=10(4-1)
40=10(5-1)
50=10(6-1)
Therefore, x=10(n-1)

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( c ) Based on graph b(ii),

(i) population of aedes mosquito in 15 days:

x=15 days , 15=10(n-1)

15/10 = n-1

n-1=1.5

9
8
7
6
5
log10y

4
3
2
1
0
0 1 2 3 4 5 6

n-1

n-1=1.5, log 10 y = 3
y = 103
y = 1000
. . . Population of aedes mosquito = 1000

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 (ii) minimum number of days to achieve 1,000,000 aedes mosquitoes:
log 10 1000000 = log10106
= 6 log 10 10
=6
9
8
7
6
5
log10y

4
3
2
1
0
0 1 2 3 4 5 6

n-1

n-1= 3.6 ,

x = 10(3.6)

= 36 days
.
. . minimum number of days = 36 days

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 Part 2
If there are 0.15% of population of aedes mosquitoes are dengue
carrier , estimate number of population of aedes mosquitoes that are
predicted to be dengue carriers in 30 days of the research :

Based on Table 1 : no.of mosquitoes in 30 days = 156 250

156 250 x 0.15 % = 234.375

≈ 234

5 mosquitoes are then selected randomly from the research

as samples

X~B(5, 0.0015)

From the sample , determine the probability such that :

(i) no mosquitoes are dengue carrier

P(X=0) = 5C0 (0.0015)0 (0.9985)5
= 0.9925224

(ii) all five mosquitoes are dengue carrier

P(X=5) = 5C5 (0.0015)5 ( 0.9985)0
= 7.59375 x 10-15

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 Reflection
Steps to solve mosquito breeding problems in
surroundings :

Firstly , don`t let water go stagnant. Mosquitoes need

stagnant, still water to lay their eggs and for the young to successfully hatch and
mature. During mosquito season, it's especially important to keep gutters clear,
thoroughly empty kiddie pools and water buckets after use and keep birdbaths
filled with fresh water.

Secondly, pick up litter . Schedule a weekly "litter patrol." Throw

away bottles, cups, cans and other detritus. Almost anything that holds water ,
even a small amount can turn into a mosquito nursery.

Drain or throw out tyres. Remove old car tires from your
property, and drill holes in the bottom of tire swings to allow for drainage. Tires
are big-time mosquito havens. Rainwater, sprinklers, run-off doesn't matter.
Once water ends up in an old tire, it's hard to pour out.

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Declutter and get rid of junk. Take this
opportunity to beautify the outside of your home while evicting mosquitoes at
the same time. Haul away old barbecue grills, car parts, shelves and other stuff
that you've been meaning to clear out. Just about anywhere water can collect,
mosquitoes can lay eggs.

Dump it out. Once the sprinklers have stopped and when the rain's
moved on, go outside and take a really good look around your home. If you have
tarps on cars or outdoor equipment, make sure they fit snugly and don't droop,
allowing water to pool. And make it a point to regularly check outdoor pet bowls
and the surface of flowerpots and pot saucers for signs of "wigglers" or mosquito
larvae.

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Comments and Opinions ( Ulasan dan Pendapat)
While I was conducting this project, I learnt that the increase in
aedes mosquito population is very rapid and aedes mosquitoes
can be very deadly as they are potential dengue carriers that
will cause us to have dengue fever once they sting or bite us.

Apart from that , this project encourage students to work

together in a team and find a way or solution out of any
obstacles or challenges faced by students in this project.

This project had taught me to be more cooperative with my team

members and respect their ideas or opinions given when
carrying out this project. Nevertheless, this project also taught
me to persevere or determined in solving mathematics problem
and not giving up easily as there is always a solution to every
problem.

I really treasure the moment doing this project together with my

team members as this had strengthen our friendship.

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