SMK Puncak Alam 42300 Kuala Selangor Selangor DARUL Ehsan: Additional Mathematics Project Work (KPMT) 2014

ADDITIONAL MATHEMATICS PROJECT WORK (KPMT) 2014 Page | 1
smk puncak alam

42300 kuala
Selangor
Selangor DARUL
EHSAN

ADDITIONAL MATHEMATICS PROJECT WORK
(KPMT) 2014

NAME : NOR HIDAYAH BINTI WAHID
IC NO. : 970910385016
CLASS : 5 BESTARI
TEACHERS NAME : PN ROHAYAH SANI


CONTENT

CAPTION

PAGE

ACKNOWLEDGEMENT

3

OBJECTIVE

4

INTRODUCTION

5

PART 1

6,7

PART 2

8,9,10,11,12

PART 3

13,14,15,16,17

FURTHER EXPLORATION

18

REFLECTION

19

CONCLUSION

20

REFERENCE

21

ACKNOWLEDGEMENT

Grace be upon Allah, with his blessing, I completed my Additional Mathematics
Project Work. Of course, it was very hard work but the project was most interesting. I
have learned a lot from it. But then again, all of this would not have been possible
without a few people in my life.
First of all, I would like to thank my Additional Mathematics teachers, Pn. Rohaya
binti Sani for helping me and also my classmates. She never fails to teach and guide us
so we can complete this project work with flying colours.
The other person who played an important role in helping me in helping me to
complete my project is my parents, they have been very helpful and supportive of me. I
would also like to thank them for the financial support they have given me.
Last but not least, I would like to thank to all my friends for giving and share the
information that they have with me.


OBJECTIVES

The objectives of carrying out this project work are:
To apply and adapt a variety of problems-solving strategies to solve problems.

To improve thinking skills.

To promote effective mathematical communication.

To develop mathematical knowledge through problem solving in a way that
increases students interest and confidence.

To use the language of mathematics to express mathematical ideas precisely.

To provide learning environment that stimulates and enhances effective learning.

To develop positive attitude towards mathematics


INTRODUCTION

The idea of calculus had been developed earlier in Egypt, Greece ,China,
India,Iraq, Persia and Japan. The use of calculus began in Europe,during the 17
th

century,when Isaac Newton and Gottfried Wilhelm Liebniz built on the work of earlier
mathematics to introduce the basic principles. The development of calculus was built on
earlier concepts of instantaneous motion and area under the curve .
Application of differential calculus include computations involving velocity and
acceleration, the slope of curve and optimization. Application of integral calculus include
computations involving are,volume,arc length,centre of mass , work and pressure.
Calculus is also used to gain a more orecise understanding of nature of space,ti me and
motion.


PART 1
GOTTFRIED WILHELM LEIBNIZ (PIONEER OF MODERN CALCULUS)


Born on First July 1646 in
Leipzig Saxony
His parent name was
Friedrich Leibniz and
Catharina Schmuck
His father died when
Leibniz was six years old,
and from that point on he
was raised by his mother
which was his father's third
wife.
Leibniz's father had been a
Professor of Moral Philosophy at
the University of Leipzig and the
boy inherited his father's personal
library at the age of seven.
He enrolled in his father's
former university at age
15, and completed
his bachelor's degree in
philosophy in December
1662
In 1666, at age 20,
Leibniz wrote his first
book, On the Art of
Combinations, the
first part of which was
also
his habilitation thesis
in philosophy

Leibniz is credited, along with
Sir Isaac Newton, with the
discovery of calculus (that
comprises differential and integral
calculus). According to Leibniz's
notebooks, a critical breakthrough
occurred on November 11, 1675,
when he employed integral
calculus for the first time to find
the area under the graph of a
function y = (x)
The product
rule of differential calculus is
still called "Leibniz's law". In
addition, the theorem that
tells how and when to
differentiate under the
integral sign is called
the Leibniz integral rule.
He introduced several
notations used to this day,
for instance the integral
sign representing an
elongated S, from the Latin
word summa and the d used
for differentials, from the
Latin word differentia.
Leibniz
exploited infinitesimals in
developing the calculus,
manipulating them in ways
suggesting that they
had paradoxical algebraic prope
rties. George Berkeley, in a tract
calledThe Analyst and also in De
Motu, criticized these. A recent
study argues that Leibnizian
calculus was free of
contradictions, and was better
grounded than Berkeley's
empiricist criticisms.
From 1711 until his death,
Leibniz was engaged in a dispute
with John Keill, Newton and
others, over whether Leibniz had
invented the calculus
independently of Newton. This
subject is treated at length in the
article Leibniz-Newton
controversy.
Infinitesimals were
officially banned from
mathematics by the
followers of Karl
Weierstrass, but
survived in science and
engineering, and even in
rigorous mathematics,
via the fundamental
computational device
known as
the differentials.
Beginning in 1960, Abraham
Robinson worked out a rigorous
foundation for Leibniz's
infinitesimals, using model
theory, in the context of a field
of hyperreal numbers. The
resulting non-standard
analysis can be seen as a belated
vindication of Leibniz's
mathematical reasoning.
Robinson'stransfer principle is a
mathematical implementation of
Leibniz's heuristic law of
continuity, while the standard
part function implements the
Leibnizian transcendental law of
homogeneity.

part 2

A car travel along a road and its velocity-time graph function is illustrated in Diagram 1. The
staright line PQ is parallel to the straight line RS.
a) From the graph,find
(i) the acceleration of the car in the first hour,
When t = 0
V = 60 (0) + 20
V = 20
When t = 1
V = 60(1) + 20
V = 80
=

=

(ii) the average speed of the car in the first two hours.
Area of A =

( )
= 50 km
Area of B =
( )
= 60 km
2 hours =

=


b) What is the significance of the position of the graph
(i) above the t-axis
The position of the graph above the t-axis shows that the car travel to its destination.
(ii) below the t-axis
The position of the graph below the t-axis means that the car is going in the opposite
direction, it travel back where it comes from.

c) Using two different methods, find the total distance travelled by the car
1
st
method is area under the graph

o Area A = 50 km
o Area B = 60 km
o Area C =
( )
( )
= 80 km
Hence the total distance travelled by the car

2
nd
method is integration
Since PQ is parallel to RS, the gradient of RS is also -160.
Instead of using
We use
Substitude R (2.5,0) into
()

Hence, the equation of RS is
The gradient of TU is 160

Substitute U (4,0) into
()

Hence, the equation of TU is
Area of A

( )

=*

=[()
() ()
()]
=50
Hence, the distance travelled is 50 km
Area of B

[]

[() ()]

So the distance travelled by the car is 40 km
Area of C
( )


[

[()
() (()
()]
= 20
So,the distance travelled by the car is 20 km

Area of D
( )

[()
() (()
())]

Area ||

So, the distance travelled is 20

Area of E
()

[]

[() (())]

Area ||

So, the distance travelled is 40 .


Lastly,
Area of F ( )

[ ]

Area ||

Total distance travelled by the car is

d) Based on the above graph, write an interesting story of the journey in not more than 100
words.

Gideon with his friends went to the Port Dickson which is 110 km far away from their
hometown that is Puncak Alam. Gideon drives his car from home at velocity of 60 km/h.
After an hour, he drives with the velocity of 80 km/h constantly. Then, he decelerate for the
last half an hour before destination. For 30 minutes, they have fun at the place and then, they
back home. For the first 30 minutes, Gideon drives 80 km/h. Then, he drives with the velocity
of constant and decelerate for the last half an hour until they arrived home.


PART 3

Diagram 2 shows a parabolic satellite disc which is symmetrical at the y-axis. Given that the
diameter of the disc is 8 m and the depth is 1 m.
a) Find the equation of the curve y = (x) .

Since the parabolic satellite disc is symmetrical at the y-axis, the curve y = (x) can
be written on y =

+ c . It can be seen that the curve y = (x) cuts the y-axis at the
point (0,4). Substitute (0,4) into y =

+ c, and you will get y =

+ 4

4 m 4 m

(4,5)
1 m

4

0 4

Substitude the point (4,5) into

()

() is now written as

So ()

b) To find the approximate area under a curve, we can divide the region into several
vertical strips, then we add up the areas of all the strips.
Using a scientific calculator or any suitable computer software, estimate the area
bounded by the curve y = (x) at (a), the x-axis, x = 0 and x = 4.

()

()

1
st
strip => When ,
()

2
nd
strip => When
()

3
rd
strip => When
()

4
th
strip => When
()

5
th
strip => When
()

6
th
strip => When
()


7
th
strip => When
()

8
th
strip => When
()

(i) Area of 1
st
strip

2
nd
strip

3
rd
strip

4
th
strip

5
th
strip

6
th
strip

7
th
strip

8
th
strip

Total area

(ii) Area of 1
st

2
nd

3
rd

4
th

5
th

6
th

7
th


8
th

Total area

(iii)Area of 1
st
and 2
nd

3
rd
and 4
th

5
th
and 6
th

7
th
and 8
th

Total area

c) i) Calculate the area under the curve using integration.

=

= (

=*
()
+

=[*
()+ ()]
=

(ii) Compare your answer in c (i) with the values obtained in (b). Hence, discuss which
diagram gives the best approximate area.
- The diagram 3 (iii) gives the best approximate area,which 17.3124

(iii) Explain how you can improve the value in c (ii).
- We can improve the value in c (ii) by having more strips from x = 0 to x = 4

d) Calculate the volume of satellite disc.

( )


= ( )


FURTHER EXPLORATION
A gold ring in diagram 4(a) has the same volume as the solid of revolution obtained when
the shaded region in diagram 4(b) is rotated about 360 about the x-axis.

()

()

When
()

Find
(a) The volume of gold needed,

Volume of gold needed
(
[]
[]

(b) The cost of gold needed for the ring.
(Gold density is 19.3 gc

. The price of the gold can be obtained from the
goldsmith)
Gold density is

Let x be the weight of gold in g

So
Finally,


REFLECTION
What have you learnt while conducting the project? What moral values did you
practise? Express your fellings and opinions creatively through the usage of symbols,
drawings, lyrics of a song or a poem.


CONCLUSION

I have done many researches throughout the internet and discussing with some
friends who have helped me a lot in completing this project.Through the completion
of this project work, i have also learned many skills and techniques in ICT. In
addition, this project work helps me to understand more about the uses of calculus in
our daily life. This project work also exposes me to the techniques of application of
additional mathematics in real life situations. While conducting this project work, a
lot of information that i found today. Apart from that, this project work encourages
the students to work together and share their knowledge. It also encourages the
student to gather information from the internet, improve thinking skills, and promote
effective mathematical communication. Last but not least, I proposed this project
should be continued to the next generation because it brings a lot of moral value to
the students and also test the students comprehending additional mathematics.


REFERENCE

http://www.bumigemilang.com/category/kerja-projek-matematik-tambahan-
additional-mathematics-project-work/

http://www.physicalsclassroom/class/1dkin/u114a.cfm

http://en.wikipedia.org/wiki/GottfriedWelhelmLeibniz

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