NAME: Class:

CONTENT
Acknowledgement Objectives Introduction Task Specification Problem Solving Further Exploration Reflection

ACKNOWLEDGEMT
First of all, I would like to say Alhamdulillah, for giving me the strength and health to do this project work and finish it on time. Not forgotten to my parents for providing everything, such as money, to buy anything that are related to this project work, their advise, which is the most needed for this project and facilities such as internet, books, computers and all that. They also supported me and encouraged me to complete this task so that I will not procrastinate in doing it. Then I would like to thank to my teacher, Miss Salhalida for guiding me throughout this project. Even I had some difficulties in doing this task, but she taught me patiently until we knew what to do. She tried and tried to teach me until I understand what I am supposed to do with the project work. Besides, my friends who always supporting me. Even this project individually but we are cooperated doing this project especially in discussion and sharing ideas to ensure our task will finish completely. Last but not least, any party which involved either directly or indirect in completing this project work. Thank you everyone.

OBJECTIVES
develop mathematical knowledge in a way which increases students interest and confidence;

apply mathematics to everyday situations and to begin to understand the part that mathematics plays in the world in which we live;

improve thinking skills and promote effective mathematical communication;

assist students to develop positive attitude and personalities, intrinsic mathematical values such as accuracy, confidence and systematic reasoning;

stimulate learning and enhance effective learning.

INTRODUCTION
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. This project can be done in groups or individually, and I gladly choose to do this individually. 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 routine and nonroutine problems Experience classroom environments which are challenging, interesting and meaningful and hence improve their thinking skills. Experience classroom environments where knowledge and skills are applied in meaningful ways in solving real -life problems Experience classroom environments where expressing ones mathematical thinking, reasoning and communication are highly encouraged and expected Experience classroom environments that stimulates and enhances effective learning. Acquire effective mathematical communication through oral and writing, and to use the language of mathematics to express mathematical ideas correctly and precisely 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 Realize that mathematics is an important and powerful tool in solving real life problems and hence develop positive attitude towards mathematics. Train ourselves not only to be independent learners but also to collaborate, to cooperate, and to share knowledge in an engaging and healthy environment Use technology especially the ICT appropriately and effectively Train ourselves to appreciate the intrinsic values of mathematics and to become more creative and innovative Realize the importance and the beauty of mathematics. We are expected to submit the project work within three weeks from the first day the task is being administered to us. Failure to submit the written report will result in us not receiving certificate.

TASK SPECIFICATION
PART A Discuss briefly how Statistics can be used in daily life. Include suitable pictures. The first reason is to be able to effectively conduct research. Without the use of statistics it would be very difficult to make decisions based on the data collected from a research project. For example, in the study cited in Chapter One, is the difference in recorded absenteeism between psychiatric and obstetrics nurses large enough to conclude that there is meaningful difference in absenteeism between the two units? There are two possibilities: The first possibility is that the difference between the two groups is a result of chance factors. In reality, the two jobs have approximately the same amount of absenteeism. The second possibility is that there is a real difference between the two units with the psychiatric unit being more nurses missing work. Without statistics we have no way of making an educated decision between the two possibilities. Statistics, however, provides us with a tool to make an educated decision. We will be able to decide which of the two possibilities is more likely to be true. We will base this decision on our knowledge of probability and inferential statistics. A second point about research should be made. It is extremely important for a researcher to know what statistics they want to use before they collect their data. Otherwise data might be collected that is uninterpretable. Unfortunately, when this happens it results in a loss of data, time, and money. Now many a student may by saying to themselves: "But I never plan on doing any research." While you may never plan to be involved in research, it may find its way into your life. Certainly, it you decide to continue your education and work on a masters or doctoral degree, involvement in research will result from that decision. Secondly, more and more work places are conducting internal research or are becoming part of broader research studies. Thus, you may find yourself assigned to one of these studies. Finally, many classes on the undergraduate level may require you to conduct research (for example, a research methods or experimental psychology course). In each of these instances, a knowledge of measurements and statistics will be invaluable. The second reason to study statistics is to be able to read journals. Most technical journals you will read contain some form of statistics. Usually, you will find them in something called the results section. Without an understanding of statistics, the information contained in this section will be meaningless. An understanding of basic statistics will provide you with the fundamental skills necessary to read and evaluate most results sections. The ability to extract meaning from journal articles and the ability to critically evaluate research from a statistical perspective are fundamental skills that will enhance your knowledge and understanding in related coursework.

The third reason is to further develop critical and analytic thinking skills. Most students completing high school and introductory undergraduate coursework have at their disposal a variety of critical thinking and analytic skills. The study of statistics will serve to enhance and further develop these skills. To do well in statistics one must develop and use formal logical thinking abilities that are both high level and creative. The fourth reason to study statistics is to be an informed consumer. Like any other tool, statistics can be used or misused. Yes, it is true that some individuals do actively lie and mislead with statistics. More often, however, well meaning individuals unintentionally report erroneous statistical conclusions. If you know some of the basic statistical concepts, you will be in a better position to evaluate the information you have been given. The fifth reason to have a working knowledge of statistics is to know when you need to hire a statistician. Most of us know enough about our cars to know when to take it into the shop. Usually, we don't attempt the repair ourselves because we don't want to cause any irreparable damage. Also, we try to know enough to be able to carry on an intelligible conversation with the mechanic (or we take someone with us who can) to insure that we don't get a whole new engine (big bucks) when all we need is a new fuel filter (a few bucks). We should be the same way about hiring a statistician. Conducting research is time consuming and expensive. If you are in over your statistical head, it does not make sense to risk an entire project by attempting to compute the data analyses yourself. It is very east to compute incomplete or inappropriate statistical analysis of one's data. As with the mechanic discussed above, it is also important to have enough statistical savvy to be able to discuss your project and the data analyses you want computed with the statistician you hire. In other words, you want to be able to make sure that your statistician is on the right track. To summarize, the five reasons to study statistics are to be able to effectively conduct research, to be able to read and evaluate journal articles, to further develop critical thinking and analytic skills, to act a an informed consumer, and to know when you need to hire outside statistical help.

PART B For a start, you would like to apply statistics to help your teacher get a picture of the students performance in Additional Mathematics in your school. You plan to carry out this as follows: 1. Get from your Additional Mathematics teacher the TOV marks [ Form 4 End Of Year results for Additional Mathematics ] for students taking Additional Mathematics in the SPM examination this year and present the data in a suitable format. 2. Construct a frequency table for the data collected using class intervals of the same size. Class Frequency, f 1 - 10 16 11 - 20 21 - 30 31 - 40 41 - 50 51 - 60 61- 70 71 - 80 81 - 90 91 - 100 3. Based on the frequency table constructed, (i) draw THREE types of statistical graphs to represent the data, [ including the use of ICT ] 29 17 13 13 10 20 16 7 2

Number of Students
35 30 25 20 15 10 5 0

Number of Students

Number of Students
1-1011-2021-30 31-40 41-50 51-60 61-70

Number of Students
35 30 25 20 15 10 5 0

Number of Students

(ii)

determine THREE measures of central tendencies and discuss briefly on the best measure of central tendency for the data,

Modal Class = 11-20 Mode = 12 Median = 50 Mean = 41.182

*The mean is a more suitable measure of central tendency because it reflects the central value around which the data seems to cluster. The mode is not suitable because the data does not seem to cluster about mode (iii) calculate the following TWO measures of dispersion :
1. RANGE 2. STANDARD DEVIATION
[ using formula and ICT ]

Explain briefly the meaning of each answer. (a) Carry out your plan and present your findings systematically.

Range= midpoint of highest class-midpoint of lowest class

When comparing the range of two sets of data, the set with a greater range is said have a greater variation or dispersion. Thus, the range of this overall data have a greater dispersion. Standard Deviation=

=15.14 The standard deviation answer is getting from the square root of a variance which is also a measure of dispersion that has same unit as each value of data. class 1-10 11-20 21-30 31-40 41-50 51-60 61-70 71-80 81-90 91-100

frequency, f 16 29 17 13 13 10 20 16 7 2 143

midpoint , x 5.5 15.5 25.5 35.5 45.5 55.5 65.5 75.5 85.5 95.5 505.0

f(x) 88.0 449.5 433.5 461.5 591.5 550.0 1310.0 1208.0 598.5 191.0 5881.5

f(x)2 484.00 6967.25 11054.25 16383.25 26913.25 30802.50 85805.00 91204.00 51171.75 18240.50 339025.75

(b)

Compare your own TOV mark with the three measures of central tendencies in 3(ii). Discuss your achievement based on this comparison.

My TOV mark is higher than all three measure of central tendencies.So,my result is increase based on the comparison.

PART C (a) Practice makes perfect. State a suitable conjecture that relates the number of hours a student spent on doing exercises in Additional Mathematics to the students score in examination. To test this conjecture, you did some research on Statistics and found out that the Pearson correlation coefficient, r, is a suitable statistics for this purpose. You took down the following notes: 1. For a set of coordinates { ( x1 , y1 ), ( x2 , y2 ), ( xn , yn ) }, (a) (i) a positive correlation exists between x and y if the value of y increases when the value of x increases, a negative correlation exists between x and y if the value of y decreases when the value of x increases.
S xy Sx S y

(ii)

(b)

the Pearson correlation coefficient r = where

Sx y

x y x y n n n

Sx

x2 x 2 ( ) n n

2.

y2 y 2 ( ) n n The Pearson correlation coefficient measures the strength of the linear relationship that exists between x and y [ weak or strong ] and can take any value from 1 to 1, that is 1 r 1. Sy
2

Perfect negative linear correlation r = 1

Perfect positive linear correlation r = 1

x x
No linear correlation r = 0

y x

negative linear correlation 1 < r < 0

positive linear correlation 0 < r < 1

You then plan to carry out the following steps:

1.

Interview a sample of 10 15 Form 5 students taking Additional Mathematics this year regarding the following TWO ASPECTS: (a) The number of hours each student spent in doing Additional Mathematics exercises per week on the average, The respective TOV marks in Additional Mathematics.

(b)

Record the data collected in a suitable table with the variable x representing aspect (a) and variable y representing aspect (b).

2.

Plot the points ( x , y ) obtained on the Cartesian plane. Discuss. [ based on Part C Note 2.]. Calculate the Pearson correlation coefficient for the data and interpret the answer based on the notes.

3.

Carry out your plan systematically and explain briefly whether the data collected support your conjecture.

(b)

Not satisfied with just getting the correlation coefficient, you would now like to get an equation that relates the number of hours a student spent in doing Additional Mathematics exercises to the students score in examination, that is an equation that relates x and y. You did some research in this area and found out that the least squares regression line is suitable for this purpose. You took down the following notes: For a set of coordinates { ( x1 , y1 ), ( x2 , y2 ), ( xn , yn ) }, the least squares regression line of y on x 1. passes through the point ( x , y ) , where x
x n

and y
Sx y Sx
2

y , n

2.

has an equation of the form y = mx + c where m

You then plan to 1. 2. determine the equation of the least squares regression line for the data, draw the least squares regression line on the same axes as the points plotted in Part C (a) (2) use the least squares regression line drawn to predict the score for Additional Mathematics of a student who spent 7 hours per week in doing Additional Mathematics exercises.

3.

(i) (ii)

Carry out your plan systematically. Based on the value of the Pearson correlation coefficient obtained in part (a) (3), discuss briefly the suitability of the least squares regression line in helping you to make the prediction.

Further Exploration
Impressed with your skills in applying statistics, your teacher posed to you the following assignment: The following table shows some experimental values of two variables, x and y. x y 1.2 9.13 2.4 3.23 2.8 2.56 3.5 1.83 3.9 1.56 4.3 1.35

You teacher believed that the two variables, x and y, are related by the equation:

yx a = b, where a and b are constants.

Your teacher would like you to 1. show graphically that the equation correctly describes the relationship between x and y, determine the values of a and b (i) (ii) graphically, statistically.

2.

Carry out the task systematically and report your findings.

Reflection
Reflect on Cool Beautiful Amazing Fun of Additional Mathematics through the project you have carried out. Express your reflection creatively through poems, songs or drawings.