Additional Mathematics Project Work 2 Form 5 2011

Name : Class : IC Number : Teacher :

CONTENT
No. 1 2 3 4 4 5 6 7 8 Content Objective Introduction Appreciation Part I Part II Part III Further Exploration Conclusion Reflection Page

OBJECTIVE
All the form five students who are taking Additional Mathematics are required to carry out a project work. This year the Curriculum Development Division, Ministry of Education has prepared three tasks for us. Based on the tasks given, we are suppose to choose and complete only ONE task based on our area of interest and capability. This project can be done in groups or individually, but each of us is expected to submit an individually written report. As we are suppose to complete this project, we are to gain valuable experiences and able to :
a) Apply mathematics to everyday situations and appreciate the importance and the

beauty of mathematics in everyday lives.

b) Improve problem-solving skills, thinking skills, reasoning and mathematical communication.

c) Develop positive attitude and personalities and intrinsic mathematical values such as accuracy, confidence and systematic reasoning.

d) Stimulate learning environment that enhances effective learning, inquiry-based and team-work.

e) Develop mathematical knowledge in a way which increases students interest and confidence.

f) Train ourselves not only to be independent learners but also to collaborate, to cooperate and to share knowledge in an engaging and healthy environment.

g) Use technology especially ICT appropriately and effectively.

h) Prepare ourselves for our future undertakings and in our work places.

INTRODUCTION
HISTORY OF DIFFERENTIATION
The concept of a derivative in the sense of a tangent line is a very old one, familiar to Greek geometers such as Euclid (c. 300 BC), Archimedes (c. 287212 BC) and Apollonius of Perga (c. 262190 BC). Archimedes also introduced the use ofinfinitesimals, although these were primarily used to study areas and volumes rather than derivatives and tangents; see Archimedes' use of infinitesimals.The use of infinitesimals to study rates of change can be found in Indian mathematics, perhaps as early as 500 AD, when the astronomer and mathematician Aryabhata (476550) used infinitesimals to study the motion of the moon. The use of infinitesimals to compute rates of change was developed significantly by Bhskara II (1114-1185); indeed, it has been argued that many of the key notions of differential calculus can be found in his work, such as "Rolle's theorem".The Persian mathematician, Sharaf al-Dn al-Ts (1135-1213), was the first to discover the derivative of cubic polynomials, an important result in differential calculus;] his Treatise on Equations developed concepts related to differential calculus, such as the derivative function and the maxima and minima of curves, in order to solve cubic equations which may not have positive solutions. The modern development of calculus is usually credited to Isaac Newton (1643 1727) and Gottfried Leibniz (1646 1716), who provided independent and unified approaches to differentiation and derivatives. The key insight, however, that earned them this credit, was the fundamental theorem of calculus relating differentiation and integration: this rendered obsolete most previous methods for computing areas and volumes, which had not been significantly extended since the time of Ibn al-Haytham (Alhazen). For their ideas on derivatives, both Newton and Leibniz built on significant earlier work by mathematicians such as Isaac Barrow (1630 1677), Ren Descartes (1596 1650), Christiaan Huygens (1629 1695), Blaise Pascal (1623 1662) and John Wallis (1616 1703). Isaac Barrow is generallly given credit for the early development of the derivative. Nevertheless, Newton and Leibniz

remain key figures in the history of differentiation, not least because Newton was the first to apply differentiation to theoretical physics, while Leibniz systematically developed much of the notation still used today.Since the 17th century many mathematicians have contributed to the theory of differentiation. In the 19th century, calculus was put on a much more rigorous footing by mathematicians such as Augustin Louis Cauchy (1789 1857), Bernhard Riemann (1826 1866), and Karl Weierstrass (1815 1897). It was also during this period that the differentiation was generalized to Euclidean space and the complex plane.

Application of differentiation !

Increasing and Decreasing Functions

An increasing function is a function where: if x1 > x2, then f(x1) > f(x2) , so as x increases, f(x) increases. A decreasing function is a function which decreases as x increases. Of course, a function may be increasing in some places and decreasing in others. A point where a function changes from an increasing to a decreasing function or visa-versa is known as a turning point. A turning point is a type of stationary point (see below). We can use differentiation to determine if a function is increasing or decreasing: A function is increasing if its derivative is always positive. A function is decreasing if its derivative is always negative. Examples y = -x has derivative -1 which is always negative and so -x is decreasing. y = x2 has derivative 2x, which is negative when x is less than zero and positive when x is greater than zero. Hence x2 is decreasing for x<0 and increasing for x>0 . Stationary Points Stationary points are points on a graph where the gradient is zero. There are three types of stationary points: maximums, minimums and points of inflection (/inflexion). The three are illustrated here:

Example Find the coordinates of the stationary points on the graph y = x2 . We know that at stationary points, dy/dx = 0 (since the gradient is zero at stationary points). By differentiating, we get: dy/dx = 2x. Therefore the stationary points on this graph occur when 2x = 0, which is when x = 0. When x = 0, y = 0, therefore the coordinates of the stationary point are (0,0). In this case, this is the only stationary point. If you think about the graph of y = x2, you should know that it is "U" shaped, with its lowest point at the origin. This is what we have just found. Maximum, Minimum or Point of Inflection? At all the stationary points, the gradient is the same (= zero) but it is often necessary to know whether you have found a maximum point, a minimum point or a point of inflection. Therefore the gradient at either side of the stationary point needs to be looked at (alternatively, we can use the second derivative). At maximum points, the gradient is positive just before the maximum, it is zero at the maximum and it is negative just after the maximum. At minimum points, the gradient is negative, zero then positive. Finally at points of inflexion, the gradient can be positive, zero, positive or negative, zero, negative. This is illustrated here:

Example Find the stationary points on the graph of y = 2x2 + 4x3 and state their nature (i.e. whether they are maxima, minima or points of inflexion). dy/dx = 4x + 12x2 At stationary points, dy/dx = 0 Therefore 4x + 12x2 = 0 at stationary points Therefore 4x( 1 + 3x ) = 0 Therefore either 4x = 0 or 3x = -1 Therefore x = 0 or -1/3 When x = 0, y = 0 When x = -1/3, y = 2x2 + 4x3 = 2(-1/3)2 + 4(-1/3)3 = 2/9 - 4/27 = 2/27 Looking at the gradient either side of x = 0: When x = -0.0001, dy/dx = negative When x = 0, dy/dx = zero When x = 0.0001, dy/dx = positive So the gradient goes -ve, zero, +ve, which shows a minimum point. Looking at the gradient either side of x = -1/3 . When x = -0.3334, dy/dx = +ve When x = -0.3333..., dy/dx = zero When x = -0.3332, dy/dx = -ve So the gradient goes +ve, zero, -ve, which shows a maximum point. Therefore there is a maximum point at (-1/3 , 2/27) and a minimum point at (0,0).

Solving Practical Problems This method of finding maxima and minima is very useful and can be used to find the maximum and minimum values of all sorts of things. Example Find the least area of metal required to make a closed cylindrical container from thin sheet metal in order that it might have a capacity of 2000p cm3. The total surface area of the cylinder, S, is 2pr2 + 2prh The volume = pr2h = 2000p Therefore pr2h = 2000p. Therefore h = 2000/r2 Therefore S = 2pr2 + 2pr( 2000/r2 ) = 2pr2 + 4000p r So we have an expression for the surface area. To find when the surface area is a minimum, we need to find dS/dr . dS = 4pr - 4000p dr r2 When dS/dr = 0: 4pr - (4000p)/r2 = 0 Therefore 4pr = 4000p r2 So 4pr3 = 4000p So r3 = 1000 So r = 10 You should then check that this is indeed a minimum using the technique above. So the minimum area occurs when r = 10. This minimum area is found by substituting into the equation for the area the value of r = 10. S = 2pr2 + 4000p r = 2p(10)2 + 4000p 10 = 200p + 400p = 600p Therefore the minimum amount of metal required is 600p cm2

APPRECIATION
First of all, I would like to thank all of them who have helped me to complete my project work for the year 2011. I would like to thank the principal of SMK Taman Sri Muda , Puan Megawati Bt Hasbullah for giving me this opportunity to carry out and complete this Additional Mathematics project. Next , I would like to thank my Additional Mathematics teacher, Puan Cheah , who have been guiding me through out the whole project until it is done. She provided me some very useful tips and information on this project so that I can complete this project successfully. Not forgetting , my parents who have been by my side to give me support and encouragement to complete this project. They provided me with basic things that I needed to complete this project. Last but not least , I would like to thank all my dear friends who have been sharing ideas and information about this project. Cooperation that they gave helped me a lot to complete this project in time.

Thank you.

PART I

QUESTION
Part I Cakes come in a variety of forms and flavours and are among favourite desserts served during special occasions such as birthday parties, Hari Raya, weddings and etc. Cakes are treasured not only because of their wonderful taste but also in the art of cake baking and cake decorating. Find out how mathematics is used in cake baking and cake decorating and write about your findings.

Solution:

Geometry

To determine suitable dimensions for the cake, to assist in

designing and decorating cakes that comes in many attractive shapes and designs, to estimate volume of cake to be produced.

Calculus (differentiation) To determine minimum or

maximum amount of ingredients for cake-baking, to estimate minimum or maximum amount of cream needed for decorating, to estimate minimum or maximum size of cake produced.

Progressions To determine total weight/volume of multi-storey cakes with

proportional dimensions, to estimate total ingredients needed for cake-baking, to estimate total amount of cream for decoration.

Constructing the structure of a cake

These cakes are made by using different sizes of circular pans, then stacking the baked cake sections on top of each other. You are to plan for a cake that will serve between 200 and 250 people. The wedding cake must feed between 200 and 250 people. You have 4 different sizes of pans of you can use. ( All pans have the same height )

r = 10 cm

r = 15 cm

r = 20 cm

r = 25 cm

Each layer of cake must remain a cylinder You can stack layers . Each layer can then be separated and cut individually. Each layer of cake will be cut into sectors that have a top area of exactly 50 cm2 You may have some left-over cake from a layer

Example of 50 cm2 Top area of sector

One sector feeds one person. Your final ingredients list must be proportional to the ingredients list provided for you.

By using, the theory of arithmetic and geometric progressions in Chapter 1 Form 5, the concept can be used to Decide on how many layers of each size of cake you will need for your cake.

Show how you can cut the layers of the cake into equivalent sectors having a top area of 50 cm2 each, in order to feed between 200 and 250 people. Complete the ingredients list by identifying the quantities needed for each ingredient in the cake.

Work and calculations to determine the ingredients of the cake

Baking a cake offers a tasty way to practice math skills, such as fractions and ratios, in a real-world context. Many steps of baking a cake, such as counting ingredients and setting the oven timer, provide basic math practice for young children. Older children and teenagers can use more sophisticated math to solve baking dilemmas, such as how to make a cake recipe larger or smaller or how to determine what size slices you should cut. Practicing math while baking not only improves your math skills, it helps you become a more flexible and resourceful baker.

Calculate the proportions of different ingredients. For example, a frosting recipe that calls for 2 cups cream cheese, 2 cups confectioners' sugar and 1/2 cup butter has a cream cheese, sugar and butter ratio of 4:4:1. Identifying ratios can also help you make recipes larger or smaller.

Use as few measuring cups as possible. For example, instead of using a 3/4 cup, use a 1/4 cup three times. This requires you to work with fractions. Determine what time it will be when the oven timer goes off. For example, if your cake has to bake for 30 minutes and you set the timer at 3:40, the timer will go off at 4:10. Calculate the surface area of the part of the cake that needs frosting. For example, a sheet cake in a pan only needs the top frosted, while a sheet cake on a tray needs the top and four sides frosted. A round layer cake requires frosting on the top, on each layer and on the sides.

Determine how large each slice should be if you want to serve a certain amount of people. For example, an 18 by 13 inch sheet cake designed to serve 25 people should be cut into slices that measure approximately 3 by 3 inches.

Add up the cost of your ingredients to find the cost of your cake. Estimate the cost of partially used ingredients, such as flour, by determining the fraction of the container used and multiplying that by the cost of the entire container.

Initial draft of the cake

r = 10 cm r = 15 cm r = 20 cm h = 20 cm

r = 25 cm

PART II

Part II

Best Bakery shop received an order from your school to bake a 5 kg of round cake as shown in Diagram 1 for the Teachers Day celebration.

(Diagram 1)

1 ) If a kilogram of cake has a volume of 3800 , and the height of the cake is to be 7.0cm, calculate the diameter of the baking tray to be used to fit the 5 kg cake ordered by your school. [Use = 3.142]

Solution : Volume of 5kg cake = Base area of cake x Height of cake 3800 x 5 = (3.142)( ) x 7

(3.142) = ( )

863.872 = ( ) = 29.392 d = 58.784 cm

2 ) The cake will be baked in an oven with inner dimensions of 80.0 cm in length, 60.0 cm in width and 45.0 cm in height.
a) If the volume of cake remains the same, explore by using different values of

heights,h cm, and the corresponding values of diameters of the baking tray to be used,d cm. Tabulate your answers

Solution: First, form the formula for d in terms of h by using the above formula for volume of cake, V = 19000, that is: 19000 = (3.142)(d/2)h =

= d

d=

Height, h (cm) 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0

Diameter, d (cm) 155.53 109.98 89.80 77.77 69.55 63.49 58.78 54.99 51.84 49.18

(b) Based on the values in your table, (i) state the range of heights that is NOT suitable for the cakes and explain your answers.

Solution: h< 7cm is NOT suitable, because the resulting diameter produced is too large to fit into the oven. Furthermore, the cake would be too short and too wide, making it less attractive.

(ii) suggest the dimensions that you think most suitable for the cake. Give reasons for your answer.

Solution: h = 8cm, d = 54.99cm, because it can fit into the oven, and the size is suitable for easy handling.

(c) (i) Form an equation to represent the linear relation between h and d. Hence, plot a suitable graph based on the equation that you have formed. [You may draw your graph with the aid of computer software.]

Solution:

19000 = (3.142)( )h

19000/(3.142)h =

= d

d=

d= log d = log d = Log h Log d log h + log 155.53 0 2.19 1 1.69 2 1.19 3 0.69 4 0.19

Graph of log d against log h

c ) (ii) (a) If Best Bakery received an order to bake a cake where the height of the cake is 10.5 cm, use your graph to determine the diameter of the round cake pan required. Solution: h = 10.5cm, log h = 1.021, log d = 1.680, d = 47.86cm (b) If Best Bakery used a 42 cm diameter round cake tray, use your graph to estimate the height of the cake obtained.

Solution: d = 42cm, log d = 1.623, log h = 1.140, h = 13.80cm

3) Best Bakery has been requested to decorate the cake with fresh cream. The thickness of the cream is normally set to a uniform layer of about 1cm. (a)Estimate the amount of fresh cream required to decorate the cake using the dimensions that you have suggested in 2(b)(ii). Answer: h = 8cm, d = 54.99cm Amount of fresh cream = VOLUME of fresh cream needed (area x height) Amount of fresh cream = Vol. of cream at the top surface + Vol. of cream at the side surface Vol. of cream at the top surface = Area of top surface x Height of cream = (3.142)( = 2375 cm Vol. of cream at the side surface = Area of side surface x Height of cream = (Circumference of cake x Height of cake) x Height of cream = 2(3.142)(54.99/2)(8) x 1 = 1382.23 cm Therefore, amount of fresh cream = 2375 + 1382.23 = 3757.23 cm ) x 1

(b)Suggest three other shapes for cake, that will have the same height and volume as those suggested in 2(b)(ii). Estimate the amount of fresh cream to be used on each of the cakes. Solution:

1 Rectangle-shaped base (cuboid)

19000 = base area x height base area = length x width = 2375 By trial and improvement, 2375 = 50 x 47.5 (length = 50, width = 47.5, height = 8) Therefore, volume of cream = 2(Area of left/right side surface)(Height of cream) + 2(Area of front/back side surface) (Height of cream) + Vol. of top surface = 2(8 x 50)(1) + 2(8 x 47.5)(1) + 2375 = 3935 cm

2 Triangle-shaped base

19000 = base area x height base area = 2375 x length x width = 2375 length x width = 4750 By trial and improvement, 4750 = 95 x 50 (length = 95, width = 50) Slant length of triangle = (95 + 25)= 98.23 Therefore, amount of cream = Area of rectangular front side surface(Height of cream) + 2(Area of slant rectangular left/right side surface)(Height of cream) + Vol. of top surface = (50 x 8)(1) + 2(98.23 x 8)(1) + 2375 = 4346.68 cm

3 Pentagon-shaped base

19000 = base area x height base area = 2375 = area of 5 similar isosceles triangles in a pentagon therefore: 2375 = 5(length x width) 475 = length x width By trial and improvement, 475 = 25 x 19 (length = 25, width = 19) Therefore, amount of cream = 5(area of one rectangular side surface)(height of cream) + vol. of top surface = 5(8 x 19) + 2375 = 3135 cm

(c) Based on the values that you have found which shape requires the least amount of fresh cream to be used? Solution: Pentagon-shaped cake, since it requires only 3135 cm of cream to be used.

PART III

Part III Find the dimension of a 5 kg round cake that requires the minimum amount of fresh cream to decorate. Use at least two different methods including calculus. State whether you would choose to bake a cake of such dimensions. Give reasons for your answers. Solution:

Method

1: Differentiation

Use two equations for this method: the formula for volume of cake (as in Q2/a), and the formula for amount (volume) of cream to be used for the round cake (as in Q3/a). 19000 = (3.142)rh (1) V = (3.142)r + 2(3.142)rh (2) From (1): h = Sub. (3) into (2): V = (3.142)r + 2(3.142)r( V = (3.142)r + ( ) ) (3)

V = (3.142)r + 38000r-1

) = 2(3.142)r (

) ) -->> minimum value, therefore =0

0 = 2(3.142)r ( = 2(3.142)r

= r

6047.104 = r r = 18.22 Sub. r = 18.22 into (3): h= h = 18.22 Therefore, h = 18.22cm, d = 2r = 2(18.22) = 36.44cm

Method

2: Quadratic Functions

Use the two same equations as in Method 1, but only the formula for amount of cream is the main equation used as the quadratic function. Let f(r) = volume of cream, r = radius of round cake: 19000 = (3.142)rh (1) f(r) = (3.142)r + 2(3.142)hr (2) From (2): f(r) = (3.142)(r + 2hr) -->> factorize (3.142) = (3.142)[ (r + ) ( ) ] -->> completing square, with a = (3.142), b = 2h and c = 0

= (3.142)[ (r + h) h ] = (3.142)(r + h) (3.142)h (a = (3.142) (positive indicates min. value), min. value = f(r) = (3.142)h, corresponding value of x = r = --h) Sub. r = --h into (1): 19000 = (3.142)(--h)h h = 6047.104 h = 18.22 Sub. h = 18.22 into (1): 19000 = (3.142)r(18.22) r = 331.894 r = 18.22 Therefore, h = 18.22 cm, d = 2r = 2(18.22) = 36.44 cm I would choose not to bake a cake with such dimensions because its dimensions are not suitable (the height is too high) and therefore less attractive. Furthermore, such cakes are difficult to handle easily.

FURTHER EXPLORATION

FURTHER EXPLORATION
Best Bakery received an order to bake a multi-storey cake for Merdeka Day celebration, as shown in Diagram 2.

Diagram 2

The height of each cake is 6.0 cm and the radius of the largest cake is 31.0 cm. The radius of the second cake is 10% less than the radius of the first cake, the radius of the third cake is10% less than the radius of the second cake and so on.
(a) Find the volume of the first, the second, the third and the fourth cakes. By

comparing all these values, determine whether the volumes of the cakes form a number pattern? Explain and elaborate on the number patterns.

Solution: height, h of each cake = 6cm radius of largest cake = 31cm radius of 2nd cake = 10% smaller than 1st cake radius of 3rd cake = 10% smaller than 2nd cake 31, 27.9, 25.11, 22.599 a = 31, r = V = (3.142)rh Radius of 1st cake = 31, volume of 1st cake = (3.142)(31)(6) = 18116.772 Radius of 2nd cake = 27.9, vol. of 2nd cake = 14674.585 Radius of 3rd cake = 25.11, vol. of 3rd cake = 11886.414 Radius of 4th cake = 22.599, vol. of 4th cake = 9627.995 18116.772, 14674.585, 11886.414, 9627.995, a = 18116.772, ratio, r = T2/T1 = T3 /T2 = = 0.81

(b) If the total mass of all the cakes should not exceed 15 kg, calculate the maximum number of cakes that the bakery needs to bake. Verify your answer using other methods.

Solution:

Sn = Sn = 57000, a = 18116.772 and r = 0.81 57000 = 1 0.81n = 0.59779 0.40221 = 0.81n og0.81 0.40221 = n n=

n = 4.322 Therefore, n 4 Verifying the answer : When n = 5: S5 = (18116.772(1 (0.81)5)) / (1 0.81) = 62104.443 > 57000 (Sn > 57000, n = 5 is not suitable) When n = 4: S4 = (18116.772(1 (0.81)4)) / (1 0.81) = 54305.767 < 57000 (Sn < 57000, n = 4 is suitable)

REFLECTION

REFLECTION
While you were conducting the project, what have you learnt ? What moral values did you practice ? Represent your opinions or feelings creatively through usage of symbols, illustrations, drawing or even in a song.

In the process of completing this project work, I have learnt a lot. I learn how to cooperate with one another, discuss in group, find out new things on my own, learn to make use of my holidays wisely and most importantly I have realized that this project is somehow important for me. Other than that , I have learn and understand in more detail about additional mathematics formulas and concepts such as differentiation.

I have also learn the use of technology such as graphing calculator and compute software. Using software such as Microsoft Excel, Geometers Sketchpad and GeoGebra enables complex calculations to be solved much easier. It gives me new experience and useful skills in using technologies.

I LOVE ADDITIONAL MATHEMATICS

CONCLUSION
After spending countless hours on doing research, answering questions, drawing graphs and solving problems, I observed that Additional Mathematics plays an important role in our daily life. Differentiation is widely used in our daily life. In Isaac Newton's day, one of the biggest problems was poor navigation at sea. Shipwrecks occured

because the ship was not where the captain thought it should be. There was not a good enough understanding of how the Earth, stars and planets moved with respect to each other. Calculus (differentiation and integration) was developed to improve this understanding. Differentiation and integration can help us solve many types of real-world problems. We use the derivative to determine the maximum and minimum values of particular functions (e.g. cost, strength, amount of material used in a building, profit, loss, etc.).Derivatives are met in many engineering and science problems, especially when modelling the behaviour of moving objects. Other than that , Differentiation is used to determine : 1. Tangents and Normals which are important in physics (eg forces on a car turning a corner) 2. Newton's Method - for those tricky equations that you cannot solve using algebra 3. Curvilinear Motion, which shows how to find velocity and acceleration of a body moving in a curve 4. Related Rates - where 2 variables are changing over time, and there is a relationship between the variables 5. Curve Sketching Using Differentiation, where we begin to learn how to model the behaviour of variables 6. More Curve Sketching Using Differentiation 7. Applied Maximum and Minimum Problems, which is a vital application of differentiation 8. Radius of Curvature, which shows how a curve is almost part of a circle in a local region
Therefore, differentiation plays a very important role in our daily lives and we should be truly grateful to the geniuses who contributed in the idea of differentiation.