NAME : NOR ARISSA BT ROSLAM CLASS : 502 I/C NUMBER : 940320-03-6062 CLASS TEACHER : MR FARHAN

Table of Content

Topic
Title Table of Content Acknowledgement Questions Introduction Task Specification Answers Conclusion Reflection

Page 1 2 3 4-6 7-9 10-12 13-27 28 29

INTRODUCTION
There are a lot of things around us related to circles or parts of a circle. A circle is a simple shape of Euclidean geometry consisting of those points in a plane which is the same distance from a given point called the centre. The common distance of the points of a circle from its center is called its radius. Circles are simple closed curves which divide the plane into two regions, an interior and an exterior. In everyday use, the term "circle" may be used interchangeably to refer to either the boundary of the figure (known as the perimeter) or to the whole figure including its interior. However, in strict technical usage, "circle" refers to the perimeter while the interior of the circle is called a disk. The circumference of a circle is the perimeter of the circle (especially when referring to its length). A circle is a special ellipse in which the two foci are coincident. Circles are conic sections attained when a right circular cone is intersected with a plane perpendicular to the axis of the cone. The circle has been known since before the beginning of recorded history. It is the basis for the wheel, which, with related inventions such as gears, makes much of modern civilization possible. In mathematics, the study of the circle has helped inspire the development of geometry and calculus. Circles had been used in daily lives to help people in their living.

Brief History of Geometry

Geometry was one of the two fields of pre-modern mathematics the other being the study of numbers. Geometry began with a practical need to measure shapes. It is the science of shape and size of things. It is believed that geometry first became important when an Egyptian Pharaoh wanted to tax farmers who raised crops along the Nile River. To compute the correct amount of tax the Pharaohs agents had to be able to measure the amount of land being cultivated. Around 2 900 BC (Before Century) the first Egyptian pyramid was constructed. Knowledge of geometry was essential for building pyramids, which consisted of a square base and triangular faces. The earliest record of a formula for calculating the area of a triangle dates back to 2 000 BC. The Egyptians (5000 500 BC) and the Babylonians (4 000 500 BC) developed practical geometry to solve everyday problems. It was the early Greeks (600 BC 400 AD) that developed the principles of modern geometry beginning with Thales of Miletus (624 547 BC). Thales is credited with bringing the science of geometry from Egypt to Greece. Thales studied similar triangles and wrote the proof that corresponding sides of similar triangles are in proportion. The next great Greek geometer was Pythagoras (569 475 BC). Pythagoras is regarded as the first pure mathematician to logically deduce geometric facts from basic principles. Pythagoras founded a brotherhood called the Pythagoreans, who pursued knowledge in mathematics, science, and philosophy. Some people regard the Pythagorean School as the birthplace of reason and logical thought. The most famous and useful contribution of the Pythagoreans was the Pythagorean Theorem. The theory states that the sum of the squares of the legs of a right triangle equals the square of the hypotenuse. Euclid of Alexandria (325 265 BC) was one of the greatest of all the Greek geometers and is considered by many to be the father of modern geometry. Euclid is best known for his 13-book treatise The Elements. The Elements is one of the most important works in history and had a profound impact on the development of Western civilization. Euclid began The Elements with just a few basics, 23 definitions, 5 postulates, and 5 common notions or general axioms. An axiom is a statement that is accepted as true. From these basics, he proved his first proposition. Once proof was established for his first proposition, it could then be used as part of the proof of a second proposition, then a third, and on it went. This process is known as the axiomatic approach. Euclids Elements form the basis of the modern geometry that is still taught in schools today. Archimedes of Syracuse (287 212 BC) is regarded as the greatest of the Greek mathematicians and was also the inventor of many mechanical devices including the screw, the pulley, and the lever. The Archimedean screw a device for raising water from a low level to a higher one is an invention that is still in use today. Archimedes works include his treatise Measurement of a Circle, which was an analysis of circular area, and his masterpiece On the Sphere and the Cylinder in which he determined the volumes and surface areas of spheres and cylinders. There were no major developments in geometry until the appearance of Ren Descartes (1 596 1 650 BC). In his famous treatise Discourse on the Method of Rightly Conducting the Reason in the Search for Truth in the Sciences, Descartes combined algebra and geometry to create analytic geometry. Analytic geometry, also known as coordinate geometry, involves placing a geometric figure into a coordinate
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system to illustrate proofs and to obtain information using algebraic equations. The next great development in geometry came with the development of non-Euclidean geometry. Carl Friedrich Gauss (1 777 1 855 BC) who along with Archimedes and Newton is considered to be one of the three greatest mathematicians of all time, invented non-Euclidian geometry prior to the independent work of Janos Bolyai (1 802 1 860 BC) and Nikolai Lobachevski (1792 1 856 BC). Non-Euclidian geometry generally refers to any geometry not based on the postulates of Euclid, including geometries for which the parallel postulate is not satisfied. The parallel postulate states that through a given point not on a line, there is one and only one line parallel to that line. Non-Euclidian geometry provides the mathematical foundation for Einsteins Theory of Relativity. The most recent development in geometry is fractal geometry. Fractal geometry was developed and popularized by Benoit Mandelbrot in his 1982book The Fractal Geometry of Nature. A fractal is a geometric shape, which is self-similar (invariance under a change of scale) and has fractional (fractal) dimensions. Similar to chaos theory, which is the study of non-linear systems; fractals are highly sensitive to initial conditions where a small change in the initial conditions of a system can lead to dramatically different outputs for that system.

TASK SPECIFICATION
Part I Identifying the Problem: Question asks to provide information about how Mathematics is used in baking and cake decorating. Strategy: Apply knowledge obtained from Additional Mathematics and also consult resources from the Internet. Part II Question 1 Identifying the Problem: Question asks to find the diameter of the baking tray to be used to fit the cake. Strategy: Find diameter, d using the formula of volume of cylinder, with the height, h and volume, v of cake per kilogram and the value of
.

Question 2(a) Identifying the Problem: Question asks to find and tabulate the different values heights and diameters of the baking tray to be used, if the volume remains the same. Strategy: Find diameter, d using the formula of volume of cylinder and volume, v of cake per kilogram and the value of with varying values of height, h.

Question 2(b)(i) Identifying the Problem: To state the range of heights unsuitable for baking of cakes and give reasons. Strategy: Obtain the range of heights not suitable for cakes by compare and contrast with logic opinion.

Question 2(b)(ii) Identifying the Problem: Question asks to suggest the dimension most suitable for the cake, and provide reasons. Strategy: Compare and contrast and the heights and diameters in table from Question 2(a) and suggest logical reasons.

Question 2(c)(i) Identifying the Problem: Question asks to reduce the equation to linear form in order to display the relation between h and d. After doing so, question requires us to plot a graph based on the equation. Strategy: Using the linear law, and the linear equation, reduce the equation in Question 2(a) by using logarithm and plot a graph of h against d using software. Question 2(c)(ii)(a) Identifying the Problem: Question asks to determine the diameter of the round cake pan if the height of the cake is 10.5 cm using the graph. Strategy: Express the height of the cake using logarithms Base 10. Then plot the graph to obtain the value of diameter, d in logarithmic terms. Finally, express the value without logarithms. Question 2(c)(ii)(b) Identifying the Problem: Question asks to determine the height of the cake, h obtained if the diameter of the round tray is 42 cm. Strategy: Express the diameter of the baking tray, d in logarithms Base 10. Then plot the point on the graph in order to obtain the logarithm value of the height. Finally, express the value in normal terms.
Question 3(a) Identifying the Problem: Question asks to calculate the amount of fresh cream required to decorate the cake based on the dimensions suggested in Question 2(b)(ii). Strategy: Using h = 11 cm and d = 46.89293 cm, and the given thickness of the cream = 1 cm uniformly, calculate the amount of fresh cream required. Question 3(b) Identifying the Problem: Question asks to give 3 other suggestions for cake shaped which has the same height and volume as 2(b)(ii), and then calculate the amount of fresh cream to be used. Strategy: Provide 3 other cake shape suggestions by logic thinking and calculate the dimensions, given the volume and height are constant. After that, calculate the amount of fresh cream required for each shape.

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Part III Identifying the Problem: Question asks to find the dimensions of cake that requires the minimum amount of fresh cream to decorate by using 2 different method, including calculus. After that, to state whether if such dimensions are suitable for the baking of the cake and give reasons. Strategy: Find the dimension that requires the minimum amount of fresh cream by comparing values of height against volume of cream used. The second method would be using differentiation. Finally, apply logic thinking to come to a conclusion, whether the cake is suitable to be baked or not. Further Exploration (a) Identifying the Problem: Question asks to obtain the volume of the first, second, third, and fourth cakes, and compare the values to determine whether the volumes form a number pattern. After that, provide explanation and elaboration. Strategy: Given height of cake is 6.0 cm each and the radius of the largest cake is 31.0 cm, after that the radius of the second cake is 10% less, the third radius is 10% less than the second cake and so on. Use the information given to obtain the volumes of the cakes, and compare by division to determine the existence of the number pattern. Further Exploration (b) Identifying the Problem: Question asks to calculate the maximum number of cakes to be baked by the bakery if the total mass must not exceed 15 kg. After that, verify the answer using other methods. Strategy: Express the mass of the cake given 1kg of cake has a volume of 3800 cm3. Then find the number of terms using the formula to given the sum is a geometric progression. After that, verify the answer by trial and improvement to prove the number of cakes that the bakery needs to bake.

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ANSWERS FOR PART I

Uses of Mathematics in Cake Baking and Decorating One very important aspect of cake baking is the amount of ingredients required. This is because a cake should be reasonable pricing. At the same time, beauty is also a priority in cake baking, ingredients should not be waster unnecessarily. Calculus can be applied in cake baking. Particularly, the second derivative is greatly used. This is because the second derivative allows bakeries to calculate the maximum or minimum amount of ingredients needed to increase profit and efficiency. This allows positive growth in business. At the same time, the bakeries will not under-order, or over-order the ingredients. In the baking of more complex cakes, such as multi-storey cakes or multi-layered cakes, progressions are applied. Progressions allow us to calculate the size or volume of a subsequent layer. Also, it allows us to estimate the quantity of ingredients needed. Usually, geometric progressions are used. Lastly, ratios are used in cake baking. More often than not bakers need to estimate the amount of ingredients used or substitute the ingredient with another if that ingredient is not available. For example, we often read cookbooks guiding us to use 3 parts of water to 1 part of flour. This ratio of water to flour 3:1, allows us to bake a cake of different sizes. Although we may bake a smaller or larger cake, the flour and water used still obeys the proportions set. We are then allowed to creatively bake the cake.

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ANSWERS FOR PART II

Answer for Question 1 Given volume of cake per kilogram = 3800cm3, and
Total volume of cake = 3800cm3 5kg = 19000cm3 Given d = 2r, thus r = Volume of cake = Volume of cylinder Volume of cake = Base area Height Volume of cake = 19000 = (3.142) = r2 7 = 3.142

= d = 58.78339783 d 58.7834 cm 58.7834 cm.

Therefore, the diameter of the baking tray that can be used is

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Answer for Question 2(a) Volume of cake = Volume of cylinder Volume of cake = Base area Height Volume of cake = 19000 = (3.142)

r2

d =

d =
Using the equation, the table is formed as below: h/cm 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0 11.0 12.0 13.0 14.0 15.0 d/cm 155.52625 109.97366 89.79312 77.76313 69.55345 63.49333 58.78339 54.98683 51.54208 49.18172 46.89293 44.89656 43.13522 41.56613 40.15670

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Answer for Question 2(b)(i) The range of heights not suitable for the cake is h .

This is because the diameter of the cakes would be too large to fit in the oven. Also, the cake would be too wide and unattractive.

Answer for Question 2(b)(ii) The dimension that I think is most suitable for the cake is h = 11 cm and d = 46.89293 cm. This is because the cake is able to fit in the oven. A cake that is too tall or too high may be easily burnt.

Answer for Question 2(c)(i)

d = = = Y= mX + C The equation of linear relation between h and d is = + 2.1918. + 2.1918

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0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 2.1918 1.9418 1.6918 1.4418 1.1918 0.9418 0.6918 0.4418 0.1918

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Answer for Question 2(c)(ii)(a) When h = 10.5 cm, = = 1.0212 From the graph, when = 1.6812 d = 101.6812 d = 47.9954 cm Therefore, when the height if the cake is 10.5 cm, the diameter of the round cake pan needed must be larger than 47.9954 cm. = 1.0212, then = 1.6812

Answer for Question 2(c)(ii)(b) When d = 42 cm, = = 1.6232 From the graph, when = 1.1372 h = 101.1372 h = 13.7151 cm Therefore, the height if the cake when the diameter is 42 cm is 13.7151 cm. = 1.6232, then = 1.1372

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Answer for Question 3(a)

h = 11 cm, d = 46.89293 cm Thickness of cream = Height of cream Amount of cream = Volume of cream Volume of cream = Volume of cream at sides + Volume of cream at the top Volume of cream at the top = Area of top surface

Height of cream

1 cm

= (3.142) = 1727.2727 cm3 Volume of cream at sides = Area of sides

(1)

Height of cream height of cake) Height of cream

= (circumference of cake = (2 =2 10) 3.142 1

10

= 1473.37586 cm3 Therefore, estimated amount of fresh cream required to decorate the cake = 1727.2727 + 1473.37586 = 3200.65 cm3

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Answer for Question 3(b) h = 11cm, volume of cake = 19000 cm3 1st shape- Cuboid

Volume of cake = Base area 19000 cm3 = Base area

Height 11 cm

Base area = 1727.2727 cm2 Length Width = 1727.2727 cm2 40 cm

By Trial and Improvement , 1727.2727 cm2 = 43.1818 cm

Volume of cream required = Volume of Cake with Cream - Volume of Cake without Cream

= (43.1818+2)

(40+1)

(11+1) (19000)

= 22229.4456 19000 = 3229.4456 cm3

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2nd shape Triangular-based shape

Volume of cake = Base area 19000 cm3 = Base area

Height 11 cm

Base area = 1727.2727 cm2 Length Width = 1727.2727 cm2 60 cm

By Trial and Improvement, 3454.5454 cm2 = 57.5757 cm Volume of cream required

= Volume of Cake with Cream Volume of Cake without Cream

(57.5757+1)

(60+2)

(11+1) 19000

= 2790.1604 cm3

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3rd shape Pentagonal-based shape

Volume of cake = Base area 19000 cm3 = Base area

Height 11 cm

Base area = 1727.2727 cm2 5 Area of Isoceles Triangle of each side = 1727.2727 cm2

Area of each isosceles Triangle = 345.4545 cm2 ( Length Width) of each isosceles triangle = 345.4545 cm2 27.6363 cm

By Trail and Improvement, 690.909 cm2 = 25 cm Volume of cream required.

= Volume of Cake with Cream Volume of Cake without Cream

= (5)

(25+1)

(27.6363)

(11+1) (19000)

= 2556.314 cm3

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Conclusion for Question 3(c) The three suggested shape are cuboid shape cake, triangular-based cake and pentagonal-based cake. The volume of cream required for cuboid shaped cake = 3229.4456 cm3. The volume of cream required for a triangular based cake is 2790.1604 cm3. The volume of cream required for a pentagonal-based cake is 2556.314 cm3. Therefore, from the values, the pentagonal-based cake requires the least amount of fresh cream to be used, which is only 2556.314 cm3.

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ANSWERS FOR PART III

Method 1 By comparing values of height against volume of cream used

According to the table above, the minimum volume of cream used is 3303.66 cm3 when h = 18cm. When h = 18cm, r = 18.3 cm

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Method 2 Using differentiation

Assuming that the surface area of the cake is proportionate to the amount of fresh cream needed to decorate the cake.* Formula for surface area of cake = h= Surface area in contact with cream = =
2

+2 +

The values, when plotted into a graph will from a minimum value that can be obtained through differentiation.

0 = 6.284r3 38000 38000 = 6.284r3 6407.104 = r3 18.22 = r When r = 18.22 cm, h = 18.22 cm The dimensions of the cake that requires the minimum amount of fresh cream to decorate is approximately 18.2 cm in height and 18.2 cm in radius. I would bake a cake of such dimensions because the cake would not be too large for the cutting or eating of said cake, and it would not be too big to bake in a conventional oven. * The above conjecture is proven by the following When r = 10, ~ the total surface area of the cake is 4114.2 c ~ the amount of fresh cream needed to decorate the cake is 4381.2 c ~ the ratio of total surface area of cake to amount of fresh cream needed is 0.94 When r = 20, ~ the total surface area of the cake is 3156.8 c ~ the amount of fresh cream needed to decorate the cake is 3308.5 c
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~ the ratio of total surface area of cake to amount of fresh cream needed is 0.94 Therefore, the above conjecture is proven to be true.

ANSWERS FOR FURTHER EXPLORATION

Answer for (a) Volume of cake =
Given height of the cake = 6cm and radius of largest cake = 31cm which decreases by 10%, Volume of FIRST cake = (3.142) (31)2 (6) = 18116.772 cm3 Volume of SECOND cake = (3.142) (31

90%)2 (6)

= 14674.585 cm3 Volume of THIRD cake = (3.142) (27.9 = 11886.414 cm3 Volume of FOURTH cake = (3.142) (25.11 = 9627.995 cm3 18116.772 cm3 , 14674.585 cm3 , 11886.414 cm3 , 9627.995 cm3 SECOND THIRD FOURTH FIRST: SECOND: THIRD: 14674.585 11886.414 9627.995 18116.772 = 0.81 14674.585 = 0.81 11886.414 = 0.81 90%)2 (6) 90%)2 (6)

The numbers form a geometric progression with the first number, a = 18116.772 and a common ratio, r = 0.81. The conjecture is proven. Volume of cake form a geometric progression.

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Answer for (b) Sn = = 15 kg = 57000 cm3 57000 > 11400 > 18116.772(1-0.8n) 0.629 > 1-0.8n 0.371 0.371 < 0.8n log 0.371 < n log 0.8 <n 4.444 < n n=4
Verification of answer If n = 4 Total volume of 4 cakes = 18116.772 = 54307.766 Total mass of cakes = 14.29 kg If n = 5 Total volume of 5 cakes = 18116.772 = 62106.442 Total mass of cakes = 16.34 kg Total mass of cakes must not exceed 15 kg. Therefore, maximum number of cakes needed to be made = 4
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>

0.8n

+ 14676.585

+ 11886.414

+ 9627.995

+ 14676.585

+ 11886.414

+ 9627.995

+ 7798.676

CONCLUSION
After doing research, answering questions, drawing graphs, and some problem solving, I saw that the usage of geometry, calculus and progressions are important in daily life.

Geometry is the study of angles and triangles, perimeter, area and volume. It differs from algebra in that one develops a logical structure where mathematical relationships are proved and applied.

A geometric progression (GP), also known as a geometric sequence, is a sequence of numbers where each term after the first is found by multiplying the previous one by a fixed non-zero number called the common ratio.

Differentiation is essentially the process of finding an equation which will give you the gradient (slope, "rise over run", etc.) at any point along the curve. Say you have y = x^2.The equation y' = 2x will give you the gradient of y at any point along that curve. As the conclusion, geometry, calculus and progressions are part of our necessities. Thus, we should be thankful of the people who contribute in the idea of geometry, calculus and progressions because without them, we cant done the multistorey cake, and its hard to find out the volume of ingredients needed for the cake.

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REFLECTION
I have done many researches throughout the internet and discussing with friends 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, I found a lot of information. I have learnt how to bake a wedding tiered cake stands with good quality and proper height. 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.

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First of all, I would like to say Alhamdulillah, for giving me the strength and health to do this project work. Not forgotten my parents for providing everything, such as money, to buy anything that are related to this project work and their advise, which is the most needed for this project for internet, books, computers and all that. They also supported me and encouraged me tocomplete this task so that I will not procrastinate in doing it. Then I would like to thank my teacher, Mr Farhan for guiding me and my friends throughout this project. We had 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

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