SEKOLAH AGAMA MENENGAH BANDAR BARU SALAK TINGGI, 43900 SEPANG, SELANGOR.

CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION MALAYSIA

ADDITIONAL MATHEMATICS PROJECT WORK 2/2011

- Name - I/C Number - Class - Teachers Name - Date

: Aini Akmalia binti Abdul Karim : 940312-08-6676 : 5 Imtiaz : Puan Norhashimah binti Abu Bakar : 13 May 2011

CONTENT
Acknowledgement 2 Objectives.. 3 Introduction.... 4 Part 1. 13 Part 2..... 16 Part 3..... 24 Further Exploration.. 26 Conclusion.... 28 Reflection.. 29 Bibliography.. 31
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ACKNOWLEDGEMENT
First of all, I wish to express gratitude to Allah SWT for His guidance and also giving me the strength and health to do this project work. Finally, the Additional Mathematics Project Work 2 was successfully completed with the inspiration, the gift and the instructions were given by Him. Peace and blessings be upon our Prophet Muhammad SAW and the family, next to his companions and the tabi`in, the gentlemen scholars until the servants of God who follow in their footsteps. Not forgotten to my parents who always make sure that I have been educating and nurturing of small through to this day in devotion to God Almighty. They also had providing everything, such as money, to buy anything that are related to this project work, their advice, which is the most needed for this project and facilities such as Internet, books, computers and all that. They also supported me and encouraged me to complete this task so that I will not procrastinate in doing it. Then, infinity of appreciation and gratitude goes to my teacher, Puan Norhashimah binti Abu Bakar for guiding me throughout this project. Even I had some difficulties in doing this task, but she taught me patiently until we knew what to do. She tried and tried to teach me until I understand what Im supposed to do with the project work. Besides that, my friends who were doing this project with me. Even this project is individually but we are cooperated doing this project especially in discussion and sharing ideas to ensure our task will finish completely. Last but not least, any party which involved either directly or indirect in completing this project work. May Allah SWT give a great reward for all His servants that are always helpful in upholding His religion. Thank you everyone. -2-

OBJECTIVES
The aims of carrying out this project work are: To apply and adapt a variety of problem-solving strategies to solve problems. To improve thinking skills. To promote effective mathematical communication. To develop mathematical knowledge through problem solving in a way that increases students` interest and confidence. To use the language of mathematics to express mathematical ideas precisely. To provide learning environment that stimulates and enhances effective learning. To develop positive attitude towards mathematics.

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INTRODUCTION
1. Brief History of Geometry
Geometry (Greek ; geo = earth, metria = measure) arose as the field of knowledge dealing with spatial relationships. Geometry was one of the two fields of pre-modern mathematics, the other being the study of numbers. Geometry began with a practical need to measure shapes. It is the science of shape and size of things. It is believed that geometry first became important when an Egyptian Pharaoh wanted to tax farmers who raised crops along the Nile River. To compute the correct amount of tax the Pharaohs agents had to be able to measure the amount of land being cultivated. Around 2 900 BC (Before Century) the first Egyptian pyramid was constructed. Knowledge of geometry was essential for building pyramids, which consisted of a square base and triangular faces. The earliest record of a formula for calculating the area of a triangle dates back to 2 000 BC. The Egyptians (5 000 500 BC) and the Babylonians (4 000 500 BC) developed practical geometry to solve everyday problems. It was the early Greeks (600 BC 400 AD) that developed the principles of modern geometry beginning with Thales of Miletus (624 547 BC). Thales is credited with bringing the science of geometry from Egypt to Greece. Thales studied similar triangles and wrote the proof that corresponding sides of similar triangles are in proportion. The next great Greek geometer was Pythagoras (569 475 BC). Pythagoras is regarded as the first pure mathematician to logically deduce geometric facts from basic principles. Pythagoras founded a brotherhood called the Pythagoreans, who pursued knowledge in mathematics, science, and philosophy. Some people regard the Pythagorean School as the birthplace of reason and logical thought. The most famous and useful contribution of the Pythagoreans was the Pythagorean Theorem. The theory states that the sum of the squares of the legs of a right triangle equals the square of the hypotenuse. Euclid of Alexandria (325 265 BC) was one of the greatest of all the Greek geometers and is considered by many to be the father of modern geometry. Euclid is best known for his 13-book treatise The Elements. The Elements is one of the most important works in history and had a profound impact on the development of Western civilization.

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Euclid began The Elements with just a few basics, 23 definitions, 5 postulates, and 5 common notions or general axioms. An axiom is a statement that is accepted as true. From these basics, he proved his first proposition. Once proof was established for his first proposition, it could then be used as part of the proof of a second proposition, then a third, and on it went. This process is known as the axiomatic approach. Euclids Elements form the basis of the modern geometry that is still taught in schools today. Archimedes of Syracuse (287 212 BC) is regarded as the greatest of the Greek mathematicians and was also the inventor of many mechanical devices including the screw, the pulley, and the lever. The Archimedean screw a device for raising water from a low level to a higher one is an invention that is still in use today. Archimedes works include his treatise Measurement of a Circle, which was an analysis of circular area, and his masterpiece On the Sphere and the Cylinder in which he determined the volumes and surface areas of spheres and cylinders. There were no major developments in geometry until the appearance of Rene Descartes (1 596 1 650 BC). In his famous treatise Discourse on the Method of Rightly Conducting the Reason in the Search for Truth in the Sciences, Descartes combined algebra and geometry to create analytic geometry. Analytic geometry, also known as coordinate geometry, involves placing a geometric figure into a coordinate system to illustrate proofs and to obtain information using algebraic equations. The next great development in geometry came with the development of nonEuclidean geometry. Carl Friedrich Gauss (1 777 1 855 BC) who along with Archimedes and Newton is considered to be one of the three greatest mathematicians of all time, invented non-Euclidian geometry prior to the independent work of Janos Bolyai (1 802 1 860 BC) and Nikolai Lobachevski (1 792 1 856 BC). Non-Euclidian geometry generally refers to any geometry not based on the postulates of Euclid, including geometries for which the parallel postulate is not satisfied. The parallel postulate states that through a given point not on a line, there is one and only one line parallel to that line. Non-Euclidian geometry provides the mathematical foundation for Einsteins Theory of Relativity. The most recent development in geometry is fractal geometry. Fractal geometry was developed and popularized by Benoit Mandelbrot in his 1 982 book The Fractal Geometry of Nature. A fractal is a geometric shape, which is self-similar (invariance under a change of scale) and has fractional (fractal) dimensions. Similar to chaos theory, which is the study of non-linear systems; fractals are highly sensitive to initial conditions where a small change in the initial conditions of a system can lead to dramatically different outputs for that system.

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The Formulas and Application in Geometry

1. Right Triangle and Pythagoras` Theorem Pythagoras` Theorem: The two sides a and b of a right triangle and the hypotenuse c are related by a2 + b2 = c2

2. Area and Perimeter of Triangle Perimeter = a + b + c

There are several formulas for the area. If the base b and the corresponding height h are known, we use the formula Area = (1 / 2) * b * h. If two sides and the angle between them are known, we use one of the formulas, depending on which side and which angle are known Area = (1 / 2)* b * c sin A Area = (1 / 2)* a * c sin B Area = (1 / 2)* a * b sin C

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If all three sides are known, we may use Heron's formula for the area Area = sqrt [s(s - a)(s - b)(s - c)] , where s = (a + b + c)/2. 3. Area and Perimeter of Rectangle Perimeter = 2L + 2W Area = L * W

4. Area of Parallelogram Area = b * h

5. Area of Trapezoid Area = (1 / 2)(a + b) * h

6. Circumference of A Circle and Area of A Circular Region Circumference = 2*Pi*r Area = Pi*r 2

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7. Arc Length and Area of A Circular Sector Arc length: s = r*t Area = (1/2) *r 2 * t

Where t is the central angle in radians.

8. Volume and Surface Area of A Rectangular Solid

Volume = L*W*H

Surface Area = 2(L*W + H*W + H*L)

9. Volume and Surface Area of A Sphere

Volume = (4/3)* Pi * r 3

Surface Area = 4 * Pi * r 2

10. Volume and Surface Area of A Right Circular Cylinder Volume = Pi * r 2 * h Surface Area = 2 * Pi * r * h

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11. Volume and Surface Area of A Right Circular Cone Volume = (1/3)* Pi * r 2 * h Surface Area = Pi * r * sqrt (r 2 + h 2)

2. Brief History of Calculus

Calculus was created by Isaac Newton, a British scientist, as well as Gottfried Leibniz, a self-taught German mathematician, in the 17th century. It has been long disputed who should take credit for inventing calculus first, but both independently made discoveries that led to what we know now as calculus. Newton discovered the inverse relationship between the derivative (slope of a curve) and the integral (the area beneath it), which deemed him as the creator of calculus. Thereafter, calculus was actively used to solve the major scientific dilemmas of the time, such as:

calculating the slope of the tangent line to a curve at any point along its length determining the velocity and acceleration of an object given a function describing its position, and designing such a position function given the object's velocity or acceleration calculating arc lengths and the volume and surface area of solids calculating the relative and absolute extreme of objects, especially projectiles

For Newton, the applications for calculus were geometrical and related to the physical world - such as describing the orbit of the planets around the sun. For Leibniz, calculus was more about analysis of change in graphs. Leibniz's work was just as important as Newton's, and many of his notations are used today, such as the notations for taking the derivative and the integral.

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The Formula of Calculus

Derivatives

Integrals

3. Brief History of Progressions Arithmetic Progressions (AP)

The prehistory of arithmetic is limited to a very small number of small artifacts which may indicate conception of addition and subtraction, the bestknown being the Ishango bone from central Africa, dating from somewhere between 20 000 and 18 000 BC although its interpretation is disputed.

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The earliest written records indicate the Egyptians and Babylonians used all the elementary arithmetic operations as early as 2 000 BC. These artifacts do not always reveal the specific process used for solving problems, but the characteristics of the particular numeral system strongly influence the complexity of the methods. The hieroglyphic system for Egyptian numerals, like the later Roman numerals, descended from tally marks used for counting. In both cases, this origin resulted in values that used a decimal base but did not include positional notation. Although addition was generally straightforward, multiplication in Roman arithmetic required the assistance of a counting board to obtain the results. In the Middle Ages, arithmetic was one of the seven liberal arts taught in universities. The flourishing of algebra in the medieval Islamic world and in Renaissance Europe was an outgrowth of the enormous simplification of computation through decimal notation. Various types of tools exist to assist in numeric calculations. Examples include slide rules (for multiplication, division, and trigonometry) and homographs in addition to the electrical calculator.

Geometric Progressions (GP)

Geometric progression is also known as a geometric sequence, is a sequence of numbers where each term after the first is found by multiplying the previous one by a fixed non-zero number called the common ratio. Books VIII and IX of Euclid's Elements analyze geometric progressions and give several of their properties. Book IX, Proposition 35, proves that in a geometric series if the first term is subtracted from the second and last term in the sequence then as the excess of the second is to the first, so will the excess of the last be to all of those before it. Applying this to the geometric progression 31, 62, 124, 248, 496 (which results from 1, 2, 4, 8, 16 by multiplying all terms by 31), we see that 62 minus 31 is to 31 as 496 minus 31 is to the sum of 31, 62, 124, 248. Therefore the numbers 1, 2, 4, 8, 16, 31, 62, 124 and 248 add up to 496 and further these are all the numbers which divide 496. For suppose that p divides 496 and it is not amongst these numbers. Assume pq equals 16 31, or 31 is to q as p is to 16. Now p cannot divide 16 or it would be amongst the numbers 1, 2, 4, 8 or 16. Therefore 31 cannot divide q. And since 31 does not divide q and q measures 496, the fundamental theorem of arithmetic implies that q must divide 16 and be amongst the numbers 1, 2, 4, 8 or 16. Let q be 4, then p must be 124, which is impossible since by hypothesis p is not amongst the numbers 1, 2, 4, 8, 16, 31, 62, 124 or 248.

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The Formula of Progressions Arithmetic Progressions (AP)

a, a + d, a + 2d, Tn = a + (n 1)d nth term Sn = n/2 [2a + (n 1)d] sum of the first n terms Sn = n/2 (a + 1) sum of the first n terms

Geometric Progressions (GP)

a, ar, ar, Tn = ar^n 1 nth term Sn = a(1 r^n)/(1 r), r < 1 sum of the first n terms Sn = a(r^n 1)/(r 1), r > 1 sum of the first n terms S = a/(1 r) sum to infinity

4. Geometry, Calculus and Progressions Today

After a few centuries, its obvious that geometry, calculus and progressions are still used today in our daily life. Geometry is widely used in engineering, geology, mapping, aeronautics, fashion and design, carpentry, welding, milling, optical illusions and etc. Calculus is used in every branch of the physical sciences, in computer science, statistics, engineering, economics, business, medicine, demography, and in other fields wherever a problem can be mathematically modeled and an optimal solution is desired. Progressions are being applied in distribution of proportion, mathematical designs and patterns, engineering and etc. AP techniques can be applied in engineering which helps this field to a large extent.

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PART 1
Cakes come in a variety of forms and flavours and are among favourite desserts served during special occasions such as birthday parties, Hari Raya, weddings and etc. Cakes are treasured not only because of their wonderful taste but also in the art of cake baking and cake decorating. Baking a cake offers a tasty way to practice mathematics skills, such as fractions and ratios, in a real-world context. Many steps of baking a cake, such as counting ingredients and setting the oven timer, provide basic math practice for young children. Older children and teenagers can use more sophisticated math to solve baking dilemmas, such as how to make a cake recipe larger or smaller or how to determine what size slices you should cut. Practicing math while baking not only improves your math skills, it helps you become a more flexible and resourceful baker.

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Geometry Geometry is needed to determine suitable dimensions for the cake, to assist in designing and decorating cakes that comes in many attractive shapes and designs, and also to estimate volume of cake to be produced. When making a batch of cake batter, you end up with a certain volume, determined by the recipe. The baker must then choose the appropriate size and shape of pan to achieve the desired result. If the pan is too big, the cake becomes too short. If the pan is too small, the cake becomes too tall. This leads into the next situation. The ratio of the surface area to the volume determines how much crust a baked good will have. The more surface area there is, compared to the volume, the faster the item will bake, and the less "inside" there will be. For a very large, thick item, it will take a long time for the heat to penetrate to the center. To avoid having a rockhard outside in this case, the baker will have to lower the temperature a little bit and bake for a longer time. We mix ingredients in round bowls because cubes would have corners where unmixed ingredients would accumulate, and we would have a hard time scraping them into the batter.

Calculus (Differentiation) Calculus is used to determine minimum or maximum amount of ingredients for cake baking, to estimate minimum or maximum amount of cream needed for decorating, and to estimate minimum or maximum size of cake produced.

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Progressions Progressions are functioned to determine total weight or volume of multi-storey cakes with proportional dimensions, to estimate total ingredients needed for cake-baking, and to estimate total amount of cream for decoration. For example when we make a cake with many layers, we must fix the difference of diameter of the two layers. So we can say that it used arithmetic progression. When the diameter of the first layer of the cake is 8 and the diameter of second layer of the cake is 6, then the diameter of the third layer should be 4. In this case, we use arithmetic progression where the difference of the diameter is constant that is2. When the diameter decreases, the weight also decreases. That is the way how the cake is balance to prevent it from smooch. We can also use ratio, because when we prepare the ingredient for each layer of the cake, we need to decrease its ratio from lower layer to upper layer. When we cut the cake, we can use fraction to divide the cake according to the total people that will eat the cake.

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PART 2
Best Bakery Shop received an order from my school to bake a 5 kg of round cake as shown in the Diagram 1 for the Teachers` Day celebration.

Question 1 Given: - volume of a cake, v = 3 800 cm - height of a cake, h = 7.0 cm - = 3.142 Volume of 5 kg cake = Base area of the cake Height of the cake 5v = rh r = 19 000/(h) r = 19 000/(3.142)(7) r = 19 000/21.994 r = 863.87 r = 29.39 Therefore, 29.39 2 = 58.78 d = 58.78 cm

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Question 2 Given an oven with inner dimensions: - the length = 80.0 cm - the width = 60.0 cm - the height, h = 45.0 cm

(a) By using the above formula to forms a formula for d in terms of h. 5v = rh 19 000 = (3.142)(d/2) h 19 000/(3.142)h = d/4 24 188.415/h = d d = 155.53/h

Height, h (cm) 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0

Diameter, d (cm) 155.53 109.98 89.80 77.77 69.56 63.49 58.78 54.99 51.84 49.18

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(b) Based on the table above, (i) The range of heights that is not suitable for the cakes is 1 cm h 7 cm, because the resulting diameter produced is too large to fit into the oven, as the inner width of the oven is 60 cm. Furthermore, the cake would be too short and too wide, making it less attractive. The dimensions that I think most suitable for the cake is cake with 8.0 cm in height and 54.99 cm in diameter, because it can fit into the oven, and the size is suitable for easy handling. Moreover, this dimension is more symmetrical and easier to decorate.

(ii)

(c) (i) The same formula in 2(a) is used, that is 19 000 = (3.142)(d/2)h. The same process is also used, that is, make d the subject. An equation which is suitable and relevant for the graph: 19 000 = (3.142)(d/2)h 19000/(3.142)h = d/4 24188.415/h = d d = 155.53/h d = 155.53h -1/2 log d = log 155.53h -1/2 log d = -1/2 log h + log 155.53 Height, h 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0 Diameter, d 155.53 109.98 89.80 77.77 69.56 63.49 58.78 54.99 51.84 49.18 - 18 log h 0.00 0.30 0.48 0.60 0.70 0.78 0.85 0.90 0.95 1.00 log d 2.19 2.04 1.95 1.89 1.84 1.80 1.77 1.74 1.71 1.69

log d against log h

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(ii) Based on the graph: (a) d when h = 10.5 cm h = 10.5 cm, log h = 1.021, log d = 1.680, d = 47.86 cm (b) h when d = 42 cm d = 42 cm, log d = 1.623, log h = 1.140, h = 13.80 cm

Question 3 (a) From 2(b)(ii), h = 8.0 cm and d = 54.99 cm. Thus, - Amount of fresh cream = Volume of fresh cream needed (area height) - Total amount of fresh cream of the cake = Volume of cream at the top surface + Volume of cream at the side surface Volume of cream at the top surface: = Area of top surface x Height of cream = (3.142)(54.99/2) x 1 = 2 375 cm Volume of cream at the side surface: = Area of side surface x Height of cream = (Circumference of cake x Height of cake) x Height of cream = 2(3.142)(54.99/2)(8) x 1 = 1 382.23 cm Therefore, total amount of fresh cream: = 2 375 + 1 382.23 = 3 757.23 cm - 20 -

(b) The three other shapes that I suggested for cake, that will have the same height and volume as those suggested in 2(b)(ii), with h = 8 cm and d = 54.99 cm, are: 1. Rectangle shaped base (cuboids) 2. Triangle shaped base 3. Pentagon shaped base Amount of fresh cream to be used on each of the cakes: 1. Rectangle shaped base (cuboids)

Volume = Base area x Height Base area = 19 000/8 Length x Width = 2 375 By trial and improvement, 2 375 = 50 x 47.5 (length = 50, width = 47.5, height = 8) Therefore, volume of cream: = 2(Area of left/right side surface)(Height of cream) + 2(Area of front/back side surface)(Height of cream) + Volume of top surface = 2(8 x 50)(1) + 2(8 x 47.5)(1) + 2 375 = 3 935 cm

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2. Triangle shaped base

19 000 = Base area x Height Base area = 2 375 x Length x Width = 2 375 Length x Width = 4 750 By trial and improvement, 4 750 = 95 x 50 (length = 95, width = 50) Slant length of triangle = (95 + 25) = 98.23 Therefore, amount of cream: = Area of rectangular front side surface (Height of cream) + 2(Area of slant rectangular left/right side surface)(Height of cream) + Volume of top surface = (50 x 8)(1) + 2(98.23 x 8)(1) + 2 375 = 4 346.68 cm 3. Pentagon shaped base

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19 000 = Base area x Height Base area = 2 375 = Area of 5 similar isosceles triangles in a pentagon, therefore: 2 375 = 5(length x width) 475 = length x width By trial and improvement, 475 = 25 x 19 (length = 25, width = 19) Therefore, amount of cream = 5(area of one rectangular side surface)(height of cream) + Volume of top surface = 5(8 x 19) + 2 375 = 3 135 cm

(c) Based on the values above, the shape that requires the least amount of fresh cream to be used. Pentagon-shaped cake, since it requires only 3 135 cm of cream to be used.

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PART 3
When theres minimum or maximum, well, theres differentiation and quadratic functions. The minimum height, h and its corresponding minimum diameter, d is calculated by using the differentiation and quadratic functions. The first method: Differentiation 19 000 = (3.142)rh (1) V = (3.142)r + 2(3.142)rh (2) From (1): h = 19000/(3.142)r (3) Substitute (3) into (2): V = (3.142) r + 2(3.142)r(19000/(3.142)r) V = (3.142) r + (38000/r) V = (3.142) r + 38000r -1 dV/dr = 2(3.142)r (38000/r) 0 = 2(3.142) r (38000/r) -->> minimum value, therefore dV/dr = 0 38000/r = 2(3.142)r 38000/2(3.142) = r 6047.104 = r r = 18.22 Substitute r = 18.22 into (3): h = 19000/(3.142)(18.22) h = 18.22 Therefore, h = 18.22 cm, d = 2r = 2(18.22) = 36.44 cm

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The second method: Quadratic Functions Let f(r) = volume of cream, r = radius of round cake: 19 000 = (3.142)rh (1) f(r) = (3.142)r + 2(3.142)hr (2) From (2): f(r) = (3.142)(r + 2hr) -->> factorize (3.142) = (3.142)[ (r + 2h/2) (2h/2) ] -->> completing square, with a = (3.142), b = 2h and c = 0 = (3.142)[ (r + h) h ] = (3.142)(r + h) (3.142)h (a = (3.142) (positive indicates minimum value), minimum value = f(r) = (3.142)h, corresponding value of x = r = --h) Substitute r = --h into (1): 19 000 = (3.142)(--h) hh = 6 047.104 h = 18.22 Substitute h = 18.22 into (1): 19 000 = (3.142)r(18.22) r = 331.894 r = 18.22 Therefore, h = 18.22 cm, d = 2r = 2(18.22) = 36.44 cm I would choose not to bake a cake with such dimensions because its dimensions are not suitable (the height is too high) and therefore it is less attractive. Furthermore, such cakes are difficult to handle easily.

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FURTHER EXPLORATION
Best Bakery received an order to bake a multi-storey cake for Merdeka Day celebration, as shown in the Diagram 2.

Given: - height of each cake, h = 6.0 cm - radius of the largest cake = 31.0 cm - radius of the second cake = 10% less than the largest - radius of the third cake = 10% less than the second cake - = 3.142 From the given information, Ive found out the geometric progressions (GP) with a = 31, r = 9/10: 31, 27.9, 25.11, and 22.599. (a) By using the formula V = rh, with h = 6 to get the volume of cakes. - 26 -

Volume of 1st cake = (3.142)(31)(6) = 18 116.772 cm Volume of 2nd cake = (3.142)(27.9)(6) = 14 674.585 cm Volume of 3rd cake = (3.142)(25.11)(6) = 11 886.414 cm Volume of 4th cake = (3.142)(22.599)(6) = 9 627.995 cm

Therefore, 18 116.772, 14 674.585, 11 886.414, 9 627.995, are Geometric Progressions (GP) with first term, a = 18 116.772 and ratio, r = T2/T1 = T3/T2 = = 0.81

(b) The total mass of all cakes should not exceed 15 kg, therefore: By using the formula of the sum of the first n terms, Sn, of a geometric progression: Sn = (a(1 r n)) / (1 r), with Sn = 57 000, a = 18 116.772 and r = 0.81 to find n: 57 000 = (18 116.772(1 (0.81)n)) / (1 0.81) 1 0.81n = 0.59779 0.40221 = 0.81n log 0.81 0.40221 = n n = log 0.40221 / log 0.81n = 4.322 Therefore, n 4 Verifying the answer: When n = 5: S5 = (18 116.772(1 (0.81)5)) / (1 0.81) = 62 104.443 > 57 000 (Sn > 57 000, n = 5 is not suitable) When n = 4: S4 = (18 116.772(1 (0.81)4)) / (1 0.81) = 54 305.767 < 57 000 (Sn < 57 000, n = 4 is suitable)

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CONCLUSION
After doing research, answering questions, drawing graphs, and some problem solving, I saw that the usage of geometry, calculus and progressions are important in daily life. Geometry is the study of angles and triangles, perimeter, area and volume. It differs from algebra in that one develops a logical structure where mathematical relationships are proved and applied. An arithmetic progression (AP) or arithmetic sequence is a sequence of numbers such that the difference of any two successive members of the sequence is a constant. A geometric progression (GP), also known as a geometric sequence, is a sequence of numbers where each term after the first is found by multiplying the previous one by a fixed non-zero number called the common ratio. Differentiation is essentially the process of finding an equation which will give you the gradient (slope, "rise over run", etc.) at any point along the curve. Say you have y = x^2.The equation y' = 2x will give you the gradient of y at any point along that curve. As the conclusion, geometry, calculus and progressions are part of our necessities. Thus, we should be thankful of the people who contribute in the idea of geometry, calculus and progressions because without them, we cant done the multi-storey cake, and its hard to find out the volume of ingredients needed for the cake.

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REFLECTION
After spending countless hours, day and night to finish this project work and also sacrificing my time for chatting and watching movies in this holiday, there are several things that I can say Additional Mathematics From the day I born From the day I was able to holding pencil From the day I start learning And From the day I heard your name I always thought that you will be my greatest obstacle and rival in excelling in my life But after countless of hours Countless of days Countless of nights After sacrificing my precious time just for you Sacrificing my play time Sacrificing my chatting Sacrificing my Internet Sacrificing my anime Sacrificing my movies I realized something really important in you I really love you You are real friend You are my partner You are my soul mate I LOVE YOU ADDITIONAL MATHEMATICS

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ALWAYS READY TO LEARN NEW THINGS

BE HARDWORKING

BE PATIENT

BE HELPFUL

BE CONFIDENT

TEAMWORK IS IMPORTANT

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BIBLIOGRAPHY
1. Azman, Siti Norfafezah. (2010) Additional Mathematics Project Work 4/2010. Sekolah Agama Menengah Bandar Baru Salak Tinggi, Sepang, Selangor. 2. Wong, Rosemary. (2009) Whizz Thru Additional Mathematics SPM. Shah Alam, Selangor: Oxford Fajar Sdn. Bhd. 3. Wikipedia. History of geometry, calculus and progressions. Retrieved on 7th 9th June 2011 from http://en.wikipedia.org 4. One School. Formula lists and working solution. Retrieved on 27th May 10th June 2011 from http://one-school.net/ 5. Scribd. Sample of project work and working solution. Retrieved on 30th May 3rd June 2011 from http://www.scribd.com/ 6. My Home Tuition. Concept of mathematics and project work discussions. Retrieved on 1st June 2011 from http://forum.myhometuition.com/ 7. Chuan, Yao. Add Maths @ SPM. Formula lists. Retrieved on 6th June 2011 from http://addmathsspm.blogspot.com/ 8. Wah Goon, Moy. Soo Huat, Ooi. Teck Sing, Wong. Su Lian, Chew. Pak Cheong, Chong. (2007) Focus Excel Additional Mathematics Form 5. Bangi, Selangor: Penerbitan Pelangi Sdn. Bhd.

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