ADDITIONAL

MATHEMATIC
PROJECT WORK
2015

ACKNOWLEDGMENT
First and foremost, I would like to thank my Additional Mathematics
teachers, Puan Siti Rafida and Puan Haznida as they gives us important
guidance and commitment during this project work.
I also would like to give thanks to all my friends for helping me and
always supporying me while completing this project. Without them this
project would never have had its conclusion. Thanks to myself because
struggling to finish up this project.
For their strong support, I would like to express my gratitude to my
beloved parents for supplying the equipment and money needed to
complete this project. They have always been by my side and I hope
they will still be there in the future.

OBJECTIVE
We students taking Additional Mathematics are required to carry
out a project work while we are in Form 5. This project have to be
done individually. Upon completion of the Additional Mathematics
project work,we are gain valuable experience and able to:
* Apply and adapt a variety of problem solving strategies to solve
routine and
non-routine problems.
* Experience classroom environments which are
challenging,interesting,
meaningful and hence improve their thinking skills.
* Experience classroom environments where knowledge and skills
are applied in
meaningful ways in solving real-life problems.
* Experience classroom environments where expressing ones
mathematical
thinking, reasoning and communication are highly encouraged
and expected.
* Experience classroom environments that stimulates and
enhances effective
learning.
* Acquire effective mathematical communication through oral and
writing and to
use the language of mathematics to express mathematical
ideas correctly and
precisely.
* Enhances acquisition of mathematical knowledge and skills
through problem
solving in ways that increase interest and confidence.
* Prepare ourselves for the demand of our future undertakings
and workplace.
* Realize that mathematics is an important and powerful tool in

solving real-life
problems and hence develop positive attitude towards
mathematics.
* Use technology especially the ICT appropriately and effectively.
* Realize the importance and the beauty of mathematics.

INTRODUCTION
In modern mathematics, a function is defined by its set of inputs, called
the domain; a set containing the set of outputs, and possibly additional elements,
as members, called its codomain; and the set of all input-output pairs, called
its graph. Sometimes the codomain is called the function's "range", but more
commonly the word "range" is used to mean, instead, specifically the set of
outputs (this is also called the image of the function). For example, we could
define a function using the rule f(x) = x2 by saying that the domain and codomain
are the real numbers, and that the graph consists of all pairs of real numbers
(x, x2). The image of this function is the set of non-negative real numbers.
Collections of functions with the same domain and the same codomain are
called function spaces, the properties of which are studied in such mathematical
disciplines as real analysis, complex analysis, and functional analysis.
In analogy with arithmetic, it is possible to define addition, subtraction,
multiplication, and division of functions, in those cases where the output is a
number. Another important operation defined on functions is function
composition, where the output from one function becomes the input to another
function.

TYPE OF FUNCTION

Pierre De Fermat

PIERRE DE FERMAT ; 17 August 1601 12 January 1665) was a French lawyer

at the Parlement of Toulouse, France, and a mathematician who is given credit
for early developments that led to innitesimal calculus, including his technique of
adequality. In particular, he is recognized for his discovery of an original method
of nding the greatest and the smallest ordinates of curved lines, which is
analogous to that of the dierential calculus, then unknown, and his research into
number theory. He made notable contributions to analytic geometry, probability,
and optics. He is best known for Fermat's Last Theorem, which he described in a
note at the margin of a copy of Diophantus' Arithmetica.

Fermats Theorem
PIERRE DE FERMAT developed the technique of adequality (adaequalitas) to
calculate maxima and minima of functions, tangents to curves, area, center of
mass, least action, and other problems in mathematical analysis. According to
Andr Weil, Fermat "introduces the technical term adaequalitas, adaequare, etc.,
which he says he has borrowed from Diophantus. As Diophantus V.11 shows, it
means an approximate equality, and this is indeed how Fermat explains the word
in one of his later writings." (Weil 1973). Diophantus coined the word
(parisots) to refer to an approximate equality. Claude Gaspard Bachet de
Mziriac translated Diophantus's Greek word into Latin as adaequalitas.[citation
needed] Paul Tannery's French translation of Fermats Latin treatises on maxima
and minima used the words adquation and adgaler.

Fermat used adequalityfirst tofind maxima of functions, and then adapted it to find tangent lines to curves. To find the maximum of a term p(x), Fermat equated
(or more precisely adequated) p(x) and p(x+e) and after doing algebra he could
cancel out a factor of e, and then discard any remaining terms involving e. To
illustrate the method by Fermat's own example, consider the problem of fi nding
the maximum of p(x)=bx-x^2. Fermat adequated bx-x^2 with b(x+e)-(x+e)^2=bxx^2+be-2ex-e^2.

PART 1
(a) (i) Mathematical Optimization
In mathematics, computer science, operations research, mathematical
optimization is the selection of a best element from some set of available
alternatives.
(ii) Global Maximum/Minimum
Global maximum is the highest point over the entire domain of a function
or relation. While, global minimum is the lowest point over the entire
domain of a function or relation.
(iii) Local Maximum/Minimum
Local maximum can also be expressed as Relative
Maximum. It is a
greatest value in a set of points but not highest when
compared to all
values in a set. The set points can be global maximum.
Local minimum is
the least value that locates within a set of points which may
or may not
be a global minimum and it is not the lowest value in the
entire set. It can
also be termed as Relative Minimum.

(b) i-Think Map

f` (x) > 0
Curve is
RISING
1st
Derivative
Test

f` (x) < 0
Curve is
FALLING
f` (x) = 0
Possible
EXTREMA

Methods To
Find
EXTREMA

f" (x) > 0

MINIMUM
Point
2nd
Derivative
Test

f" (x) < 0

MAXIMUM Point
f" (x) = 0
INFLECTION
Point

PART 2
(a)

y
Let the length = y m
breadth= x m

Sub x = 25 into (1),

y = 100 2 (25)
= 50 m
Dimension = 25 m x

Perimeter = 200 m
50 m
4x + 2y = 200
50 into (2),
2x + y = 100
y = 100 2x (1)
1250 m

Sub (1) into (2), A = x(100 2x)

= 100x 2x

A is maximum when

= 100 4x
dA
dx

Amax = 25 m x 50 m
= 1250 m
Maximum Area =

Area, A = xy (2)

dA
dx

Sub x = 25 and y =

= 0,

100 4x = 0
4x = 100
x = 25 m

(b) Dimension of the box = (30 2h) x (30 2h) x h

Volume, V = h(30 2h)
= h[900h 120h + 4h]
= 900h 120h + 4h
dV
dh

= 900 240h + 12h

V is maximum when

dV
dh

= 0,

900 240h + 12h = 0

12,

h 20h + 75 = 0

(h 5) (h 15) = 0
h = 5, h = 15
If h = 15, Length = 30 2(15)
=0
Not a valid answer.

h=5

Sub into V, V = 5[30 2(5)]

= 5(20)
= 2000 cm

Largest possible volume = 2000 cm

PART 3
(i) Sketch the graph of function P(t).

HOURS AFTER MALL OPENS AGAINTS NUMBER OF PEOPLE

4000
3500
3000
2500
NUMBER OF PEOPLE

2000
1500
1000
500
0
1

10 11 12 13

HOURS AFTER MALL OPENS

1800 cos

x
y

0
0

1
24
1

2
90
0

3
180
0

4
270
0

5
335
8

( 1806 t )+1800
6
360
0

7
335
8

8
270
0

9
180
0

10
90
0

11
24
1

12
0

(ii) When does the mall reach its peak hours and state the number of people.
The mall reach peak hours after 6 hours of opening which is 3.30 pm with
3600 people at the mall.
(iii) Estimate the number of people in the mall at 7.30 pm.
900 people in the mall at 7.30 pm.
(iv) Determine the time when the number of people in the all reaches 2570.
The time when the number of people in the mall reaches 2570 are 1.18 pm
and 5.42 pm.

FURTHER EXPLORATION
(a) Linear programming is a method to achieve the best
outcome (such as
maximum profit or lowest cost) in a mathematical model
whose
requirements are represented by linear relationships. Linear
programming
is a special case of mathematical programming (mathematical
optimization).
More formally, linear programming is a technique for the
optimization of a
linear objective function, subject to linear equality and linear
inequality
constraints. Its feasible region is a convex polytope, which is a
set defined
as the intersection of infinitely many half spaces, each of
which is defined
by a linear inequality. Its objective function is a real-valued
affine function
defined on this polyhedron. A linear programming algorithm
finds a point in
the polyhedron where this function has the smallest (or
largest) value if
such a point exists.
Linear programming can be applied to various fields of study.
It is used in
business and economics, but can also be utilized for some
engineering
problems. Industries that use linear programming models
include

transportation energy, telecommunications, and

manufacturing. It hasa
proved useful in modelling diverse types of problems in
planning, routing,
scheduling, assignment and design.

How it started?

LEONID KANTOROVICH
The problem of solving a system of linear inequalities dates back at least as far as
Fourier, who in 1827 published a method for solving them and after whom the method of
FourierMotzkin elimination is named. The first linear programming formulation of a
problem that is equivalent to the general linear programming problem was given by
Leonid Kantorovich in 1939, who also proposed a method for solving it. He developed it
during World War II as a way to plan expenditures and returns so as to reduce costs to
the army and increase losses incurred by the enemy. About the same time as
Kantorovich, the Dutch-American economist T. C. Koopmans formulated classical
economic problems as linear programs. Kantorovich and Koopmans later shared the
1975 Nobel prize in economics. In 1941, Frank Lauren Hitchcock also formulated
transportation problems as linear programs and gave a solution very similar to the later
Simplex method; Hitchcock had died in 1957 and the Nobel prize is not awarded
posthumously. During 1946-1947, George B. Dantzig independently developed general

linear programming formulation to use for planning problems in US Air Force. In 1947,
Dantzig also invented the simplex method that for the first time efficiently tackled the
linear programming problem in most cases. When Dantzig arranged meeting with John
von Neumann to discuss his Simplex method, Neumann immediately conjectured the
theory of duality by realizing that the problem he had been working in game theory was
equivalent. Dantzig provided formal proof in an unpublished report "A Theorem on
Linear Inequalities" on January 5, 1948. Postwar, many industries found its use in their
daily planning. Dantzig's original example was to find the best assignment of 70 people
to 70 jobs. The computing power required to test all the permutations to select the best
assignment is vast; the number of possible configurations exceeds the number of
particles in the observable universe. However, it takes only a moment to find the
optimum solution by posing the problem as a linear program and applying the simplex
algorithm. The theory behind linear programming drastically reduces the number of
possible solutions that must be checked. The linear-programming problem was first
shown to be solvable in polynomial time by Leonid Khachiyan in 1979, but a larger
theoretical and practical breakthrough in the field came in 1984 when Narendra
Karmarkar introduced a new interior-point method for solving linear-programming
problems.

(b)(i)(a) Total Cost RM1400

100x + 200y 1400

100,

x + 2y 14

Total Space 7.2

0.6x + 0.8y 7.2
x 5,
Ratio:

3x + 4y 36
x
y

3x 2y
2y 3x

2
3

(b) x + 2y = 14
x

14

3x + 4y = 36
x

12

2y = 3x
x

(ii)

Finding maximum storage volume

First Method: Find all corner points
Corner Points are:
1. (0,0)
3. (8,3)
2. (12,0)
4. (3.5, 5.25)
We want to maximize storage volume according to the
function:
V = 0.8x +
1.2
We will then subtitute the values from each corner points to
Corner Points
(0,0)
(12,0)
(8,3)
(3.5,5.25)
find the maximum
storage value.

0.8x + 1.2
0.8(0) + 1.2(0)
0.8(12) + 1.2(0)
0.8(8) + 1.2(3)

Answer(s)

0.8(3.5) + 1.2(5.25)

34.3

0
9.6
10

Therefore, the maximum storage volume is 10. To get this value

we have to use
8 cabinets of x and 3 cabinets of y to achieve maximum storage
value.
Second Method: Using set square
In this method, we use the assistance of a set square to find the maximum storage
volume. To do this, we have to use and objective function.
ax + b
So, the value is 0.8x + 1.2 = k. we put in the value of k as 10 to get the new
equation 8x +12 = 10. We then have to draw a line. The new graph is as
follows;

From the new line, with the aid of a set square, we move it from the new line until
it touches the last point in the feasibility region. The last point is (8,3).
Therefore, the maximum storage is;
k = 0.8(8) + 1.2(3)

= 10
Therefore, the maximum storage volume is 10. To obtain 10, we have to use 8
cabinets of x and 3 cabinets of .

(iii)
Cabinet
x

Total
price of
cabinet
RM 400

RM 500

RM 600

RM 700

RM 800

RM 900

Balance
money

Cabinet

Total area

can be

Total volume

Final
combination

purchase
RM 1000

RM 900

RM 800

RM 700

RM 600

RM 500

100
200

=5

900
=4
200

800
200

=4

700
=3
200

600
200

=3

500
=2
200

(4 0.6) +
(5 0.8)
= 6.4
(5 0.6) +
(4 0.8)
= 6.2
(6 0.6) +
(4 0.8)
= 6.8
(7 0.6) +
(3 0.8)
= 6.6
(8 0.6) +
(3 0.8)
= 7.2
(9 0.6) +
(2 0.8)

(4 0.8) + 4x + 5y
Area = 6.4 m
(5 1.2)
Volume = 9.2 m
= 9.2
(5 0.8) + 5x + 4y
Area = 6.2 m
(4 1.2)
Volume = 8.8 m
= 8.8
(6 0.8) + 6x + 4y
Area = 6.8 m
(4 1.2)
Volume = 9.6 m
= 9.6
(7 0.8) + 7x + 3y
Area = 6.6 m
(3 1.2)
Volume = 9.2 m
= 9.2
(8 0.8) + 8x + 3y
Area = 7.2 m
(3 1.2)
Volume = 10 m
= 10
(9 0.8) + 9x + 2y
Area = 7 m
(2 1.2)
Volume = 9.6 m

=7

= 9.6

iv) Justification
If I was Aaron, I would choose the fifth combination, which is 8 cabinets of x
and 3 cabinets of . My reasons are as follows;
- It uses the maximum space that can be held in the office room,
which is 7.2 metres squared.
- It can store up to 10 cubic metres of file, which is the maximum
storage volume.
- It comes at a reasonable price at RM 1 400, which is not too
expensive.
- It is the most suitable combination for the future of Aarons company.

REFLECTION
Ive found a lot of information while conducting this Additional Mathematics
project. Ive learnt the uses of function in our daily life.
Apart from that, Ive learnt some moral values that can be applied in our daily life.
This project has taught me to be responsible and punctual as I need to complete
this project in a week. This project has also helped in building my confidence
level. We should not give up easily when we cannot find the solution for the
question.
Then, this project encourages students to work together and share their
knowledge. This project also encourages students to gather information from the
internet, improve their thinking skills and promote effective mathematical
communication.
Lastly, I think this project teaches a lot of moral values, and also tests the
students understanding in Additional Mathematics. Let me end this project with a
poem;
In math you can learn everything,

Like maybe youll like comparing,

You have to know subtraction,
a.k.a brother of addition,
You might say I already simplified,
so now your work aint jank edified,
So now dont think negative,
Its better to think positive,
Dont stab yourself with a fork,
But its better to show your work,
My math grades are fat,
But not as fat as my cat,
Lets get typical,
And use a pencil,
Add Math is fun!

CONCLUSION
After doing research, answering question, drawing graph,
making conjecture, conclusion and some problem solving,
I realized that Additional Mathematics is very important in
daily life.
But, what is the use of calculus in daily life of normal
people like us? In reality most people are not going to use
the function in daily life. Having a firm understanding of
the funtion as with most maths helps increasing logical
thinking, critical thinking and number sense.
About this project, overall is quite joyfull and interesting
because I need to plan it carefully and systematic
because it is about my future. In fatc, the further
exploration is a good session because it can open my
mind about calculus.
In a nutshell, I can apply the concet and skills that I had
in solving problems in Additional Mathematics, I think this
project is very beneficial for all students.