Additional Mathematics

ADDITIONAL MATHEMATICS
PROJECT WORK 2
ADDITIONAL MATHEMATICS PROJECT WORK 2 /2011
NAME : NORHAMIZAH BINTI SALEH. ANGKA GILIRAN :CB O2OA015. I.C NUMBER :940127-06-5638. SCHOOL :SMK SERI BENTONG, PAHANG. TEACHER :EN. ROSLAN BIN KAMARUDIN.
NORHAMIZAH BINTI SALEH
Page 1
PROJECT WORK 2
CONTENT
1. 2. 3. 4. 5. 6. 7. 8. 9.
Content Acknowledgement Objective Part One Part Two Part Three Further Exploration Reflection Conclusion
10. Reference
Page 2
PROJECT WORK 2
ACKNOWLEDGEMENT
Grace be upon ALLAH,the almighty,with blessing,this Additional Mathematics project work finally have been done. I owe a great many thanks to a great many people who helped andsupported me to complete this Additional Mathematics project paper. Without them, I could not have completed this project successfully. Firstly, I would like to acknowledge and extend my heartfelt gratitude to my Additional Mathematics teacher, En. Roslan bin Kamarudinfor his help and support in guiding me through to its successful completion. Iexpress my thanks to the Principal of SMK Seri Bentong, En. AB Rahman bin Halib for extending his support. Next, I would also like to thank my dear parents who helped me a lot in finishing this project within the limited time. Last but not least, I would also like to express my gratitude to my classmates for their support and guidance also input throughout the process of this project work. Aspecial thanks to all my friends for their help and cooperation in searching for information and completing this project work.
Page 3
PROJECT WORK 2
OBJECTIVE
We students taking Additional Mathematics are required to carry out a project work while we are in Form 5.This year the Curriculum Development Division, Ministry of Education has prepared four tasks for us.We are to choose and complete only ONE task based on our area of interest. .Upon completion of the Additional Mathematics Project Work,we are to gain valuable experiences and able to :
apply and adapt a variety of problem-solving strategies to solve problems improve thinking skills promote effective mathematical communication develop mathematical knowledge through problem solving in a way that increases students interest and confidence use the language of mathematics to express mathematical ideas precisely provide learning environment that stimulates and enhances effective learning develop positive attitude towards mathematics enhance 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 in workplace
acquire effective mathematical communication through oral and writing,and to use the language of mathematics to express mathematical ideas correctly and precisely
Page 4
PROJECT WORK 2
PART ONE
Page 5
PROJECT WORK 2
INTRODUCTION
Cakes come in a variety of forms and flavors and are among favorite desserts served during special occasions such as birthday parties, Hari Raya, weddings and others. 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 math 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.
Page 6
PROJECT WORK 2
MATHEMATICS IN CAKE BAKING AND CAKE DECORATING
GEOMETRY
To determine suitable dimensions for the cake, to assist in designing and decorating cakes that comes in many attractive shapes and designs and to estimate volume of cake to be produced. When making a batch of cake batter, you end up with a certain volume which determined by the recipe. We 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 higher. 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 rock-hard 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)
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.
NORHAMIZAH BINTI SALEH Page 7
PROJECT WORK 2
PROGRESSION
To determine total weight/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 is 2. 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.
Page 8
PROJECT WORK 2
PART TWO
Page 9
PROJECT WORK 2
Best Bakery shop received an order from your school to bake a 5 kg of round cake as shown in Diagram 1 for the Teachers Day celebration.
Diagram 1
1) If a kilogram of cake has a volume of 38000 cm, and the height of the cake is to be 7.0 cm, the diameter, dof the baking tray to be used to fit the 5 kg cake ordered by your school is :-
Volume of 5kg cake = Base area of cake x Height of cake 3800 x 5 = (3.142)( ) x 7
(3.142) = ( )
863.872 = ( ) = 29.392 d = 58.784 cm
Page 10
PROJECT WORK 2
2) The inner dimensions of oven: 80cm length, 60cm width, 45cm height a) The formula that formed for d in terms of h by using the formula for volume of cake, V = 19000 is: 19000 = (3.142)( )h

= = d
d=
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 89.79 77.76 69.55 63.49 58.78 54.99 51.84 49.18 Table 1
b) (i) h < 7cm is NOT suitable, because the resulting diameter produced is too large to fit into the oven. Furthermore, the cake would be too short and too wide, making it less attractive. b) (ii) The most suitable dimensions (h and d) for the cake is h = 8cm, d = 54.99cm, because it can fit into the oven, and the size is suitable for easy handling.
Page 11
PROJECT WORK 2
c) (i) The same formula in 2(a) is used, that is 19000 = (3.142)( )h. The same process is also used, that is, make d the subject. An equation which is suitable and relevant for the graph: 19000 = (3.142)( )h

= = d
d= d= log d = logd = d= log h + log 155.53 log h + log 155.53
Table of log :-
log10h
1 2 3 4
log10 d
1.691814 1.191814 0.691814 0.191814
Table 2
Page 12
PROJECT WORK 2
Graph of log dagainst log h:-
Page 13
PROJECT WORK 2
ii) Based on the graph: (a) When h = 10.5 cm, log10 h = 1.0212 According to the graph, log10 d = 1.7 when log10 h = 1.0212 Therefore, d = 50.12 cm (b) When d = 42 cm, log10d = 1.6232 According to the graph, log10 h = 1.2 when log10d = 1.6232 Therefore, h = 15.85 cm
Page 14
PROJECT WORK 2
3) The cake with fresh cream, with uniform thickness 1cm is decorated a) The amount of fresh cream needed to decorate the cake, using the dimensions I've suggested in 2(b)(ii)
My answer in 2(b)(ii) ==>h = 8cm, d = 54.99cm Amount of fresh cream = volume of fresh cream needed (area x height) Amount of fresh cream = volume of cream at the top surface + volume of cream at the side surface The bottom surface area of cake is not counted, because we're decorating the visible part of the cake only (top and sides). Obviously, we don't decorate the bottom part of the cake Volume of cream at the top surface = Area of top surface x Height of cream = (3.142)( = 2375 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)( = 1382.23 cm Therefore, amount of fresh cream = 2375 + 1382.23 = 3757.23 cm )(8) x 1 ) x 1
b) Three other shapes (the shape of the base of the cake) for the cake with same height which is depends on the 2(b)(ii) and volume 19000cm. The volume of top surface is always the same for all shapes (since height is same),
PROJECT WORK 2
My answer (with h = 8cm, and volume of cream on top surface =
= 2 375 cm) :
1 Rectangle-shaped base (cuboid)
height width length 19000 = base area x height base area =

length x width = 2375 By trial and improvement, 2375 = 50 x 47.5 (length = 50, width = 47.5, height = 8) Therefore, volume of cream = 2(Area of left and right side surface)(Height of cream) + 2(Area of front and back side surface)(Height of cream) + volume of top surface = 2(50 x 8)(1) + 2(47.5 x 8)(1) + 2375 = 3935 cm
Page 16
PROJECT WORK 2
2 Triangle-shaped base
width
slant height
19000 = base area x height base area =

base area = 2375 x length x width = 2375 length x width = 4750 By trial and improvement, 4750 = 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) + 2375 = 4346.68 cm
Page 17
PROJECT WORK 2
3 Pentagon-shaped base
width 19000 = base area x height base area = 2375 = area of 5 similar isosceles triangles in a pentagon therefore: 2375 = 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) + vol. of top surface = 5(19 x 8) + 2375 = 3135 cm
c) Based on the values above, the shape that require the least amount of fresh cream to be used is: Pentagon-shaped cake, since it requires only 3135 cm of cream to be used.
Page 18
PROJECT WORK 2
PART THREE
Page 19
PROJECT WORK 2
When there's minimum or maximum , well, there's differentiation and quadratic functions. The minimum height, h and its corresponding minimum diameter, d is calculated by using the differentiation and function.
Method 1: Differentiation Two equations for this method: the formula for volume of cake (as in 2(a)), and the formula for amount (volume) of cream to be used for the round cake (as in 3(a)). 19000 = (3.142)rh (1) (2) (3)
V = (3.142)r + 2(3.142)rh From (1): h =
Sub. (3) into (2): V = (3.142)r + 2(3.142)r( V = (3.142)r + ( ) )
V = (3.142)r + 38000r-1 ( ) = 2(3.142)r ( ) ) -->> minimum value, therefore =0
0 = 2(3.142)r ( = 2(3.142)r = r 6047.104 = r r = 18.22
Sub. r = 18.22 into (3): h= h = 18.22 therefore, h = 18.22cm, d = 2r = 2(18.22) = 36.44 cm
Page 20
PROJECT WORK 2
Method 2: Quadratic Functions Two same equations as in Method 1, but only the formula for amount of cream is the main equation used as the quadratic function. Let f(r) = volume of cream, r = radius of round cake: 19000 = (3.142)rh (1) (2)
f(r) = (3.142)r + 2(3.142)hr From (2):
f(r) = (3.142)(r + 2hr) -->> factorize (3.142) = (3.142)[ (r + ) ( ) ] -->> 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 min. value), min. value = f(r) = (3.142)h, corresponding value of x = r = --h)
Sub. r = --h into (1): 19000 = (3.142)(--h)h h = 6047.104 h = 18.22
Sub. h = 18.22 into (1): 19000 = (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.
PROJECT WORK 2
FURTHER EXPLORATION
Page 22
PROJECT WORK 2
Diagram 2
Best Bakery received an order to bake a multi-storey cake for Merdeka Day celebration, as shown in Diagram 2. The height of each cake is 6.0 cm and the radius of the largest cake is 31.0 cm. The radius of the second cake is 10% less than the radius of the first cake, the radius of the third cake is 10% less than the radius of the second cake and so on. Given: height, h of each cake = 6cm radius, r of largest cake = 31cm radius of 2nd cake = 10% smaller than 1st cake radius of 3rd cake = 10% smaller than 2nd cake 31, 27.9, 25.11, 22.599, a = 31, r = V = (3.142)rh,
Page 23
PROJECT WORK 2
a) By using the formula for volume V = (3.142)rh, with h = 6 to get the volume of cakes. Volume of 1st, 2nd, 3rd, and 4th cakes: Radius of 1st cake = 31, volume of 1st cake = (3.142)(31)(6) = 18116.772 Radius of 2nd cake = 27.9, volume of 2nd cake = (3.142)(27.9)(6) = 14674.585 Radius of 3rd cake = 25.11,volume of 3rd cake = (3.142)(25.11)(6) = 11886.414 Radius of 4th cake = 22.599, volume of 4th cake = (3.142)(22.599)(6) 9627.995 The volumes form number pattern: 18116.772, 14674.585, 11886.414, 9627.995, (it is a geometric progression with first term, a = 18116.772 and ratio, r = T2/T1 = T3 /T2 = 0.81)
b) The total mass of all the cakes should not exceed 15 kg ( total mass < 15 kg, change to volume: total volume < 57000 cm), so the maximum number of cakes that needs to be baked is
Sn =

Sn = 57000, a = 18116.772 and r = 0.81 57000 =

1 0.81n = 0.59779 0.40221 = 0.81n og0.81 0.40221 = n n=

n = 4.322 therefore, n 4
Verifying the answer: When n = 5:

PROJECT WORK 2
S5 = [18116.772(1 (0.81)5] / (1 0.81) = 62104.443 > 57000 (Sn > 57000, n = 5 is not suitable)
When n = 4: S4 = [18116.772(1 (0.81)4] / (1 0.81) = 54305.767 < 57000 (Sn < 57000, n = 4 is suitable)
Page 25
PROJECT WORK 2
REFLECTION
In the process of conducting this project, I have learnt that perseverance pays off, especially when you obtain a just reward for all your hard work. For me, succeeding in completing this project work has been reward enough. I have also learnt that mathematics is used everywhere in daily life, from the most simple things like baking and decorating a cake, to designing and building monuments. Besides that, I have learned many moral values that I practice. This project work had taught me to be more confident when doing something especially the homework given by the teacher. I also learned to be a more disciplined student who is punctual and independent.
Page 26
PROJECT WORK 2
CONCLUSION
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, 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. The equation y' = 2x will give you the gradient of y at any point along that curve.
Page 27
PROJECT WORK 2
REFERENCE
y y y y
http://www.scribd.com/ http://www.wikipedia.org/ http://www.moe.gov.my/jpnpahang/v4/index.php FORM 4 and FORM 5 Additional Mathematics text books
Page 28

Additional Mathematics

Diunggah oleh

Informasi Dokumen

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Additional Mathematics

Diunggah oleh

Hak Cipta:

Format Tersedia

ADDITIONAL MATHEMATICS

ADDITIONAL MATHEMATICS PROJECT WORK 2 /2011

NORHAMIZAH BINTI SALEH

NORHAMIZAH BINTI SALEH

NORHAMIZAH BINTI SALEH

NORHAMIZAH BINTI SALEH

NORHAMIZAH BINTI SALEH

NORHAMIZAH BINTI SALEH

MATHEMATICS IN CAKE BAKING AND CAKE DECORATING

NORHAMIZAH BINTI SALEH

NORHAMIZAH BINTI SALEH

863.872 = ( ) = 29.392 d = 58.784 cm

NORHAMIZAH BINTI SALEH

NORHAMIZAH BINTI SALEH

d= d= log d = logd = d= log h + log 155.53 log h + log 155.53

NORHAMIZAH BINTI SALEH

Graph of log dagainst log h:-

NORHAMIZAH BINTI SALEH

NORHAMIZAH BINTI SALEH

My answer (with h = 8cm, and volume of cream on top surface =

1 Rectangle-shaped base (cuboid)

height width length 19000 = base area x height base area =

NORHAMIZAH BINTI SALEH

19000 = base area x height base area =

NORHAMIZAH BINTI SALEH

NORHAMIZAH BINTI SALEH

NORHAMIZAH BINTI SALEH

V = (3.142)r + 2(3.142)rh From (1): h =

Sub. (3) into (2): V = (3.142)r + 2(3.142)r( V = (3.142)r + ( ) )

V = (3.142)r + 38000r-1 ( ) = 2(3.142)r ( ) ) -->> minimum value, therefore =0

0 = 2(3.142)r ( = 2(3.142)r = r 6047.104 = r r = 18.22

Sub. r = 18.22 into (3): h= h = 18.22 therefore, h = 18.22cm, d = 2r = 2(18.22) = 36.44 cm

NORHAMIZAH BINTI SALEH

f(r) = (3.142)r + 2(3.142)hr From (2):

Sub. r = --h into (1): 19000 = (3.142)(--h)h h = 6047.104 h = 18.22

NORHAMIZAH BINTI SALEH

NORHAMIZAH BINTI SALEH

Sn = 57000, a = 18116.772 and r = 0.81 57000 =

1 0.81n = 0.59779 0.40221 = 0.81n og0.81 0.40221 = n n=

Verifying the answer: When n = 5:

NORHAMIZAH BINTI SALEH

NORHAMIZAH BINTI SALEH

NORHAMIZAH BINTI SALEH

NORHAMIZAH BINTI SALEH

Anda mungkin juga menyukai