SMK Bandar SP ADDITIONAL MATHEMATICS PROJECT YEAR 2011 FORM5

NAME FORM NO I/C TITLE TEACHER

: SAW KUAN CHE : 5 Science 1 : 940503-89-5011 : Integration and vector space : Mr. Chong Hooi Yong

CONTENTS A. Introduction Introduction of project Introduction of integration Introduction of vector B. Task Specification C. Problem Solving C1.Procedure Part1 Part2 Part3 Part4 Part5 C2.Conjecture D. Further Investigation D1.Further Exploration D2.Conclusion E. Reflection

A. Introduction
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 the importance 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 instead mathematical values such as accuracy, confidence and systematic reasoning d) Stimulate learning environment that enhances effective learning inquiry-base and teamwork e) Develop mathematical knowledge in a way which increases 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), where Dg(x) = f(x).Some anti derivatives 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 anti derivative 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 ant 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 parabolic. 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 (1875-1941) 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 Mathematics, first released in 1988. Comprehensiveness and accuracy have been given strong consideration in the development of Mathematics 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), Mathematics makes it possible to calculate countless new integrals not included in any published handbook.

Introduction of vector First example: arrows in the plane The concept of vector space will first be explained by describing two particular examples. The first example of a vector space consists of arrows in a fixed plane, starting at one fixed point. This is used in physics to describe forces or velocities. Given any two such arrows, v and w, the parallelogram spanned by these two arrows contains one diagonal arrow that starts at the origin, too. This new arrow is called the sum of the two arrows and is denoted v + w. Another operation that can be done with arrows is scaling: given any positive real number a, the arrow that has the same direction as v, but is dilated or shrunk by multiplying its length by a, is called multiplication of v by a. It is denoted a v. When a is negative, a v is defined as the arrow pointing in the opposite direction, instead. The following shows a few examples: if a = 2, the resulting vector a w has the same direction as w, but is stretched to the double length of w (right image below). Equivalently 2 w is the sum w + w. Moreover, (1) v = v has the opposite direction and the same length as v (blue vector pointing down in the right image).

Second example: ordered pairs of numbers A second key example of a vector space is provided by pairs of real numbers x and y. (The order of the components x and y is significant, so such a pair is also called an ordered pair.) Such a pair is written as (x, y). The sum of two such pairs and multiplication of a pair with a number is defined as follows: (x1, y1) + (x2, y2) = (x1 + x2, y1 + y2) and a (x, y) = (ax, ay).

Definition A vector space over a field F is a set V together with two binary operators that satisfy 8 axioms listed below. Elements of V are called vectors. Elements of F are called scalars. In this article, vectors are differentiated from scalars by boldface.[nb 1] In the two examples above, our set consists of the planar arrows with fixed starting point and of pairs of real numbers, respectively, while our field is the real numbers. The first operation, vector addition, takes any two vectors v and w and assigns to them a third vector which is commonly written as v + w, and called the sum of these two vectors. The second operation takes any scalar a and any vector v and gives another vector a v. In view of the first example, where the multiplication is done by rescaling the vector v by a scalar a, the multiplication is called scalar multiplication of v by a. History Vector spaces stem from affine geometry, via the introduction of coordinates in the plane or threedimensional space. Around 1636, Descartes and Fermat founded analytic geometry by equating solutions to an equation of two variables with points on a plane curve. To achieve geometric solutions without using coordinates, Bolzano introduced, in 1804, certain operations on points, lines and planes, which are predecessors of vectors. This work was made use of in the conception of barycentric coordinates by Mbius in 1827. The foundation of the definition of vectors was Bellavitis' notion of the bipoint, an oriented segment one of whose ends is the origin and the other one a target. Vectors were reconsidered with the presentation of complex numbers by Argand and Hamilton and the inception of quaternions and biquaternions by the latter. They are elements in R2, R4, and R8; treating those using linear combinations goes back to Laguerre in 1867, who also defined systems of linear equations. In 1857, Cayley introduced the matrix notation which allows for a harmonization and simplification of linear maps. Around the same time, Grassmann studied the barycentric calculus initiated by Mbius. He envisaged sets of abstract objects endowed with operations. In his work, the concepts of linear independence and dimension, as well as scalar products are present. Actually Grassmann's 1844 work exceeds the framework of vector spaces, since his considering multiplication, too, led him to what are today called algebras. Peano was the first to give the modern definition of vector spaces and linear maps in 1888. An important development of vector spaces is due to the construction of function spaces by Lebesgue. This was later formalized by Banach and Hilbert, around 1920. At that time, algebra and the new field of functional analysis began to interact, notably with key concepts such as spaces of p-integrable functions and Hilbert spaces. Vector spaces, including infinite-dimensional ones, then became a firmly established notion, and many mathematical branches started making use of this concept.

C. Problem Solving Part 1

Route Distance Bearing Coordinates Possible dangers Time

0.1 10km N53.1 E Coral reef

0.2 104km N11.3 E

0.3 117km N56.3E

Coral reef, Giant octopus sunken ship For route 0(0.1,0.2,0.3) = 53minutes 10seconds

Route Distance Bearing Coordinates Possible dangers Time

1.1 13km N0.0 Coral reef

1.2 109km N73.3 E

1.3 85km N77.5E

Coral reef, Giant octopus sunken ship For route 1(1.1,1.2,1.3) = 55minutes 59seconds

Route Distance Bearing Coordinates Possible dangers Time

2.1 24km N90.0 E

2.2 307km N27.9W

2.3 104km N78.7E

Shark Shark infested Giant octopus, Infested water, sunken ship, thunderstorm water thunderstorm For route 2(2.1,2.2,2.3) = 1hour31minutes36seconds

Judging from the possible dangers & possibilities of intruding into the preserved and conservation areas and the time taken to reach the offshore oil rig, route 0 is the recommended option.

Part 2

a) Starting position

Vresultant=Vboat+Vcurrent = Vresultant= = = Vcurrent= v=36sin a V=60sin a _________ v=36cos a-15______ From , , we get a=22.4,v=22.855km/h +

Time taken= hour =0.4375hour

b) From

Vresultant= = Vboat= Vcurrent= Vresultant=Vboat+Vcurrent = + ,B=54.6

By using the similar concept as shown in step ,v=29.915km/h Time taken= hour=20.3416

c) From

Vresultant=Vboat+Vcurrent Vcurrent= Vboat= Vresultant= = Similarly, by working it out yourself, C=20.3,v=22.548km/h Time taken= =0.48hour d) Time to reach the wind farm=10.00a.m+26minutes15seconds+20minutes28second s =10:46:43+2hours+28minutes48seconds =13:15:31

Part 3

a) P=cAu2 C= = = =5.917 b) (1)E= 50000000= = =10000t t=5000seconds (2)500000000= = = = = t=1850.6seconds

Part 4

a) v= R2h = Vfull=1000000000 = R2h R2 (3000) =100000000 R2= v= R2h = = __________ 3000metres= (10x365x24) hours = = = = barrels per hour

b)

V= r2h = (0.25)2h =0.0625 h =0.0625 _______ Vfull= (0.25)2(1) =0.0625 Tfull= (5x60) seconds = = =  =20cms-1 x = 0.0625  ________

Part 5
Oil Production & Consumption, Top 20 Nations by Production (% of Global) Here are the top 20 nations sorted by production, and their production and consumption figures. Saudi Arabia produces the most at 8,711,000.00 bbl per day, and the United States consumes the most at 19,650,000.00 bbl per day, a full 25% of the world's oil consumption.

Oil Exports & Imports Here's export and imports for all the nations listed in the CIA World Fact book, sorted alphabetically as having exports and imports. Conspicuously missing is the United States, but I can tell you that we consume 19,650,000.00 bbl per day, and produce 8,054,000.00, leaving a discrepancy of 11,596,000.00 bbl per day. This compares to the European Union, which produces 3,244,000.00 bbl per day and consumes 14,480,000.00 bbl per day for a discrepancy of 11,236,000.00 per day. Basically, about the same.

Oil Reserves - Top 20 Nations (% of Global) Saudi Arabia has 261,700,000,000 barrels (bbl) of oil, fully 25% of the world's oil. The United States has 22,450,000,000 bbl.

The United States government recently declared Alberta's oil sands to be 'proven oil reserves.' Consequently, the U.S. upgraded its global oil estimates for Canada from five billions to 175 billion barrels. Only Saudi Arabia has more oil. The U.S. ambassador to Canada has said the United States needs this energy supply and has called for a more streamlined regulatory process to encourage investment and facilitate development. - CBC Television - the nature of things - when is enough

World Oil Market and Oil Price Chronologies: 1970 - 2003 From the Energy Information Administration.

Petroleum engineers work in the technical profession that involves extracting oil in increasingly difficult situations as the world's oil fields are found and depleted. Petroleum engineers search the world for reservoirs containing oil or natural gas. Once these resources are discovered, petroleum engineers work with geologists and other specialists to understand the geologic formation and properties of the rock containing the reservoir, determine the drilling methods to be used, and monitor drilling and production operations.

C3. Conjecture
My conjecture is that the suggested route is far more safe than the 2 other possible route. The suggested has the shortest distance among 3 routes and it takes the shortest time to travel from starting position to wind farm and oil rig.

Petroleum engineers work in the technical profession that involves extracting oil in increasingly difficult situations as the world's oil fields are found and depleted. Petroleum engineers search the world for reservoirs containing oil or natural gas. Once these resources are discovered, petroleum engineers work with geologists and other specialists to understand the geologic formation and properties of the rock containing the reservoir, determine the drilling methods to be used, and monitor drilling and production operations. Low-end Salary: $58,600/yr Median Salary: $108,910/yr High-end Salary: $150,310/yr EDUCATION: Engineers typically enter the occupation with a bachelors degree in mathematics or an engineering specialty, but some basic research positions may require a graduate degree. Most engineering programs involve a concentration of study in an engineering specialty, along with courses in both mathematics and the physical and life sciences. Engineers offering their services directly to the public must be licensed. Continuing education to keep current with rapidly changing technology is important for engineers. MATH REQUIRED: College Algebra, Geometry, Trigonometry, Calculus I and II, Linear Algebra, Differential Equations, Statistics WHEN MATH IS USED: Improvements in mathematical computer modeling, materials and the application of statistics, probability analysis, and new technologies like horizontal drilling and enhanced oil recovery, have drastically improved the toolbox of the petroleum engineer in recent decades. POTENTIAL EMPLOYERS: About 37 percent of engineering jobs are found in manufacturing industries and another 28 percent in professional, scientific, and technical services, primarily in architectural, engineering, and related services. Many engineers also work in the construction, telecommunications, and whole sale trade industries. Some engineers also work for Federal, State, and local governments in highway and public works departments. Ultimately, the type of engineer determines the type of potential employer. FACTS: Engineering diplomas accounted for 12 of the 15 top-paying majors, with petroleum engineering earning the highest average starting salary of $83,121.

D. Further Investigation D1. Further Exploration

D2. 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.

E. Reflection
While I was conducting the project, I learnt that flexible and critical thinking is very important in solving mathematical problems or even in dealing with daily life. To obtain satisfactory results, I strived to think out of the box as much as possible and to consider something in a way which ordinary people would not even have considered about. I learnt that there are many choices and alternatives in our life. There are many different solutions to solve the same question. I learnt a lesson that I just have to make my boldest step forward and I will able to face whatever challenges in my life. Last, I learnt to be independent and persevere on whatever task undertaken. I did my best to think rationally and logically to complete this additional mathematics project.