ADD MATHS

PROJECT
POPCORN
(TASK II)

NAME

LEVINTHRAN A/L KURUPARAM

CLASS

5K

ANGKA GILIRAN
I.C NO.
TEACHER

971211-56-5645
MS KEE LAI YEE

CONTENTS

NO.

TITLE

PAGE

Acknowledgement

What is Popcorn

Objectives

Section A Questions

Section A Answers

Section B Questions

11

Section B Answers

13

Conclusion

20

Reflection

22

10

Reference

24

ACKNOWLEDGEMENT

First of all, I would like to express my special thanks of gratitude to my additional mathematics
teacher, Miss Kee Lai Yee who allowed me the opportunity to do this project and provided me
assistance throughout finishing this project. Without her guide, I could not have finished my project
properly.
Secondly, I would like to extend my appreciation to my parents and my family for providing
everything, such as money to buy anything that are related to this project and their advice, which
was very important to do this project. I am grateful for their constant support and help.
Not forgotten to my friends who have contributed lots of ideas in finding the topic that would be
interesting to do and gave their comments on my research. I really appreciate their kindness and
help.
Last but not least, I would like to express my gratefulness to those who are involved either directly
or indirectly in completing this project. Thank you for all the assistance given.

What is Popcorn

Popcorn, also known as popping corn, is a type of corn that expands from the kernel and puffs up
when heated. Popcorn is able to pop because, like amaranth grain, sorghum, quinoa, and millet, its
kernels have a hard moisture-sealed hull and a dense starchy interior. Pressure builds inside the
kernel, and a small explosion (or "pop") is the end result. Some strains of corn are now cultivated
specifically as popping corns.
There are various techniques for popping corn. Along with prepackaged popcorn, which is generally
intended to be prepared in a microwave oven, there are small home appliances for popping corn.
These methods require the use of minimally processed popping corn.
A larger-scale, commercial popcorn machine was invented by Charles Cretors in the late 19th
century.
Unpopped popcorn is considered nonperishable and will last indefinitely if stored in ideal
conditions.
Depending on how it is prepared and cooked, some consider popcorn to be a health food, while
others caution against it for a variety of reasons. Popcorn can also have non-food applications,
ranging from holiday decorations to packaging materials.

OBJECTIVES

Apply and adapt a variety of problem-solving strategies to solve routine and non-routine
problems.
Acquire effective mathematical communication through oral and writing, and to use the
language of mathematics to express mathematical ideas correctly and precisely.
Increase interest and confidence as well as enhance acquisition of mathematical knowledge and
skills that are useful for career and future undertakings.
Realize that mathematics is an important and powerful tool in solving real-life problems and
hence develop positive attitude towards mathematics.
Train students not only to be independent learners but also collaborate, to cooperate, and to
share knowledge in an engaging and healthy environment.
Use technology especially the ICT appropriately and effectively.
Train students to appreciate the intrinsic values of mathematics and to become more creative
and innovative.
Realize the importance and the beauty of mathematics.

SECTION A
QUESTION
S
5

Questions
For this activity, you will be comparing the volume of 2 cylinders created using the same sheet of
paper. You will be determining which dimension can hold more popcorn. To do this, you will have
to find a pattern for the dimensions for the containers.
Materials :
8.5 x 11 in. white paper, 8.5 x 11 in. colored paper, tape, popcorn plate, cup, ruler1.
1.

Take the white paper and roll it up along the longest side to form a baseless cylinder that is tall
and narrow. Do not overlap the sides. Tape along the edges. Measure the dimensions with a
ruler and record your data below and on the cylinder. Label Cylinder A.

Take the colored paper and roll it up along the shorter side to form a baseless cylinder that is short
and stout. Do not overlap the sides. Tape along the edge. Measure the height and diameter with a
ruler and record you data below and on the cylinder. Label itCylinder B.
2.

Do you think the two cylinders will hold the same amount? Do you think one will hold more
than the other? Which one? Why?

3.

Place Cylinder B on the paper plate with Cylinder A inside it. Use your cup to pour popcorn
into Cylinder A until is full. Carefully, lift Cylinder A so that the popcorn falls into Cylinder B.
Describe what happened. Is Cylinder B full, not full or over flowing?

4.

As you share your popcorn snack, answer the questions below.

a) Was your prediction correct? How do you know?
b) If your prediction is incorrect, describe what actually happened?

5.
a)
b)
c)
d)
6.

State the formula for finding the volume of a cylinder

Calculate the volume of Cylinder A.
Calculate the volume of Cylinder B.
Explain why the cylinders do or do not hold the same amount. Use the formula for the
formula for the volume of a cylinder to guide your explanation.

Which measurement impacts the volume more : the radius or the height? Work through the
example below to help you answer the question. Assume that you have a cylinder with a radius
of 3 inches and a height of 10 inches. Increase the radius by 1 inch and determine the new
volume. Then using the original radius, increase the height by 1 inch and determine the new
volume.Which increased the dimension had a larger impact on the volume of the cylinder? Why
do you think this is true?

SECTION A
ANSWERS

Question 1

DIMENSION

CYLINDER A (Inch)

CYLINDER B
(Inch)

HEIGHT

11.0

8.5

DIAMETER

2.6

3.4

RADIUS

1.3

1.7

Question 2
The two cylinders will hold different amounts. Cylinder B will hold more than Cylinder A. This is
because the radius of Cylinder B is longer and this make the volume is bigger than Cylinder A.
Although the height of Cylinder B is shorter than Cylinder A, but this does not affect much
compared to the effect of difference in radius.

Question 3
Cylinder B is not full. There is still space in the cylinder for more popcorn.

Question 4
Yes, the prediction is correct. It is based on the formula, volume of cylinder equals to 77.2 inch 3
According to the formula, radius, r has more effect than height,h since radius, r is squared. Thus, the
Cylinder B with greater radius, r have the greater volume, V than Cylinder A.
Cylinder B has a greater volume than Cylinder A.

Question 5
a)
V r 2 h
22
, r radius, h height b)
7

22
1.32 11
7
V 58.4inch 3
V

c)
22
d) The cylinders have different radius
V 1.7 2 8.5
7
and heights, therefore the volumes
are different.
V 77.2inch 3

Question 6
CYLINDER

RADIUS
(Inch)

HEIGHT(Inch)

VOLUME
(Inch3)

ORIGINAL

10

282.7

INCREASED
RADIUS

10

502.7

INCREASED
HEIGHT

11

311

The increase in volume is greater when there is an increase in the radius compared to an increase in
the height. This is because the radius is squared when obtaining the volume and not the height.
Therefore a change in the radius is more significant than a change in the height.

Graph of Volume against Radius (Height = 10 inches)

Graph of Volume against Height (Radius = 3 inches)

Hence, based on both graphs, a change in the radius is more significant than a change in the height.

10

SECTION B
QUESTION
S

11

Question
If you were buying popcorn at the movie theatre and wanted the most popcorn, what type of
container would you look for?
Clue : You need more than one type of containers.
You are given 300 cm of thin sheet material. Explain the details.
Have a thought about:
i.

You are the popcorn seller, what type of container would you look for ?

ii. You are the producer of the containers. Which type of container would you choose to have the
most profit.

Method of Answering.
i.

Five different container shape are chosen - Cube, Hemisphere, Cuboid, Cylinder and Cone

ii. Given that the total surface area of each of these containers is 300 cm 2, the maximum value for
the containers radius, length or height (whichever is most appropriate) is found using
differentiation.
iii. Based on the value found, the volume of the container is calculated and tabulated.
iv. A graph of volume against the container shape is drawn.

12

SECTION B
ANSWERS

13

Cube
Surface Area 5l 2

5l 2 300
l 60
l 7.7460
2

V l3
(7.7460) 464.76cm
3

Hemisphere

Surface Area 2r 2
300 2r 2
300
2
r 6.909
r

2
r 3
3
2
V (6.909) 3
3
V 690.99cm 3
V

14

Cuboid
Surface Area 4lh l 2
4lh l 2 300
300 l 2
4l
2
V l h
h

300 l 2
V l
4l

300l l
4
l3
V 75l
4
dV
3l 2
75
dl
4
dV
When
0,
dl
3l 2
75
0
4
3l 2
75
4
3l 2 300
V

l 100
l 10
300 10 2
h
4(10)
h5
V l 2h
V (10) 2 (5)
V 500cm 3

15

Cylinder
Surface Area 2rh r 2
2rh r 2 300
300 r 2
h
2r
2
V r h
300 r 2
2r

V r 2

300r r
2
r 3
V 150r
2
dV
3r 2
150
dr
2
dV
When
0,
dr
3r 2
150
0
2
3r 2
150
2
r 2 100
V

100

r 5.6419
300 r 2
2r
h 5.6419
h

V r 2 h
V (5.6419) 2 (5.6419)
V 564.19cm3

16

Cone
Surface Area rs

r 2 h 2 300

r 2 h2

r r h
2

300

300 2
2r 2
90000
h2
r2
2 2
r
90000 2 r 4
h2
2r 2
1
V r 2 h
3
1
V 2 2r 4h2
9
90000 2 r 4
1
V 2 2 r 4
9
2r 2

h2

V 2 10000r 2
V 100r

r
2

dV
100 r 2
dr
dV
When
0,
dr
100 r 2 0

r 2 100
r

100

r 5.642
90000
h2 2
(5.642) 2
(5.642) 2
h 2 254.636
h 15.957
1
2
V 5.642 15.957
3
V 531.92cm 3

17

Tabulation

CONTAINER

HEIGHT
(cm)

RADIUS
(cm)

LENGTH
(cm)

WIDTH
(cm)

VOLUME
(cm3)

CUBE

7.7460

7.7460

7.7460

464.76

HEMISPHERE

6.909

690.99

CUBOID

5.0

10

10

500.00

CYCLINDER

5.6419

5.6419

564.19

CONE

15.957

5.642

531.92

Graph of Volume Against Container Shape

18

Therefore, if I were buying popcorn at the movie theatre, I will choose the HEMISPHERE
container because it can contain the most popcorn and hence, I can get the most amount of
popcorn at one short. It helps me save money.
I.

If I was the popcorn seller, I would use the CUBE container because it can contain the
least amount of popcorn so that I could maximize my profit.

II. If I was the producer of the containers, I would choose the CYLINDER because it is the
simplest to manufacture and would reduce the production cost. This increases the profit.
Also this container has a large volume therefore itll be a popular choice among
consumers.

19

CONCLUSION

20

Conclusion

From this project, I have learned to determine the volume of containers of different shapes. I
have also learned that in a cylinder container, the radius of the cylinder affects the volume
more than the height of the cylinder container.
This project taught me to economise when selecting a product. In this case, if we wanted the
most popcorn, go for the hemisphere container.
However, from this project, I also learnt that to be wise in the manufacturing of these
containers to avoid wastage of money and resources. Given that although the surface area of
each container is the shape, their volumes are different. We must consider the shape of the
container to be manufactured as it affects the cost for manufacturing it. Hence, this shows
that we should put the knowledge that we have learnt in Add Maths to good use as it can
benefit us in our daily lives.

21

REFLECTION

22

Reflection

Based on this project, I have realised that I have a good understanding of the Add Maths
subject. However now that I have seen its application in real-life situations, I appreciate it a
lot more and have renewed interest in the subject.
In addition to that, I realize that the Add Maths subject requires continuous practise to fully
grasp whatever you are learning. Besides that solving Add Maths problems has made me
solve problems more systematically and analytically.
Moreover it helps to make oneself more patient in solving problems as rushing through
solutions will increase the probability of errors and careless mistakes. Indirectly, I am very
thankful to have learnt this subject under the guidance of my teacher, Ms.Kee whom has
diligently and patiently ensured that we understand the syllabus.

23

Reference

1.

http://en.wikipedia.org/wiki/Popcorn

2.

SUCCESS Additional Mathematics Reference Book

3.

http://www.math.com/tables/geometry/volumes.htm

24