Addmath Project

ADDITIONAL MATHEMATICS PROJECT WORK 2014
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PREFACES

In the Name Of Allah, the Most Gracious and the Most Merciful.

First of all, I would like to say thank you, for giving me the strength to do this
project work. Not forgotten my family for providing everything, such as money, to
buy stuffs that are related to this project work and their advise, support which are
the most needed for this project such that internet, books, laptop and all that.
They also supported mean encouraged me to complete this task so that I will not
procrastinate in doing it. Then I would like to thank my teacher,
Madam Kee Hon Lek for guiding me and my friends throughout this project. We
had some difficulties in doing this task, but she taught us patiently until we knew
what to do. She tried to teach us until we understand what we supposed to do
with the project work. Last but not least, my friends who were doing this project
with me and sharing our ideas. They were very helpful.

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INTRODUCTION

The purpose of this project work is to provide an opportunity for students
to apply mathematical concepts and skills in problem-solving that they have learnt
in classroom. This project work can help students to understand Additional Mathematics
more easily and aid students in visualize certain mathematical concepts which are
difficult to show clearly through pen and paper. In addition, this project work is essential to
help students to learn how to cope with future challenges using their mathematical
abilities. It also aims to foster moral values in line with a student's academic
development. Besides this, the students are encouraged to do their own research. As a
result students become more independent. It also makes the learning process
more fun and effective. This project work also makes add math an enjoyable and
exciting subject encouraging the students to learn math more skills in more heuristic
manner. Therefore it is beneficial to all students who take Additional Mathematics.

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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; seeArchimedes' 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 (11141185); 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 (11351213), 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 (16431727) and Gottfried Leibniz (16461716), 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
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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 (16301677), Ren Descartes (1596
1650), Christiaan Huygens(16291695), Blaise Pascal (16231662) and John
Wallis (16161703). Isaac Barrow is generally 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 (18261866), and Karl Weierstrass (18151897). It was
also during this period that the differentiation was generalized to Euclidean
space and the complex plane.

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DERIVATIVE AND DIFFERENTIATION

The derivative of a function of a real variable measures the sensitivity to
change of a quantity (a function or dependent variable) which is determined by
another quantity (the independent variable). It is a fundamental tool of calculus.
For example, the derivative of the position of a moving object with respect to
time is the object's velocity: this measures how quickly the position of the object
changes when time is advanced. The derivative measures the instantaneous rate
of change of the function, as distinct from its average rate of change, and is
defined as the limit of the average rate of change in the function as the length of
the interval on which the average is computed tends to zero.
The derivative of a function at a chosen input value describes the
best linear approximation of the function near that input value. In fact, the
derivative at a point of a function of a single variable is the slope of the tangent
line to the graph of the function at that point.
The notion of derivative may be generalized to functions of several real
variables. The generalized derivative is a linear map called the differential.
Its matrix representation is the Jacobian matrix, which reduces to the gradient
vector in the case of real-valued function of several variables.
The process of finding a derivative is called differentiation. The reverse
process is called antidifferentiation. The fundamental theorem of calculus states
that antidifferentiation is the same as integration. Differentiation and integration
constitute the two fundamental operations in single-variable calculus.

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TASK A : State all the variables in this problem.

AREA
LENGTH
WIDTH
VARIABLES
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TASK B : Explain the method used to determine the suitable
measurements of the exhibition area.

(I) MEASUREMENTS

()

()

substitute (ii) into (i)

( )

(II) METHODS THAT CAN BE USED :

(a) Completing the square (chosen)
(b) Differentiation (chosen)
(c) Table (Trial and Improvement)
(d) by Graph
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METHOD (a) : COMPLETING THE SQUARE

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METHOD (b) : DIFFERENTIATION

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TASK C : Determine the minimum number of pieces of plywood
needed.

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FURTHER QUESTIONS

TASK A : The minimum number of pieces of plywood needed to close
up the exhibition area if the floor area is 72m
2
.

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TASK B : Suitable shape which can be enclosed by the same length of
nylon string but have a maximum area.

SEMICIRCLE SHAPE

WALL
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CONCLUSION

After doing research, answering questions and using formula for problem
solving, I saw that the usage of differentiation is important. It is not just widely
used in markets but also in daily life. But based on this project work, I identified
some problem. In further questions part (b), I chose the semicircle shape to
maximize the exhibition area. The calculation showed in part (b) has proven that
the semicircle shape gave bigger area than the rectangular shape or others.
However, I realize that it is not easy to bend the plywood into a semicircle shape
as it can easily break. Thus I suggest that we overcome this problem by using high
quality plywood with high elasticity.

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ADDITIONAL MATHEMATICS PROJECT WORK 2014

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