No Element

1. 2. 3. Acknowledgements Objective Introduction -History of statistics - Importance & Application of statistics daily life 4. 5. 6. 7. 8. Question Further Explorations Conclusion Reflection Reference

Page No.

First of all, I wanted to express my sincere gratitude to all those people who have been associated with this assignment and have helped us with it and made it a worthwhile experience. I also wanted to extend my thanks to the various people who have shared their opinions and experiences with me through which I received the required information crucial for my report. I wanted to say thanks to my beloved family members for their understanding and supports in helping me to complete this project. Subsequently, I very thankful to my dearest teacher, Puan Lakshmi as she has been teaching and helping me with all her efforts. I wanted to say thanks to Principal Of SMK(P)Sultan Ibrahim, Puan Minati who support and allow us to create Additional Mathematics Project Work 1/2012 until it is done. Last but not least, I very grateful to my friends who always willing to spend their time and help me in doing this project.

 To promote effective mathematical communication. To know whats statistics. To apply and adapt a variety of problem-solving strategies to solve problem To learn the history of statistics. To improve thinking skill. To develop positive attitude towards mathematics and enhance effective learning. To promote effective mathematical communication.

Introduction History of Statistics - Timeline

Time Ancient Greece 17th Century 18th Century 19th Century Contributor Philosophers Graunt, Petty Pascal, Bernoulli Contribution Ideas - no quantitative analyses studied affairs of state, vital statistics of populations studied probability through games of chance, gambling

Laplace, Gauss normal curve, regression through study of astronomy Quetelet Galton astronomer who first applied statistical analyses to human biology studied genetic variation in humans(used regression and correlation) studied natural selection using correlation, formed first academic department of statistics, Biometrika journal, helped develop the Chi Square analysis studied process of brewing, alerted the statistics community about problems with small sample sizes, developed Student's test evolutionary biologists - developed ANOVA, stressed the importance of experimental design Wilcoxon Kruskal, Wallis biochemist studied pesticides, non-parametric equivalent of two-samples test economists who developed the non-parametric equivalent of the ANOVA psychologist who developed a non-parametric equivalent of the correlation coefficient statistician who developed another non-parametric

Pearson 20th Century (early) Gossett (Student) Fisher

20th Century (later)

Spearman Kendall Tukey

Dunnett Keuls Computer Technology

equivalent the correlation coefficient statistician who developed multiple comparisons procedure biochemist who studied pesticides, developed multiple comparisons procedure for control groups agronomist who developed multiple comparisons procedure provided many advantages over calculations by hand or by calculator, stimulated the growth of investigation into new techniques

History Of Statistics
Since much interest has been evinced in the historical origin of the statistical theory underlying the methods of this book, and as some misapprehensions have occasionally gained publicity, ascribing to the originality of the author methods well known to some previous writers, or ascribing to his predecessors modern developments of which they were quite unaware, it is hoped that the following notes on the principal contributors to statistical theory will be of value to students who wish to see the modern work in its historical setting. Thomas Bayes' celebrated essay published in 1763 is well known as containing the first attempt to use the theory of probability as an instrument of inductive reasoning; that is, for arguing from the particular to the general, or from the sample to the population. It was published posthumously, and we do not know what views Bayes would have expressed had he lived to publish on the subject. We do know that the reason for his hesitation to publish was his dissatisfaction with the postulate required for the celebrated "Bayes' Theorem." While we must reject this postulate, we should also recognise Bayes' greatness in perceiving the problem to be solved, in making an ingenious attempt at its solution, and finally in realising more clearly than many subsequent writers the underlying weakness of his attempt. Whereas Bayes excelled in logical penetration, Laplace (1820) was unrivalled for his mastery of analytic technique. He admitted the principle of inverse probability, quite uncritically, into the foundations of his exposition. On the other hand, it is to him we owe the principle that the distribution of a quantity compounded of independent parts shows a whole series of features - the mean, variance, and other cumulants - which are simply the sums of like features of the distributions of the parts. These seem to have been later discovered independently by Thiele (1889), but mathematically Laplace's methods were more powerful than Thiele's and far more influential on the development of the subject in France and England. A direct result of Laplace's study of the distribution of the resultant of numerous independent causes was the recognition of the normal law of error, a law more usually ascribed, with some reason, to his great contemporary, Gauss.

Gauss, moreover, approached the problem of statistical estimation in an empirical spirit, raising the question of the estimation not only of probabilities but of other quantitative parameters. He perceived the aptness for this purpose of the Method of Maximum Likelihood, although he attempted to derive and justify this method from the principle of inverse probability. The method has been attacked on this ground, but it has no real connection with inverse probability. Gauss, further, perfected the systematic fitting of regression formulae, simple and multiple, by the method of least squares, which, in the cases to which it is appropriate, is a particular example of the method of maximum likelihood. The first of the distributions characteristic of modern tests of significance, though originating with Helmert, was rediscovered by K Pearson in 1900, for the measure of discrepancy between observation and hypothesis, known as c2. This, I believe, is the great contribution to statistical methods by which the unsurpassed energy of Prof Pearson's work will be remembered. It supplies an exact and objective measure of the joint discrepancy from their expectations of a number of normally distributed, and mutually correlated, variates. In its primary application to frequencies, which are discontinuous variates, the distribution is necessarily only an approximate one, but when small frequencies are excluded the approximation is satisfactory. The distribution is exact for other problems solved later. With respect to frequencies, the apparent goodness of fit is often exaggerated by the inclusion of vacant or nearly vacant classes which contribute little or nothing to the observed c2, but increase its expectation, and by the neglect of the effect on this expectation of adjusting the parameters of the population to fit those of the sample. The need for correction on this score was for long ignored, and later disputed, but is now, I believe, admitted. The chief cause of error tending to lower the apparent goodness of fit is the use of inefficient methods of fitting. This limitation could scarcely have been foreseen in 1900, when the very rudiments of the theory of estimation were unknown. The study of the exact sampling distributions of statistics commences in 1908 with "Student's" paper The Probable Error of a Mean. Once the true nature of the problem was indicated, a large number of sampling problems were within reach of mathematical solution. "Student" himself gave in this and a subsequent paper the correct solutions for three such problems - the distribution of the estimate of the variance, that of the mean divided by its estimated standard deviation, and that of the estimated correlation coefficient between independent variates.

These sufficed to establish the position of the distributions of c2 and of t in the theory of samples, though further work was needed to show how many other problems of testing significance could be reduced to these same two forms, and to the more inclusive distribution of z. "Student's" work was not quickly appreciated, and from the first edition it has been one of the chief purposes of this book to make better known the effect of his researches, and of mathematical work consequent upon them, on the one hand, in refining the traditional doctrine of the theory of errors and mathematical statistics, and on the other, in simplifying the arithmetical processes required in the interpretation of data.

Introduction to Statistics
Statistics is a set of tools used to organize and analyze data. Data must either be numeric in origin or transformed by researchers into numbers. For instance, statistics could be used to analyze percentage scores English students receive on a grammar test: the percentage scores ranging from 0 to 100 are already in numeric form. Statistics could also be used to analyze grades on an essay by assigning numeric values to the letter grades, e.g., A=4, B=3, C=2, D=1, and F=0. Employing statistics serves two purposes, (1) description and (2) prediction. Statistics are used to describe the characteristics of groups. These characteristics are referred to as variables. Data is gathered and recorded for each variable. Descriptive statistics can then be used to reveal the distribution of the data in each variable. Statistics is also frequently used for purposes of prediction. Prediction is based on the concept of generalizability : if enough data is compiled about a particular context (e.g., students studying writing in a specific set of classrooms), the patterns revealed through analysis of the data collected about that context can be generalized (or predicted to occur in) similar contexts. The prediction of what will happen in a similar context is probabilistic. That is, the researcher is not certain that the same things will happen in other contexts; instead, the researcher can only reasonably expect that the same things will happen. Prediction is a method employed by individuals throughout daily life. For instance, if writing students begin class every day for the first half of the semester with a five-minute freewriting exercise, then they will likely come to class the first day of the second half of the semester prepared to again freewrite for the first five minutes of class. The students will have made a prediction about the class content based on their previous experiences in the class: Because they began all previous class sessions with freewriting, it would be probable that their next class session will begin the same way. Statistics is used to perform the same function; the difference is that precise probabilities are determined in terms of the percentage chance that an outcome will occur, complete with a range of error. Prediction is a primary goal ofinferential statistics.

Importance of Statistics in Daily Life

In today's world we are faced with situations everyday where statistics can be applied. Statistics can be used to determine the potential outcome of thousands of things where the human mind alone wouldn't be able to. Statistics benefits all of us because we are able to predict the future based on data we have previously gathered. Being able to predict the future not only changes our lifestyle but also helps us be more efficient and effective. With statistics we can determine how we will live a year from now, ten years from now, and so on. This is important because if we didn't have data from the past to look upon, we wouldn't be able to prolong our existence by avoiding recurring climate changes like hurricanes and tsunamis and such. Things like these make our lives easier and help us make educated decisions based on what we already know because of statistics. A good example is that based on data we have gathered from the past, we know that it is extremely likely that in specific parts of the world it will snow during winter and because we know this, we can prepare by having warm clothes ready and the proper equipment to deal with the snow. Statistics are used all over the world. They can be applied in almost any situation and can always help. They are used in explaining group behavior of organisms, marketing research, and the list goes on and on. A good example is how scientists observe the behavior of groups of animals. Scientists can record data from a group of elephants and determine that a certain percentage of elephant herds will defend themselves from predators while the other percentage may run away. This kind of data can help scientists predict the elephant's lifestyle and culture. Statistics affects our daily life every day. Researchers use statistics to advertise their products which in turn we the consumer purchase. The price of the products we buy are determined upon statistics which show the demand for the product at that point in time and because of these statistics, we the consumers pay a certain amount of money to buy the product. Another example of how statistics affect me is in school. Every year statistics are looked over and the curriculums for the classes I take are based on data collected in the past. The curriculums are modified and help the learning process.

With these statistics we are able to modify things to make them more effective. This is why statistics is important in the first place - we can improve our lifestyle with statistics. If we know how people have lived in the past and how we have evolved, we can prepare for the future and live longer and evolve more effectively. We can tell from data gathered in the 90's that cigarette smoking in the 10thgrade has been slowly declining over the years (1). From this we can assume that something is being done correctly to bring the statistics down. Another example is that in 1975, the USA started paying more attention to the spousal homicide rates. The USA took the proper precautions to help lower these rates and it worked (2). Since 1975, the yearly spousal homicide rate has gone down from 2300 to 800. Because of statistics, people were able to make predictions and help save lives. In conclusion, statistics are a major staple of our world today. They are used in practically any situation and help improve our overall lifestyle. Statistics change the way we think about tomorrow and the way we live today and without them.

Uses of statistic
Statistics in School
May be used to see how the students are performing collectively in their studies. Gives information about the schools population change. Helps in processing certain evaluations and surveys given to help improve theschools system. Determine the relationship of educational performance to other factors such associoeconomic background.

Statistics in Social Science

Helps in providing the government more information about its citizens. Statistical results may initiate social reforms that would help benefit the standardof living. Aids in knowing which problems or matters are there to prioritize and give muchattention to.

Statistics in Sports
Gives a vivid summary of the events in a game with the help of welltabulatedscores and other parameters.

Statistics in Science
Endangered species of different wildlife could be protected through regulationsand laws developed using statistics. Epidemics and diseases are monitored with the aid of statistics. Helps in the evaluation of certain medical practices and the effectiveness of drugs

ANSWER

Recently, the Malaysian government has launched a campaign of 10000 steps a day to create awareness to the public on healthy lifestyle. At the school level, all students are required to sit 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. Based on the SEGAK test conducted in your school , get the pulse rate of 50 students before and after board activity. Complete the table below by using the data obtained. CLASS 5 SN 1 STUDENTS Peah Sasvatha Shirley Gan Wei Nye Lee Wan Jun Manpreet Mayzatul Iman Hui Dong Nana Aishwarya Jane Harshini Visha Vivian AtiqahSalleh Adilah Liana Fatin Syaza Haziqah Nadia Aina Soleha Afifah Hannah Ayuni Diana Chan Dahlia Nazirah PULSE RATE BEFORE AFTER 84 150 84 138 90 120 66 126 96 162 84 144 90 144 84 168 84 132 84 120 102 168 90 144 84 144 90 144 78 120 84 144 66 126 102 108 90 156 90 162 90 108 90 126 60 114 78 102 84 162 72 126 78 84 90 120 84 120 102 144

5 SN 2

5 SN 3

5 TM

5 PA

Amelia Hazirah Syaza Atiqah Lana AmiraSofea Adrena Suraya Farah Isyahani Ina HazirahZalah Laila Shahirah NurulNatsha AinaBatrisya Faradiba Fareha EzatulHasanah Arena Basyirah Zaimah Atiqah

84 66 108 84 72 78 84 90 60 90 78 90 96 78 84 66 84 66 90 108

174 150 180 132 140 150 144 144 138 150 114 180 162 102 144 108 132 176 138 136

Table 1

Questions: (a) (i) Find the mean , mode and m edian of the pulse rate before the step up board activity for the 50 students Answer :

Pulse rate before (bpm-beats per minute) 60 66 72 78 84 90 96

Number of Students 2 5 2 6 15 13 2

102 108 Total

3 2 50

Mean = x =
( ) ( )

fx f
( ) ( ) ( ) ( ) ( ) ( ) ( )

= =

=84.12 Mode =84 Median = 84

(ii)Compare the pulse rate before the step up board activity of students in your school with a standard pulse rate. Give your comment.

The standard pulse for a teenager and a adult is 60 to 100 beats per minute. In certain circumstances, such as while doing vigorous activities, in fear and fever or under stress, our pulse rate will increase or exceed the normal pulse rate. This is due to the demand for a higher respiration rate in the cells in order to produce more energy. When we are resting or in a state of relaxing, the pulse rate will be lower, which is between 60 to 70 beats per minute. When we have insufficient beating of the heart or weakness in the body, our pulse rate is below 60 beats per minute. Some of the other vascular disease such as arteriosclerosis, atherosclerosis, hypertension or our immunity system can also be the reason os the lower pulse rate of humans body. Only baby has a pulse rate which exceeds 100 beats per minute which is between 120 to 160 beats
per minute. (b) Find the mean, mode and median of the pulse rate after the step up board activity for the 50 students. Answer :

Pulse rate after (bpm-beats per minute)

84 102 108 114 120 126 132 136 138 140 144 150 156 162 168 174 176 180 Total

Number of Students 1 2 3 2 5 4 3 1 3 1 10 4 1 4 2 1 1 2 50

Mean = x = =
( )

fx f
( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ( ) ( ) ( ) ( )

=138.4
Mode = 144 Median = = = 142

(c) Construct a frequency distribution table for the pulse rate after the step up board activity using a class interval. (i) (ii) Represent your data using three different statistical graph based on your frequency table Determine the mean , mode and median of the pulse rate by using appropriate method. Pulse rate after (bpm) 85-94 95-104 105-114 115-124 125-134 135-144 145-154 155-164 165-174 175-184 Midpoint Frequency,f 89.5 99.5 109.5 119.5 129.5 139.5 149.5 159.5 169.5 179.5 f= 50

fx
89.5 199 547.5 597.5 906.5 2092.5 598 797.5 508.5 538.5 fx=6875

1 2 5 5 7 15 4 5 3 3

Cumulative Frequency 1 3 8 13 20 35 39 44 47 50

Mean, =

= 137.5

Histogram:

Histogram
16

14

12

Number of students

10

Pulse rate (bpm)

Mode = 138.5

Frequency Polygon :

Frequency Polygon
16

14

12

Number of Students

10

0 79.5 89.5 99.5 109.5 119.5 129.5 139.5 149.5 159.5 169.5 179.5 189.5 Pulse Rate (bpm)

Ogive :

Ogive
60 55 50 45 40 Cumulative Frequency 35 30 25 20 15 10 5 0 84.5 94.5 104.5 114.5 124.5 134.5 144.5 154.5 164.5 174.5 184.5 Upper Boundary

Median = 138.5

(d) Compare the mean , mode and median obtained in part (b) and (c) . Give your comment. Measure of Central Tendency Mean Ungrouped data Grouped data

138.4

137.5

Mode

144

138.5

Median

142

138.5

In (b), mean, mode and median obtained is more accurate compared to (c). All the values are taken into consideration while calculating mean, mode and median in part (b), whereas, in part (c) values are calculated based on class interval or midpoint.

(e) Calculate the standard deviation based on the frequency table by using three different methods. Draw your conclusion.

Answer :

Method 1 : Using calculator

Standard Deviation - Calculator

To Calculate Mean, Variance, Standard deviation : Enter all the numbers separated by comma ','. E.g: 13,23,12,44,55
84,102,102,108,108,108,114,114,120,12 ,120,120,120,126,126,126,126,132,132, 132,136,138,138,138,140,144,144,144, 144,144,144,144,144,144,144,150,150,

Results: Total Numbers: Mean (Average): Standard deviation: Variance(Standard deviation): Population Standard deviation: Variance(Population Standard deviation):
50

138.4

21.80432

475.42857

21.58518

465.92

Online Calculators and Converters

Method 2 : Using formula 1

Pulse rate after (bpm) 85-94 95-104 105-114 115-124 125-134 135-144 145-154 155-164 165-174 175-184 Frequency,f Midpoint,x 1 2 5 5 7 15 4 5 3 3 f= 50 89.5 99.5 109.5 119.5 129.5 139.5 149.5 159.5 169.5 179.5 x=1345

fx

8010.25 8010.25 89.5 9900.25 19800.5 199 11990.25 59951.25 547.5 14280.25 71401.25 597.5 16770.25 117391.75 906.5 19460.25 291903.75 2092.5 22350.25 89401 598 25440.25 127201.25 797.5 28730.25 86190.75 508.5 32220.25 96660.75 538.5 =189152.5 f =967912.5 fx=6875

Mean = x

fx f

= 137.5 Standard deviation = = = = 21.26

( )

Method 3 : Using formula 2

Pulse rate after (bpm) 85-94 95-104 105-114 115-124 125-134 135-144 145-154 155-164 165-174 175-184 Frequency,f 1 2 5 5 7 15 4 5 3 3 f= 50 Midpoint,x 89.5 99.5 109.5 119.5 129.5 139.5 149.5 159.5 169.5 179.5 x=1345 ( ) 2304 1444 784 324 64 4 144 484 1024 1764 ) =8340

f(

fx

f(

2304 89.5 2888 199 3920 547.5 1620 597.5 448 906.5 60 2092.5 576 598 2420 797.5 3072 508.5 5292 538.5 ) =22600 fx=6875

Mean = x

fx f

= 137.5 Standard deviation =

( )

= = = 21.26

In conclusion, the value of the standard deviation indicates how far the values are dispersed from the value of mean obtained.

We know that physical activities are important for our health. But we must know the limit of the heart in order not to burden our organ. Resting heart rate between 60 to 100 bpm can be regarded as normal to teenagers and adults . Heart rate depends on several factors including the level of fitness and environmental stress. (a) Obtain your own Resting Heart Rate (RHR) Answer :

Resting Heart Rate (RHR) is the number of beats for 60 seconds which is done during the morning (after getting up from sleep) before doing any exercise. (For an adult, a normal resting heart rate ranges from 60 to 100 beats per minute. For a well-trained athlete, a normal resting heart rate is approximate to 40 beats per minute.)
My RHR = 90 bpm (b) Calculate your Maximum Heart Rate (MHR).Hence, calculate your Target Heart Rate or Training Heart Rate (THR). Answer : MHR = 220 Age = 220 17 = 203 bpm THR = (MHR RHR) x 0.6 + RHR - lower limit = (203 - 90) x 0.6 + 90 = 157.8 bpm

THR = (MHR RHR) x 0.8 + RHR - upper limit = (203 90) x 0.8 + 90 = 180.4 bpm

(c) Repeat the calculations in (a) and (b) for (i) your mother or your father or your guardian, Answer : My mother Age = 50 years old Resting Heart Rate(RHR) RHR = 96 bpm Maximum Heart Rate(MHR) MHR = 220 Age = 220 50 = 170 bpm Target Heart Rate / Training Heart Rate (THR) THR = (MHR RHR) x 0.6 + RHR - lower limit = (170 96) x 0.6 + 96 = 140.4 bpm THR = (MHR RHR) x 0.8 + RHR - upper limit = (170 96) x 0.8 + 96 = 155.2 bpm

(ii)

two of your teachers Answer : 1. PuanAerma Age = 34 years old Resting Heart Rate(RHR) RHR = 70 bpm Maximum Heart Rate(MHR) MHR = 220 Age = 220 34 = 186 bpm Target Heart Rate / Training Heart Rate (THR) THR = (MHR RHR) x 0.6 + RHR - lower limit = (186 70) x 0.6 +70 = 139.6 bpm THR = (MHR RHR) x 0.8 + RHR - upper limit = (186 70 ) x 0.8 + 70 = 162.8 bpm 2. EncikShamsul Age = 42 Resting Heart Rate(RHR) RHR = 90 bpm Maximum Heart Rate(MHR) MHR = 220 Age = 220 42 = 178 bpm Target Heart Rate / Training Heart Rate (THR) THR = (MHR RHR) x 0.6 + RHR - lower limit = (178 90) x 0.6 +90

= 142.8 bpm THR = (MHR RHR) x 0.8 + RHR - upper limit = (178 - 90) x 0.8 +90 = 160.4 bpm (iii) two of your friends ( an athlete and non athlete ) Answer :

1. Diyanah (athlete) Age=17 years old Resting Heart Rate (RHR) RHR=84 bpm Maximum Heart Rate (MHR) MHR= 220 - Age =220-17 =203 bpm Target Heart Rate / Training Heart Rate (THR) THR=(MHR RHR) x 0.6 + RHR - lower limit =(203 84) x 0.6 +84 =155.4 bpm THR=(MHR RHR) x 0.8 + RHR - upper limit =(203 84) x 0.8 + 84 =179.2 bpm 2. Shirley Tay (non-athlete) Age=17 years old Resting Heart Rate (RHR) RHR=90 bpm Maximum Heart Rate(MHR) MHR= 220 - Age =220-17 =203 bpm T arget Heart Rate / Training Heart Rate (THR) THR=(MHR RHR) x 0.6 + RHR - lower limit = (203 90 ) x 0.6 + 90

=157.8 bpm THR=(MHR RHR) x 0.8 + RHR - upper limit = (203 90) x 0.8 + 90 =180.4 bpm
(d) Based on the calculation that you have done , make a conclusion about the level of fitness and the lifestyle of you, your mother / father / guardian, your teachers and your friends.

Fitness level means the bodys ability to withstand a physical workload (how much) and to recover in a timely manner. Pulse rates varies from person to person .When we are
resting , our pulse rate is lower but while carrying out vigorous activities, our pulse rate increases in order to increase the speed of blood transfer to deliver more oxygen and glucose to the respiring cells of our body. At the same time, carbon dioxide is removed from the cells at a faster rate. There are certain factors that can cause changes in your heart rate which are your age, lifestyle , activity level, time of the day, altitudes of the place.The Target Heart Rate or Training Heart Rate (THR) is a desired range of heart rate reached during aerobic exercise which enables one's heart and lungs to receive the most benefit from a work out. You should exercise based on yours target heart rate so that you can get the most aerobic benefit from your workout .The pulse rate can be used to check overall heart health and fitness level. Generally lower pulse rate is better. Factors that affect our heart rate, such as: Physical Stress Body Temperature Illness Size or Body weight Activity level Fitness level Lifestyle Age Regular exercises for better fitness. Regular exercise and a healthy lifestyle can make a positive difference to show how fit you will be in your older age. By staying fit and exercising regularly, we can make our body to stay fitter and be younger than it actually is. The number of times a walker's heart beats per minute while at complete rest. .Resting heart rate will decrease as the

walker's heart becomes larger and stronger with training. A low resting heart rate indicates that you have a high level of fitness. You gain the most benefits and lessen the risks when you exercise in your target heart rate zone. Usually this is when your exercise heart rate (pulse) is 60 percent to 80 percent of your maximum heart rate. Stop exercising and check your 10-second pulse to find out if you are exercising in your target zone which is between 60 percent and 80 percent of your maximum heart rate. If your pulse is below your target zone, increase your rate of exercise. If your pulse is above your target zone, decrease your rate of exercise. An underlying problem such as tachycardia (100 beats per minute) orbradycardia( below 60 beats per minute ) may derived from an unusually high or low heart rate. Irregular heart rates that originate in the lower two chambers of the heart (ventricles), are usually the most dangerous. If you have heart disease or are at a high risk for it, consult your doctor if you experience chest pain or pressure, extreme fatigue or weakness, vision changes or trouble breathing. If these symptoms occur alone or along with a rapid pulse, they can be lifethreatening .

In the process of succeeding this project , Ive realised that Additional Mathematics is all around us. We implement Additional Mathematics in our daily lives without realizing it, tall skyscrapers, high speed cars, computers and almost everything . Without it, the things we use every day would vanish and the world will never be the same again as today. Thanks to my Add Maths teacher, Puan Lakshmi for giving me confidence and motivation to improve in every exams. She supports me all the way in order to succeed. With your guidance and blessings, I am sure I could get an for Add Maths in SPM.

In the process of conducting this project, I have learnt that perseverance pays off the most, especially when you obtain a just reward for your hard work. For me, succeeding in completing this project is the best reward ever. I have also learnt that mathematics can be used in daily life. I enjoy the process in finding out the answer for each task. I learnt to be more confident as doing the task given. More importantly, I realise the importance of teamwork in order to finish the project work .There is a lot of
benefits obtained while conducting this project. This project encourages the student to obtain statistic in daily life and enable students to identify and solveproblems. I have

understood more about statistics through this project. I start to develop a positive attitude towards mathematics and be more interested in Additional Mathematics.

http://132.187.98.10:8080/encyclopedia/en/statisticsHistory.pdf http://en.wikipedia.org/wiki/History_of_statistics http://www.livestrong.com/article/77808-effects-fast-heartrate/#ixzz09oGlvptt