TITLE : SIMPLIFIED FORMULA TO CALCULATE CURVED SURFACE AREA OF A

CONICAL FRUSTUM

SCHOOL : SENIOR CHIEF ADANO GIRLS SECONDARY SCHOOL

PRESENTED BY;
1. RONEY IBRAHIM
2. NURIA HASSAN

CATEGORY : MATHEMATICAL SCIENCE

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DECLARATION
We declare that;
 This project is our own original work
 This project is not a reproduction of any other published or presented work from any
other source, local or international.
 The results presented herein were obtained from experiments, research or trials that we
have undertaken ourselves
 That this is the first time that these results are being presented to the Young Scientists
Kenya exhibition for judgement.
Presenter One
Name. ______________________________________ Form__________________

Admission No.: _________________________ Signature __________________

Date__________________

Presenter Two
Name. ______________________________________ Form__________________

Admission No.: _________________________ Signature __________________

Date__________________
Name of Patron/Supervising teacher: ____________________________

Signature __________________________________

Date______________________

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ACKNOWLEDGEMENT
 First and foremost, we extend our heartfelt appreciation to the Almighty for providing us
with the wisdom, determination, and strength to undertake this endeavor.

 We extend our deepest thanks to our esteemed teachers and mentors for their unwavering
encouragement, insightful feedback, and patient guidance. Their expertise and dedication
have played a pivotal role in shaping the direction of our research.

 We would like to acknowledge the Principal Ismail Abdirashid and the administration of
Senior Chief Adano Girls Secondary School for providing us with the necessary
resources and facilities to conduct our experiments and carry out this study.

 We also extend our thanks to all our teachers at Senior Chief Adano Girls Secondary
School for their support, encouragement, and belief in our potential. Their dedication to
fostering a positive learning environment has inspired us to strive for excellence.

 Lastly, we are grateful to our peers, friends, and family members who stood by us with
unwavering support and encouragement. Their motivation and understanding have been
our constant source of strength.

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TABLES OF CONTENT
TITLE PAGE……..……………………………………………………………………………….1
DECLARATION………………….………………………………………………………………2
ACKNOWLEDGEMENT…………………………………….….……………………………….3
TABLES………………………………………………………………………………………..…4
ABSTRACT……………………………………………………………………………………….6
CHAPTER 1:
INTRODUCTION………………………………………………………………………………7
1.1BACKGROUND INFORMATION……………………………………………………….7
1.2PAST WORK PRESENTED ON SAME RESEARCH…………………….….………….7
1.3 JUSTIFICATION OF THE STUDY……………………………………………….……..7
1.4 RESEARCH QUESTION……………..……………………….….………………………8
1.5 OBJECTIVES………………………………………...………………………..……….….8
1.6 LIMITATION OF THE PROJECT…………………………………………………………..8
1.6.1MERITS…………………………………………………………………………..……….8
1.6.2 DEMERITS……………………………………………………………………………….8
1.7 ASSUMPTION………………………………….………………………………………..…8
CHAPTER TWO:MATERIALS AND METHODS………………………………………..……9
2.1 MATERIALS AND REAGENTS……………………………..……………………..……9
2.2 METHODOLOGY………………………………………………………………………10
2.2.1 PROCEDURE………………………………………………………………….….10
2.3 VARIABLES……………………………………………………………………………13
2.3.1 INDEPENDENT VARIABLES……………………………………………….....13
2.3.2 DEPENDANT VARIABLES…………………………………………………….13
CHAPTER THREE: RESULTS…………………………………………………………….…14
3.1 DATA COLLECTION AND RESULTS………………………………………….….14
3.2 DATA PRESENTATION…………………………………………………………….14
3.3 DATA ANALYSIS……………………….. …………………………………………15

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CHAPTER 4: DISCUSSION, CONCLUSION AND RECOMMENDATION…………………17
4.1 DISCUSSION……………………………………………………………………….17
4.2 CONCLUSION…………………………………………..…………………………17
4.3 RECOMMENDATION …………………………………………………….…….17
4.4 LIMITATIONS…………………………………………………………..……….17
4.5 RECOMMENDATIONS FOR IMPLEMMENTATION ……………………….18
4.6 CONCLUSION…………………………………………………………..……..18
REFERENCES……………………………………………………………………………….19
APPENDIX…………………………………………………………………………………...20

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ABSTRACT
The abstract summarizes a research project aimed at simplifying the process of calculating the
curved surface area of a conical frustum. The conventional method involves completing the
frustum to form two cones and calculating their slanting areas. The proposed method introduces
a derived formula based on the net of the frustum, utilizing concepts of similarity, enlargement,
and the Pythagorean theorem. The formula proves economical in terms of time and space,
providing a quicker and more efficient way to compute the curved surface area. A comparative
study involving eight students revealed that the simplified method drastically reduces the time
required for calculations and the space needed for work. The average time for the conventional
method was 4.416 minutes, while the derived formula required only 0.8913 minutes. This
innovative approach not only offers an accurate solution to the problem but also enhances
students' understanding of surface area calculations and improves their attitudes toward
mathematics. The project demonstrates a significant improvement in both time efficiency and
spatial convenience when computing the curved surface area of a conical frustum, contributing to
a more effective mathematical learning experience

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CHAPTER 1: INTRODUCTION

1.1 BACKGROUND INFORMATION

The field of study addressed in this research revolves around simplifying the calculation process
for the curved surface area of a conical frustum. This chapter provides a comprehensive
understanding of the topic, elucidating its significance, relevance, and historical context. The
central issue pertains to the complexity of the traditional method used for calculating the curved
surface area of a conical frustum. This chapter introduces the background of this problem and
presents insights into the previous efforts and studies that have contributed to shaping the
current state of understanding in this field.
The project emerged from the curiosity of finding the surface of cones, pyramids and their
frustum. Our mathematics teacher had given us assignment to work out surface are of frustum.
The tedious and long process of completing frustum to form cones and then subtracting area of
smaller cone from the bigger cone , made it difficult to get accurate answer within a shorter time.
A research through books showed how to find curved surface area of cone but we couldn’t find
the the formula of conical frustum. We struggled and used substantial amount of time to get the
correct answer. We were not contented with the method and thus we started our research to come
up with simpler way of evaluating the area
Borrowing from the surface area of the cylinder, which has a simpler formula, We designed a net
frustum and used the knowledge of trapezium, We combined the knowledge of similarity and
enlargement and Pythagoras theorem to derive the formula which worked well and gave accurate
answers in relatively shorter time.
1.2 PAST WORK PRESENTATION ON THE SAME RESEARCH
The pi ratio was established several thousand years ago and from her some mathematicians like
Leonard Euler improve it further to be used in the calculations of the surface area of cones in the
19th century
William Jones (1706), derived the symbol ∏ to represent the ratio 22/7
David Baker (2001), used boxes to show the surface area using Pythagoras theorem.
Potter at al….(1970) expressed the formula for the surface area of a cone in terms of Pi ,
Radius , and slanting height
John Bird (2013), determined to three significant figures the volume of frustum of sphere using
Pythagoras theorem
1.3 JUSTIFICATION OF THE STUDY
This study holds immense importance due to persistent research gaps and challenges associated
with calculating the curved surface area of a conical frustum. Despite prior attempts, the process
remains cumbersome and time-consuming, hindering efficient problem-solving. Various research
endeavors have aimed to tackle this issue, but a substantial gap persists in providing a simplified

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solution. This study strives to address this gap and present a more efficient method for
calculating the curved surface area, thereby enhancing mathematical learning and fostering
positive attitudes towards mathematics. The impact of this research extends
beyond academia, contributing to improved mathematical comprehension and application in
various real-world scenarios.
1.4 Research Questions

In light of the complexities associated with the traditional method, this research seeks to answer
the following central questions:

 How can the process of calculating the curved surface area of a conical frustum be
simplified?

 What are the inherent challenges and limitations of the conventional method?

 What is the impact of introducing a simplified formula on students' attitudes towards

mathematics and their overall mathematical performance?
1.5 Objectives

The objectives of this research correspond directly to the research questions outlined above:

 To derive a simplified formula for calculating the curved surface area of a conical
frustum.
 To critically analyze the shortcomings and complexities of the traditional calculation
method.

 To assess the influence of the derived formula on students' attitudes towards

mathematics and their academic outcomes.
Through the exploration of these objectives, this research endeavors to
revolutionize the process of calculating the curved surface area of a conical frustum and
contribute to a more efficient and positive learning experience in the realm of mathematics.
1.6 LIMITATION OF THE PROJECT
1.6.1 MERITS
 The formula is easy to use since it requires substitution of radii and slanting
height only
 The formula requires smaller working space
 The formula will improve mathematics performance
 Student curiosity and positive attitude is greatly increased
1.6.2 DEMERITS
 Usage of the formula dos not encourage deeper understanding of the surface area of a
conical frustum
1.7 ASSUMPTIONS
 Slanting height and radii are always provided

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 CHAPTER 2: MATERIALS AND METHODS

This chapter provides an in-depth overview of the materials, reagents, and methodologies
employed in the research project to simplify the calculation of the curved surface area of a
conical frustum. It outlines the step-by-step protocols followed during the experimentation and
data collection process.

2.1 Materials and Reagents

The research project necessitated the use of specific materials and reagents to facilitate
experimentation and data collection. The following items were utilized:

 Models of Conical Frustum: Physical models of conical frustums were employed to

visualize and simulate calculations. These models aided in the development and testing of
the derived formula.

 Data Collection Sheets (Appendix):Custom-designed sheets were used to record data,

observations, and results. These sheets ensured systematic data collection and
organization.

 Manila Papers: Manila papers were utilized for drafting and illustrating diagrams and
mathematical representations related to the research.

 Scalpel: A precision instrument, the scalpel, was used for cutting and manipulating the
models during experimentation.

 Questionnaires (Appendix): Custom questionnaires was employed to collect information

from students and participants regarding their experiences and perceptions of the
simplified formula.

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2.2:METHODOLOGY
2.2.1 PROCEDURE
 Consider the figures (a) and (b) of a frustum and its open curved surface area.

(a)
L2 L1

(b)

DERIVATION
 By similarity and enlargement L1 and L2 can be expressed in the following

equation

L1=L2 +L……………………… -( 0 )

L1 L1 R
Thus; = =
L2 L1−L r

L1 L1 R
I. = =
L2 L1−L r

L1 R
II. = =RL1-rL1= RL
L1−L r

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 III. L 1 ( R−r )=RL

RL
Thus L 1= … … … ( 1)
R−r

L2= L1-L But we know that

RL
L1= thus,
R−r
Substitute it in our equation which gives
RL
L2= −L
R−r

RL RL−L(R−r )
L2= −L=
R−r R−r

RL−RL+rL rL
= = Thus,
R−r R−r

rL
L2= …………………………………….…..(2)
R−r

S1 and S2 are the circumference of the big and small circles in the cone respectively. They can
thus be written as:
❑ ❑
S1=2 π R and S2 = 2 π r ...............(3)
In order to come up with the derived formula we have to express the area of the sectors forming
the cone in terms of their circumference and radius. Therefore, we must come up with an
equation that can express the area as a product of the circumference and radius as shown below.

Area of a Sector

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 θ 2 θ ❑
A= πr = π ⨉ r ⨉r
360 360

Circumference of a sector
θ
C= X 2 πr
360
θ 2
A= πr
360
θ ❑
C= 2π r
360
π ⨉ r ⨉ r ⨉ θ /360
A/C =
2 ⨉ π ⨉ r ⨉ θ /360
A r
A= =
C 2
C⨉ R
Therefore area of a circle A= … … ( 4)
2
Using the ideas the area of the big and small sector can be expressed as follows.
S 1 ⨉ L1
Area of big sector =
2
S2⨉ L2
Area of small sector =
2
The difference of these two areas gives the value of the curved surface area of the conical
frustum as shown
S 1 L1 S 2 L 2
A= −
2 2
A=1/2 (S1L1) - ½ (S2L2)……….(5)
Substituting equation (1) (2) and (3) in equation we get

1
A= ¿
2

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 ( ) ( R 2−r 2 )
❑
L
¿π
R−r

¿π ( R−rL )( R−r ) ( R+r )

¿ π ( R +r )

Thus A=π ( R+ r )L………. the required formula

2.3 VARIABLES
2.3.1 Independent variables
 Radii -the curved area of the frustum are directly proportional to both the upper and lower
radius of the frustum. Increase in any radii increases the area and its decrease reduces the
area.
 Working Time - Time spent has greatly reduced by simplified method
 Working Space - the space required has depends on methods used .The new method is
economical in space

2.3.2 Dependent Variables

 Curved is dependent on the size of either the radii and height increases and reduces as the
lengths decreases.
 Accuracy of the answer -The method requires substitution of provided values which greatly
minimizes approximations.

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CHAPTER 3. RESULTS
3.1 Data collection and results
A group of eight form 3 students were selected and given a Question to calculate surface area of
a conical frustum. They were to use the usual method and the simplified derived method as
suggestion by the project in The time spent and space used were measured and recorded in the
table 3.2.1 below
Participants Normal method Simplified methods

Time m Space (cm2) Time m Space (cm2)

Yusra Uweis 2.32 69.60 0.27 17.10

Yasmin Uweis 2.55 73.92 0.39 12.48
Zamzam Daud 4.15 90.10 0.42 19.38
Salma Hassan 4.26 107.88 0.52 7.92
Marwa Abdi 5.15 109.8 1.02 12.04
Aliya Abdullah 5.27 111.36 1.04 16.96
Samira Abdullahi 5.59 148.74 1.47 20.30
Yasmin Madkow 6.04 159.14 2.00 11.88

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Table 3.2.1 and shows the space and time comparing the two methods of finding area of conical

frustum. 3.2.2 and 3.2.3 Data presentation.

7
TIME GRAPH

5
Time (minutes)

3
Traditional method
2 Convectional method

0
w an ei
s hi di ei
s d h
dko ss w lla Ab w Dau ulla
a Ha U du a U d
M a sr
a Ab ar
w in za
m Ab
in l m Y u i ra M s m m i ya
sm Sa m Ya Za Al
Ya Sa

SPACIAL GRAPH
180
160
Area (Cm2)

140
120
100
80 Traditional method
Convectional method
60
40
20
0
.. n ei
s ... di ei
s ud h
a. sa ul Ab lla
M s
Uw d Uw Da du
in Ha a Ab w
a
in m A b
sm a sr ira ar za
Ya l m Yu M s m m iya
Sa S am Ya Za Al

3.3 Data analysis

Average time used by students was calculated as follows:

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1. Normal Method

+ 2.55+4.15+ 4.26+5.15+5.27 +5.59+6.04

tav= tav= 4.416 min
8

2. Simplified method

0.27+0.39+ 0.42+ 0.52+1.02+1.04+1.47+ 2.0

tav= tav= 0.8913 min
8

A comparative analysis was carried out between the traditional method of calculating the curved

surface area of a conical frustum and the derived formula. The data collected from the

experimentation revealed significant differences in terms of time required and spatial efficiency.

The following observations were made:

Ÿ Time Comparison: Graph 3.2.2 illustrates the stark contrast in the time taken for
calculations using the traditional method and the simplified formula. The average
time for the traditional method was approximately 4.416 minutes, whereas the
derived formula required an average time of only 0.8913 minutes. This drastic
reduction in time highlights the efficiency of the derived formula.

Ÿ Spatial Efficiency: Graph 3.2.3 visually represents the spatial efficiency of the two
methods. The space used for calculations using the traditional method ranged from
139.10 cm² to 355.20 cm². In contrast, calculations using the simplified formula
utilized significantly smaller space, ranging from 18.80 cm² to 113.16 cm². This
spatial comparison underscores the compact nature of the derived formula's
calculations.
Ÿ Student Perception and Attitude Incorporating students' perceptions and attitudes
towards mathematics, the research included a questionnaire survey. The responses
gathered from students regarding their experiences using the simplified formula. An
overwhelming majority expressed a positive shift in attitude towards mathematics due
to the ease and efficiency of the simplified formula.

Overall, the results clearly demonstrate the superiority of the simplified formula in terms of both
time efficiency and spatial convenience when calculating the curved surface area of a conical
frustum. The graphical representations, images, and collected data validate the effectiveness of
the proposed method, making a significant contribution to the field of mathematics education and
problem-solving.

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CHAPTER 4: DISCUSSION, CONCLUSION, AND RECOMMENDATIONS

4.1 Discussion of Results

The results obtained from the experimentation provide valuable insights into the effectiveness of
the simplified formula for calculating the curved surface area of a conical frustum. The findings
reveal a substantial reduction in time required for calculations and a significant improvement in
spatial efficiency when compared to the traditional method. These outcomes align closely with
the initial expectations, indicating the successful implementation of the derived formula.

The calculated figures using the simplified formula consistently demonstrated a higher level of
accuracy and conciseness compared to the traditional method. The reduced time requirements
and spatial convenience contribute to its potential adoption in educational settings to enhance
mathematical learning experiences.

In comparison to previous research, the derived formula's results present a novel approach to
solving the problem of calculating curved surface areas. While the formula's design drew
inspiration from existing mathematical concepts, its application to conical frustums is innovative.
This study adds a new dimension to the field, offering an improved methodology for educators
and learners.

4.2 Conclusions

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In conclusion, this research project successfully achieved its objectives of simplifying the
calculation process for the curved surface area of a conical frustum. The derived formula
provides an efficient alternative to the traditional method, offering reduced time requirements
and spatial convenience. Students' positive responses and improved attitudes towards
mathematics reflect the formula's impact on the learning experience.

4.3 Recommendations

Considering the success of the derived formula, further testing and validation could be conducted
across a broader spectrum of educational institutions and mathematical contexts. Collaborations
with educators, mathematicians, and curriculum designers would aid in refining and integrating
the formula into mathematics curricula. Additionally, exploring the formula's applicability to
other geometrical concepts could yield further advancements in mathematical problem-solving
techniques.

4.4 Limitations

The research encountered limitations such as the restricted scope of participants and scenarios,
which may impact the generalizability of the findings. Additionally, the formula's application to
complex geometries requires further investigation. Addressing these limitations could provide a
more comprehensive understanding of the formula's potential applications.

4.5 Recommendations for Implementation

The simplified formula holds significant promise in revolutionizing the teaching and learning of
curved surface area calculations. We recommend that educational institutions and policymakers
consider integrating the formula into mathematics curricula, enhancing students' mathematical
proficiency and reducing the complexity associated with traditional methods. Furthermore,
industry professionals and technology developers could explore the creation of digital tools or
applications that facilitate the use of the derived formula, fostering a more interactive and
engaging learning experience.

4.6 Conclusion

In conclusion, this research not only successfully simplified the calculation process for the
curved surface area of a conical frustum but also demonstrated the potential for educational
transformation through innovative problem-solving techniques. The derived formula's efficiency
and impact on mathematical learning position it as a valuable addition to the realm of
mathematics education, promising improved outcomes for students and educators alike.

pg. 18
 References

Ÿ Kinyua Mugo, Lucy Maina, & Jared Ondera (2003). Secondary Mathematics Students' Book
Three: Advancing Mathematics. Nairobi, Kenya: Kenya Literature Bureau.

Ÿ Patel, N. (2002). Mathematics for Kenya Schools Book Two. Nairobi: Mwalimu Publications.
Ÿ Vincent Owondo, S. K. (2003). Discovering Secondary Mathematics Form 1 Nairobi, Kenya:
Oxford University Press East Africa Limited.

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APPENDIX

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