MATHEMATICS IN BAKING AND DECORATING CAKE 2011

Name : Muhammad Muizzuddin Bin Nazri Class : 506 I/C Number : 941130-06-5203 Teacher : Puan Saadiah binti Abu Bakar

CONTENTS
Cover Page1

Contents...2 Appreciation.3 Introduction4 - 9 Conjectures10 - 11 Problem Statement12 - 26 Further Exploration27 - 30 Conclusion.31 Reflection32 - 35

APPRECIATION
Alhamdulillah, finally I can complete this Additional Mathematics Project Work. Here I want to give my appreciation to all who have helped me in completing this project work.

Firstly, I would like to thank my parents, Encik Nazri Bin Haji Pendek and Puan Nik Noriza Binti Hamzah for their moral support to me. Especially my father who gave me the opportunity to complete the project using a computer. Secondly, I want to thank my Mathematics teacher, Puan Hajah Sa'adiah Binti Abu Bakar as much guiding me in completing this project work. To my helpful friends of Al-Khawarizmi, 506, my infinite gratitude goes to all of you for the assistance in completing the project work. May we together get 11 A + in SPM 2011. Amin. Next lot of thanks and gratitude to fellow friends, form five batches of 56, Kolej Islam Sultan Alam Shah, because provides many up-to-date informations for the Additional Mathematics Project Work. May we together get 11 A + in SPM 2011 and be the best batch in Malaysia for SPM 2011. Amin.

Finally, I want to thank those involved directly or indirectly in my efforts to complete this project work. May Allah bless you all. Thank you.

INTRODUCTION

1. History of geometry

Woman teaching geometry. Illustration at the beginning of a medieval translation of Euclid's Elements

The earliest recorded beginnings of geometry can be traced to ancient Mesopotamia, Egypt, and the Indus Valley from around 3000 BCE. Early geometry was a collection of empirically discovered principles concerning lengths, angles, areas, and volumes, which were developed to meet some practical need in surveying, construction, astronomy, and various crafts. The earliest known texts on geometry are the Egyptian Rhind Papyrus and Moscow Papyrus, the Babylonian clay tablets, and the Indian Shulba Sutras, while the Chinese had the work of Mozi, Zhang Heng, and the Nine Chapters on the Mathematical Art, edited by Liu Hui. South of Egypt the ancient Nubians established a system of geometry including early versions of sun clocks.

Until relatively recently (i.e. the last 200 years), the teaching and development of geometry in Europe and the Islamic world was based on Greek geometry. Euclid's Elements (c. 300 BCE) was one of the most important early texts on geometry, in which he presented geometry in an ideal axiomatic form, which came to be known as Euclidean geometry. The treatise is not, as is sometimes thought, a compendium of all that Hellenistic mathematicians knew about geometry at that time; rather, it is an elementary introduction to it; Euclid himself wrote eight more advanced books on geometry. We know from other references that Euclids was not the first elementary geometry textbook, but the others fell into disuse and were lost. In the Middle Ages, mathematics in medieval Islam contributed to the development of geometry, especially algebraic geometry and geometric algebra. AlMahani (b. 853) conceived the idea of reducing geometrical problems such as duplicating the cube to problems in algebra. Thbit ibn Qurra (known as Thebit in Latin) (836901) dealt with arithmetical operations applied to ratios of geometrical quantities, and contributed to the development of analytic geometry. Omar Khayym (10481131) found geometric solutions to cubic equations, and his extensive studies of the parallel postulate contributed to the development of non-Euclidian geometry. The theorems of Ibn al-Haytham (Alhazen), Omar Khayyam and Nasir al-Din al-Tusi on quadrilaterals, including the Lambert quadrilateral and Saccheri quadrilateral, were the first theorems on elliptical geometry and hyperbolic geometry, and along with their alternative postulates, such as Playfair's axiom, these works

had a considerable influence on the development of non-Euclidean geometry among later European geometers, including Witelo, Levi ben Gerson, Alfonso, John Wallis, and Giovanni Girolamo Saccheri. In the early 17th century, there were two important developments in geometry. The first, and most important, was the creation of analytic geometry, or geometry with coordinates and equations, by Ren Descartes (1596 1650) and Pierre de Fermat (16011665). This was a necessary precursor to the development of calculus and a precise quantitative science of physics. The second geometric development of this period was the systematic study of projective geometry by Girard Desargues (15911661). Projective geometry is the study of geometry without measurement, just the study of how points align with each other. Two developments in geometry in the 19th century changed the way it had been studied previously. These were the discovery of non-Euclidean geometries by Lobachevsky, Bolyai and Gauss and of the formulation of symmetry as the central consideration in the Erlangen Programme of Felix Klein (which generalized the

Euclidean and non Euclidean geometries). Two of the master geometers of the time were

Bernhard Riemann, working primarily with tools from mathematical analysis, and introducing the Riemann surface, and Henri Poincar, the founder of algebraic topology and the geometric theory of dynamical systems. As a consequence of these major changes in the conception of geometry, the concept of "space" became something rich and varied, and the natural background for theories as different as complex analysis and classical mechanics.

1. History of Calculus(Differentiation)

The concept of a derivative in the sense of a tangent line is a very old one, familiar to Greek geometers such as Euclid (c. 300 BC), Archimedes (c. 287212 BC) and Apollonius of Perga (c. 262190 BC). Archimedes also introduced the use of infinitesimals, although these were primarily used to study areas and volumes rather than derivatives and tangents; see Archimedes' use of infinitesimals. The use of infinitesimals to study rates of change can be found in Indian mathematics, perhaps as early as 500 AD, when the astronomer and mathematician Aryabhata (476550) used infinitesimals to study the motion of the moon. The use of infinitesimals to compute rates of change was developed significantly by Bhskara II (1114-1185); indeed, it has been argued that many of the key notions of differential

calculus can be found in his work, such as "Rolle's theorem". The Persian mathematician, Sharaf al-Dn al-Ts (1135-1213), was the first to discover the derivative of cubic polynomials, an important result in differential calculus; his Treatise on Equations developed concepts related to differential calculus, such as the derivative function and the maxima and minima of curves, in order to solve cubic equations which may not have positive solutions. The modern development of calculus is usually credited to Isaac Newton (1643 1727) and Gottfried Leibniz (1646 1716), who provided independent and unified approaches to differentiation and derivatives. The key insight, however, that earned them this credit, was the fundamental theorem of calculus relating differentiation and integration: this rendered obsolete most previous methods for computing areas and volumes, which had not been significantly extended since the time of Ibn al-Haytham (Alhazen). For their ideas on derivatives, both Newton and Leibniz built on significant earlier work by mathematicians such as Isaac Barrow (1630 1677), Ren Descartes (1596 1650), Christiaan Huygens (1629 1695), Blaise Pascal (1623 1662) and John Wallis (1616 1703). Isaac Barrow is generallly given credit for the early development of the derivative. Nevertheless, Newton and Leibniz remain key figures in the history of differentiation, not least because Newton was the first to apply differentiation to theoretical physics, while Leibniz systematically developed much of the notation still used today.

Since the 17th century many mathematicians have contributed to the theory of differentiation. In the 19th century, calculus was put on a much more rigorous footing by mathematicians such as Augustin Louis Cauchy (1789 1857), Bernhard Riemann (1826 1866), and Karl Weierstrass (1815 1897). It was also during this period that the differentiation was generalized to Euclidean space and the complex plane.

3. History of Progression

Geometric progressions have been found on Babylonian tablets dating back to 2100 BC. Arithmetic progressions were first found in the Ahmes Papyrus which is dated at 1550 BC. The names for these notions, however, seem to have taken considerably longer. In some cases there was no standard for how to refer to them (even the term progression was not necessarily a standard).

The closest reasoning behind the names is that each term in a geometric (arithmetic) sequence is the geometric (arithmetic) mean of it's successor and predessor. The rationale behind the names of these means is a bit more clear: if we view the quantities A and B as the lengths of the sides of a rectangle, then the geometric

mean

is the length of the sides of a square having the same area as this rectangle.

This was viewed in those days as a very geometric problem: finding the dimensions of a square having the same area as a given figure (in this case, rectangle). Although the arithmetic mean (A+B)/2 can also be interpreted geometrically (it is the length of the sides of a square having the same perimeter as the rectangle), lengths were viewed more as arithmetical concepts (because it's easy to handle lengths by ordinary addition and subtraction, without having to think about two-dimensional concepts such as area).

CONJECTURES
How mathematics is used in cake baking and cake decorating?

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Mathematics is widely used in baking and decorating without many people knowing about it. Firstly, we can see the use of mathematical geometry where it is used in the cake baking and cake decorating. In particular, mathematical geometry is used to determine the dimension of the cake. In addition, it is used to assist in designing and decorating cakes that come in many attractive shapes and designs and also in estimating the volume of cake to be produced.

On the other hand, the used of mathematics in cake baking and cake decorating involves the use of calculus in particular differentiation. In cake baking and cake decorating, differentiation is applied to determine the maximum and minimum amount of ingredients for the cake baking. In addition, differentiation is used to

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estimate the minimum or maximum amount of cream needed for cake decorating and also in estimating the minimum and maximum size of cake produced.

Apart from that, cake baking and cake decoration applied the usage of mathematical progression where it is used to determine the total volume or weight of multi-storey cakes with proportional dimensions. Not just that, progression is used to estimate the total ingredients needed for cake baking and also in estimating the amount of cream for decoration.

PROBLEM SOLVING
Question 1 To calculate the diameter of the baking tray to be used to fit the 5 kg :

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Given 1 kg cake has volume 3800cm, and h is 7.0 cm, so find d.(use = 3.142) Volume of 5kg cake = rh 3800 5 = (3.142)(7.0)r 19000 = 21.994r 19000 = r 21.994 r = 863.872 r = 863.872 r = 29.392 cm Notice that : d = 2r d = 58.783 cm

Question 2 Given the inner dimensions of oven: 80cm length, 60cm width, 45cm height

a) To explore and tabulate different values of height, h cm, and the corresponding values of diameters of the baking tray to be used, d cm.

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First, form the formula for d in terms of h by using the above formula for volume of cake, V = 19000, that is: Volume of cake = rh 19000 = (3.142)(1.0)r 19000 = 3.142r 19000 = r 3.142 r = 6047.104 r = 6047.104 r = 77.763 cm Notice that : d = 2r d = 155.526 cm

Then, draw and complete table of 2 columns, 10 rows (example), as shown below: (use that formula to find d, for every value of h) Height, h (cm) 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 14 Diameter, d (cm) 155.53 109.97 89.793 77.763 69.553 63.493 58.783 54.987 51.842

10.0

49.181

b) Based on the values in table : (i) To state and explain the range of heights that is not suitable for the cakes : h < 7cm is NOT suitable, because the resulting diameter produced is too large to fit into the oven. Furthermore, the cake would be too short and too wide, making it less attractive.

(ii) The dimension that I think most suitable for the cake : h = 8cm, d = 54.987cm, because it can fit into the oven, and the size is suitable for easy handling.

c) (i) To form an equation to represent the linear relation between h and d. Use the same formula in Question 2(a), that is volume of cake = rh. But thin time change r with d/2. So, the formula is V = (d/2)h. The same process is also used, that is, make d the subject. This time, form an equation which is suitable and relevant for the graph: V = (d/2)h 19000 = (3.142)(d/2)h

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19000 d = 3.142h 4 6047.104 d = h 4 24188.415 = d h 155.53 d = h d = 155.53h- log10 d = log10 155.53h- log10 d = - log10 h + log10 155.53 (the final equation for graph-drawing)

Another table is created, with one column is log10 h and the other is log10 d. Then, a graph of log10 d against log10 h is plotted. log10 h (cm) 0 0.3010 0.4771 0.6021 0.6989 0.7781 0.8451 0.9031 0.9542 1.0 log10 d (cm) 2.192 2.041 1.953 1.891 1.842 1.803 1.769 1.740 1.715 1.692

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(ii) Based on the graph : (a) To determined the diameter of cake, d when height of cake, h is 10.5 cm : when h = 10.5 cm, so log10 h is 1.021

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(b) To determined the height of cake, h when diameter of cake, d is 42 cm : when d = 42 cm, so log10 d is 1.623

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Question 3 Best Bakery has been requested to decorate the cake with fresh cream. The thickness of the cream is normally set to a uniform layer of about 1 cm.

(a) The amount of fresh cream required to decorated the cake using the dimension that I have suuggested in 2(b)(ii) is estimated :

The dimension that I suggested in 2(b)(ii) is h = 8cm, d = 54.99cm. Amount of fresh cream = Volume of fresh cream needed (area x height)

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Amount of fresh cream = Volume of cream at the top surface + Volume of cream at the side surface >>>Volume of cream at the top surface = Area of top surface x Height of cream = r x h (d/2) x h = (3.142)(54.99/2) x 1 = 2375 cm >>> Volume of cream at the side surface = Area of side surface x Height of cream = (d x h) x Height of cream = (3.142)(54.99)(8) x 1 = 1382.23 cm

Therefore, the amount of fresh cream = 2375 + 1382.23 = 3757.23 cm

(b) Three other shapes for cake, that will have the same height and volume as I suggested in 2(b)(ii) is : 1. Rectangle 2. Triangle 3. Pentagon

Then, the amount of fresh cream to be used on each of the cakes is : 1 Rectangle-shaped base (cuboid)

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19000 = base area x height base area = 19000/8 length x width = 2375 By trial and improvement, 2375 = 50 x 47.5 (length = 50, width = 47.5, height = 8) Therefore, volume of cream = (Area of left side surface + Area of right side surface)(Height of cream) + (Area of front side surface + Area of back side surface)(Height of cream) + Volume of top surface = { [(8 x 50)+(8 x 50)](1) } + { [(8 x 47.5) + (8 x 47.5)](1) } + 2375 = 3935 cm

2 Triangle-shaped base

19000 = base area x height base area = 2375 x length x width = 2375 length x width = 4750 21

By trial and improvement, 4750 = 95 x 50 (length = 95, width = 50) Slant length of triangle = (95 + 25)= 98.23 Therefore, amount of cream = Area of rectangular front side surface(Height of cream) + 2(Area of slant rectangular left/right side surface)(Height of cream) + Volume of top surface = (50 x 8)(1) + 2(98.23 x 8)(1) + 2375 = 4346.68 cm

3 Pentagon-shaped base

19000 = base area x height base area = 2375 = area of 5 similar isosceles triangles in a pentagon therefore: 2375 = 5(length x width)

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475 = length x width By trial and improvement, 475 = 25 x 19 (length = 25, width = 19) Therefore, amount of cream = 5(area of one rectangular side surface)(height of cream) + volume of top surface = 5(8 x 19) + 2375 = 3135 cm

(c) The shape that require the least amount of fresh cream to be used is determined :

Pentagon-shaped base cake, since it requires only 3135 cm of cream to be used.

Two different methods including Calculus is used to find the dimension of a 5 kg round cake that requires the minimum amount of fresh cream to decorate :

When there's minimum or maximum, well, there's differentiation and quadratic functions. Use both to find the minimum height, h and its corresponding minimum diameter, d. Notice that This question only gives just ONE info only: the mass of cake (which can change into volume of cake, as shown) So, change the 5 kg to 19000 cm

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Method 1: Differentiation Use two equations for this method: the formula for volume of cake (as in Question2(a) ), and the formula for amount (volume) of cream to be used for the round cake (as in Question 3(a) ). 19000 = (3.142)rh (1) V = (3.142)r + 2(3.142)rh (2) From (1): h = 19000 /(3.142)r (3)

Sub. (3) into (2): V = 3.142r + 2(3.142)(19000 / 3.142)r V = 3.142r +38000 / r V = 3.142r + 38000r -1

dV / dr = 2(3.142)r + (-1)(38000)r-2 dV / dr = 6.284r 38000r-2 dV / dr = 6.284r 38000 / r2 -->> minimum value, therefore dV / dr = 0 0 = 6.284r 38000 / r2 38000 / r2 = 6.284r 38000 = 6.284r

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r = 6047.104 r = 6047.104 r = 18.22

Subtitude r = 18.22 into (1) 19000 = 3.142(18.22)h 19000 = 1043.04h h = 18.22

Therefore, h = 18.22cm, d = 2r = 2(18.22) = 36.44cm

Method 2: Quadratic Functions Use the two same equations as in Method 1, but only the formula for amount of cream is the main equation used as the quadratic function. Let f(r) = volume of cream, r = radius of round cake: 19000 = (3.142)rh (1) f(r) = (3.142)r + 2(3.142)hr (2) From (2): f(r) = (3.142)(r + 2hr) -->> factorize (3.142)

Use the completing the square method = (3.142)[ (r + 2h/2) (2h/2) ] = (3.142)[ (r + h) h ]

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= (3.142)(r + h) (3.142)h

a = (3.142) (positive indicates minimum value), minimum value = f(r) = (3.142)h, corresponding value of x = r = (-h)

Sub. r = (-h) into (1):

19000 = (3.142)(-h)h h = 6047.104 h = 6047.104 h = 18.22

Sub. h = 18.22 into (1):

19000 = (3.142)r(18.22) r = 331.894 r = 331.894 r = 18.22

therefore, h = 18.22 cm, d = 2r = 2(18.22) = 36.44 cm

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I would choose not to bake a cake with such dimensions because its dimensions are not suitable (the height is too high) and therefore less attractive. Furthermore, such cakes are difficult to handle easily.

FURTHER EXPLORATION
Given that height, h of each cake is constantly 6.0 cm. Then the radius of the first cake which the largest cake is 31.0 cm. The radius of the second cake is less 10% less than the radius of the first cake, the radius of the third cake is 10% less than the radius of the second and so on.

From statement : height, h of each cake = 6cm

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radius of largest cake = 31cm radius of second cake = 90/100 x radius of first cake, 31.0 cm = 27.9 cm radius of third cake = 90/100 x radius of second cake, 27.9 cm = 25.11 cm etc.

So, conclusion is :

31, 27.9, 25.11, 22.599, , where geometric progression is used to determine the radius of cake with first term is 31.0 and common ratio is 9/10 or 0.9.

a) To find the volume of the first, the second, the third and the fourth cakes :

Use the formula for volume V = (3.142)rh, with h = 6 to get the volume of cakes. The values of r can be obtained from the progression of radius of cakes given in previous question.

Radius of 1st cake = 31, volume of 1st cake = (3.142)(31)(6) = 18116.772 Radius of 2nd cake = 27.9, vol. of 2nd cake = (3.142)(27.9)(6) = 14674.585 Radius of 3rd cake = 25.11, vol. of 3rd cake = (3.142)(25.11)(6) = 11886.414 Radius of 4th cake = 22.599, vol. of 4th cake = (3.142)(22.599)(6) = 9627.995

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Notice that :

9627.995428 11886.41411 = 0.81 11886.41411 14674.58532 = 0.81 14674.58532 18116.77200 = 0.81

T T = 0.81
n n-1

Therefore, we can conclude that the volumes of the cakes form another geometric progression with first term 18116.772 and common ratio 0.81.

b) To calculate the maximum number of cakes that needs to be bake which the total mass of all the cakes should not exceed 15 kg :

Notice that : total mass < 15 kg, change to volume: total volume < 57000 cm

Use Sn = a(1 - rn) 1r where Sn = 57000, a = 18116.772 and r = 0.81 to find n: Sn < 57000 a(1-rn) < 57000

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1r 18116.772(1 0.81n) < 57000 1 0.81 10830 -0.81n < 1 18116.772 -0.81n < -0.4022 n log10 -0.81 < log10 -0.4022 n < log10 -0.4022 -0.81 n < 4.322 n = 4

To verify the answer :

When n = 5, S5 = a(1 r 5) 1r S5 = 18116.772(1 0.815) 1 0.81 S5 = 62104.443 62104.443 > 57000 Sn > 57000, so n = 5 is not suitable.

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When n = 4, S4 = a(1 r 4) 1r S5 = 18116.772(1 0.814) 1 0.81 S5 = 54305.767 54305.767 < 57000 Sn < 57000, so n = 4 is suitable.

CONCLUSION
From all those activities I had done, I can conclude three main points :

Geometry can always be related to our surroundings. Geometry is very important

in everyday life. For examples, the knowledge of geometry is important to determine suitable dimensions for the cake, to assist in designing and decorating cakes that comes in many attractive shapes and designs, and to estimate volume of cake to be produced. Differentiation is used to determine the change of value of certain measurements,

depending on another related variable/measurement. In this project, differentiation is

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essential to determine minimum or maximum amount of ingredients for cakebaking, to estimate minimum or maximum amount of cream needed for decorating, and to estimate minimum or maximum size of cake produced. Progression is very important in our environment and life. By using it, we are

able to determine total weight/volume of multi-storey cakes with proportional dimensions, to estimate total ingredients needed for cake-baking, and to estimate total amount of cream for decoration.

REFLECTION
This Additional Mathematics project had thought me various values and virtues. I was very fortunate to have been given this project work because there are things I might not be learning except by doing this project.

Firstly, I learn to be creative in finding solutions. This value is reflected when I'm choosing the best shape for cake that is the most suitable. By being creative, I was able to come out with various methods to find the minimum amount of fresh cream to decorate. Similarly, thinking wise and creative helps you to solve problems in life. For instance, if I always fail in my exams, there is possibility that my study methods are not right. Thus, I

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must create, figure out and change my methods of study, and this must be done by thinking wise and creative. That's why it is essential in life.

Creativity allows us to create wonderful patterns and images

During the project work is completed, the various trials and challenges that I have experienced. In the making of this project, I have spent countless hours doing this project.

Throughtout day and night I sacrificed my precious time to have fun From Monday Tuesday Wednesday Thursday

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Friday And even on weekend Fuhhhh So tired Sometimes too lazy to think... Sometimes feel so boring... Sometimes feel ... arghhh, all kinds of sense there ...

Of all the activities I have done, there are many values that I obtained during the execution of this project. I can learn more in-depth Additional Mathematics. Also, I was able to gain knowledge from my studies for this project work. This project work also teach me to think out of the box.

School holidays this time are indeed strange for me. Normally I am not so hard like this. But school holidays this time suddenly felt like to complete my school work, odd as well, so why be so?. At first I just looked down on the work of this project. But when other friends are busy talking about it on Facebook, all of a sudden I feel like want to make it as well. So I am determined to complete it before the end of this holiday. So Alhamdulillah, I managed to complete the project work of Additional Mathematics. This may be because I was determined to complete it whatever is all.

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I make this project work using computers. While preparing this project work, I heard nasyid songs. I'm really interested with the UNICs song, Satu Tekad. I am interested in some lyrics of this song :

Satu Tekad (tekadku utk siap projek nie)

Berikan ku sebaris kata Untuk ku susuri jalan gelita Mentera keramat kata pujangga Azimat yang bermakna Di depan simpang bercabang tiga Tak tahu mana satu arahnya Kanan kiri manusia berdusta Mungkir pada yang Esa Mungkin ku bukan watak utama Dalam pentas lakonan dunia Bimbang juga ku turut sama Pastinya aku yang binasa Berikan aku pedoman (kawan2,ajarlah aq cmne nk wt nie) Arah mana jalan kehidupan (aq x phm cmne nk wt la) Untukku teruskan pengembaraan (aq nk dpt gak 10% markah utk trial nanti) Tak rebah dan tersalah langkah (x nak kne mrh ngan cikgu Saadiah) Tunjukkan aku kawan (cube bgi ckit solutionnye kwn2) Simpang mana arah kejayaan (cmne nk siapkan projek ini)

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Timur, utara juga selatan Atau arah matahari terbenam "Bersama menyusuri jalan Para rasul nabi junjungan Menuju ke puncak gemilang terbilang Iman di dada mengiring langkah"

As conclusion, I have learned many things from this project which are very useful in my life. To be honest, this is why I love ADDITIONAL MATHEMATICS.

THE END

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