Additional

Mathematics Project
Work
2017
Super Calculus
Name: Gan Yee Hui
Class: 5 Sains 1
Teacher: Mrs Choo Mei Siang
School: SMK CANOSSA CONVENT
 Content
1. Appreciation...1
2.Objectives..2
3. Introduction.3-6
4. Procedure and Findings...7-10
-Further Exploration.11-15
5. Conclusion..16-17
6. Reflection.18
7. References19
8. Appendix.20
Appreciation

I would like to express my gratitude and thanks to my teacher,

Mrs C h o o M e i S i a n g f o r h i s w o n d e r f u l g u i d a n c e f o r m e t o
b e a b l e t o complete this project work.

Next, is to my parents for their continuous support to me throughout this

experiment. Special thanks to my friends for their help, and to all those who
contributed directly or indirectly towards the completion of this project
work.Throughout this project, I acquired many valuable skills, and hope that in
the years to come, those skills will be put to good use
Introduction
Around AD 1000, the Islamic mathematician Ibn al-Haytham
(Alhacen) was the first to derive the formula for the sum of the fourth
powers of anarithmetic progression using a method that is readily
generalizable to finding the formulafor the sum of any higher integral
powers, which he used to perform integration.

In the 11th century, the Chinese polymath Shen Kuo developed

'packing'equations that dealt with integration.

In the 12th century, the Indian mathematician,Bhskara II,

developed anearly derivative representing infinitesimal change, and
he described an early formof Rolle's Theorem. Also in the 12 th
century, the Persian mathematician Sharaf al-Din Tusi discovered the
derivative of cubic polynomials, an important result in differential calculus.

In the 14th century, Indian mathematician Madhava of

Sangamagrama,along with other mathematician-astronomers of the
Kerala School of astronomyand mathematics, described special cases of
Taylor series, which are treated in the text Yuktibhasa.

In the 19th century,calculus was put on a much more rigorous footing

by mathematicians such as Cauchy,Riemann,and Weierstrass.It was also
during this period that the ideas of calculus were generalized to
Euclidean space and the complex plane.Lebesgue generalized the notion of
the integral so that virtually any function has an integral, while Laurent
Schwartz extended differentiation in much the same way.

Calculus is a ubiquitous topic in most modern high schools and

universities around the world.

a() First Reference Point

Firstly, let the centre of the concrete
structure be the curve y.

Then, the reference point is, (2, 4.5)

as the maximum point and intersect
at the y-axis,where y-coordinate=4
and x-coordinate=0, (0, 4)

Because of the parabolic shape of this structure, then the

function can be determined and calculated by using
principle of quadratic function.
a()First Function

According to the quadratic function

formula with the maximum or
minimum point (b,c),the general
equation is
y=a(x-b)+c

Let y=a(x-2)+4.5

At the point ( 0, 4)

4=a(02)+4.5
44.5=a(4)
4a=0.5
a= 0.125

Next, with the value of maximum point, (2, 4.5) and the value of a=0.125,

these values can be substituted into the equation,

y=a(x-b)+c

Therefore, the function can be represented by

= 0.125(2) + 4.5

a()Second Reference Point

Firstly, let the centre of the concrete structure be the
curve y.Then, the reference point is, (2, 0.5) as the
maximum point and pass through the origin,(0,
0)Because of the parabolic shape of this structure,
then the function can be determined andcalculated by
using principle of quadratic function
OBJECTIVES

The aims of carrying out this project work are:

(i) to improve thinking skills;

(ii) to promote effective mathematical

communication;

(iii) to apply and adapt a variety of problem-

solving strategies to solve problems;

(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