Definition of Pi ()

The number PI, denoted by the Greek letter - pronounced 'pie', is one of the most common
constants in all of mathematics. It is the circumference of any circle, divided by its diameter. Nobody
knows its exact value, because no matter how many digits you calculate it to, the number never ends.
For most practical uses, you can assume it is 3.142.

In Euclidean plane geometry, is defined as the ratio of a circle's circumference to its diameter:


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 = area of the shaded square
Alternatively can be also defined as the ratio of a circle's area 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 occurs in areas of mathematics that otherwise do not
involve geometry. For this reason, mathematicians often prefer to define without reference to
geometry, instead selecting one of its analytic properties as a definition. A common choice is to define
as twice the smallest positive x for which cos(x) = 0.


Brief History of 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. 19001680 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 (287212 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.

A similar approach was used by Zu Chongzhi (429501), a brilliant Chinese mathematician and
astronomer. Zu Chongzhi would not have been familiar with Archimedes methodbut 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 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.
https://malaysia.answers.yahoo.com/question/index?qid=20090603004503AAb085W

TINGKATAN 4
TEMA 7 (BAB 1-BAB 3):

BAB 1
1. Maksud dan Ciri Tamadun
BAB 2
1. Ekonomi (fokus)
2. Pendidikan (fokus)
TEMA 8 (BAB 4-BAB 8):

BAB 6: Kerajaan Khulafa ar Rasyidin

BAB 8: Pengaruh Islam Terhadap Sistem Ekonomi Masyarakat Melayu Tradisional

TEMA 9 (BAB 9-BAB 10):

BAB 9: REVOLUSI PERINDUSTRIAN


TINGKATAN 5

TEMA 10 (BAB 1-BAB 2):

BAB 1: Imperialisme di Asia Tenggara

BAB 2: Akhbar, Majalah dan Novel Penggerak Nasionalisme di Tanah Melayu

TEMA 11 (BAB 3-BAB 8):

BAB 4: Malayan Union

BAB 5: Pakatan Murni

BAB 6: Pilihan raya

TEMA 12 (BAB 9):

BAB 9: Kemunculan Blok Dunia dan Perang Dingin

SUB-TAJUK

BAB 1 Tamadun Hwang Ho (Ciri-ciri dan sumbangan)

BAB 2 Tamadun China - Aspek Peningkatan Tamadun
Tamadun India - Aspek Peningkatan Tamadun

BAB 5
(i) Perjanjian Aqabah 1 dan 2
(ii) Hijrah
(iii) Piagam Madinah
(iv) Penyebaran Islam (strategi, peperangan dan prinsip perang
dalam Islam)

BAB 6

(i) Kerajaan Bani Abbasiyah
(ii) Baca juga (back up): Zaman Khalifah

BAB 7
(i) Penyebaran Islam di Asia Tenggara (cara-cara kedatangan
Islam, peranan pedagang, mubaligh dan pemerintah)
(ii) Pengaruh Islam di Asia Tenggara

BAB 8
(i) Pengaruh Islam dalam bidang politik, sosiobudaya,
(ii) Pengaruh Islam dalam perdagangan dan sistem cukai

BAB 9
(i) Zaman Gelap di Eropah
(ii) Zaman Reformation
(iii) Revolusi Perindustrian
(iv) Kesan Dasar British (aspek perbandaran, kesihatan dan
Pendidikan vernakular)



















Reflection
This coursework means a lot to me because I was able to learn many stuffs throughout this
coursework. By conducting this coursework, I was able to learn on how to practically apply
mathematical skills in real-life situations. Thus, it provided me a better understanding of the topics
which are being discussed in this project work.
Apart from that, this coursework has also enhanced my skills in terms of technology. I had to virtually
draw charts, graphs and type out various mathematical equations which needs some kind of
knowledge in computers - this coursework has provided me that knowledge.
This coursework has also taught me to be independent. Everything that can be seen in this
coursework - words, graphs, charts, and equations are genuinely drawn and typed by myself though I
had referred some sources to ensure my work is correct. To some degree, the fact that this work of
mine is genuine satisfies me.
Indirectly, I consider this coursework as a revision for my upcoming examination. It is because, while
carrying out this task, I had to revise previous topics in order to complete this work.

Preface
The students of form 5 who are taking Additional Mathematics are required to carry out this project
work. According to the guideline of this project work, the project work can be either done
individually or in groups. However, I've chose to do this project individually. This project work
essentially contributes 10% of the marks for the trial examination of the Sijil Pelajaran Malaysia
(SPM). The
objectives
of this project work are as follows:
apply mathematics to everyday situations and appreciate the aesthetical values of mathematics
develop mathematical knowledge and skills in a way which increases students interest and
confidence
enhance learning effectiveness through less exam-oriented and inquiry-based learning.
improve problem-solving skills, thinking skills and mathematical reasoning