MARA JUNIOR SCIENCE

COLLEGE OF KUBANG PASU,

KEDAH

PROJECT WORK FOR

ADDITIONAL MATHEMATHICS 2009

The Beautiful Scene

Name : Muhammad Firdaus Bin

Ihwaan

Class : 502

Matrix number : 08585

Teacher’s name : Pn. Roishaniza Bte. Ismail

CONTENTS

CONTENTS PAGE
CONTENTS
OBJECTIVE
PREFACE
INTRODUCTION
PART 1(a)
PART 1(b)
PART 2(a)
PART 2(b)i
PART 2(b)ii
PART 2(c)
PART 3(a)
PART 3(b)
PART 3(c)
PART 3(d)
PART 3(e)
CONCLUSION
REFERENCES
ACKNOWLEDGEMENT

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OBJECTIVE

The aims of carrying out this project work are:

i. to apply a variety of problem-solving strategies to

solve problems;

ii. to increase thinking skills;

iii. to promote effective mathematical communication;

iv. to develop mathematical knowledge through problem solving

in a way that increases students’ interest and confidence;

v. to provide learning environment that stimulates and enhances

effective learning;

vi. to develop positive attitude towards mathematics.

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PREFACE

This project is prepared by me, Muhammad Firdaus Bin Ihwaan and it is based on

the Additional Mathematics textbooks, internet search and reference book.

Additional Mathematics is an elective subject in secondary school. Each student

who takes this subject has to carry out a project work on the given tasks. The
project work for the year 2009 is about Circle by using the principle of Pi (π).
The aim of doing this project is to improve the skills in using mathematics for
students. Working on this also gives a chance for students to apply their skills on
what they had learnt to solve an assigned project. Therefore, every student stands a
chance to improve their thinking skills, usage of languages and grammar as well as
mathematics skills throughout the project. After doing this project, the student will
be able to master and understand better on the application of Additional
Mathematics that they learnt in their school syllabus. The student can also learn
some values during the completion of the project such as to learn how to work
together or to be cooperative, improving their communication skills, responsibility
and also not to give up easily on the task given.

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INTRODUCTION

A circle is a simple shape of Euclidean geometry consisting of those points

in a plane which are the same distance from a given point called the centre. The
common distance of the points of a circle from its centre is called its radius. A
diameter is a line segment whose endpoints lie on the circle and which passes
through the centre of circle. The length of a diameter is twice the length of the
radius. A circle is never a polygon because it has no sides or vertices. Circles are
simple closed curves which divide the plane into two regions, an interior and an
exterior. In everyday use the term “circle” may be used interchangeably to refer to
either the boundary of the figure (known as the perimeter) or to the whole figure
including its interior, but in strict technical usage “circle is the perimeter while the
interior of the circle is called a disk. The circumference of a circle is the perimeter
of a circle is the perimeter of the circle (especially when referring to its length).
A circle is a special ellipse in which the two foci are coincident.
Circles are conic sections attained when a right circular cone is intersected with a
plane perpendicular to the axis of the cone.
The circle has been known since before the beginning of recorded history. It
is the basis for the wheel, which, with related inventions such as gears, makes
much of modern civilization possible. In mathematics, the study of the circle has
helped inspire the development of geometry and calculus.
Early science, particularly geometry and Astrology and astronomy, was
connected to the divine for most medieval scholars, and many believed that there
was something intrinsically "divine" or "perfect" that could be found in circles.

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Part 1
There are a lot of things around us related to circles or parts of a circles. We
need to play with circles in order to complete some of the problems involving
circles. In this project I will use the principles of circle to design a garden to
beautify the school.

Beautiful Balloon The Sun

Circle’s Manilla Card

Human’s Eye

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 Ball’s in The Air

Definition

In Euclidean plane geometry, π is defined as the ratio of a circle's circumference to

its diameter:

The ratio C/D is constant, regardless of a circle's size.

For example, if a circle has twice the diameter d of
another circle it will also have twice the circumference
C, preserving the ratio C/D.
Area of the circle = π × area of the shaded square
Alternatively π can be also defined as the ratio of a
circle's area (A) to the area of a square whose side is
equal to the radius:

These definitions depend on results of Euclidean geometry, such as the fact that
all circles are similar. This can be considered a problem when π occurs in areas of
mathematics that otherwise do not involve geometry. For this reason,
mathematicians often prefer to define π without reference to geometry, instead
selecting one of its analytic properties as a definition. A common choice is to
define π as twice the smallest positive x for which cos(x) = 0. The formulas below
illustrate other (equivalent) definitions.

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A Brief History of π

Pi has been known for almost 4000 years—but even if we calculated the number
of seconds in those 4000 years and calculated pi to that number of places, we
would still only be approximating its actual value. Here’s a brief history of finding
pi:

The ancient Babylonians calculated the area of a circle by taking 3 times the
square of its radius, which gave a value of pi = 3. One Babylonian tablet (ca.
1900–1680 BC) indicates a value of 3.125 for pi, which is a closer approximation.

In the Egyptian Rhind Papyrus (ca.1650 BC), there is evidence that the Egyptians
calculated the area of a circle by a formula that gave the approximate value of
3.1605 for pi.

The ancient cultures mentioned above found their approximations by

measurement. The first calculation of pi was done by Archimedes of Syracuse
(287–212 BC), one of the greatest mathematicians of the ancient world.
Archimedes approximated the area of a circle by using the Pythagorean Theorem
to find the areas of two regular polygons: the polygon inscribed within the circle
and the polygon within which the circle was circumscribed. Since the actual area
of the circle lies between the areas of the inscribed and circumscribed polygons,
the areas of the polygons gave upper and lower bounds for the area of the circle.
Archimedes knew that he had not found the value of pi but only an approximation

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within those limits. In this way, Archimedes showed that pi is between 3 1/7 and 3
10/71.

A similar approach was used by Zu Chongzhi (429–501), a brilliant Chinese

mathematician and astronomer. Zu Chongzhi would not have been familiar with
Archimedes’ method—but because his book has been lost, little is known of his
work. He calculated the value of the ratio of the circumference of a circle to its
diameter to be 355/113. To compute this accuracy for pi, he must have started with
an inscribed regular 24,576-gon and performed lengthy calculations involving
hundreds of square roots carried out to 9 decimal places.

Mathematicians began using the Greek letter π in the 1700s. Introduced by

William Jones in 1706, use of the symbol was popularized by Euler, who adopted
it in 1737.

An 18th century French mathematician named Georges Buffon devised a way to

calculate pi based on probability. You can try it yourself at the Exploratorium
exhibit Throwing Pi.

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Part 2
(a)

DIAGRAM 1

Diagram 1 shows a semicircle PQR of diameter 10cm. Semicircles PAB and BCR
of diameter d1 and d2 respectively are inscribed in PQR such that the sum of d1
and d2 is equal to 10cm. By using various values of d1 and corresponding values
of d2, I determine the relation between length of arc PQR, PAB, and BCR.
Using formula: Arc of semicircle = ½πd
d1 d2 Length of arc PQR Length of arc PAB Length of arc BCR
(cm) (cm) in terms of π (cm) in terms of π (cm) in terms of π (cm)
1.5 8.5 5π 0.75 π 4.25 π
2.5 7.5 5π 1.25π 3.75 π
3.5 6.5 5π 1.75 π 3.25 π
4.5 5.5 5π 2.25 π 2.75 π
1.25 8.75 5π 0.63π 4.38 π
2.25 7.75 5π 1.13 π 3.88 π

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 3.25 6.75 5π 1.63 π 3.38 π
4.25 5.75 5π 2.13 π 2.88π
1.35 8.65 5π 0.68 π 4.33 π
Table 1

From the Table 1 we know that the length of arc PQR is not affected by the

different in d1 and d2 in PAB and BCR respectively. The relation between the

length of arcs PQR , PAB and BCR is that the length of arc PQR is equal to the

sum of the length of arcs PAB and BCR, which is we can get the equation:

SPQR = SPAB + SBCR

Let d1= 4.5, and d2 =5.5 SPQR = SPAB + SBCR

5π = ½ π(4.5) + ½ π(5.5)

5π = 2.25π + 2.75 π

5π = 5 π…

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(b)

(i) Diagram 2 shows a semicircle PQR of diameter 10 cm. Semicircles

PAB, BCD and DER of diameter d1, d2 and d3 respectively are
inscribed in the semicircle PQR such that sum of d1, d2 and d3 is
equal to 10 cm.

DIAGRAM 2

d1 d2 d3 SPQR SPAB SBCD SDER

1.1 3.3 5.6 5π 0.55 π 1.65π 2.80 π

1.2 2.3 6.5 5π 0.60π 1.15π 3.25 π

1.3 3.4 5.3 5π 0.65π 1.70 π 2.65 π

1.4 3.5 5.1 5π 0.70π 1.75 π 2.55 π

1.5 3.1 5.4 5π 0.75π 1.55 π 2.7 π

2.1 3.2 4.7 5π 1.05 π 1.60 π 2.35π

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2.2 3.6 4.2 5π 1.10 π 1.80 π 2.10 π

2.3 3.7 4.0 5π 1.15 π 1.85 π 2.00 π

2.4 3.0 4.6 5π 1.20 π 1.50 π 2.30π

1.9 3.8 4.3 5π 0.95 π 1.90 π 2.15 π

Table 2

SPQR = SPAB + SBCD + SDER

Let d1 = 1.1, d2 = 3.3, d3 = 5.6

SPQR = SPAB + SBCD + SDER
5 π = 0.55π + 1.65 π + 2.80 π
5 π = 5 π…

(ii)

The length of arc PQR = The length of arc PAB, BCD, DER

5π π/2 + 9π/2

5π π + 4π

5π 3π/2 + 7π/2

5π 2π + 3π

5π 5π/2 + 5π/2

5π 3π + 2π

5π 7π/2 + 3π/2

5π 4π + π

5π 9π/2 + π/2

5π 5π + 0

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 Thus,
Length of arc PQR = Length of arc PAB + Length of arc BCR
πD/2 = πd1/2 + πd2/2
D : Diameter of PQR
d1 : Diameter of PAB , d2 : Diameter of BCR

(c)
Diagram 3 shows a semicircle PQR of diameter 17 cm. Semicircles PAB
and BCR of diameter d1 and d2 respectively are inscribed in the
semicircle PQR such that the sum of d1and d2 is equal to 17 cm.

17 cm
DIAGRAM 3

d1 d2 Length of arc PQR Length of arc PAB Length of arc BCR

(cm) (cm) in terms of π (cm) in terms of π (cm) in terms of π (cm)
1 16 5π 0.5 π 8.0 π
2 15 5π 1.0π 7.5 π
3 14 5π 1.5 π 7.0 π
4 13 5π 2.0 π 6.5 π
5 12 5π 2.5π 6.0 π

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 6 11 5π 3.0 π 5.5 π
7 10 5π 3.5 π 5.0 π
8 9 5π 4.0 π 4.5π
8.2 8.8 5π 4.1 π 4.4 π
TABLE 3
Diagram 4 shows a semicircle PQR of diameter 17 cm. Semicircles PAB, BCD
and DER of diameter d1, d2 and d3 respectively are inscribed in the semicircle PQR
such that sum of d1, d2 and d3 is equal to 17 cm.

17 cm
Diagram 4
d1 d2 d3 SPQR SPAB SBCD SDER

1 2 14 5π 0.5 π 1.0π 7.0 π

2.2 3.4 11.4 5π 1.1π 1.70π 5.7 π

3.2 4.4 9.4 5π 1.6π 2.2 π 4.7 π

4 5 8 5π 2.0π 2.5 π 4.0 π

4.5 5.5 7 5π 2.3π 2.8 π 3.5 π

4.8 5.1 7.1 5π 2.4 π 2.6 π 3.6π

5.2 5.8 6.0 5π 2.6 π 2.9 π 3.0 π

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3.4 6.1 7.5 5π 1.7 π 3.1 π 3.8 π

3.7 6.2 7.1 5π 1.9 π 3.1 π 3.6π

2.9 6.8 7.3 5π 1.5 π 3.4 π 3.7 π

TABLE 4

Diagram 5 shows a semicircle PQR of diameter 25 cm. Semicircles PAB and BCR
of diameter d1 and d2 respectively are inscribed in the semicircle PQR such that the
sum of d1and d2 is equal to 25 cm.

25 cm
DIAGRAM 5

d1 d2 Length of arc PQR Length of arc PAB Length of arc BCR

(cm) (cm) in terms of π (cm) in terms of π (cm) in terms of π (cm)
1 24 5π 0.5 π 12.0 π
2 23 5π 1.0π 11.5 π
3 22 5π 1.5 π 11.0 π
4 21 5π 2.0 π 10.5 π
5 20 5π 2.5π 10.0 π
6 19 5π 3.0 π 9.5 π
7 18 5π 3.5 π 9.0 π
8 17 5π 4.0 π 8.5π

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 9 16 5π 4.5 π 8.0 π
TABLE 5

Diagram 6 shows a semicircle PQR of diameter 25 cm. Semicircles PAB, BCD

and DER of diameter d1, d2 and d3 respectively are inscribed in the semicircle PQR
such that sum of d1, d2 and d3 is equal to 25 cm.

25 cm
DIAGRAM 6

d1 d2 d3 SPQR SPAB SBCD SDER

1.5 3.5 20 5π 0.8 π 1.8π 10.0 π

2.5 4.5 18 5π 1.3π 2.3π 9.0 π

3.8 5.6 15.6 5π 1.9π 2.8 π 7.8 π

4.8 6.5 13.7 5π 2.4π 3.3 π 6.9 π

5.8 7.5 11.7 5π 2.9π 3.8 π 5.9 π

6.2 7.8 11 5π 3.1 π 3.9 π 5.5π

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6.8 8.5 9.7 5π 3.4 π 4.3 π 4.9 π

6.3 7.1 11.6 5π 3.2 π 3.6 π 5.8 π

7.6 8.2 9.2 5π 3.8 π 4.1 π 4.6π

7.8 8.3 8.9 5π 3.9 π 4.2 π 4.5 π

TABLE 6

D is the diameter for the semicircle of PQR

Arc = length of PQR

Sum of the length s = r

CONCLUSION

Part 1
Not all objects surrounding us are related to circles. If all the objects are
circle, there would be no balance and stability. In our reality, we could related
circles in objects. For example: a round table, a clock or a coin. In Pi(π), we accept
3.142 or 22/7 as the best value of pi. The circumference of the circle is
proportional as pi(π) x diameter. If the circle has twice the diameter, d of another

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circle, thus the circumference, C will also have twice of its value, where
preserving the ratio =C:d

Part 2
The relation between the length of arcs PQR, PAB and BCR where the
semicircles PQR is the outer semicircle while inner semicircle PAB and BCR is
Length of arc=PQR = Length of PAB + Length of arc BCR. The length of arc for
each semicircles can be obtained as in length of arc = 1/2(2_r). As in conclusion,
outer semicircle is also equal to the inner semicircles where S in= S out .

Part 3
In semicircle ABC (the shaded region), and the two semicircles which is
AEB and BFC, the area of the shaded region semicircle ADC is written as in Area
of shaded region ADC =Area of ADC – (Area of AEB + Area of BFC). When we
plot a straight link graph based on linear law, we may still can get a linear graph
because S in= S out where the diameter has a constant value for a semicircle.

REFERENCE

WEBSITES:
i. http// www.scribd.com

ii. http//www.gap-system.org.com

iii. http// www.davidtn.net

iv. http://en.wikipedia.org/wiki/Circle

BOOKS:

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 I. ACE Analysis Additional Mathematics SPM, Oxford Fajar Sdn. Bhd. Wong
Pek Wei, Lee Beck Tun

ACKNOWLEDGMENT

First of all, I would like to say thanks to Allah, for giving me the
opportunity to do this important project work.

Not forgotten my parents for support me everything, such as money, to buy

anything that related to project and give me permission to use internet, books,
computers and all that. They also supported me and encouraged me to finished this
task so that I will not easy to give up in doing it.

Then I would like to thank my beloved teacher, Puan Roishaniza Bte.

Ismail for guiding me and my friends throughout this project. We had some
challenges in doing this task, but she taught us patiently until we knew what to do.
She tried smartly to teach us until we understood what we actually doing with the
work and
THANKS FOR ALL!!!

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