ADDITIONAL MATHEMATICS

PROJECT WORK 2014

APPLYING STATISTICS IN LIFE

Name : Syaza Syafiqah bt Zaidan

Class : 5 Ruby
I/C No : 970307-13-5450
Teachers name : Madam Cheam Chai Fong
Submitted date : 18th June 2014

CONTENT

NO

CONTENT

Objectives

Acknowledgement

Introduction

Part 1

Part 2

Further Exploration

Reflection

Conclusion

Attachment

10

Reference

PAGE

Objectives
We students taking Additional Mathematics are required to
carry out a project work while we are in Form 5. This year the
Curriculum Development Division, Ministry of Education has
prepared a few tasks for us. We are to choose and complete
only one task based on our area of interest. This project can be
done in groups or individually. Upon completion of the
Additional Mathematics Project Work, we are to gain valuable
experiences and able to:
Develop mathematical knowledge in a way which
increases students interest and confidence
Apply mathematics to everyday situations and to begin
to understand the part that mathematics plays in the
world in which we live
Improve thinking skillsand promote effective
mathematical communication
Assist students to develop positive attitude and
personalities, intrinsic mathematical values such as
accuracy, confidence and systematic reasoning
Stimulate learning and enhance effective learning

Acknowledgement

After weeks of completing this project which is given by our

Additional Mathematics teacher 2014, Madam Cheam Chai Fong in
early May, I have learnt a lot about statistics and other skills related to it
such as calculating BMIs and plotting graphs with the help of a
computer programme. I am very grateful and blessed to have the
people around me such as teachers, parents and friends to guide me
during the completion period of this project.
Firstly, I would like to thank our Additional Mathematics teacher,
Madam Cheam Chai Fong for her incredible guidance throughout the
project. Her passion and patience towards us in this project are
certainly inspirational for us to complete this task with perfection.
Moreover, I would like to show my gratitude towards my parents
as they gave me a vastly amount of support throughout the project.
Without them, I may not be motivated enough to do my best.
Furthermore, I would like to thank my friends especially my
classmates who are very helpful and kind to share some information
regarding the project. It would have been very hard to accomplish this
project solely without any extra help.

Introduction
Statistics is the study of the collection, organization, analysis,
interpretation and presentation of data. It deals with all aspects of data
including the planning of data collection in terms of the design
of surveys and experiments. When analyzing data, it is possible to use
one of two statistics methodologies: descriptive or inferential statistics.

Mathematical statistics is the application of mathematics

to statistics, which was originally conceived as the science of the state
such as the collection and analysis of facts about a country,its economy,
land, military, population, and so forth.
Data collection is the process of gathering and measuring
information on variables of interest, in an established systematic
fashion that enables one to answer stated research questions, test
hypotheses and evaluate outcomes. The data collection component of
research is common to all fields of study including physical and social
sciences, humanities, business, etc. While methods vary by discipline,
the emphasis on ensuring accurate and honest collection remains the
same.
There are a few steps of calculating the data based on a given
instruction which are classfied into the types of measure of central
tendency and of measure of dispersion such as mean, median, mode,
interquartile range and standard deviation.
Mean is the formula for calculating the average of all the data by
adding the values of all the valid cases together and dividing by the
number of valid cases. Mode is the the variable which frequently occurs
in the data set. Moreover, median is the measure of central tendency,
interquartile range is the distance between the 75th percentle and the
25th percentile and standard deviation is the approximate average
distance of cases from the mean.

Part 1
Background
The prevalence of obesity is increasing to epidemic proportions among
young people and adults globally. The Body Mass Index (BMI) is a useful
and inexpensive means to measure whether young people and adults
are underweight, overweight, normal and obese.

BMI =
a)
9

No. SEX MASS(kg) HEIGHT(m)

BMI

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37

30.07116843
16.52892562
18.31425598
20.56932966
19.25702882
17.63085399
26.7299275
17.89802289
15.42660496
19.22768787
20.77562327
19.81892708
20.88888889
20.45184304
25.78125
17.55561939
17.30103806
15.82215893
20.39542144
20.44913742
19.97918835
18.17867036
20.77562327
20.30741221
19.605192
17.99015276
16.61326688
17.47760682
20.19557823
21.71806609
16.80613424
20.89795918
31.5115017
18.36547291
28.515625
22.64086462
23.01117686

M
F
F
M
F
F
M
F
F
F
F
F
F
F
F
M
M
F
F
F
F
F
F
M
M
M
F
M
M
M
M
M
M
M
M
F
F

90
45
44
56
55
48
80
43
39
48
48
44
47
43
66
55
50
40
49
55
48
42
48
58
58
57
42
56
57
65
48
64
90
50
73
53
56

1.73
1.65
1.55
1.65
1.69
1.65
1.73
1.55
1.59
1.58
1.52
1.49
1.5
1.45
1.6
1.77
1.7
1.59
1.55
1.64
1.55
1.52
1.52
1.69
1.72
1.78
1.59
1.79
1.68
1.73
1.69
1.75
1.69
1.65
1.6
1.53
1.56

10

HEALTH
INDICATOR
Obesity
Underweight
Underweight
Normal
Normal
Underweight
Overweight
Underweight
Underweight
Normal
Normal
Normal
Normal
Normal
Overweight
Underweight
Underweight
Underweight
Normal
Normal
Normal
Underweight
Normal
Normal
Normal
Underweight
Underweight
Underweight
Normal
Normal
Underweight
Normal
Obesity
Underweight
Overweight
Normal
Normal

38
39
40
41
42
43
44
45
46
47
48
49
50

F
F
F
F
F
F
F
M
M
M
M
F
F

48
45
55
49
58
58
67
70
65
78
62
54
50

1.53
1.56
1.62
1.59
1.57
1.47
1.57
1.7
1.75
1.8
1.7
1.52
1.49

20.504934
18.49112426
20.95717116
19.38214469
23.53036634
26.84066824
27.18163009
24.22145329
21.2244898
24.07407407
21.4532872
23.37257618
22.52150804

b) i) Underweight :

11

Normal
Underweight
Normal
Normal
Normal
Overweight
Overweight
Normal
Normal
Normal
Normal
Normal
Normal

Underweight

Female

Underweight

Male

10

Figure b)i) shows the number of students who are

underweight.
ii) Normal :
Normal
20
18
16
14
12
10

Normal

8
6
4
2
0
Male

Female

Figure b)ii) shows the number of students who

have normal BMI
iii) Overweight :
12

Overweight

Female

Overweight
Male

0.5

1.5

2.5

3.5

Figure b)iii) shows the number of students who are

overweight.

iv) Obese
Obesity
2.5
2
1.5
Obesity
1
0.5
0
Male

Female

Figure b)iv) shows the number of students who are

obese.
v) Graph of BMI against Sex

13

GRAPH OF BMI AGAINST SEX

M

35
30

BMI

25
20
15
10
5
0
M F

F M F

F M F

F M F M M M M F
SEX

F M M F

Figure b)v) shows the graph of BMI against sex among

the 50 students.

14

Vi ) Pie chart of the male students who are underweight,

normal, overweight and obese.

Male
10%
30%

10%
Obesity
Overweight
Normal
Underweight

50%

vII) Pie chart of the female students who are underweight,

normal, overweight and obese.

Female
0%
10%
30%

Obesity
Overweight
Normal
Underweight
60%

15

c)

Based on the graphical representations that I have

constructed in Part 1 (b), there are a few comments and
conclusions that I have gathered.
Based on the figure b)v),I have recorded the weight
and height of 50 Form 5 students which consist of 30
females and 20 males and I have also calculated their
respective BMIs,
Firstly, based on figure b)i), there are 15 individuals
which consist of 6 males and 9 females who are
underweight. Moreover, based on figure b)ii), there are
28 Form 5 students who have normal BMIs which consist
of 10 male students and 18 female students. As for the
health indicator overweight, there are 5 students which
include 2 males and 3 females based on the figure b)iii).
Furthermore, based on the figure b)iv) beforehand, there
are only 2 male students and no female students who are
indicated as obese in this project.

d)

HEALTH INDICATOR
Underweight

PERCENTAGE
or 30%

Normal

or 56%

Overweight

or 10%

Obese

or 4%

16

Based on my findings of 50 Form 5 students, there are 2

individuals who are obese. These two students may have
unhealthy diets or low metabolisms based on their family
histories or genetics.
Assuming from the graphical respresentation, these 2
students may have high intakes of food which consists of fats
and do not exercise regularly. These students should constrain
themselves from having an unhealthy diet as it could also
contribute towards their body to prevent high-risk diseases
such as stroke, heart attacks and much more.
Besides that, there are 5 students who are overweight.
These students may have healthy food intakes once in a while
but mostly prefer eating unhealthy foods. By continuing with
this unhealthy eating patterns, they will soon be students who
are obese.
Moreover, there are 28 students who have normal BMIs
based on their height and weight. This group of students
probably have a healthy diet and they also exercise regularly.
They should keep up with their diet patterns constantly to
maintain their healthy lifestyle.
Furthermore, there are 15 Form 5 students who are
indicated as underweight based on their BMIs. These students
probably have high metabolism or illness that prevents them
from eating and consuming food in a normal portion. Some of
them may also be very picky with the food that they consume
which results in an unbalanced diet as well. These students
should increase their eating portions healthily to avoid being
underweight.

17

Part 2
a)
18

Height
145 - 150
151 - 156
157 - 162
163 - 168
169 - 174
175 - 180

Frequency
5
12
10
6
11
6
f= 50

Midpoint
147.5
153.5
159.5
165.5
171.5
177.5
x = 975

fx
737.5
1842
1595
993
1886.5
1065
fx=8119

b)i) Refer attachment page

ii)
Mean :

= 162.38

Median :

L + (2

) c = 156.5 +(2

19

)6

= 161.3
Mode :
Based on the graph : 155.3

iii) Standard deviation :

FORMULA :

( )

MICROSOFT EXCEL :

20

Standard Deviation :
1. Enter all the midpoints based on their frequencies.
(F1 F50)
2. In cell E52,enter the heading std dev.
3. Click on cell E52 and click the formula tab.
4. Choose the statistical option and click on STDEV
5. Drag all of the cells from E1 to E50 and click enter.

CALCULATOR :
21

(CASIO fx-570ES PLUS)

( )

1.
2.
3.
4.
5.

Press MODE and select 3.

Press 1 and then press SHIFT MODE.
Scroll down and select 4: STAT.
Press 1 to enable its frequency.
Insert all of the data in the two columns shown. ( x =
midpoint, FREQ = frequency )
6. Press AC then SHIFT.
7. Press 1 and select 4 : Var
8. Choose 3:
and press the equal button = .

22

23

Further Explanation
1.

Height
155-160
161-166
167-172
173-178
179-184
185-190

Frequency
5
12
10
6
11
6

Midpoint
157.5
163.5
169.5
175.5
181.5
187.5

fx
787.5
1962
1695
1053
1996.5
1125

a) Mean =

= 172.38 cm

b) Mode = 165.3 cm
c) Median =
L + (2

) c = 166.5 +(2
= 171.3

d) Interquartile range =
24

)6

124031.25
320787
287302.5
184801.5
362364.75
210937.5
1490224.5

Q = L + (

= 178.5 + (

= 180.95
Q 1 = L1 + (
= 160.5 + (

)
)

= 164.25

Q - Q1 = 180.95 -164.25
= 16.7

e) Standard Deviation =

( )
(

9.46708

2.

A new student has just enrolled in your class. The

25

students has height of 162 cm. If the students height is

taken into account in the analysis of your data,
calculate the new mean and the new standard
deviation.

Height
145 - 150
151 - 156
157 - 162
163 - 168
169 - 174
175 - 180

Frequency
5
12
11
6
11
6
f= 51

Midpoint
147.5
153.5
159.5
165.5
171.5
177.5
x = 975

Mean =
=
= 162.32
Standard deviation =

( )

26

fx
737.5
1842
1754.5
993
1886.5
1065
fx=8278.5

Reflection
Day 1 was clueless,
27

All of us were not glee,

But it triggers our interest,
And now were doing tremendously.

After a few weeks of trying,

The project was progressing,
With bits of everything,
From nothing to something,

With the help of the people,

I was truly blessed,
Without them I would not be able,
To complete the rest.

The project was very useful and handy,

To increase our understanding of statistics daily,
Although it was hard to tally,
In the end its completed finally.

28

Conclusion
This Additional Mathematics project had taught me a lot
throughout the few weeks. This task had proven that we need
to apply our Additional Mathematics skills not only during the
exams and classes but also in daily life. An individual should
29

not take this project lightly as it revolves around the things

that affect our lives such as health indicators and BMIs.
Without statistics in our lives, we would have a lot of
trouble to calculate data In a large scale such as 50 individuals
height and weight. Statistics can also help us to determine the
exact value of certain grouped or ungrouped data
systematically.
Furthermore, this task contributes to our moral values as
well. This project taught us to be more independent and
productive. It also enhanced our mind and thinking skills
throughout the process.
I would also like to conclude that cooperation is very
important when doing a certain task. I would like to thank all of
my family, friends, teammates for their amazing teamwork
and our Additional Mathematics teacher, Madam Cheam for
her amazing guidance while conducting this project.

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Reference
Website :
1. Wikipedia http://wikipedia.com
2. WikiHow http://wikihow.com
3. Scribd http://scribd.com
Reference Books :

36

1. Pan Asia Publications Sdn Bhd : Revision 333

( Additional Mathematics )
2. Pustaka Kamza : Form 4 Mathematics Text Book

37