PROJECT WORK FOR

ADDITIONAL MATHEMATHICS 2009

The Pretty Garden

Name : Ahmad Luqman Hakim bin

Ahmad Lutfi

Index number : BD141A049

I/C Number : 920604-02-5041

Teacher’s name : Pn. Nor Aidah bt. Dahroji

Sekolah Agama Menengah Hulu Langat, Bt

10,Cheras
 CONTENTS

CONTENTS PAGE

CONTENTS 1

OBJECTIVE 2

PREFACE 3

INTRODUCTION 4

PART 1 5

PART 2(a) 9

PART 2(b) 11

PART 2(c) 13

PART 3(a) 18

PART 3(b) 20

PART 3(c) 21

PART 3(d) 23

PART 3(e) 25

CONCLUSION 27

REFERENCES 28

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 ACKNOWLEDGEMENT 29

ATTACHMENT 30

OBJECTIVE

The aims of carrying out this project work are:

i. to apply a variety of problem-solving strategies to

solve problems;

ii. to increase thinking skills;

iii. to promote effective mathematical communication;

iv. to develop mathematical knowledge through problem

solving
in a way that increases students’ interest and
confidence;

v. to provide learning environment that stimulates and

enhances
effective learning;

vi. to develop positive attitude towards mathematics.

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PREFACE

This project is prepared by me, Ahmad Luqman Hakim bin

Ahmad Lutfi and helped by Zulhelmi Farhan bin Zulkepli, Ahmad
Khairunnaim bin Ismail,Abdul Hadi bin Mat Saad and Nur Salam Al
Wildan bin Toha.It is based on the Additional Mathematics
textbooks, internet search and reference book.
Additional Mathematics is an elective subject in secondary
school. Each student who takes this subject has to carry out a
project work on the given tasks. The project work for the year
2009 is about Circle by using the principle of Pi (π).
The aim of doing this project is to improve the skills in using
mathematics for students. Working on this also gives a chance for
students to apply their skills on what they had learnt to solve an
assigned project. Therefore, every student stands a chance to
improve their thinking skills, usage of languages and grammar as
well as mathematics skills throughout the project. After doing this
project, the student will be able to master and understand better
on the application of Additional Mathematics that they learnt in
their school syllabus. The student can also learn some values
during the completion of the project such as to learn how to work

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together or to be cooperative, improving their communication
skills, responsibility and also not to give up easily on the task
given.

INTRODUCTION

A circle is a simple shape of Euclidean geometry consisting

of those points in a plane which are the same distance from a
given point called the centre. The common distance of the points
of a circle from its centre is called its radius. A diameter is a line
segment whose endpoints lie on the circle and which passes
through the centre of circle. The length of a diameter is twice the
length of the radius. A circle is never a polygon because it has no
sides or vertices. 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, but in strict

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technical usage “circle is the perimeter while the interior of the
circle is called a disk. The circumference of a circle is the
perimeter 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.
Early science, particularly geometry and Astrology and
astronomy, was connected to the divine for most medieval
scholars, and many believed that there was something
intrinsically "divine" or "perfect" that could be found in circles.

Part 1
There are a lot of things around us related to circles or parts of
a circles. We need to play with circles in order to complete some
of the problems involving circles. In this project I will use the
principles of circle to design a garden to beautify the school.

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 Beautiful Balloon
The Sun

Circle’s Manilla Card

Human’s Eye

Ball’s in The Air

Definition

In Euclidean plane geometry, π is defined as the ratio of a circle's

circumference to its diameter:

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 The ratio C/D is constant, regardless of a circle's size. For
example, if a circle has twice the diameter d of another circle it
will also have twice the circumference C, preserving the ratio C/D.
Area of the circle = π × area of the shaded square
Alternatively π can be also defined as the ratio of a circle's area
(A) to the area of a square whose side is equal to the radius:

These definitions depend on results of Euclidean geometry, such

as the fact that all circles are similar. This can be considered a
problem when π occurs in areas of
mathematics that otherwise do not involve
geometry. For this reason, mathematicians
often prefer to define π without reference
to geometry, instead selecting one of its
analytic properties as a definition. A
common choice is to define π as twice the smallest positive x for
which cos(x) = 0. The formulas below illustrate other (equivalent)
definitions.

A Brief History of π

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Pi has been known for almost 4000 years—but even if we
calculated the number of seconds in those 4000 years and
calculated pi to that number of places, we would still only be
approximating its actual value. Here’s a brief history of finding pi:

The ancient Babylonians calculated the area of a circle by taking

3 times the square of its radius, which gave a value of pi = 3. One
Babylonian tablet (ca. 1900–1680 BC) indicates a value of 3.125
for pi, which is a closer approximation.

In the Egyptian Rhind Papyrus (ca.1650 BC), there is evidence

that the Egyptians calculated the area of a circle by a formula
that gave the approximate value of 3.1605 for pi.

The ancient cultures mentioned above found their approximations

by measurement. The first calculation of pi was done by
Archimedes of Syracuse (287–212 BC), one of the greatest
mathematicians of the ancient world. Archimedes approximated
the area of a circle by using the Pythagorean Theorem to find the
areas of two regular polygons: the polygon inscribed within the
circle and the polygon within which the circle was circumscribed.
Since the actual area of the circle lies between the areas of the
inscribed and circumscribed polygons, the areas of the polygons
gave upper and lower bounds for the area of the circle.
Archimedes knew that he had not found the value of pi but only
an approximation within those limits. In this way, Archimedes
showed that pi is between 3 1/7 and 3 10/71.

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A similar approach was used by Zu Chongzhi (429–501), a
brilliant Chinese mathematician and astronomer. Zu Chongzhi
would not have been familiar with Archimedes’ method—but
because his book has been lost, little is known of his work. He
calculated the value of the ratio of the circumference of a circle
to its diameter to be 355/113. To compute this accuracy for pi, he
must have started with an inscribed regular 24,576-gon and
performed lengthy calculations involving hundreds of square
roots carried out to 9 decimal places.

Mathematicians began using the Greek letter π in the 1700s.

Introduced by William Jones in 1706, use of the symbol was
popularized by Euler, who adopted it in 1737.

An 18th century French mathematician named Georges Buffon

devised a way to calculate pi based on probability. You can try it
yourself at the Exploratorium exhibit Throwing Pi.

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Part 2
(a)

DIAGRAM 1

Diagram 1 shows a semicircle PQR of diameter 10cm. Semicircles PAB and BCR
of diameter d1 and d2 respectively are inscribed in PQR such that the sum of d1
and d2 is equal to 10cm. By using various values of d1 and corresponding values
of d2, I determine the relation between length of arc PQR, PAB, and BCR.
Using formula: Arc of semicircle = ½πd
d1 d2 Length of arc PQR Length of arc PAB Length of arc BCR
(cm) (cm) in terms of π (cm) in terms of π (cm) in terms of π (cm)
1.5 8.5 5π 0.75 π 4.25 π
2.5 7.5 5π 1.25π 3.75 π

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 3.5 6.5 5π 1.75 π 3.25 π
4.5 5.5 5π 2.25 π 2.75 π
1.25 8.75 5π 0.63π 4.38 π
2.25 7.75 5π 1.13 π 3.88 π
3.25 6.75 5π 1.63 π 3.38 π
4.25 5.75 5π 2.13 π 2.88π
1.35 8.65 5π 0.68 π 4.33 π
Table 1

From the Table 1 we know that the length of arc PQR is not affected by the

different in d1 and d2 in PAB and BCR respectively. The relation between the

length of arcs PQR , PAB and BCR is that the length of arc PQR is equal to the

sum of the length of arcs PAB and BCR, which is we can get the equation:

SPQR = SPAB + SBCR

Let d1= 4.5, and d2 =5.5 SPQR = SPAB + SBCR

5π = ½ π(4.5) + ½ π(5.5)

5π = 2.25π + 2.75 π

5π = 5 π…

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(b)

Diagram 2 shows a semicircle PQR of diameter 10 cm.

Semicircles PAB, BCD and DER of diameter d1, d2 and d3
respectively are inscribed in the semicircle PQR such that sum
of d1, d2 and d3 is equal to 10 cm.

DIAGRAM 2

d1 d2 d3 SPQR SPAB SBCD SDER

1.1 3.3 5.6 5π 0.55 π 1.65π 2.80 π

1.2 2.3 6.5 5π 0.60π 1.15π 3.25 π

1.3 3.4 5.3 5π 0.65π 1.70 π 2.65 π

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1.4 3.5 5.1 5π 0.70π 1.75 π 2.55 π

1.5 3.1 5.4 5π 0.75π 1.55 π 2.7 π

2.1 3.2 4.7 5π 1.05 π 1.60 π 2.35π

2.2 3.6 4.2 5π 1.10 π 1.80 π 2.10 π

2.3 3.7 4.0 5π 1.15 π 1.85 π 2.00 π

2.4 3.0 4.6 5π 1.20 π 1.50 π 2.30π

1.9 3.8 4.3 5π 0.95 π 1.90 π 2.15 π

Table 2

SPQR = SPAB + SBCD + SDER

Let d1 = 1.1, d2 = 3.3, d3 = 5.6

SPQR = SPAB + SBCD + SDER
5 π = 0.55π + 1.65 π + 2.80 π
5 π = 5 π…

(ii) Based on my finding in (a) and (b)(i),the length of the arc of

the outer semicircle is equal to the sum of the length of arc of the
inner semicircle for n inner semicircle where n=2,3,4……. which
we can get the equation:-

Souter = S2 + S3 + S4 + Sn.........

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(c) Diagram 3 shows a semicircle PQR of diameter 17 cm.
Semicircles PAB and BCR of diameter d1 and d2
respectively are inscribed in the semicircle PQR such that
the sum of d1and d2 is equal to 17 cm.

17 cm
DIAGRAM 3

d1 d2 Length of arc Length of arc Length of arc

(cm) (cm) PQR in terms of PAB in terms of BCR in terms of
π (cm) π (cm) π (cm)
1 16 5π 0.5 π 8.0 π
2 15 5π 1.0π 7.5 π
3 14 5π 1.5 π 7.0 π
4 13 5π 2.0 π 6.5 π
5 12 5π 2.5π 6.0 π
6 11 5π 3.0 π 5.5 π
7 10 5π 3.5 π 5.0 π

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 8 9 5π 4.0 π 4.5π
8.2 8.8 5π 4.1 π 4.4 π
TABLE 3
Diagram 4 shows a semicircle PQR of diameter 17 cm.
Semicircles PAB, BCD and DER of diameter d1, d2 and d3
respectively are inscribed in the semicircle PQR such that sum of
d1, d2 and d3 is equal to 17 cm.

17 cm
Diagram 4
d1 d2 d3 SPQR SPAB SBCD SDER

1 2 14 5π 0.5 π 1.0π 7.0 π

2.2 3.4 1 5π 1.1π 1.70π 5.7 π

1.4
3.2 4.4 9.4 5π 1.6π 2.2 π 4.7 π

4 5 8 5π 2.0π 2.5 π 4.0 π

4.5 5.5 7 5π 2.3π 2.8 π 3.5 π

4.8 5.1 7.1 5π 2.4 π 2.6 π 3.6π

5.2 5.8 6.0 5π 2.6 π 2.9 π 3.0 π

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3.4 6.1 7.5 5π 1.7 π 3.1 π 3.8 π

3.7 6.2 7.1 5π 1.9 π 3.1 π 3.6π

2.9 6.8 7.3 5π 1.5 π 3.4 π 3.7 π

TABLE 4

Diagram 5 shows a semicircle PQR of diameter 25 cm.

Semicircles PAB and BCR of diameter d1 and d2 respectively are
inscribed in the semicircle PQR such that the sum of d1and d2 is
equal to 25 cm.

25 cm
DIAGRAM 5

d1 d2 Length of arc Length of arc Length of arc

(cm) (cm) PQR in terms of PAB in terms of BCR in terms of
π (cm) π (cm) π (cm)
1 24 5π 0.5 π 12.0 π
2 23 5π 1.0π 11.5 π
3 22 5π 1.5 π 11.0 π
4 21 5π 2.0 π 10.5 π
5 20 5π 2.5π 10.0 π

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 6 19 5 π 3.0 π 9.5 π
7 18 5 π 3.5 π 9.0 π
8 17 5 π 4.0 π 8.5π
9 16 5 π 4.5 π 8.0 π
TABLE 5

Diagram 6 shows a semicircle PQR of diameter 25 cm.

Semicircles PAB, BCD and DER of diameter d1, d2 and d3
respectively are inscribed in the semicircle PQR such that sum of
d1, d2 and d3 is equal to 25 cm.

25 cm
DIAGRAM 6

d1 d2 d3 SPQR SPAB SBCD SDER

1.5 3.5 20 5π 0.8 π 1.8π 10.0 π

2.5 4.5 18 5π 1.3π 2.3π 9.0 π

3.8 5.6 1 5π 1.9π 2.8 π 7.8 π

5.6

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4.8 6.5 1 5π 2.4π 3.3 π 6.9 π

3.7
5.8 7.5 1 5π 2.9π 3.8 π 5.9 π

1.7
6.2 7.8 11 5π 3.1 π 3.9 π 5.5π

6.8 8.5 9.7 5π 3.4 π 4.3 π 4.9 π

6.3 7.1 1 5π 3.2 π 3.6 π 5.8 π

1.6
7.6 8.2 9.2 5π 3.8 π 4.1 π 4.6π

7.8 8.3 8.9 5π 3.9 π 4.2 π 4.5 π

TABLE 6

D is the diameter for the semicircle of PQR

Arc = length of PQR

Sum of the length s = r

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Part 3

(a)

10 m
DIAGRAM 7
The Mathematics Society is given a task to design a garden
to beautify the school by using the design as shown in Diagram 7.
The shaded region will be planted with flowers and the two inner
semicircles are fish ponds. The area of the flower plot is ym 2 and
the diameter of one of the fish ponds is xm. Express y in terms of
π and x.
Solution:
By using formula of area of semicircle: (1/2) (π) (d/2)2
The area of garden (ADC) = (1/2) (π) (10/2)2
= 25/2πm2

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The area of small fish ponds (AEB) = (1/2) (π) (x/2)2
= 1/8x2 πm2

The area of big fish pond (BFC) = (1/2) (π) ((10 – x)/2)2
= (1/2) (π) ((100 – 20 + x 2)/4)
= (25/2 – 5/2x + x2/8) πm2

The area of flower plot (ADCFE) = ym2

In order to get the area of flower plot (ADCFE), we must
subtract the area of small fish ponds (AEB) and big fish pond
(BFC) from the area of the garden (ADC),thats:
ADCFE = ADC – AEB – BFC

=
=

Therefore, the equation for the area of flower plot (ADCFE) is:

y m2= m2

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(b)

10 m
DIAGRAM 8
The area of the flower plot in Diagram
8 is 16.5m2. Find the diameters of the two
fish ponds. Use π with the value of 22/7.

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 The values of x are 3m and 7m. According to the Diagram 7
in Part 3(a), the diameter of small fish pond (AB) is smaller than
the diameter of big fish pond (BC). Hence, the diameter of small
fish pond (AB) is 3m. While the diameter of big fish pond (BC) is
7m.

(c)

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 10 m
DIAGRAM 9
Reduce the non-linear equation obtained in Part 3(a) to
simple linear form. Hence, plot a straight line graph. Using the
straight line graph, determine the area of the flower plot if the
diameter of one of the fish ponds is 4.5m.

Linear Law
y = -πx2/4 + 5πx/2
Change it to linear form of Y = mX + C.
y/x = -πx/4 + 5π/2
Y = y/x
X=x
m = -π/4
C = 5π/2
Thus, plot a graph of y/x against x and draw the line of best fit.
Find the value of y/x when x = 4.5 m.
Then multiply y/x you get with 4.5 to get the actual value of y.

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 x 1 2 3 4 5 6 7
y/ 7.1 6.3 5.5 4.7 3.9 3.1 2.4
x
Table 7
8.0
Y/x

7.0

6.0

5.0

4.0

3.0

2.0
0 1 2 3 4 5 6 7
X

When x = 4.5 , y/x = 4.3

Area of flower plot = y/x * x

= 4.3 * 4.5

= 19.35m2

25
(d)

10 m
DIAGRAM 10
The cost of constructing the fish ponds is higher than the
cost of constructing the flower plot. Use two methods to
determine the area of the flower plot in Diagram 10 such that the
cost of constructing the garden is minimum.
Solution:

We need to get the largest value of y so that the cost of

constructing the garden is minimum.

Method 1: Differentiation
y = -πx2/4 + 5πx/2
dy/dx = -πx/2 + 5π/2
(d2)y/dx2= -π/2 <--- y has a maximum value.
At maximum point, (d2)y/dx2= 0.
-πx/2 + 5π/2 = 0

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πx/2 = 5π/2
x=5m
x = 5 m…
maximum value of y = -π(52)/4 + 5π(5)/2
= 6.25π m2…
Method 2: Completing the Square
y = -πx2/4 + 5πx/2
= -π/4(x2- 10x)
= -π/4(x2- 10x + 25 - 25)
= -π/4[(x - 5)2 - 25]
= -π/4(x - 5)2 + 25π/4
y is a ⋂ shape graph as a = -π/4.
Hence, it has a maximum value.
When x = 5 m, maximum value of the graph = 6.25π m2

(e)

27
 10m
DIAGRAM 11
The principal suggested an additional 12 semicircles flower
beds to the design submitted by the Mathematics Society as
shown in Diagram 8. The sum of the diameters of the semicircles
flower beds is 10m. The diameter of the smallest flower bed is
30cm or 0.3m and the diameter of the flower beds are increased
by a constant value successively. Determine the diameter of the
remaining flower beds.

Solution:

By using arithmetic progression,

(i) The principal suggested an additional of 12 semicircular flower
beds to the design submitted by the Mathematics Society. (n =
12)
(ii) The sum of the diameters of the semicircular flower beds is 10
m.
(S12 = 10 m = 1000 cm)
(iii) The diameter of the smallest flower bed is 30 cm. (a = 30

28
cm)
(iv) The diameter of the flower beds are increased by a constant
value successively. (d =?)

By using formula of the arithmetic progression :-

Sn =n/2(2 a + (n – 1) d)
1000= 12/2 [2(30) + (12 – 1)d]
1000= 6(60 + 11d]
1000= 360 + 66d
66d = 640
d= 9.697 cm…

Since the first flower bed is 30 cm, hence the diameters of

remaining 11 flower beds expressed in arithmetic progression are:

Tn (flower bed), Diameter (cm)

given
Tn = a + (n – 1)d,
where
a = 30 and d = 9.697
T1 30.00
T2 39.70
T3 49.39
T4 59.09
T5 68.79
T6 78.49
T7 88.18
T8 97.88
T9 107.6
T10 117.3
T11 127.0
T12 136.7
Table 8

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CONCLUSION

Part 1
Not all objects surrounding us are related to circles. If all the
objects are circle, there would be no balance and stability. In our
reality, we could related circles in objects. For example: a round
table, a clock or a coin. In Pi(π), we accept 3.142 or 22/7 as the
best value of pi. The circumference of the circle is proportional as
pi(π) x diameter. If the circle has twice the diameter, d of another
circle, thus the circumference, C will also have twice of its value,
where preserving the ratio =C:d

Part 2
The relation between the length of arcs PQR, PAB and BCR
where the semicircles PQR is the outer semicircle while inner
semicircle PAB and BCR is Length of arc=PQR = Length of PAB +
Length of arc BCR. The length of arc for each semicircles can be
obtained as in length of arc = 1/2(2_r). As in conclusion, outer
semicircle is also equal to the inner semicircles where S in= S out
.

Part 3
In semicircle ABC (the shaded region), and the two
semicircles which is AEB and BFC, the area of the shaded region
semicircle ADC is written as in Area of shaded region ADC =Area

30
of ADC – (Area of AEB + Area of BFC). When we plot a straight
link graph based on linear law, we may still can get a linear graph
because S in= S out where the diameter has a constant value for
a semicircle.

REFERENCE

WEBSITES:
i. http// www.scribd.com

ii. http//www.gap-system.org.com

iii. http// www.davidtn.net

iv. http://en.wikipedia.org/wiki/Circle

BOOKS:
I. ACE Analysis Additional Mathematics SPM, Oxford Fajar Sdn.
Bhd. Wong Pek Wei, Lee Beck Tun.

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 ACKNOWLEDGMENT

First of all, I would like to say thanks to Allah, for giving me

the opportunity to do this important project work.

Not forgotten my parents for support me everything, such

as money, to buy anything that related to project and give me
permission to use internet, books, computers and all that. They
also supported me and encouraged me to finished this task so
that I will not easy to give up in doing it.

Then I would like to thank my beloved teacher, Puan Nor

Aidah Bt Dahroji for guiding me and my friends throughout this
project. We had some challenges in doing this task, but she
taught us patiently until we knew what to do. She tried smartly to
teach us until we understood what we actually doing with the
work.

Last but not least, my friends (Farhan,Hadi,Salam and Naim)

who were doing this project with me and sharing our ideas

32
together.They very helpful and cheerful when doing this project
thus we combined and discussed together and finally,our project
had finished nicely.THANKS FOR ALL!!!

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ATTACHMENT

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