CONTENT

Acknowledge Introduction Introduction of project Introduction of integration Definition of integration History of integration Objective Problem Solving Part1 Part2 Part3 Further Exploration Conclusion Reflection Reference

Acknowledge
First of all, I would like to say Alhamdulillah, for giving me a strength and health to do this project work. Not forgotten to my parents for providing everything such as money, to buy anything that related to this project work and their advice, which is the most needed for this project. Internets, books, computers and all that. They also support me and encouraged me to complete this task so that I would not procrastinate in doing this. Then, I would like to thank my teacher, Encik Roslan Bin Ab Ghani for guding me and my friends throughout this project. We have some difficulties in doing this task, but he taught us patiently until we knew what to do. He tried and 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 helpful that when we combined and discussed together, we had this task done.

INTRODUCTION OF ADDITIONAL MATHEMATICS PROJECT WORK1/2011

The aims of carrying out this project work are to enable students to : a)Apply mathematics to everyday situations and appreciate theimportance and the beauty of mathematics in everyday lives b)Improve problem-solving skills, thinking skills , reasoning and mathematical communication c)Develop positive attitude and personalities and instrinsic mathematical values such as accuracy , confidence and systematic reasoning d)Stimulate learning environment that enhances effective learning inquiry-base and team work e)Develop mathematical knowledge in a way which increase students interest and confidence.

Introduction of integration
In mathematics,integration is a technique of finding a function g(x) the derivative of which, Dg(x), is equal to a given function f(x). This is indicated by the integral sign , as in f(x), usually called the indefinite integral of the function. (The symbol dx is usually added, which merely identifies x as the variable.) The definite integral, written with a and b called the limits of integration, is equal to g(b) g(a), whereDg(x) = f(x).Some antiderivatives can be calculated by merely recalling which function has a given derivative, but the techniques of integration mostly involve classifying the functions according to which types of manipulations will change the function into a form the antiderivative of which can be more easily recognized. For example, if one is familiar with derivatives, the function 1/(x + 1) can be easily recognized as the derivative of loge(x + 1). The anti-derivative of (x2 + x + 1)/(x + 1) cannot be so easily recognized, but if written as x(x + 1)/(x + 1) + 1/(x + 1) = x + 1/(x+ 1), it then can be recognized as the derivative of x2/2 + loge(x + 1). One useful aid for integration is the theorem known as integration by parts. In symbols, the rule is fDg = fg gDf. That is, if a function is the product of two other functions, f and one that can be recognized as the derivative of some function g, then the original problem can be solved if one can integrate the product gDf.For example, if f = x, and Dg = cos x, then xcos x = xsin x sin x= xsin x cos x +C. Integrals are used to evaluate such quantities as area, volume, work, and, in general, any quantity that can be interpreted as the area under a curve.

Definition
The process of finding a function, given its derivative, is called anti-differentiation (or integration). If F'(x) = f(x), we say F(x) is an anti-derivative of f(x). Examples F(x) =cos x is an anti-derivative of sin x, and ex is an anti-derivative of ex. Note that if F(x) is an anti-derivative of f(x) then F(x) + c, where c is a constant (called the constant of integration) is also an anti-derivative of F(x), as the derivative of a constant function is 0. In fact they are the only anti-derivatives of F(x).

We write f(x) dx = F(x) + c. if F'(x) = f(x) . We call this the indefinite integral of f(x) . Thus in order to find the indefinite integral of a function, you need to be familiar with the techniques of differentiation.

HISTORY
Over 2000 years ago, Archimedes (287-212 BC) found formulas for the surface areas and volumes of solids such as the sphere, the cone, and the paraboloid. His method of integration was remarkably modern considering that he did not have algebra, the function concept, or even the decimal representation of numbers. Leibniz (1646-1716) and Newton (1642-1727) independently discovered calculus. Their key idea was that differentiation and integration undo each other. Using this symbolic connection, they were able to solve an enormous number of important problems in mathematics, physics, and astronomy. Fourier (1768-1830) studied heat conduction with a series of trigonometric terms to represent functions. Fourier series and integral transforms have applications today in fields as far apart as medicine, linguistics, and music. Gauss (1777-1855) made the first table of integrals, and with many others continued to apply integrals in the mathematical and physical sciences. Cauchy (1789-1857) took integrals to the complex domain. Riemann (1826-1866) and Lebesgue (18751941) put definite integration on a firm logical foundation. Liouville (1809-1882) created a framework for constructive integration by finding out when indefinite integrals of elementary functions are again elementary functions. Hermite (1822-1901) found an algorithm for integrating rational functions. In the 1940s Ostrowski extended this algorithm to rational expressions involving the logarithm. In the 20th century before computers, mathematicians developed the theory of integration and applied it to write tables of integrals and integral transforms. Among these mathematicians were Watson, Titchmarsh, Barnes, Mellin, Meijer, Grobner, Hofreiter, Erdelyi, Lewin, Luke, Magnus, Apelblat, Oberhettinger, Gradshteyn, Ryzhik, Exton, Srivastava, Prudnikov, Brychkov, and Marichev. In 1969 Risch made the major breakthrough in algorithmic indefinite integration when he published his work on the general theory and practice of integrating elementary functions. His algorithm does not automatically apply to all classes of elementary functions because at the heart of it there is a hard differential equation that needs to be solved. Efforts since then have been directed at handling this equation algorithmically for various sets of elementary functions. These efforts have led to an increasingly complete algorithmization of the Risch scheme. In the 1980s some progress was also made in extending his method to certain classes of special functions.

The capability for definite integration gained substantial power in Mathematica, first released in 1988. Comprehensiveness and accuracy have been given strong consideration in the development of Mathematica and have been successfully accomplished in its integration code. Besides being able to replicate most of the results from well-known collections of integrals (and to find scores of mistakes and typographical errors in them), Mathematica makes it possible to calculate countless new integrals not included in any published handbook.

OBJECTIVE
Apply mathematics to everyday situation and appreciate the importance and the beauty of mathematics in everyday lives To improve problem-solving skills, thinking skills, reasoning and mathematical communication. To develop positive attitude and personalities and intrinsic mathematical values such as accuracy, confidence and systematic reasoning. To stimulate learning environment that enhances effective learning, inquiry-based and our team work. To develop mathematical knowledge in a way which increase our interest and confidence.

PART 1

Every time you graph an equation on a Cartesian coordinate system, you are using the work of Ren Descartes. Descartes, a French mathematician and philosopher, was born in La Haye, France (now named in his honor) on March 31, 1596. His parents taught him at home until he was 8 years old, when he entered the Jesuit college of La Flche. There he continued his studies until he graduated at age 18. Descartes was an outstanding student at La Flche, especially in mathematics. Because of his delicate health, his teachers allowed him to stay in bed until late morning. Despite missing most of his morning classes, Descartes was able to keep up with his studies. He would continue the habit of staying late in bed for his entire adult life. After graduating from La Flche, Descartes traveled to Paris and eventually enrolled at the University of Poitiers. He graduated with a law degree in 1616 and then enlisted in a military school. In 1619, he joined the Bavarian army and spent the next nine years as a soldier, touring throughout much of Europe in between military campaigns. Descartes eventually settled in Holland, where he spent most of the rest of his life. There Descartes gave up a military career and decided on a life of mathematics and philosophy. Descartes attempted to provide a philosophical foundation for the new mechanistic physics that was developing from the work of Copernicus and Galileo. He divided all things into two categoriesmind and matterand developed a dualistic philosophical system in which, although mind is subject to the will and does not follow physical laws, all matter must obey the same mechanistic laws. The philosophical system that Descartes developed, known as Cartesian philosophy, was based on skepticism and asserted that all reliable knowledge must be built up by the use of reason through logical analysis. Cartesian philosophy was influential in the ultimate success of the Scientific Revolution and provides the foundation upon which most subsequent philosophical thought is grounded. Descartes published various treatises about philosophy and mathematics. In 1637 Descartes published his masterwork, Discourse on the Method of Reasoning Well and Seeking Truth in the Sciences. In Discourse, Descartes sought to explain everything in terms of matter and motion. Discourse contained three appendices, one on optics, one on meteorology, and one titled La Gometrie (The Geometry). In La Gometrie, Descartes described what is now known as the system of Cartesian Coordinates, or coordinate geometry. In Descartes's system of coordinates, geometry and algebra were united for the first time to create what is known as analytic geometry. The Cartesian Coordinate System Cartesian coordinates are used to locate a point in space by giving its relative distance from perpendicular intersecting lines. In coordinate geometry, all points, lines, and figures are drawn in a coordinate plane. By reference to the two coordinate axes, any point, line, or figure may be precisely located. In Descartes's system, the first coordinate value (x-coordinate) describes where along the horizontal axis (the xaxis) the point is located. The second coordinate value (y-coordinate) locates the point in terms of the vertical axis (the y-axis). A point with coordinates (4, -2) is located four units to the right of the intersection point of the two axes (point O, or the origin) and then two units below the vertical position of the origin. In example (a) of the figure, point D is at the coordinate location (4, -2). The coordinates for point A are (3, 2); for point B, (2, -4); and for point C, (-2, -5). The coordinate system also makes it possible to exactly duplicate geometric figures. For example, the triangle shown in (b) has coordinates A (3,2), B (4, 5), and C (-2, 4) that make it possible to duplicate the triangle without reference to any drawing.

The triangle may be reproduced by using the coordinates to locate the position of the three vertex points. The vertex points may then be connected with segments to replicate triangle ABC. More complex figures may

likewise be described and duplicated with coordinates. A straight line may also be represented on a coordinate grid. In the case of a straight line, every point on the line has coordinate values that must

The Cartesian coordinate system unites geometry and algebra, and is a universal system for unambiguous location of points. Applications range from computer animation to global positioning systems. satisfy a specific equation. The line in (c) may be expressed as y = 2x. The coordinates of every point on the line will satisfy the equation y = 2x, as for example, point A (1, 2) and point B (2, 4). More complex equations are used to represent circles, ellipses, and curved lines. Other Contributions La Gometrie made Descartes famous throughout Europe. He continued to publish his philosophy, detailing how to acquire accurate knowledge. His philosophy is sometimes summed up in his statement, "I think, therefore I am." Descartes also made a number of other contributions to mathematics. He discovered the Law of Angular Deficiency for all polyhedrons and was the first to offer a quantifiable explanation of rainbows. In La Gometrie, Descartes introduced a familiar mathematics symbol, a raised number to indicate an exponent. The expression 4 4 4 4 4 may be written as 45 using Descartes's notation. He also instituted using x, y, and z for unknowns in an equation. In 1649, Descartes accepted an invitation from Queen Christina to travel to Sweden to be the royal tutor. Unfortunately for Descartes, the queen expected to be tutored while she did her exercises at 5:00 A.M. in an unheated library. Descartes had been used to a lifetime of sleeping late, and the new routine was much too rigorous for him. After only a few weeks of this regimen, Descartes contracted pneumonia and died on February 11, 1650. Geometry and the Fly Some mathematics historians claim it may be that Descartes's inspiration for the coordinate system was due to his lifelong habit of staying late in bed. According to some accounts, one morning Descartes noticed a fly walking across the ceiling of his bedroom. As he watched the fly, Descartes began to think of how the fly's path could be described without actually tracing its path. His further reflections about describing a path by means of mathematics led to La Gometrie and Descartes's invention of coordinate geometry. Who Uses Coordinates? The system of coordinates that Descartes invented is used in many modern applications. For example, on any map the location of a country or a city is usually given as a set of coordinates. The location of a ship at sea is determined by longitude and latitude, which is an application of the coordinate system to the curved surface of Earth. Computer graphic artists create figures and computer animation by referencing coordinates on the screen.

PART 2

Method 1
a)1.Divide area p into 3 segments.2 triangles and 1 rectangle. Triangle 1: =1/2 x 2 x1 = Triangle 2:

1m 2

=1/2 x 4 x3 =

6m2

Rectangle 1: =2 x 4 = P= P=

8m 2

168 m2 15m2

2.Divide area Q into 2 segments.1 triangle and 1 rectangle. Triangle 1: =1/2 x 4 x 3 =

6m 2

Rectangle 1: =2 x 3 = Q= Q=

6m2

66 m2 12m2

3.Divide area R into 3 segments.1 triangles and 2 rectangles. Triangle 1: =1/2 x 1 x 2 =

1m2

Rectangle 1: =2 x 3 =

6m 2

Rectangle 2: =4 x 2 = R= R=

8m2

168 m2 15m2

Method 2
Coordinate geometry method:

077430 002240

(0 + 14 + 14 + 16 + 0 )-(0 + 0 + 8 + 6 + 0 ) =1/2 (30) =

15m 2

Area Q

03300 04660 (0 + 18 + 18 + 0 )-(0 + 12 + 0 + 0 )

= (24) =

12m 2

Method 3
Integration method Area P:

mAE = 4-0 3-0 mAE= 4 3 Equation AE Y=4 3x mED = 2-4 4-3 mED= -2 Equation ED Y=-2x + 10

3 4x dx 4 2x10dx 7 2dx 0 3 3 4

[ ]
15m 2

2x 2 3 [ x 2 10] 4 [22] 7 3 0 3 4

= (6-0)+(24-21)+(14-8) = 6+3+6 =

Area Q

mAE =

4 3

Equation AE y=

4x 3
3y 4

x=

4 0 3y 4

dy 6 3 dy 4

[ ]
12m 2

3y2 4 [3y] 6 8 0 4

= 6+6 =

Area R

7 6dy1215 0
[6x ] 7 27 0

= 42 - 0 - 27 = 42 - 27 =

15m 2

Verification answer by Geo Gebra : Area P

Area Q

Area R

b)The mathematics society wishes to fence up the remaining sides of the region P. Determine the length of the fence required: from the diagram:

AE 2 =6223 2 AE 2 =4 232 AE 2=25 AE= 25

AE =5m

AE 2 =7332 422 AE 2=1 22 2 AE 2=5 AE=2.236m

CD=3m
BC=64 BC=2m

AB =7m
AEDCB = 232.2365 m AEDCB =12.236m

c) It is impossible for the society to carry out the fencing with an allocation of RM250.00. This is because: RM250.00+ RM25/m =10m Therefore, RM250.00 can only cover up to 10m of length Length of AEDCB is 12.236m =12.236 x RM25.00 =RM305.90 is needed to carry out the fencing plan. d) i) 1 point for the flag chain to be tied at E 1 point for the flag chain to be tied at a point along the hedge AB Therefore: 2 points ii) maximum area of the triangle obtained: = 9.20m AE = 9.20m 5m = 4.20m Then divide the triangle obtain into 2 right triangle: Triangle 1 Calculate the length. Using Pythagoras theorem. L= L=

52 622
9
1 34 2

L = 3m Area =

Area = 6m 2

Triangle 2 Calculate the length. Using Pythagoras theorem. L= L=

4.22622
1.64
1 2

L = 1.281m Area = Area = 4 1.281

2.562m 2

Maximum area of triangle: = =

62.562m2 8.562m 2

Solution of triangle method:

1 absin C 2
Angle EAL tan-143=53.13 = =

1 (5(3+1.282) (sin53.13)) 2 8.562m 2

Part 3

Calculating angle AED by using 2 methods: Method 1: Draw a horizontal and vertical lines on Geogebra

The angle on the left and rightside of AED is calculated:

AED = 180 (53.13 63.43) AED = 63.44

Geo Gebras calculations: So,AED = 63.43

Method 2 Using the formula from the solution of triangle.

a =b c 2bc A 20 = 5 52 2 55 A 20=5252 55 A 10=2 55 A 10/2 55=A

A = 63.44
2 2

a) Volume of water that has to be pumped in to fill up 80% of the pond. So, the depth of the pond is 1m. =

1/2 r 2
2

= 1/ 2 2.236 63.43 = = = =

3.142 180

1/2 2.2362 1.017rad 2.767m 2 1m 2.767m 3 80 2.214m 3

b) i) The rate of change of depth of the water

dh dh dv = dt dv dt

dv 3 1 =0.001m s dt
dh 1 = 0.001 dt 2.767

dh =0.000361ms1 dt
ii) The depth of water after 10 minutes = 0.00036ms1 60s 10min = 0.2166m iii) minimum time taken,in minutes,before the water overflows. So the water maximum depth of the pond is 1m.Ratio: 0.2166m=10min 1m=?min

0.2166 10 = 1 x
0.2166x=10 x=

10 0.2166

x=46.17min/46min10s iv) the minimum time taken, in minutes, before the water overflows,if the pond is triangular shaped AED and has a depth of 2 metres. Now the pond is triangular shaped. Solution of triangle formula can be applied.

A=1/2ab C A=1/252.23663.43
A=5m
2

V =5m2 2m
V =10m
3

dh dh dv = dt dv dt
dh 2 = 0.001 dt 10

dh =0.00021ms1 dt

So ratio might work. Height of water after 10 mins: =

0.0002ms 60s 10min

= 0.12m Then using ratio, 0.12m=10min 2m=?min

0.12 10 = 2 z
0.12z=20

z=

20 0.12

z=166.67min/166min40s

Further exploration
a) i)the map in diagram 3 since the scale is 60km per square,we may find the distancebetween x and the city of Malacca by: d=60km6 square d=360km ii)the formula given: distance=nautical miles 1 nautical mile = 1.852 kilometres = difference in latitudes in degrees Malaccas latitude = 217'N Hence, d = 60 nautical miles d = 541'N-217'N60(1.852) d = 324'111.12 d = 377.8km Differences between the answers. Yes, there is a different between the answers obtained. This is because the calculation by using the scale given by a map is only an approximation method. The answer is correct but less accurate compared to the answer from the calculation based on the formula given. By using the latitudes, the answer is very accurate and significant.

Conclusion
I have done many researches throughout the internet and discussing with a friend who have helped me a lot in completing this project. Through the completion of this project, I have learned many skills and techniques. This project really helps me to understand more about the uses of progressions in our daily life. This project also helped expose the techniques of application of additional mathematics in real life situations. While conducting this project, a lot of information that I found. Apart from that, this project encourages the student to work together and share their knowledge. It is also encourage 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 continue because it brings a lot of moral values to the student and also test the students understanding in Additional Mathematics.

Reflection

team work is important

be helpful

always ready to learn new things

be a hardworking student

be patient

always confident

Reference
Wikipedia - http://www.wikipedia.org/ ONE-SCHOOL.NET - http://www.one-school.net/ Scribd - http://www.scribd.com/

Additional Mathematics Textbook Form 4 and Form 5