CONTENT

TITLE
APPRECIATION OBJECTIVE APPENDIX INTRODUCTION PART I PART II PART III FURTHER EXPLORATION REFLECTION CONCLUSION
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APPRECIATION
After tiring days and a lot of effort, I finished this Additional Mathematics Project Work 2012. This project is interesting as it is related to the concept of mathematics in our daily life. First and foremost, I would like to thank to my beloved Additional Mathematics teacher, Puan Vasvarasi because she has guide me with patience and sincere. Not to be forgotten, my parents, for supporting me, I get to finish this project work in time. Last but not least, my friends who were doing this project with me and sharing our ideas and managed to complete project add maths in time . They were helpful that when we combined and discussed together, we had this task done. Last but not least, Once again I would like to say thanks once again for those who have helped me to complete this project.

OBJECTIVE
The aims carrying out this project work are : i. ii. iii. iv. v. vi. vii. To apply mathematics to everyday situation To develop positive attitude towards mathematics To improve thinking skills To appreciate the importance and beauty of mathematics in everyday life To promote effective mathematical communication To provide learning environment that stimulates and enhances effective learning To develop mathematical knowledge through problem solving in a way that increases students interest and confidence

Always confident

Hardworking

Always think positive

Teamwork

INTRODUCTION
MEANING OF STATISTICS Statistics is the study of the collection, organization, analysis, and interpretation of data. It deals with all aspects of this, including the planning of data collection in terms of the design of
surveys and experiments.

A statistician is someone who is particularly well versed in the ways of thinking necessary for the successful application of statistical analysis. Such people have often gained this experience through working in any of a wide number of fields. There is also a discipline called mathematical statistics that studies statistics mathematically. The word statistics, when referring to the scientific discipline, is singular, as in "Statistics is an art." This should not be confused with the word statistic, referring to a quantity (such as mean ormedian) calculated from a set of data, whose plural is statistics. Statistics is divided into : i. Mode The mode of a distribution with a discrete random variable is the value of the term that occurs the most often. It is not uncommon for a distribution with a discrete random variable to have more than one mode, especially if there are not many terms. This happens when two or more terms occur with equal frequency, and more often than any of the others. A distribution with two modes is called bimodal. A distribution with three modes is called trimodal. The mode of a distribution with a continuous random variable is the maximum value of the function. As with discrete distributions, there may be more than one mode. Median The median of a distribution with a discrete random variable depends on whether the number of terms in the distribution is even or odd. If the number of terms is odd, then the median is the value of the term in the middle. This is the value such that the number of terms having values greater than or equal to it is the same as the number of terms having values less than or equal to it. If the number of terms is even, then the median is the average of the two terms in the middle, such that the number of terms having values greater than or equal to it is the same as the number of terms having values less than or equal to it. The median of a distribution with a continuous random variable is the value, m such that the probability is at least 1/2 (50%) that a randomly chosen point on the function
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ii.

will be less than or equal to m, and the probability is at least 1/2 that a randomly chosen point on the function will be greater than or equal to m.

iii.

iv.

v.

Mean The most common expression for the mean of a statistical distribution with a discrete random variable is the mathematical average of all the terms. To calculate it, add up the values of all the terms and then divide by the number of terms. This expression is also called the arithmetic mean. There are other expressions for the mean of a finite set of terms but these forms are rarely used in statistics. The mean of a statistical distribution with a continuous random variable, also called the expected value, is obtained by integrating the product of the variable with its probability as defined by the distribution. The expected value is denoted by the lowercase Greek letter, mu (). Range The range of a distribution with a discrete random variable is the difference between the maximum value and the minimum value. For a distribution with a continuous random variable, the range is the difference between the two extreme points on the distribution curve, where the value of the function falls to zero. For any value outside the range of a distribution, the value of the function is equal to 0. Interquatile range The interquartile range (IQR) is a measure of variability, based on dividing a data set into quartiles. Quartiles divide a rank-ordered data set into four equal parts. The values that divide each part are called the first, second, and third quartiles; and they are denoted by Q1, Q2, and Q3, respectively.

Q1 is the "middle" value in the first half of the rank-ordered data set. Q2 is the median value in the set. Q3 is the "middle" value in the second half of the rank-ordered data set.

The interquartile range is equal to Q3 minus Q1.

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Standard deviation Standard deviation (represented by the symbol ) shows how much variation or "dispersion" exists from the average (mean, or expected value). A low standard deviation indicates that the data points tend to be very close to the mean, whereas high standard deviation indicates that the data points are spread out over a large range of values. The standard deviation of a random variable, statistical population, data set, or probability distribution is the square root of its variance. It is algebraically simpler though practically less robust than the average absolute deviation. A useful property of standard deviation is that, unlike variance, it is expressed in the same units as the data.

vii.

Variance The variance is a measure of how far a set of numbers is spread out. It is one of several descriptors of a probability distribution, describing how far the numbers lie from the mean (expected value). In particular, the variance is one of the moments of a distribution. In that context, it forms part of a systematic approach to distinguishing between probability distributions. While other such approaches have been developed, those based on moments are advantageous in terms of mathematical and computational simplicity. The variance is a parameter describing in part either the actual probability distribution of an observed population of numbers, or the theoretical probability distribution of a sample (a not-fully-observed population) of numbers. In the latter case a sample of data from such a distribution can be used to construct an estimate of its variance: in the simplest cases this estimate can be the sample variance, defined below.

PART I If you look around your class, you will notice that your classmates are different in terms of height, mass, shoe size, etc. You probably would have expected most people to be around the average mass. Based on these studies, the ministry has collected data and interpreted it into statistical data for futher action. Hence, briefly discuss i. ii. history about statistic and, application of statistic in everyday life

(i) History Of Statistics

Statistics is the study of the collection, organization, analysis, and interpretation of data. It deals with all aspects of this, including the planning of data collection in terms of the design of surveys and experiments. A statistician is someone who is particularly well versed in the ways of thinking necessary for the successful application of statistical analysis. Such people have often gained this experience through working in any of a wide number of fields. There is also a discipline called mathematical statistics that studies statistics mathematically. The word statistics, when referring to the scientific discipline, is singular, as in "Statistics is an art."This should not be confused with the word statistic, referring to a quantity (such as mean or median) calculated from a set of data, whose plural is statistics ("this statistic seems wrong" or "these statistics are misleading"). The earliest writing on statistics was found in a 9th century book entitled: "Manuscript on Deciphering Cryptographic Messages", written by AlKindi (801873 CE) or Abu Yusef Yaqoub ibn Ishaq Al-Kindi is the father of Islamic Philosophy. He was also a scientist of high caliber a gifted Mathematician, astronomer, physician and a geographer as well as a talented musician. In his book, Al-Kindi gave a detailed description of how to use statistics and frequency analysis to decipher encrypted messages, this was the birth of both statistics and cryptanalysis, according Figure 1: Portrait of Al-Kindi to Ibrahim Al-Kadi.

Some scholars pinpoint the origin of statistics to 1663, with the publication of Natural and
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Political Observations upon the Bills of Mortality by John Graunt. Early applications of statistical thinking revolved around the needs of states to base policy on demographic and economic data, hence its stat- etymology. The scope of the discipline of statistics broadened in the early 19th century to include the collection and analysis of data in general. Today, statistics is widely employed in government, business, and the natural and social sciences. Its mathematical foundations were laid in the 17th century with the development of probability theory by Blaise Pascal and Pierre de Fermat. Probability theory arose from the study of games of chance. The method of least squares was first described by Carl Friedrich Gauss around 1794. The use of modern computers has expedited large-scale statistical computation, and has also made possible new methods that are impractical to perform manually.

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(II)APPLICATION OF STATISTICS IN EVERYDAY LIFE

Mode : i. ii. iii. iv. Median : i. ii. iii. iv. Mean : i. ii. iii. iv. v. vi. i. ii. It helps teachers to see the average marks of the students. It is used in factories, for the authorities to recognize whether the benefits of the workers is continued or not. It is also used to contrast the salaries of the workers. To calculate the average speed of anything. It is also used by the government to find the income or expenses of any person. Using this, the family could balance their expenses with their average income. Allows us to recognize that the average temperature for the city with the wider variation. Used in sports which is when in racing, a driver is timed on successive laps. A driver with a low standard deviation of lap times is more consistent than a driver with a higher standard deviation. This information can be used to help understand where opportunities might be found to reduce lap times. Represents the risk associated with a given security (stocks, bonds, property, etc.) or the risk of a portfolio of securities. It is used to measure the distribution of the earnings Used to find the players height e.g. football players. To find the middle age from the class students. Also used to find the poverty line. It is used to influx of the public transport. The no. of games succeeded by any team of players. The frequency of the need of infants. Used to find the number of the mode is also seen in calculation of the wages, in the patients going to the hospitals, the mode of travel etc.

Standard deviation :

iii.

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PART II The Ministry of Health has done many studies on the effect of food sold in the school canteen on children. To support the government effort, you are required to run the project. This project required you to obtain the mass and height of 100 students in certain forms of your school. Based on the raw data collected, tabulate your data into a frequency table as below : Mass of students (kg) Tally Frequency

a) Draw a histogram from Table 1 and find mode mass. b) Hence, draw another two histograms by changing to a smaller class intervals and increasing the number of the classes. i) ii) Explain briefly, what do you observe as the class size decreases and the number of class increases. Find mode for every histogram that you have drawn and interpret it.

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Answer THE RAW DATA BEFORE TABULATED

TINGGI 166 168 168 167 164 164 172 169 180 174 172 160 156 156 150 156 175 164 172 171 BERAT 53 57 52 58 53 60 53 53 75 98 48 49 47 47 36 48 56 45 67 64 TINGGI 161 178 162 178 170 184 178 181 181 178 176 170 154 161 150 157 160 166 156 153 BERAT 41 60 54 96 64 57 58 62 68 50 55 52 44 50 45 49 48 50 50 50 TINGGI 166 160 183 160 158 163 162 156 162 160 160 161 153 175 178 170 171 161 178 162 BERAT 50 52 62 44 48 47 55 45 52 54 53 53 45 56 77 52 64 41 60 54 TINGGI 141 160 158 153 150 164 157 156 152 165 166 148 166 160 145 152 158 157 160 164 BERAT 42 59 39 41 44 70 42 62 68 54 78 47 60 44 44 50 53 70 38 48 TINGGI 155 156 150 168 161 150 160 153 153 148 158 153 161 165 164 169 150 151 168 176 BERAT 45 38 44 56 54 43 58 50 65 65 39 42 52 42 49 60 44 43 96 73

TABULATED DATA Mass of Students (kg) 30 -44 45 - 59 60 - 74 75 - 89 90 - 104 Tally IIII IIII IIII IIII I IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII III III Frequency 21 54 19 3 3

MODE = 52 The mode mass of class interval 15 is 52

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Mass of Students (kg) 35 - 46 47 - 58 59 - 70 71 - 82 83 - 94 95 - 106 MODE = 51.9

Tally IIII IIII IIII IIII IIII I IIII IIII IIII IIII IIII IIII IIII IIII IIII III IIII IIII IIII IIII III III

Frequency 26 48 19 3 0 3

The mode mass of class interval 12 is 51.9

Mass of Students (kg) 35 - 44 45 - 54 55 - 64 65 - 74 75 - 84 85 - 94 95 - 104 MODE = 49.5

Tally IIII IIII IIII IIII I IIII IIII IIII IIII IIII IIII IIII IIII III IIII IIII IIII IIII II IIII III III III

Frequency 21 43 22 8 3 0 3

The mode mass of class interval 10 is 49.5

In my observation, the frequency is change. The mode mass is decrease. The range of each class interval is also decrease. When the class interval decrease it will show the accurate mode mass.

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PART III a) Using the data from Table 1, complete Table 2 below. Mass of students (kg) Upper boundary Frequency Cumulative frequency

b) Hence, draw an ogive based on the data. c) From the ogive, find median, first quartile, third quartile and interquartile range. d) Without drawing an ogive, find median, first quartile, third quartile and interquartile range. e) State the range and interquartile range. What is the difference between the range and interquartile range? f) Calculate the mean, variance and standard deviation. Explain briefly why mean, variance and standard deviation are used in statistic to interpret data.

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Answer (a)

Mass of students (kg)

30 44 45 59 60 74 74 89 90 104

Upper boundary 44.5 59.5 74.5 89.5 104.5

Frequency
21 54 19 3 3

Cumulative frequency 21 75 94 97 100

(c) From the ogive, (i) Median = 54.5 (ii) First Quartile

= 25 From the ogive Q1 =47.5 (iii) Third Quartile

= 75 From the ogive Q3 = 59.5 (iv) Interquartile Range

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(d) Without using the ogive graph, (i) Median ( )

(e)(i) Range = 97 37 =60 (ii) The Interquartile range

Q3 Q1 )( ) The range is the difference between the highest and lowest value. The interquartile range is the difference between the lower quartile and upper quartile in a set of date.

)(

(ii) First Quartile The lower quartile lies in (30 ( ( ) 44) kg. )( )

)(

(III) Third Quartile

Upper Quartile lies in (45-59) kg.

( ( )

)( )

)(

(iv) The Interquartile range Q3 Q1

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Mass of students (kg)

30 44 45 59 60 74 74 89 90 104

Upper boundary 44.5 59.5 74.5 89.5 104.5

Frequency

Cumulative frequency 21 75 94 97 100

Midpoint 777 2808 1273 246 291

21 54 19 3 3

37 52 67 82 97

28749 146016 85291 20172 28227

I used the data above to calculate to find the mean, variance and standard deviation

(F) (i) Mean Mean,

(ii) Variance ( ) ( )

(iii) Standard deviation

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Mean is used in statistics because :

It is useful to give more weighting to certain data points, in which case the result is called the weighted arithmetic mean. The mean is valid only for interval data or ratio data. Since it uses the values of all of the data points in the population or sample, the mean is influenced by outliers that maybe at the extremes of the data set.

Variance is used in statistics because :

Squaring makes each term positive so that values above the mean do not cancel values below the mean. Squaring adds more weighting to the larger differences, and in many cases this extra weighting is appropriate since points further from the mean may be more significant. The mathematics are relatively manageable when using this measure in subsequent statisitical calculations. Standard deviation is used in statistics because : More accurate and detailed estimate of dispersion because an outlier can greatly exaggerate the range. Shows the relation that set of scores has to the mean of the sample. Allows us to reach some conclusions about specific scores in our distribution.

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FURTHER EXPLORATION The body mass index, BMI = mass (kg) / height (m) x height (m) gives an indication on the physical state of a person as being an underweight, normal, overweight or obese. BMI Categories Underweight Normal Overweight Obese i. ii. iii. BMI < 18.5 18.5 24.9 25-29.9 > 30

Calculate BMI for every student from the survey and classify them into categories as above. Hence, calculate the percentage of every category. Display the result on your school notice board as a guide for pupils to take care of their eating habits by practicing the moral values. An obese person is more prone to develop diseases such as diabetes, stroke and heart attack. Comment on this statement. Suggest ways and strategies that a person can adopt to reduce or increase mass and live a healthier life.

Answer

i.

The BMI for every student from the survey :

BERAT 41 60 54 96 64 57 58 62 68 50 55 52 44 50 45 49 48 50 50 50 BMI TINGGI 15.8173 1.66 18.937 1.6 20.5761 1.83 30.2992 1.6 22.1453 1.58 16.836 1.63 18.3058 1.62 18.9249 1.56 20.7564 1.62 15.7808 1.6 17.7557 1.6 17.9931 1.61 18.5529 1.53 19.2894 1.75 20 1.78 19.8791 1.7 18.75 1.71 18.1449 1.61 20.5457 1.78 21.3593 1.62 BERAT 50 52 62 44 48 47 55 45 52 54 53 53 45 56 77 52 64 41 60 54 BMI TINGGI 18.14487 1.41 20.3125 1.6 18.51354 1.58 17.1875 1.53 19.22769 1.5 17.68979 1.64 20.95717 1.57 18.49112 1.56 19.81405 1.52 21.09375 1.65 20.70313 1.66 20.44674 1.48 19.22338 1.66 18.28571 1.6 24.30249 1.45 17.99308 1.52 21.88708 1.58 15.81729 1.57 18.937 1.6 20.57613 1.64 BERAT 42 59 39 41 44 70 42 62 68 54 78 47 60 44 44 50 53 70 38 48 BMI TINGGI 21.1257 1.55 23.04688 1.56 15.6225 1.5 17.51463 1.68 19.55556 1.61 26.02617 1.5 17.03923 1.6 25.47666 1.53 29.43213 1.53 19.83471 1.48 28.306 1.58 21.45727 1.53 21.77384 1.61 17.1875 1.65 20.92747 1.64 21.64127 1.69 21.23057 1.5 28.39872 1.51 14.84375 1.68 17.84652 1.76 BERAT 45 38 44 56 54 43 58 50 65 65 39 42 52 42 49 60 44 43 96 73 BMI 18.73049 15.61473 19.55556 19.84127 20.83253 19.11111 22.65625 21.35931 27.7671 29.67495 15.6225 17.94182 20.06095 15.427 18.21832 21.00767 19.55556 18.85882 34.01361 23.56663

TINGGI BERAT BMI TINGGI 1.66 53 19.23356 1.61 1.68 57 20.19558 1.78 1.68 52 18.42404 1.62 1.67 58 20.79673 1.78 1.64 53 19.70553 1.7 1.64 60 22.30815 1.84 1.72 53 17.91509 1.78 1.69 53 18.55677 1.81 1.8 75 23.14815 1.81 1.74 98 32.36887 1.78 1.72 48 16.22499 1.76 1.6 49 19.14063 1.7 1.56 47 19.31295 1.54 1.56 47 19.31295 1.61 1.5 36 16 1.5 1.56 48 19.72387 1.57 1.75 56 18.28571 1.6 1.64 45 16.73111 1.66 1.72 67 22.64738 1.56 1.71 64 21.88708 1.53

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The classification of each BMI of each corresponding student into the categories below : BMI Categories Underweight Normal Overweight Obese BMI 31 59 7 3

As the frequency of the students (100) is same to the percentage, which is also 100, we can conclude that : BMI Categories Underweight Normal Overweight Obese Percentage of each category 31% 59% 7% 3%

BMI OF EACH CATEGORIES

Obese Overweight 3% 7%

Underweight 31%

Normal 59%

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Answer :

Obesity is a medical condition in which excess body fat has accumulated to the extent that it may have an adverse effect on health, leading to reduced life expantancy and increased health problems. Obesity increases the likelihood of various desease, particular heart desease, type two
obstructive sleep apnea, certain types of cancer, and ostheoarthritis. Obesity is most commonly

caused by a combination of excessive food energy intake, lack of physical activity, and genetic susceptibility, although a few cases are caused primarily by genes, endorines, disorders,
medications or phychiatric illness. Evidence to support the view that some obese people eat little

yet gain weight due to a slow metabolism is limited; on average obese people have a greater energy expenditure than their thin counterparts due to the energy required to maintain an increased body mass. Dieting and physical exercise are the mainstays of treatment for obesity. Diet quality can be improved by reducing the consumption of energy-dense foods such as those high in fat and

sugars, and by increasing the intake of dietary fibre. Anti-obesity drug may be taken to reduce appetite or inhibit fat absorption together with a suitable diet. If diet, exercise and medication are not effective, a gastric balloon may assist with weight loss, or surgery may be performed to reduce stomach volume or bowel length, leading to earlier satiation and reduced ability to absorb nutrients from food. The healthiest way to lose weight is neither crash diets nor bursts of exercise. The body likes slow changes in terms of food and exercise.For example, someone who hasn't exercised for years shouldn't rush into running miles a day or pounding the treadmill. Not only will the struggle to do so leave you feeling disheartened and demotivated, you're also far more likely to

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injure yourself and set your fitness levels back further. The same goes for people who suddenly start starving themselves. Diets that severely restrict calories or the types of food 'allowed' can lead you to be deficient in the nutrients and vitamins that your body needs. So, if you need to lose weight, what should you do? Energy needs and weight loss. Your body uses food for energy. It stores any excess energy as fat. This means if you eat more food than your body needs for daily activities and cell maintenance, you'll gain weight. To lose weight, you need to get your body to use up these stores of fat. The most effective way to do this is to reduce the amount of calories you eat and increase your levels of activity.This is why experts talk about weight loss in terms of diet and exercise. Next, introduce changes gradually. Small changes can make a big difference. You're also more likely to stick to, say, swapping full-fat milk for semi-skimmed or making time for breakfast each morning than a diet that sets rules for all foods. You should think of weight loss in terms of permanently changing your eating habits. While weight-loss goals are usually set in term of weeks, the end game is to sustain these changes over months and years, ie lifestyle change for life. Then, increase your activity levels. Someone who increases the amount they exercise, but maintains the same diet and calorie intake, will almost certainly lose weight. No matter if you hate gyms even light exercise, such as a short 20 minute walk, will be beneficial if done most days of the week.Every single time you exercise more than usual, you burn calories and fat. There are lots of ways to increase the amount of activity you do. Team sports, racket sports, aerobics classes, running and cycling will all improve your fitness levels.

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Reduce your calorie intake. If you're overweight, you can't continue with your current eating habits if you really want to lose weight. It's not possible to reduce body fat while eating lots of food, cakes and sweets. This doesn't mean you can never have any treats, but you need to learn how to limit these foods to small quantities let say, for special occasions. Finally, don't be tempted to skip breakfast or any meal to lose weight. While skipping a meal will reduce your calorie intake for that hour, it will leave you much hungrier later on. Not only are you likely to overeat to compensate, but you'll often make bad choices to fill the gap: a cereal bar is not as healthy as a bowl of cereal or as filling, leading you to 'need' something extra for lunch.

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REFLECTION
In the making of this project. I have done many researches throughout the internet and discussed with friends that have helped me a lot to complete this project. I have spent countless hours to finish the task. I realized that it was not an easy task. I have spent countless hours to finish the task. I have used the Additional Mathematics knowledge that I learnt to solve all the problems. Through the completion of this project , I have learnt many skills and techniques. This project really helps me to understand more about the uses of statistics in our daily life. This project really helps me to expose the techniques of application of additional mathematics in real life situations. I also realized that this subject is compulsory for me to fulfill my dreams in future. A lot of information that I have found, while conducting this project. I have learnt how to tabulate the data, making histogram and it is use in our daily life. Apart from that, this project encourages the student to work together and share their knowledge. It is also encourage students to gather the information from the internet , improve thinking skills and promote effective mathematical communication. I proposed this project should be continue beacause it develops a good attitude of mathematical values and brings a lot of moral values to the student besides testing the understanding of students in Additional Mathematics.

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CONCLUSION
After doing research, answering questions, drawing graphs and some problem solving, I saw that the usage of statistics is important in daily life. It is not just widely used in school but also in interpreting the condition of the surrounding like the air or the water. Especially in conducting an air-pollution survey. In conclusion, statistics is a daily life necessities. Without it, surveys cant be conducted, the data of the mass of students cant be collected and many more. So, we should be thankful of the people who contribute in the idea of statistics.

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BIBLIOGRAPHY
http://en.wikipedia.org/wiki/Standard_deviation http://en.wikipedia.org/wiki/Variance http://www.emathzone.com/tutorials/basic-statistics/history-of-statistics.html http://en.wikipedia.org/wiki/Statistics http://en.wikipedia.org/wiki/History_of_statistics http://stattrek.com/statistics/dictionary.aspx?definition=interquartile_range http://en.wikipedia.org/wiki/Founders_of_statistics http://www.slideshare.net/minu56/applications-of-statistics-in-daily-life http://www.google.com.my/url?sa=t&rct=j&q=application%20of%20standard%2 0deviation%20in%20real%20life%20example&source=web&cd=1&sqi=2&ved= 0CFcQFjAA&url=http%3A%2F%2Fwww.phys.nthu.edu.tw%2F~gplab%2Ffile% 2F01Measuring%2FStandard%2520DeviationFrom%2520Wikipedia.doc&ei=B4qrT9vDAoKurAedz_HiAQ&usg=AFQjCNEG OLaSEQZFrPWFXkwkscyAHO1KFQ

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