Eva adilina project

Additional Mathematics Project Work 3/2011

Title: coordinate geometry

Name : E-- -----------I/C No : 940506-12-#### Class : 5 Bestari School : Sekolah Menengah Saint Peter kudat

Eva adilina project

Content

Title Page

Content Appreciation Introduction Part 1 Part 2 Part 2 a Part 2 b Part 2 c Part 2 d Part 3 Part 3 a Part 3 b Part 3 c Further Exploration Reflection

2 3 4-7 8 - 11 12 13-22 23 24 25-26 27-28 29-31 32 33-34 35-3 37-3

Eva adilina project

Appreciation
First of all, I would like to say thank you to my friend, teachers and parents for giving me their full support in making this project successful. Not forgotten to my family for providing everything, such as money, to but anything that are related to this project work and their advice, which is the most needed for this project. Internet, books, computers and all that act as my source to complete this project. They also supported me and encouraged me to complete this task so that I will not procrastinate in doing it. Then I would like to thank my teacher, Mr Gan Hock Chye for guiding me and my friend throughout this project. We had some difficulties in doing this task, but he give us guidance and informative knowledge about the additional mathematics project. He tried his best to help us until we understand what we supposed to do with the project work. Furthermore, a bouquet of thanks to my friends to my lovely friends, Michele, Krissiana, Elsetoria and Valarie. They were very helpful to me as I needed some opinions in solving the difficult questions. Last but not least, any party which involved either directly or indirect in completing this project work

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Introduction
GEOMETRY Geometry (Ancient Greek: ; geo- "earth", -metri "measurement") is a branch of mathematics concerned with questions of shape, size, relative position of figures, and the properties of space. Geometry is one of the oldest mathematical sciences. Initially a body of practical knowledge concerning lengths, areas, and volumes, in the 3rd century BC geometry was put into an axiomatic form by Euclid, whose treatmentEuclidean geometryset a standard for many centuries to follow. Archimedes developed ingenious techniques for calculating areas and volumes, in many ways anticipating modern integral calculus. The field of astronomy, especially mapping the positions of the stars and planets on the celestial sphere and describing the relationship between movements of celestial bodies, served as an important source of geometric problems during the next one and a half millennia. A mathematician who works in the field of geometry is called a geometer. The introduction of coordinates by Ren Descartes and the concurrent development of algebra marked a new stage for geometry, since geometric figures, such as plane curves, could now be represented analytically, i.e., with functions and equations. This played a key role in the emergence of infinitesimal calculus in the 17th century. Furthermore, the theory of perspective showed that there is more to geometry than just the metric properties of figures: perspective is the origin of projective geometry. The subject of geometry was further enriched by the study of intrinsic structure of geometric objects that originated with Euler and Gauss and led to the creation of topology and differential geometry. In Euclid's time there was no clear distinction between physical space and geometrical space. Since the 19th-century discovery of non-Euclidean geometry, the concept of space has undergone a radical transformation, and the question arose which geometrical space best fits physical space. With the rise of formal mathematics in the 20th century, also 'space' (and 'point', 'line', 'plane') lost its intuitive contents, so today we have to distinguish between physical space, geometrical spaces (in which 'space', 'point' etc. still have their intuitive meaning) and abstract spaces. Contemporary geometry considers manifolds, spaces that are considerably more abstract than the familiar Euclidean, which they only approximately resemble at small scales. These spaces may be endowed with additional structure, allowing one to speak about length. Modern geometry has multiple strong bonds with physics, exemplified by the ties between Riemannian geometry and general relativity. One of the youngest physical theories, string theory, is also very geometric in flavour. While the visual nature of geometry makes it initially more accessible than other parts of mathematics, such as algebra or number theory, geometric language is also used in contexts far removed from its traditional, Euclidean provenance (for example, in fractal geometry and algebraic geometry).

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COORDINATE SYSTEM In geometry, a coordinate system is a system which uses one or more numbers, or coordinates, to uniquely determine the position of a point or other geometric element. The order of the coordinates is significant and they are sometimes identified by their position in an ordered tuple and sometimes by a letter, as in 'the x-coordinate'. In elementary mathematics the coordinates are taken to be real numbers, but in more advanced applications coordinates can be taken to be complex numbers or elements of a more abstract system such as a commutative. The use of a coordinate system allows problems in geometry to be translated into problems about numbers and vice versa; this is the basis of analytic geometry. An example in everyday use is the system of assigning longitude and latitude to geographical locations. In physics, a coordinate system used to describe points in space is called a frame of reference. ALGEBRA Algebra is the branch of mathematics concerning the study of the rules of operations and relations, and the constructions and concepts arising from them, including terms, polynomials, equations and algebraic structures. Together with geometry, analysis, topology,combinatorics, and number theory, algebra is one of the main branches of pure mathematics. Elementary algebra is often part of the curriculum in secondary education and introduces the concept of variables representing numbers. Statements based on these variables are manipulated using the rules of operations that apply to numbers, such as addition. This can be done for a variety of reasons, including equation solving. Algebra is much broader than elementary algebra and studies what happens when different rules of operations are used and when operations are devised for things other than numbers. Addition and multiplication can be generalized and their precise definitions lead to structures such as groups, rings and fields, studied in the area of mathematics calledabstract algebra. HISTORY OF ALGEBRA By the time of Plato, Greek mathematics had undergone a drastic change. The Greeks created ageometric algebra where terms were represented by sides of geometric objects, usually lines, that had letters associated with them.[1] Diophantus (3rd century AD), sometimes called "the father of algebra", was an Alexandrian Greek mathematician and the author of a series of books called Arithmetica. These texts deal with solving algebraic equations.[2] While the word algebra comes from the Arabic language (aljabr, literally, restoration) and much of its methods from Arabic/Islamic mathematics, its roots can be traced to earlier traditions, which had a direct influence on Muhammad ibn Ms al-Khwrizm (c. 780850). He later wroteThe Compendious Book on Calculation by Completion and Balancing, which established algebra as a mathematical discipline that is independent of geometry and arithmetic.[3]

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The roots of algebra can be traced to the ancient Babylonians,[4] who developed an advanced arithmetical system with which they were able to do calculations in an algorithmic fashion. The Babylonians developed formulas to calculate solutions for problems typically solved today by usinglinear equations, quadratic equations, and indeterminate linear equations. By contrast, mostEgyptians of this era, as well as Greek and Chinese mathematicians in the 1st millennium BC, usually solved such equations by geometric methods, such as those described in the Rhind Mathematical Papyrus, Euclid's Elements, and The Nine Chapters on the Mathematical Art. The geometric work of the Greeks, typified in the Elements, provided the framework for generalizing formulae beyond the solution of particular problems into more general systems of stating and solving equations, though this would not be realized until the medieval Muslim mathematicians. The Hellenistic mathematicians Hero of Alexandria and Diophantus [5] as well as Indian mathematicians such as Brahmagupta continued the traditions of Egypt and Babylon, though Diophantus' Arithmetica and Brahmagupta'sBrahmasphutasiddhanta are on a higher level.[6] For example, the first complete arithmetic solution (including zero and negative solutions) toquadratic equations was described by Brahmagupta in his book Brahmasphutasiddhanta. Later, Arabic and Muslim mathematicians developed algebraic methods to a much higher degree of sophistication. Although Diophantus and the Babylonians used mostly special ad hoc methods to solve equations, Al-Khwarizmi was the first to solve equations using general methods. He solved the linear indeterminate equations, quadratic equations, second order indeterminate equations and equations with multiple variables. In 1545, the Italian mathematicianGirolamo Cardano published Ars magna-The great art, a 40-chapter masterpiece in which he gave for the first time a method for solving the general quartic equation. The Greek mathematician Diophantus has traditionally been known as the "father of algebra" but in more recent times there is much debate over whether al-Khwarizmi, who founded the discipline of al-jabr, deserves that title instead.[7] Those who support Diophantus point to the fact that the algebra found in Al-Jabr is slightly more elementary than the algebra found in Arithmetica and that Arithmeticais syncopated while Al-Jabr is fully rhetorical.[8] Those who support Al-Khwarizmi point to the fact that he introduced the methods of "reduction" and "balancing" (the transposition of subtracted terms to the other side of an equation, that is, the cancellation of like terms on opposite sides of the equation) which the term al-jabr originally referred to,[9] and that he gave an exhaustive explanation of solving quadratic equations,[10] supported by geometric proofs, while treating algebra as an independent discipline in its own right.[11] His algebra was also no longer concerned "with a series of problems to be resolved, but an exposition which starts with primitive terms in which the combinations must give all possible prototypes for equations, which henceforward explicitly constitute the true object of study." He also studied an equation for its own sake and "in a generic manner, insofar as it does not simply emerge in the course of solving a problem, but is specifically called on to define an infinite class of problems."[12]

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The Persian mathematician Omar Khayyam is credited with identifying the foundations of algebraic geometry and found the general geometric solution of the cubic equation. Another Persian mathematician, Sharaf al-Dn al-Ts, found algebraic and numerical solutions to various cases of cubic equations.[13] He also developed the concept of a function.[14] The Indian mathematicians Mahavira and Bhaskara II, the Persian mathematician Al-Karaji,[15] and the Chinese mathematician Zhu Shijie, solved various cases of cubic, quadratic, quintal and higher-order polynomial equations using numerical methods. In the 13th century, the solution of a cubic equation by Fibonacci is representative of the beginning of a revival in European algebra. As the Islamic world was declining, the European world was ascending. And it is here that algebra was further developed. Franois Vites work at the close of the 16th century marks the start of the classical discipline of algebra. In 1637, Ren Descartespublished La Gomtrie, inventing analytic geometry and introducing modern algebraic notation. Another key event in the further development of algebra was the general algebraic solution of the cubic and quadratic equations, developed in the mid-16th century. The idea of a determinant was developed by Japanese mathematician Kowa Seki in the 17th century, followed independently by Gottfried Leibniz ten years later, for the purpose of solving systems of simultaneous linear equations using matrices. Gabriel Cramer also did some work on matrices and determinants in the 18th century. Permutations were studied by Joseph Lagrange in his 1770 paper Rflexions sur la rsolution algbrique des quations devoted to solutions of algebraic equations, in which he introduced Lagrange resolvents. Paolo Ruffini was the first person to develop the theory of permutation groups, and like his predecessors, also in the context of solving algebraic equations. Abstract algebra was developed in the 19th century, initially focusing on what is now called Galois theory, and on constructability issues.[16]The "modern algebra" has deep nineteenth-century roots in the work, for example, of Richard Dedekind and Leopold Kronecker and profound interconnections with other branches of mathematics such as algebraic number theory and algebraic geometry.[17] George Peacock was the founder of axiomatic thinking in arithmetic and algebra. Augustus De Morgan discovered relation algebra in his Syllabus of a Proposed System of Logic. Josiah Willard Gibbs developed an algebra of vectors in three-dimensional space, and Arthur Cayley developed an algebra of matrices (this is a non commutative algebra).

Eva adilina project

PART 1

Eva adilina project

Part 1 Question: Rene Descartes, a renowned French Mathematician in the 16th century, discovered the beauty of Cartesian coordinates system while lying on his back and gazing at a spider on the ceiling. Do some research and write about his discoveries. DESCARTES AND HIS COORDINATE SYSTEM Every time you graph an equation on a Cartesian coordinate system, you are using the work of Ren Descartes. Descartes, a French mathematician and philosopher, was born in La Haye, France (now named in his honor) on March 31, 1596. His parents taught him at home until he was 8 years old, when he entered the Jesuit college of La Flche. There he continued his studies until he graduated at age 18. Descartes was an outstanding student at La Flche, especially in mathematics. Because of his delicate health, his teachers allowed him to stay in bed until late morning. Despite missing most of his morning classes, Descartes was able to keep up with his studies. He would continue the habit of staying late in bed for his entire adult life. After graduating from La Flche, Descartes traveled to Paris and eventually enrolled at the University of Poitiers. He graduated with a law degree in 1616 and then enlisted in a military school. In 1619, he joined the Bavarian army and spent the next nine years as a soldier, touring throughout much of Europe in between military campaigns. Descartes eventually settled in Holland, where he spent most of the rest of his life. There Descartes gave up a military career and decided on a life of mathematics and philosophy. Descartes attempted to provide a philosophical foundation for the new mechanistic physics that was developing from the work of Copernicus and Galileo. He divided all things into two categoriesmind and matterand developed a dualistic philosophical system in which, although mind is subject to the will and does not follow physical laws, all matter must obey the same mechanistic laws. The philosophical system that Descartes developed, known as Cartesian philosophy, was based on skepticism and asserted that all reliable knowledge must be built up by the use of reason through logical analysis. Cartesian philosophy was influential in the ultimate success of the Scientific Revolution and provides the foundation upon which most subsequent philosophical thought is grounded. Descartes published various treatises about philosophy and mathematics. In 1637 Descartes published his masterwork, Discourse on the Method of Reasoning Well and Seeking Truth in the Sciences. In Discourse, Descartes sought to explain everything in terms of matter and motion. Discourse contained three appendices, one on optics, one on meteorology, and one titled La Gometrie (The Geometry). In La Gometrie, Descartes described what is now known as the system of Cartesian Coordinates, or coordinate

Eva adilina project

geometry. In Descartes system of coordinates, geometry and algebra were united for the first time to create what is known as analytic geometry. The Cartesian Coordinate System Cartesian coordinates are used to locate a point in space by giving its relative distance from perpendicular intersecting lines. In coordinate geometry, all points, lines, and figures are drawn in a coordinate plane. By reference to the two coordinate axes, any point, line, or figure may be precisely located. In Descartes system, the first coordinate value (x-coordinate) describes where along the horizontal axis (the x-axis) the point is located. The second coordinate value (ycoordinate) locates the point in terms of the vertical axis (the y-axis). A point with coordinates (4, -2) is located four units to the right of the intersection point of the two axes (point O, or the origin) and then two units below the vertical position of the origin. In example (a) of the figure, point D is at the coordinate location (4, -2). The coordinates for point A are (3, 2); for point B, (2, -4); and for point C, (-2, -5). The coordinate system also makes it possible to exactly duplicate geometric figures. For example, the triangle shown in (b) has coordinates A (3,2), B (4, 5), and C (-2, 4) that make it possible to duplicate the triangle without reference to any drawing. The triangle may be reproduced by using the coordinates to locate the position of the three vertex points. The vertex points may then be connected with segments to replicate triangle ABC. More complex figures may likewise be described and duplicated with coordinates. A straight line may also be represented on a coordinate grid. In the case of a straight line, every point on the line has coordinate values that must

The Cartesian coordinate system unites geometry and algebra, and is a universal system for unambiguous location of points. Applications range from computer animation to global positioning systems. satisfy a specific equation. The line in (c) may be expressed as y = 2x. The coordinates of every point on the line will satisfy the equation y = 2x, as for example, point A (1, 2) and point B (2, 4). More complex equations are used to represent circles, ellipses, and curved lines.

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Other Contributions La Gometrie made Descartes famous throughout Europe. He continued to publish his philosophy, detailing how to acquire accurate knowledge. His philosophy is sometimes summed up in his statement, "I think, therefore I am." Descartes also made a number of other contributions to mathematics. He discovered the Law of Angular Deficiency for all polyhedrons and was the first to offer a quantifiable explanation of rainbows. In La Gometrie, Descartes introduced a familiar mathematics symbol, a raised number to indicate an exponent. The expression 4 4 4 4 4 may be written as 45 using Descartes notation. He also instituted using x, y, and z for unknowns in an equation. In 1649, Descartes accepted an invitation from Queen Christina to travel to Sweden to be the royal tutor. Unfortunately for Descartes, the queen expected to be tutored while she did her exercises at 5:00 A.M. in an unheated library. Descartes had been used to a lifetime of sleeping late, and the new routine was much too rigorous for him. After only a few weeks of this regimen, Descartes contracted pneumonia and died on February 11, 1650. Geometry and the Fly Some mathematics historians claim it may be that Descartes inspiration for the coordinate system was due to his lifelong habit of staying late in bed. According to some accounts, one morning Descartes noticed a fly walking across the ceiling of his bedroom. As he watched the fly, Descartes began to think of how the fly's path could be described without actually tracing its path. His further reflections about describing a path by means of mathematics led to La Gometrie and Descartes invention of coordinate geometry. Who Uses Coordinates? The system of coordinates that Descartes invented is used in many modern applications. For example, on any map the location of a country or a city is usually given as a set of coordinates. The location of a ship at sea is determined by longitude and latitude, which is an application of the coordinate system to the curved surface of Earth. Computer graphic artists create figures and computer animation by referencing coordinates on the screen.

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PART 2

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Part 2 (a) Question : (a) Determine the area of region P, Q and R by using at least three different methods including the use of calculus. Verify the answers obtained by using computer software. Method 1 : (i) Divide area P into 3 segments. 2 triangles and 1 rectangle Triangle 1: = 2 1 =1 m Triangle 2 : = 4 3 =6 m Rectangle 1: =2 4 =8 m Area of region P P = (1 + 6 + 8)m P = 15m (ii) Divide area Q into 2 segments. 1 triangle and 1 rectangle. Triangle 1: = 4 3 = 6 m Rectangle 1: =2 3 = 6 m Area of region Q Q = (6 6) m Q = 12 m (iii) Divide area R into 3 segments. 1 triangle and 2 rectangle . Triangle 1:

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= 1 2 = 1 m Rectangle 1: =4 2 = 8 m Rectangle 2: =2 3 = 6 m Area of region R R = (1 + 6 + 8) m R = 15 m Method 2 : Coordinate Geometry method Area P :

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1 077 430 2 002240 1 = ( 0 + 14 + 14 + 16 + 0 ) ( 0 + 0 + 8 + 6 + 0 ) 2 1 = 30 2 = 15 m = Area Q :

= =

1 0 3 30 0 2 04660

1 ( 0 + 18 + 18 + 0) (0 + 12 + 0 + 0 ) 2 1 = 24 2 = 12 m

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Area R

= =

1 773347 2 266422

1 42 + 42 + 12 + 6 + 8) (14 + 18 + 18 + 16 + 14 ) 2 1 = 30 2 = 15 m

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Method 3 : Integration method Area P :

Gradient AE 40 = 30 4 = 3 Equation AE 4 y= x 3 Gradient ED 24 = 43 = 2 Equation ED y = 2 x + 10

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4 7 4x dx + 2 x + 10 dx + 2 dx 0 3 3 4 3 4 7 2 x = + [ x + 10] 3 + [ 2 x ] 4 3 0 = (6 0) + (24 21) + (14 8) = 6+3+ 6 = 15m

Area Q :

Gradient AE 4 = 3 Equation AE 4x y= 3 3y x= 4 4 3y 6 = dy + 3 dy 0 4 4 18

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6 3 y = + [ 3 y] 4 8 0 = 6+6 = 12m

Area R :

= 6 dy 12 15
0

= [ 6 x ] 0 27
7

= (42 0) 27 = 42 27 = 15m

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Verification of answer by GeoGebra Area P:

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Area Q :

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Area R :

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Part 2 (b) Question : b) Suppose there is a hedge along AB. The Mathematics Society wishes to fence up the remaining sides of the region P. Determine the length of fence required. So, from the diagram we will have the following : AE = ( 6 2 ) + 32
2

AE = 4 + 3 AE = 25 AE = 25 AE = 5m AE = ( 7 ( 3 + 3) ) + ( 4 2 )
2 2

AE = 1 + 2 AE = 5
DE = 2.236m

CD = 3m BC = (6 4) BC = 2m AB = 7m (not used) AEDCB = (2 + 3 + 2.236 + 5)m AEDCB = 12.236m

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Part 2 (c) Question : c) If a meter of fence costs RM25.00, what is the TOTAL COST REQUIRED BY THE Mathematics Society to fence up region P ? Is it possible for the society to carry out the fencing with an allocation of RM250.00? Explain your answer. It is impossible for the society to carry out the fencing with an allocation of RM 250.00 This is because : = RM250.00 RM25/m = 10m RM 250.00 can only cover up to 10m of length. Length of AEDCB = 12.236m =12.236m RM 25.00 = RM 305.90 is needed to carry out the fencing plan

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Part 2 (d) Question : (d) During the Mathematics Week, the society was given a single flag chain of length 9.20 meters to be used completely. The President of the society wishes to tie the flag chain continuously form A to E and then to another point along the hedge AB to create a triangular-shaped area. (i) Make a conjecture about the number of point that the flag chain can be tied to along AB. Support your conjecture with suitable calculations. Explain your answer. 1 point for the flag chain to be tied at E. 1point for the flag chain to be tied at a point a long the hedge AB 2poins. (ii) Calculate the maximum area of the triangle obtained. Discuss. = 9.20m AE = 9.20m -5m = 4.20m Divide the triangle obtained into 2 right triangle Triangle 1: Calculate the length Use Pythagoras theorem L = 5 ( 6 2 ) L= 9 L = 3m Area = 3 4 Area = 6 m Triangle 2 : Calculate the length. Use Pythagoras Theorem. L = 4.2 ( 6 2 ) L = 1.64 L = 1.281 m Area = 4 1.281 Area = 2.562m

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Maximum area of the triangle : = (6 + 2.562)m = 8.562m Solution of triangle method : ab Sin C
1 4 Angel EAL (tan ) = 53.13 2 1 = ( 5 ( 3 + 1.281) ) ( sin 53.13 ) 2 = 8.562m

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Part 3

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Question: The Mathematics society decided to build a pond in region P as shown in diagram 2. The pond is in the shape of a sector with centre E, radius ED and a depth of 1 meter

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Part 3 a) a) Calculate the angle AED, in radians, by using at least two different methods Method 1: By drawing a horizontal and vertical lines on GeoGebra

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Next, calculate the angle on the left and right side of AED.

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Finally, AED = 180 (53.13 + 63.43) AED = 63.44

GeoGebras calculations. So, AED = 63.44 Method 2 By using the formula from the solution of triangle a = b + c 2bc

20

) = ( 5)
2

+ 5 2

20 = 5 + 25 2 10 = 2 2

( 5 ) ( 5)
=0

( 5 ) ( 5)

( 5 ) ( 5)

( 5 ) ( 5)

10

0.4472 = 0 A = 63.44 31

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Part 3 b) b) Determine the volume of water that has to be pumped in to fill up 80% of the pond. So the depth of the pond is 1m 1 = r 2 1 = (2.236)(63.43 3.142 ) 180 2 1 = (2.236)(1.107 rad) 2 = 2.767 m 1m = 2.767 m3 80% = 2.214m3

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Part 3 c) c) If the water is pumped into the pond at a constant rate of 0.001 m3 s 1 , calculate (i) The rate of change of depth of the water dh dh dV = dt dV dt dV = 0.001m3 s 1 dt dh 1 = 0.001 dt 2.767 dh = 0.000367 ms 1 dt (ii) The depth of water after 10 minutes = 0.000367 ms 1 60 s 10 min = 0.2166m (iii) The minimum time taken, in minutes, before the water overflows,

So, the maximum depth of the pond is 1m. Ratio. 0.2166m= 10min 1m = ?min 0.2166 10 = 1 x 0.2166 x = 10 10 x= 0.2166 x = 46.17 min/ 46 min10s (iv)The minimum time taken, in minutes, before the water overflows, if the pond is triangular-shape AED and has a depth of 2 meters. Now, the pond is triangular shape. Solution of triangle formula can be applied.

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1 abC 2 1 A = (5)(2.236)(63.43) 2 A = 5m V = 5m 2m A= V = 10m3 dh dh dV = dt dV dt dh 2 = 0.001 dt 10 dh = 0.0002ms 1 dt So, ratio might work. First, find the height of water after 10mins. = 0.0002ms 1 60 s 10 min = 0.12m Then, ratio. 0.12m = 10min 2m = ?min 0.12 10 = 2 z 0.12 z = 20 20 z= 0.12 z = 166.67 min/166 min 40 s

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Further Exploration
Maps have been used for thousands of years to aid travelers during their journey from one place to another. Maps can also be used to estimate distance between places. In the year2014, a recreation park will be constructed in the town marked X on the map of Malaysian in as shown Diagram 3. This town has the latitude of 5 21 N and has the same longitude as the city of Malacca.

Diagram 3 Explore and find the distance between these two places in kilometer by using, (i) The map in Diagram 3 (ii) The formula given below: Where = difference in latitudes in degrees Is there a difference between the answer obtained? Explain. 35

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(a) Surf the internet use the Google map to locate the position of your school and two nearby hospitals/clinics. Print a copy of this Google map and mark the position of these three places.

If Internet service is not available, you can perform this task by using a detailed map of your town. (i) The map in Diagram 3 Since the scale is 60KM per square. We can approximately find the distance between X and the city of Malacca by d = 60KM x 6 square d = 360KM

(ii) The formula given below: Where = difference in latitudes in degrees Is there a difference between the answer obtained? Explain. 1 nautical mile = 1.852 kilometers

= difference in latitude in degrees

Malaccas latitude = 2 Thus, 17 N

d = x 60 nautical miles d = (5 41 N - 2 17 N) x 60(1.852) d = 3 24 x 111.12 d = 377.8KM

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Yes. There is a different the answer obtained. This is because the calculation by using the scale given by map is just an approximation method. The answer is connect but less accurate compared to the answer from the calculation based on the formula given. By using the latitudes, the answer is very accurate and significant.

(a) Surf the internet use the Google map to locate the position of your school and two nearby hospitals/clinics. Print a copy of this Google map and mark the position of these three places.

If Internet service is not available, you can perform this task by using a detailed map of your town.

i)

solve the triangle obtained

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Reflection
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While you were conducting the project, what have you learnt? What moral values did you practice? Represent your opinions or feelings creatively through usage of symbols, illustrations, drawing or in a song. Throughout the project I have learned many thing. This includes on usage of knowledge and way to conduct the project. While I was conduction the project, I have collected information from the internet about the beauty of Cartesian coordinates system. Besides, I learned how to cooperate with friends. My friends and I discussed about the project and we shared ideas amongst ourselves. This discussion has made me more confident when doing something. I also learned to be disciplined in terms of punctuality. Represent your opinions or feelings creatively through usage of symbols, illustrations, drawing or in a song. Song Addmath Ooh na na, addmath Ooh na na, addmath Ooh na na, addmath Ooh na na, addmath Ooh na na, addmath addmath, addmath I heard someone already finish do addmath Yeah i know word of addmath The square root of 69 is 8 something Cuz Ive been try work it out, oooow Good work, project addmath I come alive in the night time Okay, Im do addmath Only thing have on my brain Ooooh, let it play, say you gotta leave But I know you wanna stay You just think on the track of my addmath The things i could do in 1weeks Say my name, say my name Wear it out, its getting hot, crack a window, air it out I can get you through a mighty long day Soon as I go the text you go right is go say Not everybody knows how to work addmath Knows how to answer the Question addmath make me crazy You got that something that keeps me so off balance addmath youre a challenge, lets explore my talent

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[Chorus] Hey addmath, I really wanna finish do it so can go downtown with my friend Hey addmath, you really make me crazy Cause it is so hard Ooh na na na na I need a help to do this addmath Looking for a someone to help supported me Oooooh, oooooh Ooh na na, addmath Ooh na na, addmath Ooh na na, addmath Ooh na na, addmath Ooh na na, addmath addmath, addmath Addmath you got me, aint nowhere that Id be Then with your question around my brain Back and forth you rock me I not surrender, to every word you whisper Every question you gave me, I will answer it [Chorus] Hey addmath, I really wanna finish do it so can go downtown with my friend Hey addmath, you really make me crazy Cause it is so hard Ooh na na na na I need a help to do this addmath Looking for a someone to help supported me Oooooh, oooooh Addmaths so amazing, you took the time to figure me out Thats why you take me, way past the point of turning me on You bout to break me, I swear you got me losing my mind Ooh na na, addmath Ooh na na, addmath Ooh na na, addmath Ooh na na, addmath Ooh na na, addmath addmath, addmath

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