Maximising A Site

Name Class

: Ariff Imran Bin Mazlan : 5 Seri Setia

Teacher : Sir Ng Seng Chew School : Sekolah Menengah Kebangsaan Putrajaya Presint 14 (1)

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No. 1. 2. 3. 4. 5. 6. 7. 8. 9.

Title Acknowledgement Objectives Introduction Part 1 Part 2 Part 3 Further Exploration Conclusion Reflection

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First and foremost, I would like to thank my Additional Mathematics teacher, Sir Ng Seng Chew as he gives us important guidance and commitment during this project work. He has been a very supportive figure throughout the whole project work. I also would like to give thanks to all my friends for helping me and always supporting me to help complete this project work. They have done a great job at surveying various shops and sharing information with other people including me. Without them this project would never have had its conclusion. For their strong support, I would like to express my gratitude to my beloved parents. Also for supplying the equipments and money needed for the resources to complete this project. They have always been by my side and I hope they will still be there in the future. Last but not least, I would also like to thank all the nice shopkeepers, staffs, and citizens for helping me collect the much needed data and statistics for this. Not forgetting too all the other people who were involved directly towards making this project a reality. I thank you all.

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The aims of carrying out this project work are to enable student to: Use the language of mathematics to express mathematical ideas precisely. Apply and adapt a variety of problem by solving strategies to solve problem. Use technology especially the ICT appropriately and effectively. To develop positive attitude towards mathematics. To promote effective mathematical. To improve thinking skills.

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An understanding of the attributes and relationships of geometric objects can be applied in diverse contextsinterpreting a schematic drawing, estimating the amount of wood needed to frame a sloping roof, rendering computer graphics, or designing a sewing pattern for the most efficient use of material. Although there are many types of geometry, school mathematics is devoted primarily to plane Euclidean geometry, studied both synthetically (without coordinates) and analytically (with coordinates). Euclidean geometry is characterized most importantly by the Parallel Postulate, that through a point not on a given line there is exactly one parallel line. (Spherical geometry, in contrast, has no parallel lines.) During high school, students begin to formalize their geometry experiences from elementary and middle school, using more precise definitions and developing careful proofs. Later in college some students develop Euclidean and other geometries carefully from a small set of axioms. The concepts of congruence, similarity, and symmetry can be understood from the perspective of geometric transformation. Fundamental are the rigid motions: translations, rotations, reflections, and combinations of these, all of which are here assumed to preserve distance and angles (and therefore shapes generally). Reflections and rotations each explain a particular type of symmetry, and the symmetries of an object offer insight into its attributesas
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when the reflective symmetry of an isosceles triangle assures that its base angles are congruent. In the approach taken here, two geometric figures are defined to be congruent if there is a sequence of rigid motions that carries one onto the other. This is the principle of superposition. For triangles, congruence means the equality of all corresponding pairs of sides and all corresponding pairs of angles. During the middle grades, through experiences drawing triangles from given conditions, students notice ways to specify enough measures in a triangle to ensure that all triangles drawn with those measures are congruent. Once these triangle congruence criteria (ASA, SAS, and SSS) are established using rigid motions, they can be used to prove theorems about triangles, quadrilaterals, and other geometric figures. Similarity transformations (rigid motions followed by dilations) define similarity in the same way that rigid motions define congruence, thereby formalizing the similarity ideas of "same shape" and "scale factor" developed in the middle grades. These transformations lead to the criterion for triangle similarity that two pairs of corresponding angles are congruent.

The definitions of sine, cosine, and tangent for acute angles are founded on right triangles and similarity, and, with the Pythagorean Theorem, are fundamental in many real-world and theoretical situations. The Pythagorean Theorem is generalized to non-right triangles by the Law of Cosines. Together, the Laws of Sines and Cosines embody the triangle congruence criteria for the cases where three pieces of information suffice to completely solve a triangle. Furthermore, these laws yield two possible solutions in the ambiguous case, illustrating that Side-Side-Angle is not a congruencecriterion. Analytic geometry connects algebra and geometry, resulting in powerful methods of analysis and problem solving. Just as the number line associates numbers with locations in
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one dimension, a pair of perpendicular axes associates pairs of numbers with locations in two dimensions. This correspondence between numerical coordinates and geometric points allows methods from algebra to be applied to geometry and vice versa. The solution set of an equation becomes a geometric curve, making visualization a tool for doing and understanding algebra. Geometric shapes can be described by equations, making algebraic manipulation into a tool for geometric understanding, odeling, and proof. Geometric transformations of the graphs of equations correspond to algebraic changes in their equations. Dynamic geometry environments provide students with experimental and modeling tools that allow them to investigate geometric phenomena in much the same way as computer algebra systems allow them to experiment with algebraic phenomena.

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The earliest recorded beginnings of geometry can be traced to ancient Mesopotamia and Egypt in the 2nd millennium BC. Early geometry was a collection of empirically discovered principles concerning lengths, angles, areas, and volumes, which were developed to meet some practical need in surveying, construction, astronomy, and various crafts. The earliest known texts on geometry are the Egyptian Rhind Papyrus (20001800 BC) and Moscow Papyrus (c. 1890 BC), the Babylonian clay tablets such as Plimpton 322 (1900 BC). For example, the Moscow Papyrus gives a formula for calculating the volume of a truncated pyramid, or frustum. South of Egypt the ancient Nubians established a system of geometry including early versions of sun clocks. In the 7th century BC, the Greek mathematician Thales of Miletus used geometry to solve problems such as calculating the height of pyramids and the distance of ships from the shore. He is credited with the first use of deductive reasoning applied to geometry, by deriving four corollaries toThales' Theorem. Pythagoras established the Pythagorean School, which is credited with the first proof of the Pythagorean theorem, though the statement of the theorem has a long history Eudoxus (408c.355 BC) developed the method of exhaustion, which allowed the calculation of areas and volumes of curvilinear figures, as well as a theory of ratios that avoided the problem of incommensurable magnitudes, which enabled subsequent geometers to make significant advances.
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Around 300 BC, geometry was revolutionized by Euclid, whose Elements, widely considered the most successful and influential textbook of all time, introduced mathematical rigor through the axiomatic method and is the earliest example of the format still used in mathematics today, that of definition, axiom, theorem, and proof. Although most of the contents of the Elements were already known, Euclid arranged them into a single, coherent logical framework. The Elements was known to all educated people in the West until the middle of the 20th century and its contents are still taught in geometry classes today. Archimedes (c.287212 BC) of Syracuse used the method of exhaustion to calculate the area under the arc of a parabola with the summation of an infinite series, and gave remarkably accurate approximations of Pi. He also studied the spiral bearing his name and obtained formulas for the volumes of surfaces of revolution. In the Middle Ages, mathematics in medieval Islam contributed to the development of geometry, especially algebraic geometry andgeometric algebra. Al-Mahani conceived the idea of reducing geometrical problems such as duplicating the cube to problems in algebra. Thbit ibn Qurra (known as Thebit in Latin) (836901) dealt with arithmetic operations applied to ratios of geometrical quantities, and contributed to the development of analytic geometry. Omar Khayym (10481131) found geometric solutions to cubic equations. The theorems of Ibn al-Haytham(Alhazen), Omar Khayyam and Nasir al-Din al-Tusi on quadrilaterals, including the Lambert quadrilateral and Saccheri quadrilateral, were early results in hyperbolic geometry, and along with their alternative postulates, such as Playfair's axiom, these works had a considerable influence on the development of non-Euclidean geometry among

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later European geometers, including Witelo, Gersonides, Alfonso, John Wallis, and Giovanni Girolamo Saccheri. In the early 17th century, there were two important developments in geometry. The first was the creation of analytic geometry, or geometry withcoordinates and equations, by Ren Descartes (15961650) and Pierre de Fermat (16011665). This was a necessary precursor to the development ofcalculus and a precise quantitative science of physics. The second geometric development of this period was the systematic study of projective geometry by Girard Desargues (15911661). Projective geometry is a geometry without measurement or parallel lines, just the study of how points are related to each other. Two developments in geometry in the 19th century changed the way it had been studied previously. These were the discovery of non-Euclidean geometries by Nikolai Ivanovich Lobachevsky (17921856), Jnos Bolyai (18021860) and Carl Friedrich Gauss (17771855) and of the formulation ofsymmetry as the central consideration in the Erlangen Programme of Felix Klein (which generalized the Euclidean and non-Euclidean geometries). Two of the master geometers of the time were Bernhard Riemann (18261866), working primarily with tools from mathematical analysis, and introducing the Riemann surface, and Henri Poincar, the founder of algebraic topology and the geometric theory of dynamical systems. As a consequence of these major changes in the conception of geometry, the concept of "space" became something rich and varied, and the natural background for theories as different as complex analysis and classical mechanics.

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Woman teaching geometry. Illustration at the beginning of a medieval translation of Euclid's Elements,

A European and an Arab practicing geometry in the 15th century.

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Geometry (AncientGreek: ; geo- "earth", -metron "measurement") is a branch of mathematics concerned with questions of shape, size, relative position of figures, and the properties of space. A mathematician who works in the field of geometry is called a geometer. Geometry arose independently in a number of early cultures as a body of practical knowledge concerning lengths, areas, and volumes, with elements of a formal mathematical science emerging in the West as early as Thales (6th Century BC). By the 3rd century BC geometry was put into an axiomatic formby Euclid, whose treatmentEuclidean geometryset a standard for many centuries to follow. Archimedes developed ingenious techniques for calculating areas and volumes, in many ways anticipating modern integral calculus. The field of astronomy, especially mapping the positions of thestars and planets on the celestial sphere and describing the relationship between movements of celestial bodies, served as an important source of geometric problems during the next one and a half millennia. Both geometry and astronomy were considered in the classical world to be part of theQuadrivium, a subset of the seven liberal arts considered essential for a free citizen to master.

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The introduction of coordinates by Ren Descartes and the concurrent developments of algebra marked a new stage for geometry, since geometric figures, such as plane curves, could now be represented analytically, i.e., with functions and equations. This played a key role in the emergence ofinfinitesimal calculus in the 17th century. Furthermore, the theory of perspective showed that there is more to geometry than just the metric properties of figures: perspective is the origin of projective geometry. The subject of geometry was further enriched by the study of intrinsic structure of geometric objects that originated with Euler and Gauss and led to the creation of topology and differential geometry. In Euclid's time there was no clear distinction between physical space and geometrical space. Since the 19th-century discovery of non-Euclidean geometry, the concept of space has undergone a radical transformation, and the question arose: which geometrical space best fits physical space? With the rise of formal mathematics in the 20th century, also 'space' (and 'point', 'line', 'plane') lost its intuitive contents, so today we have to distinguish between physical space, geometrical spaces (in which 'space', 'point' etc. still have their intuitive meaning) and abstract spaces. Contemporary geometry considers manifolds, spaces that are considerably more abstract than the familiar Euclidean space, which they only approximately resemble at small scales. These spaces may be endowed with additional structure, allowing one to speak about length. Modern geometry has multiple strong bonds with physics, exemplified by the ties between pseudo-Riemannian geometry and general relativity. One of the youngest physical theories, string theory, is also very geometric in flavour.

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While the visual nature of geometry makes it initially more accessible than other parts of mathematics, such as algebra or number theory, geometric language is also used in contexts far removed from its traditional, Euclidean provenance (for example, in fractal geometry and algebraic geometry)

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SQUARE

All sides of a square are congruent. All angles are right angles. The sum of the interior angles of a square will always be 360 degrees. A square is a rectangle, while a rectangle is not a square. A square is under the category of quadrilaterals along with the rectangle, trapezoid, kite, and rhombus.

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RECTANGLE

The both pairs of opposite sides of rectangles are parallel. Both pairs of opposite sides of rectangles are congruent. All angles of rectangle are 90 degrees. Both pairs of opposite angles are congruent.The diagonals bisect each other.

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CIRCLE

A circle is a shape where every point along the edge is equidistant from a point at the center. The distance from the center to the edge is called the radius. The distance across the widest point of a circle is called the diameter, and it is always equal to the radius x 2. The distance around the circle is called the circumference, and is equal to the diameter x 2 x pi (3.14 and so on). The area of the circle is equal to the radius squared (multiplied by itself) x pi.

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TRIANGLE

Any 3-sided polygon whose internal angles equal to 180 degrees. The length of all side of triangle are equal. Got 3 side and vertices.

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PENTAGON

Number of sides of a pentagon is 5 side. The number of vertices are also 5. The interior angle of pentagon is 108.Meanwhile, the exterior angle of pentagon is 72. The number of side of a pentagon are equal to the number of vertices. The Exterior angle of a pentagon is multiplied by the number of side is 360.

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TRAPEZOID

The only real characteristic of a trapezoid is that one pair of opposite sides is parallel. For an isosceles trapezoid, in addition to one pair of opposite sides being parallel, the legs are congruent, each pair of base angles is congruent, and the diagonals are congruent.

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Question (a) : The school has chosen a rectangular-shape site for the landscape. By using appropriate variables, express the area of the park site.

Park Site

VARIABLES : 1. Length of the brick 2. Width of the brick 3. Area of the park site 4. Width of the park site 5. Length of the park site 6. Shape of the park site

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AREA : Perimeter of the park site,

Area of the park site :

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Question (b) : Use at least two methods to determine the maximum area of the site. Further, find the length of the base area of the site in order to determine maximum area.

I.

Differentiation :

When Thus, the maximum area of the site is 3.0625

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II.

Graphical Method against . Based on the table of values of

Plot graph and

Length of site area, x (m) 1.70 1.71 1.72 1.73 1.74 1.75 1.76 1.77 1.78 1.79 1.80

Area of site area, A (m) 3.0600 3.0609 3.0616 3.0621 3.0624 3.0625 3.0624 3.0621 3.0616 3.0609 3.0600

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3.063 A(m)

3.0625

3.062

3.0615

3.061

3.0605

3.06

3.0595 1.68 1.7 1.72 1.74 1.76 1.78 1.8 1.82

when Thus, the maximum area of the site is .

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Question (c) : Determine the minimum number of brick required. If the cost of purchasing a piece of brick is RM7.00, calculate the minimum cost to build the area of the site. (assume that the brick have equal length)

The minimum number of bricks required is : Solution: The perimeter of the park site = 7.0m The length of 1 bricks = 0.2m The minimum number of bricks required is = = 35 pieces The cost of 1 bricks required is = RM7.00 The minimum cost making the site area, = The minimum number of bricks required x The cost of 1 bricks = 35 pieces x RM7.00 = RM245.00

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 You plan to transform the Floria Park site from rectangular to trapezoidal shape. The park is decorated with two circular ponds of different sizes as shown in the figures below. The remaining area of the garden planted with flowers.

(a)The area of the flower site is and the radius of the fish pond is . Express in term of and .

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6m Big Pond Small Pond

Luas Trapezium Luas Kolam Besar Luas Kolam Kecil

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(b)Find the diameter of the large fish pond if the site is 120 . (Used (Give your answer correct to 4

significant figures).

Therefore, The diameter of large fish pond is 4.566 .

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(c)Fish pond construction cost is higher than the cost of building a flower site. Use two methods to determine the area of flower site in order to minimize the construction cost (Use ).

i.

Differentiation

When

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When x is maximum

The cost of constructing the garden is minimum when the area of flower site is .

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ii.

Tabulation

In order that the cost of the fish ponds to be minimum, find the maximum area of flower site.

0.5 1 1.5 2 2.5 3 3.5 4 4.5 5

117.580 122.292 123.863 122.292 117.580 109.726 98.731 84.593 67.314 46.894

The cost of constructing the garden is minimum when the area of flower site is .

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 If the area of the garden remains the same, build the garden with other form of shape to obtain minimum perimeter. Explain your reason. Compare 3 different shape : A Square :

Perimeter

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A Circle

Perimeter

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A Semi-Circle

Perimeter

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As the conclusion to this project work, after doing research, answering questions, drawing graphs and some problem solving, I notice that geometrical shape are close with us in our daily life. That is because all the things or anything are made up using geometrical shape and all the geometrical shape got its own name. Trapezium is one of it, The shape can be use for design or pattern for anything such as landscape design and decoration like what I did in this project work. This project work also help student to improve their mathematics calculation such as differentiation, quadratic equation, geometry, and other thing that required to solve the question given, and also tell the student that mathematics is usefull, it can be used in our daily life. Actually mathematics is everywhere and may on this green planet, we may not recognized it because it doesnt look like the mathematics we did in school. Mathematics in the world around us sometimes seems invisible. But mathematics is present in our world all the time in the workplace, in our homes and in life generally. I ADDMATHS!
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Not only this project encourages the student to think critically to identify and solve problems. It is also encourage student to gather information using the technologies such as the internet, improve thinking skills and promote effective mathematical communication.After spending countless hours, days and night to finish this project and also sacrificing my facebook and skyping time in this mid year holiday, there are several things that I can say...

If people do not believe that additional mathematics is simple, it is only because they do not realize how complicated life is.

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