ADDITIONAL MATHEMATICS

PROJECT WORK
2012












NAME : NUR IFWATUL FAIQAH KASWADI
CLASS : 5 CAMBRIDGE
MATRIX NO. : 11506
I/C NO. : 9501229-01-5424

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N
O.
TITLE
PAG
E
1 INTRODUCTION 2
2 OBJECTIVES 3
3 HISTORY 4
4 PROJECT TASK 6
5 FURTHER EXPLORATION 16
6 REFLECTION 19














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First of all, I would like to say Alhamdulillah thank to the God, for giving me the strength
and health to do this project work.

Furthermore, I also want to give my appreciation to my parents for all their support in
financial and moral throughout this project work. Without them standing with me, I would not be
able to finish this project.
Besides, I would like to thank my Additional Mathematics teacher, Mr Baharom and
Madam Azimah for guiding me throughout this project. He gives a lot of guidance and
information about this project. Without his guidance, I would be lost to do the project since I
never done it before.
Last but not least, I would like to give appreciation to all my friend, who do this project
with me throughout days and nights. Also not forgotten all my classmates and friends who are
willing to share their opinion and information.



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The aims of carrying out this project work are:

i. to apply and adapt a variety of problem-solving strategies to solve problems;

ii. to improve 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 use the language of mathematics to express mathematical ideas precisely;

vi. to provide learning environment that stimulates and enhances effective learning;
vii. to develop positive attitude towards mathematics.

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Since much interest has been evinced in the historical origin of the statistical theory
underlying the methods of this book, and as some misapprehensions have occasionally gained
publicity, ascribing to the originality of the author methods well known to some previous writers,
or ascribing to his predecessors modern developments of which they were quite unaware, it is
hoped that the following notes on the principal contributors to statistical theory will be of value
to students who wish to see the modern work in its historical setting.
Thomas Bayes' celebrated essay published in 1763 is well known as containing the first
attempt to use the theory of probability as an instrument of inductive reasoning; that is, for
arguing from the particular to the general, or from the sample to the population. It was published
posthumously, and we do not know what views Bayes would have expressed had he lived to
publish on the subject. We do know that the reason for his hesitation to publish was his
dissatisfaction with the postulate required for the celebrated "Bayes' Theorem." While we must
reject this postulate, we should also recognise Bayes' greatness in perceiving the problem to be
solved, in making an ingenious attempt at its solution, and finally in realising more clearly than
many subsequent writers the underlying weakness of his attempt.
Whereas Bayes excelled in logical penetration, Laplace (1820) was unrivalled for his
mastery of analytic technique. He admitted the principle of inverse probability, quite uncritically,
into the foundations of his exposition. On the other hand, it is to him we owe the principle that
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the distribution of a quantity compounded of independent parts shows a whole series of features -
the mean, variance, and other cumulants - which are simply the sums of like features of the
distributions of the parts. These seem to have been later discovered independently by Thiele
(1889), but mathematically Laplace's methods were more powerful than Thiele's and far more
influential on the development of the subject in France and England. A direct result of Laplace's
study of the distribution of the resultant of numerous independent causes was the recognition of
the normal law of error, a law more usually ascribed, with some reason, to his great
contemporary, Gauss.

Gauss, moreover, approached the problem of statistical estimation in an empirical spirit,
raising the question of the estimation not only of probabilities but of other quantitative
parameters. He perceived the aptness for this purpose of the Method of Maximum Likelihood,
although he attempted to derive and justify this method from the principle of inverse probability.
The method has been attacked on this ground, but it has no real connection with inverse
probability. Gauss, further, perfected the systematic fitting of regression formulae, simple and
multiple, by the method of least squares, which, in the cases to which it is appropriate, is a
particular example of the method of maximum likelihood.
The first of the distributions characteristic of modern tests of significance, though
originating with Helmert, was rediscovered by K Pearson in 1900, for the measure of
discrepancy between observation and hypothesis, known as c
2
. This, I believe, is the great
contribution to statistical methods by which the unsurpassed energy of Prof Pearson's work will
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be remembered. It supplies an exact and objective measure of the joint discrepancy from their
expectations of a number of normally distributed, and mutually correlated, variates. In its
primary application to frequencies, which are discontinuous variates, the distribution is
necessarily only an approximate one, but when small frequencies are excluded the approximation
is satisfactory. The distribution is exact for other problems solved later. With respect to
frequencies, the apparent goodness of fit is often exaggerated by the inclusion of vacant or nearly
vacant classes which contribute little or nothing to the observed c
2
, but increase its expectation,
and by the neglect of the effect on this expectation of adjusting the parameters of the population
to fit those of the sample. The need for correction on this score was for long ignored, and later
disputed, but is now, I believe, admitted. The chief cause of error tending to lower the apparent
goodness of fit is the use of inefficient methods of fitting. This limitation could scarcely have
been foreseen in 1900, when the very rudiments of the theory of estimation were unknown.
The study of the exact sampling distributions of statistics commences in 1908 with
"Student's" paper The Probable Error of a Mean. Once the true nature of the problem was
indicated, a large number of sampling problems were within reach of mathematical solution.
"Student" himself gave in this and a subsequent paper the correct solutions for three such
problems - the distribution of the estimate of the variance, that of the mean divided by its
estimated standard deviation, and that of the estimated correlation coefficient between
independent variates. These sufficed to establish the position of the distributions of c
2
and of t in
the theory of samples, though further work was needed to show how many other problems of
testing significance could be reduced to these same two forms, and to the more inclusive
distribution of z. "Student's" work was not quickly appreciated, and from the first edition it has
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been one of the chief purposes of this book to make better known the effect of his researches,
and of mathematical work consequent upon them, on the one hand, in refining the traditional
doctrine of the theory of errors and mathematical statistics, and on the other, in simplifying the
arithmetical processes required in the interpretation of data.












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Recently, the Malaysian government has launched a campaign of 10 000 steps a day to create
awareness to the public on healthy lifestyle. At the school level, all students are required to sit
for SEGAK test to determine the fitness level of students based on a few physical tests. Among
the elements of the test is taking the pulse rate of each student.

Based on the SEGAK test conducted in your school, get the pulse rate of 50 students before
and after the step up board activity.

Complete the table below by using the data obtained.
Students Pulse rate ( bpm - beats per min)
Before After
1
2
.
.
.
50

Table 1
(a) (i) Find the mean, mode and median of the pulse rate before the step up board
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activity for the 50 students.
(ii) Compare the pulse rate before the step up board activity of students in your
school with a standard pulse rate. Give your comment.

(b) Find the mean, mode and median of the pulse rate after the step up board activity for the
50 students.

(c) Construct a frequency distribution table for the pulse rate after the step up board activity
using a suitable class interval.

(i) Represent your data using three different statistical graphs based on your
frequency table.
(ii) Determine the mean, mode and median of the pulse rate by using appropriate
method.

(d) Compare the mean, mode and median obtained in part (b) and (c). Give your comment.

(e) Calculate the standard deviation based on the frequency table by using three different
methods. Draw your conclusion.




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ANSWERS: Pulse Rate of 50 Students Before and After The Step Up Board Activity.
Students Pulse rate (bpm beats per min)
Before After
1 82 115
2 57 128
3 73 123
4 75 105
5 64 117
6 72 114
7 119 141
8 69 114
9 79 130
10 83 117
11 75 116
12 86 130
13 56 96
14 69 150
15 87 122
16 64 91
17 81 86
18 96 110
19 56 81
20 80 120
21 66 91
22 82 110
23 66 80
24 75 120
25 82 102
26 75 104
27 77 120
28 79 109
29 82 112
30 77 93
31 80 110
32 72 97
33 85 117
34 75 107
35 69 91
36 83 122
37 84 121
38 91 130
39 68 88
40 73 103
41 75 110
42 82 112
43 66 99
44 70 101
45 72 105
46 76 108
47 92 141
48 68 91
49 75 98
50 81 105
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(a) (i) Find the mean, mode and median of the pulse rate before the step up board activity for
the 50 students.

- Mean :

(56+56+57+64+64+66+66+66+68+68+69+69+69+70+72+72+72+73+73+75+
75+75+75+75+75+75+76+77+77+79+79+80+80+81+81+82+82+82+82+
82+83+83+84+85+86+87+91+92+96+119)
50
= 76.42

- Mode : 75

- Median :

56,56,57,64,64,66,66,66,68,68,69,69,69,70,72,72,72,73,73,75,75,75,75,75,75,75,7
6,
77,77,79,79,80,80,81,81,82,82,82,82,82,83,83,84,85,86,87,91,92,96,119.

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=

= 75

(ii) Compare the pulse rate before the step up board activity of students in your
school with a standard pulse rate. Give your comment.

= For teenager and adults, the current standard for a normal pulse is 60 to 100 beats
per minute. Your pulse rate will be faster when you exercise or under stress or having
fever. When you're resting, your pulse rate will be slower. To have a pulse below 60
beats per minute is to have insufficient beating of the heart and weakness in the body.
Sometimes, a low heart rate is brought on by vascular heart disease or immunity
problems. A pulse over 100 beats per minute is not healthy unless you are a newborn.







(b) Find the mean, mode and median of the pulse rate after the step up board activity for the 50
students.
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1) Mean =
80+81+86+88+91+91+91+91+93+96+97+98+99+101+102+103+104+105+105+105+
107+108+109+110+110+110+110+112+112+114+114+115+116+117+117+117+120+
120+120+121+122+122+123+128+130+130+130+141+141+150
50
= 110.06
2) Mode = 110
3) Median
80,81,86,88,91,91,91,91,93,96,97,98,99,101,102,103,104,105,105,105,107,108,109,110,
110,110,110,112,112,114,114,115,116,117,117,117,120,120,120,121,122,122,123,128,
130,130,130,141,141,150

=

= 110

(c) Construct a frequency distribution table for the pulse rate after the step up board activity using a
suitable class interval.

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PULSE RATE (bpm) FREQUENCY
71 80 1
81 90 3
91 100 9
101 110 14
111 120 12
121 130 8
131 140 2
141 150 1


(i) Represent your data using three different statistical graphs based on your
frequency table.

Bar Chart













FREQUE
NCY
0
2
4
6
8
10
12
14
16
71 80 81 90 91 100 101 110 111 120 121 130 131 140 141 150
15

Histogram


Frequency polygon


Ogive
0
2
4
6
8
10
12
14
16
75.5 85.5 95.5 105.5 115.5 125.5 135.5 145.5
F
R
E
Q
U
E
N
C
Y

PULSE RATE (bpm)
0
2
4
6
8
10
12
14
16
1 2 3 4 5 6 7 8 9 10
65.5 155.5 145.5 135.5 125.5 115.5 105.5 95.5 85.5 75.5

PULSE RATE
(bpm)
Freque
ncy
16



(ii) Determine the mean, mode and median of the pulse rate by using appropriate
method.

Mean =
x
=

f
f x


Mean = 75.5(1)+85.5(3)+95.5(9)+105.5(14)+115.5(12)+125.5(8)+
135.5(2)+145.5(1)

50
0
10
20
30
40
50
60
0 2 4 6 8 10
CULMULATIVE FREQUENCY
CULMULATIVE FREQUENCY
110.5 100.5 90.5 80.5 70.5 150.5 140.5 130.5 120.5
CUMULATIVE
FREQUENCY
PULSE RATE
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= 109.5



Mode = 107

Median = c
f
F
N
L
m
|
|
|
|
.
|

\
|

+
2


10
9
13
2
50
5 . 90
|
|
|
|
.
|

\
|

+ =


= 103.83




(d) Compare the mean, mode and median obtained in part (b) and (c). Give your comment.
= the mean, mode and median in group data is mpore accurate than in ungroup
data.
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Mean, mode and median obtained in (b) is more accurate compared to (c).
All the values are taken into consideration while calculating mean, mode and
median in part (b), whereas, in part (c) values are calculated based on class
interval or midpoint.

(e) Calculate the standard deviation based on the frequency table by using three different
methods. Draw your conclusion.

METHOD 1 : Using calculator

= 66.323

2
= 4398.81
Measure of Central
Tendency
Ungrouped data Grouped data
Mean 110.06 109.5
Mode 110 107
Median 110 103.83
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METHOD 2 : Using formula 1

Pulse rate Frequency , f Midpoint
, x
x
2
fx
2
Fx
71 80 1 75.5 5700.
25
5700.2
5
75.5
81 90 3 85.5 7310.
25
21930.
75
342
91 100 9 95.5 9120.
25
82082.
25
895.5
101
110
14 105.5 11130
.25
155823
.50
1477
111
120
12 115.5 13340
.25
160083
.00
1386
121
130
8 125.5 15750
.25
126002
.00
1004
20

131
140
2 135.5 18360
.25
36720.
50
271
141
150
1 145.5 21170
.25
21170.
25
154.5


2
2 2
( )
fx
x
f
o

=

= 200.0055


METHOD 3 : Using formula 2

Pulse rate Frequency , f Midpoint
, x
x
2
fx
2
Fx
71 80 1 75.5 5700.
25
5700.2
5
75.5
21

81 90 3 85.5 7310.
25
21930.
75
342
91 100 9 95.5 9120.
25
82082.
25
895.5
101
110
14 105.5 11130
.25
155823
.50
1477
111
120
12 115.5 13340
.25
160083
.00
1386
121
130
8 125.5 15750
.25
126002
.00
1004
131
140
2 135.5 18360
.25
36720.
50
271
141
150
1 145.5 21170
.25
21170.
25
154.5


fx
x
f

22

2
2
( ) f x x
f
o

=

= 746.67












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(a) Resting Heart Rate

Resting Heart Rate (RHR) is the number of beats for 60 seconds which is done during the
morning ( after getting up from sleep) before doing any exercise.
My Resting Heart Rate is 60. This is suit for an adult due to the normal resting heart rate
ranges for adults from 60 to 100 beats per minute.

(b) Maximum Heart Rate
Maximum Heart Rate (MHR) = 220 age.
Target Heart Rate (THR) = (MHR RHR) x 0.6 + RHR - lower limit
Target Heart Rate (THR) = (MHR RHR) x 0.8 + RHR - upper limit
MHR = 220 17
= 203
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THR
1
= (203 60) x 0.6 + 60
= 145.8

THR
2
= (203 60) x 0.8 + 60
= 174.4

(c) Pulse rate for another persons.

Num
ber
Person RHR MHR THR
Upper
limit
Lower
limit
1 Mother 62 173 150.8 128.6
2 Father 65 185 161 137
3 Teacher
1
61 175 152.2 129.4
4 Teacher
2
60 177 153.6 130.2
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5 Athlete 43 203 171 139
6 Non-athlete 69 203 176.2 149.4

(d) Conclusion about the level of fitness and lifestyle.
Pulse rates vary from person to person. The pulse is lower when the person is at rest and
increases when the person is doing exercise because more oxygen-rich blood is needed by the
body when in exercise.
Many things can cause changes in the normal heart rate, including age, activity level, and the
time of day.
The target heart rate can guide people how hard he should exercise so he can get the most
aerobic benefit from his workout.
The pulse rate can be used to check overall heart health and fitness level. Generally lower
pulse rate is better.
Keep in mind that many factors can influence heart rate, including:
- Activity level
- Fitness level
- Air temperature
- Body position
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- Emotions
- Body size
- Medication use
- Age
- etc
Although there's a wide range of normal heart rate, an unusually high or low heart rate may
indicate an underlying problem. Consult any doctor if the resting heart rate is consistently above
100 beats per minute (tachycardia) or below 60 beats per minute (bradycardia); especially if a
person having other signs or symptoms, such as fainting, dizziness or shortness of breath.

Some people gain the most benefits and lessen the risks when they exercise in the target heart
rate zone. Usually this is when their exercise heart rate (pulse) is 60 percent to 80 percent of their
maximum heart rate.
To find out if a person exercised in their target zone which is between 60 percent and 80
percent of their maximum heart rate, stop exercising and check their 10-second pulse. If their
pulse is below the target zone, increase the rate of exercise. If their pulse is above the target
zone, decrease the rate of exercise.


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Last Year, in order to sit for Addmath paper, my friends and I must complete a project. I
don't know about my friends, but I chose to do Project 1 together with friends. Project 1 is the
easiest as it involving SEGAK Test, the others were mind blowing stuff. In every project, we are
required to create a piece of art that has connection with AddMath. Either poster, symbols,
stories, or a poem, which I have chosen to do...
Just now, I was tidying up my papers, I found the draft of the poem. So I would like to
share it with all of you.

Additional Mathematics,
Are u as easy as a click,
Do u become easier as we speak,
You are the one i seek,
you are the one i need.

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Since i ever heard of u,
i become afraid of u
but when i know u,
u attract me out of the blue.

with u, although it hard to be right,
i try my best not to be out of sight,
to show the light,
and practices at night
now I shall see the light.
and it is so bright...

Don't laugh at my piece of work... but this is how I truly feel about additional
mathemathics. I really love the subject because it felt so good when we solve the question
correctly.


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