PROJECT WORK FOR ADDITIONAL

MATHEMATHICS 2010
CURRICULUM DEVELOPMENT DIVISION
MINISTRY OF EDUCATION MALAYSIA

PROJECT WORK 4
STATISTICS

NAME: MUHAMMAD ZHARFAN BIN MOHD ZAMRI

CLASS: 505
IC NUMBER: 931219-02-5233
SUBJECT TEACHER: MISS AISYAH

MRSM TUN GHAFAR BABA

INTRODUCTION
We students taking Additional Mathematics are required to carry out a project work
while we are in Form 5.This year the Curriculum Development Division, Ministry of
Education has prepared four tasks for us.We are to choose and complete only
ONE task based on our area of interest.This project can be done in groups or
individually, and I gladly choose to do this individually.Upon completion of the
Additional Mathematics Project Work,we are to gain valuable experiences and
able to :
• Apply and adapt a variety of problem solving
strategies to solve routine and non-routine problems
• Experience classroom environments which are
challenging, interesting and meaningful and hence
improve their thinking skills
• Experience classroom environments where
knowledge and skills are applied in meaningful ways in
solving real-life problems.
• Experience classroom environments where expressing
ones mathematical thinking,reasoning and
communication are highly encouraged and expected
• Experience classroom environments that stimulates
and enhances effective learning.
• Acquire effective mathematical communication
through oral and writing,and to use the language of
mathematics to express mathematical ideas correctly
and precisely
• Enhance acquisition of mathematical knowledge and
skills through problem-solving in ways that increase
interest and confidence
• Prepare ourselves for the demand of our future
undertakings and in workplace
• Realise that mathematics is an important and
powerful tool in solving real-life problems and hence
develop positive attitude towards mathematics
• Train ourselves not only to be independent learners
but also to collaborate, to cooperate, and to share
knowledge in an engaging and healthy environment
• Use technology especially the ICT appropriately and
effectively
• Train ourselves to appreciate the intrinsic values of
mathematics and to become more creative and
innovative
• Realize the importance and the beauty of
mathematics
APPRECIATION
Alhamdullilah,thank you to Allah for giving the will to me to complete this Additional
Mathematics project.Secondly, I would like to thank the principle of Sekolah Menengah
Raja Dr. Nazrin Shah, Mr. Hj. Omar Bin Bakar A.M.P,P.P.T for giving me the permission
to do my this Additional Mathematics Project Work. I also like to thank my Additional
Mathematics teacher, Sir Rafhan for the guide and giving useful and important
information for me to complete this project work. Besides that, I would like to thank my
parents for their support and encouragement. Lastly, a special thanks to all my friends for
their help and cooperation in searching for information and completing this project work.
A BRIEF HISTORY OF STATISTICS
By the 18th century, the term "statistics" designated the
systematic collection of demographic and economic data by states. In the early 19th
century, the meaning of "statistics" broadened, then including the discipline concerned

with the
collection, summary, and analysis of data. Today statistics is widely employed in government,
business, and all the sciences. Electronic computers have expedited statistical computation,
and have allowed statisticians to develop "computer-intensive" methods.

The term "mathematical statistics" designates the mathematical theories of probability and

statistical inference, which are used in statistical practice. The relation between statistics and

probability theory developed rather late, however. In the 19th century, statistics increasingly

used probability theory, whose initial results were found in the17th and 18th centuries,

particularly in the analysis of games of chance (gambling). By 1800, astronomy used

probability models and statistical theories, particularly the method of least squares, which

was invented by Legendre and Gauss. Early probability theory and statistics was

systematized and extended by Laplace; following Laplace, probability and statistics have

been in continual development. In the 19th century, social scientists used statistical

reasoning and probability models to advance the new sciences of experimental psychology

and sociology; physical scientists used statistical reasoning and probability models to

advance the new sciences of thermodynamics and statistical mechanics. The development

of statistical reasoning was closely associated with the development of inductive logic and the

scientific method.
Statistics is not a field of mathematics but an autonomous mathematical science, like

computer science or operations research. Unlike mathematics, statistics had its origins in

public administration and maintains a special concern with demography and economics.

Being concerned with the scientific method and inductive logic, statistical theory has close

association with the philosophy of science; with its emphasis on learning from data and

making best predictions, statistics has great overlap with the decision science and

microeconomics. With its concerns with data, statistics has overlap with information science

and computer science.

STATISTICS TODAY
During the 20th century, the creation of precise instruments for agricultural research,

public health concerns (epidemiology, biostatistics, etc.), industrial quality control,

and economic and social purposes (unemployment rate,econometry, etc.)

necessitated substantial advances in statistical practices.

Today the use of statistics has broadened far beyond its origins. Individuals and

organizations use statistics to understand data and make informed decisions

throughout the natural and social sciences, medicine, business, and other areas.

Statistics is generally regarded not as a subfield of mathematics but rather as a

distinct, albeit allied, field. Many universities maintain separate mathematics and

statistics departments. Statistics is also taught in departments as diverse as

psychology, education, and public health.

(b) Record the items and their prices systematically as in Table 1.Since items
maybe differently packed,be sure to use consistent measurements for each item
selected so that comparison can be done easily and accurately.
Answer:
(c) Create at least two suitable graphical representations (the use of ICT is
encouraged) to compare and contrast the price of the items chosen.
Answer: