ADDITIONAL MATHEMATICS

PROJECT WORK SPM 2/2013

Healthy Lifestyle
Campaign
Name:
Team member: 1.
2.
3.
4.
Class:
I/C No:
Teacher’s Name:
School:

1
 Contents
Page
1. Preface 4
2. Acknowledgement
3. Introduction
3.1 Introduction 5
3.2 History

- BMI
- Obesity 6
- Standard Deviation
4. Aim and objectives 7
4.1 Aim
4.2 The objectives of carrying out this project work

4.3 The methods of research

5. Implementation of Project Work

Activity 1 Collecting information
5.1 Information of BMI for Form 1 students 8
5.2 Information of BMI for Form 5 students 10

2
 Activity 2 Data Analysis Page
5.3 Statistics
Definition of Mean, Mode and Median 12
5.4 (a) Analysis of BMI for Form 1 and Form 5 students 13
(b) Mean, mode and median of BMI for Form 1 students
Mean, mode and median of BMI for Form 5 students 15
(c) Comparison of tendency 17
(d) Variance and Standard deviation (Form 1 and Form 5) 18
Calculation Method 1: Formula
Method 2: Formula 19
Checking answer: Calculator fx-350/ fx-570 21

Activity 3 Interpreting of data 22

Activity 4 Further exploration 23

(a) Frequency distribution table
Line graph of BMI for Form 1 and Form 5 students
(b) Causes and how to control Obesity 24
Activity 5 Conclusions 25

6. Reflection 26

7. Reference 27

3
 1. Preface
This project is prepared by the students of class----- and it is based on the Additional
Mathematics textbooks, internet search and reference book. Additional Mathematics is an
elective subject in secondary school. Each student who takes this subject has to carry out a
project work on the given tasks. The project work for the year 2013 is about BMI. The aim
of doing this project is to improve the skills in using mathematics for students. Working on
this also gives a chance for students to apply their skills on what they had learnt to solve an
assigned project. Therefore, every student stands a chance to improve their thinking skills,
usage of languages and grammar as well as mathematics skills throughout the project. After
doing this project, student will be able to master and understand more on the application of
Additional Mathematics that they learnt in their school syllabus. The student can also learnt
some values during the completion of the project such as to learn how to work together or to
be cooperative, improving their communication skills, responsibility and also not to give up
easily on the task given.

2. Acknowledgement
First and foremost, I would like to thank my Additional Mathematics teacher, Mr
===== as he gives us important guidance and commitment during this project work. He has
been a very supportive figure throughout the whole project.

I would also like to give thanks to all my friends for helping me and always supporting
me to complete this project work. They have done a great job at collecting data from students’
heights and weights. They are also sharing the information that they have with other people
including me. Without them, I may face difficulty to do this project and would never have its
conclusion.

Furthermore, I would like to express my gratitude to my beloved parents for helping and
encouraging me in the process of doing this project. At the end, I am happy that my project can
be completed successfully. They have always been by my side and I hope they will still be there
in the future.

Last but not least, I wish to thank all the students who have given me full support by
giving me their valuable data and cooperation, so that I manage to complete my project in time.

4
3. Introduction
3.1 Introduction
Obesity can lead to various health problems. My school has decided to carry out a
“Healthy Lifestyle Campaign” with the aim to create awareness among students about
obesity-related health problems. The Body Mass Index (BMI) gives an indication of the
physical state of person as being underweight, normal, overweight or obese. BMI can be
calculated by using the following formula:

𝑤𝑒𝑖𝑔ℎ𝑡(𝑘𝑔)
BMI = ℎ𝑒𝑖𝑔ℎ𝑡(𝑚)×ℎ𝑒𝑖𝑔ℎ𝑡(𝑚)

3.2 History
Body Mass Index (BMI)
Obesity is a medical condition in which excess body fat has accumulated to the
extent that it may have an adverse effect on health. It is defined by body mass index
(BMI) and further evaluated in terms of fat distribution via the waist–hip ratio and total
cardiovascular risk factors. BMI is closely related to both percentage body fat and total
body fat.

In children, a healthy weight varies with age and sex. Obesity in children and
adolescents is defined not as an absolute number but in relation to a historical normal
group, such that obesity is a BMI greater than the 95th percentile. The reference data on
which these percentiles were based date from 1963 to 1994, and thus have not been
affected by the recent increases in weight.

The body mass index (BMI), or Quetelet index, is a measure for human body shape
based on an individual's mass and height. It was devised between 1830 and 1850 by the
Belgian polymath Adolphe Quetelet during the course of developing "social physics".
Body mass index is defined as the individual's body mass divided by the square of their
height. The formulae universally used in medicine produce a unit of measure of kg/m2.
BMI can also be determined using a BMI chart, which displays
BMI as a function of mass (horizontal axis) and height (vertical
axis) using contour lines for different values of BMI or colors
for different BMI categories.

A graph of body mass index as a function of body mass and

body height is shown above. The dashed lines represent
subdivisions within a major class. For instance the
"Underweight" classification is further divided into "severe",
"moderate", and "mild" subclasses.

5
 Obesity
Obesity is another term for excess body fat. Normal body fat percentages range from
18%-23% in men and 25%-30% in women. Men with body fat percentage greater than
25% and women with a body fat percentage greater than 3% are considered obese.
Obesity occurs when intake of calories exceeds the daily caloric requirement. The
National Institute of Health (NIH) classifies obesity as a chronic disease, which requires
a lifelong effort.

Determining of an individual has excess body fat can be done by various methods.
These methods include body density using underwater body weight, dual x-ray
absorptiometry (DEXA), measuring skin-fold thickness, computed tomography (CT),
and magnetic resonance imaging (MRI). The DEXA test and weighing an individual
underwater are most accurate methods, although they can be expensive, time consuming
and are not always practical.

The two most common methods for measuring a person\u2019s excess body fat are
\u201cweight-for-height\u201d tables and body mass index (BMI) measurement. The
weight-for-height tables provide a range of acceptable weights for a person of a given
height. There are many versions of these tables with different weight ranges, which limit
their use. Because of variability of these tables, BMI has become the measurement of
choice for many doctors and researchers. BMI is calculated using a mathematical
formula that accounts for a person\u2019s height and weight. BMI is equal to a
person\u2019s weight in kilograms (kg) divided by height in meters squared
(BMI=kg/m\u00b2).

For both men and women, normal BMI is between 20 and 24.9.
Individuals with a BMI of 25 to 29 are considered to be overweight.
Individuals with a BMI of 30 or higher are considered to be obese.

Standard Deviation
The term standard deviation was first used in writing by Karl Pearson in 1894,
following his use of it in lectures. This was as a replacement for earlier alternative names
for the same idea: for example, Gauss used mean error. It may be worth noting in passing
that the mean error is mathematically distinct from the standard deviation.

̅ )𝟐
∑(𝒙−𝒙 ̅ )𝟐
∑(𝒙−𝒙
Variance, 𝜎² = Standard deviation 𝜎 = √
𝑵 𝑵

6
4. Aim & Objectives
4.1 Aim
The aim of this project work is to investigate the relationship between height,
weight and BMI with students’ health condition. The purpose of this campaign is to
create awareness among students about obesity or underweight related to health
problems. We should select an appropriate balanced diet to avoid from being a victim to
such illness. Nutritional guidelines play an important role in helping us to make
informed choices about our nutrient intake. The foods that constitute a balanced diet
should contain the major nutrients which include carbohydrates, proteins and lipids, as
well as vitamins, minerals, water and dietary fibre. A balanced diet is essential for the
healthy growth and development of the body.

4.2 The objectives of carrying out this project work are:

1. To collect data on the heights and weights of students.
2. To calculate BMI of each students.
3. To represent data using various methods.
4. To relate students’ knowledge with the data obtained.
5. To suggest ways to practice healthy lifestyle.

4.3 The methods of research are as follows:

1. To obtain the height, weight and BMI of 50 students in Form 1 and 50
students in Form 5.

2. To tabulate the data consisting the height, weight and BMI of this 100
students.

3. To convert the data and represent it using three different statistical graph.

4. To find the mean, mode and median of BMI for the 50 students from each
group of students.

5. To calculate the variance and the standard deviation of BMI for this
students.

7
 5. Implementation of Project Work
Activity 1: Collecting information
The Table below shows the heights, weights and BMI of 50 students from each Form 1
and Form 5 classes in ================

Form 1

No. Name Height(m) Weight(kg) BMI

1 CHOONG WEI EE 1.72 93 31.4
2 GOH CHIN WEI 1.63 51 19.2
3 HO ZULDEN 1.60 35 13.7
4 LEAN WEI HUAN 1.68 68 24.1
5 LIEW CHUN HAO 1.56 42 17.3
6 LOO YEE YONG 1.62 50 19.1
7 NG JIA JIAN 1.71 53 18.1
8 TAN SIANG HAN 1.67 65 23.3
9 TAN WEI HENG 1.65 47 17.3
10 WONG CHOON KEAT 1.61 45 17.4
11 ANG MING ZHE 1.51 42 18.4
12 CALVEN TAN TZE HAN 1.61 55 21.2
13 GOH CHEE YUAN 1.67 58 20.8
14 TE KAI JUN 1.66 50 18.1
15 CHIN LEAN SIN 1.60 62 24.2
16 SOON YU JIE 1.60 51 19.9
17 LIM CHOON TAK 1.61 60 23.2
18 YEOH XUE CHUNG 1.58 58 23.2
19 ALAN FONG WEI HAO 1.62 57 21.7
20 CHOR KAH CHOON 1.60 78 30.5
21 LAI WEI SONG 1.62 41 15.6
22 KANG CHEE PHENG 1.55 54 22.5
23 KHOR HAI CHUAN 1.68 51 18.1
24 LOW WEI PING 1.53 46 19.7
25 NG CHEE HONG 1.63 45 16.9

8
26 WONG ZHENG XIAN 1.65 71 26.1
27 YAP LIN PIN 1.55 58 24.1
28 CALVIN CHIN WEN KANG 1.61 53 20.5
29 KHOR CHAO MING 1.54 82 34.6
30 LIM CHIN MING 1.60 52 20.3
31 CHEAH BOON ENG 1.67 66 23.7
32 TAN YONG CHUEN 1.61 60 23.2
33 HONG VILOON 1.59 50 19.8
34 KHOR WEI CHUAN 1.65 50 18.4
35 HENG JING QIN 1.63 50 18.8
36 LOH PEN SOON 1.60 40 15.6
37 NG WEYMOND 1.60 43 16.8
38 THANG YANG FUN 1.77 84 26.8
39 SIM SHAN LIN 1.69 55 19.3
40 CHUA HAN YONG 1.60 37 14.5
41 LIEW MENG HOOI 1.55 40 16.7
42 TIOH CHEE HEAN 1.67 47 16.9
43 WONG CHUN CHUAN 1.67 55 19.7
44 CHEAM CHOONG SHEN 1.60 70 27.3
45 LEE KAH SHEN 1.65 50 18.4
46 TAN CHOON GUAN 1.60 58 22.7
47 GOH CHEE HONG 1.69 55 19.3
48 TAN CHUN SHAN 1.58 67 26.8
49 TAN WEI QING 1.46 70 32.8
50 YOONG ZI XIAN 1.46 46 21.6

BMI (class interval) Number of students in Form 1

13.4  16.5 4
16.6  19.7 20
19.8  22.9 10
23.0  26.1 9
26.2  29.3 3
29.4  32.5 2
32.6  35.7 2

9
Form 5

No. Name Height (m) Weight (kg) BMI

1 LAW SOON KEE 1.68 49 17.4
2 ONG WEI TECK 1.77 42 13.4
3 TAN YONG MAN 1.58 46 18.4
4 YONG CHEE SEONG 1.64 53 19.7
5 ANG CHYN HWANG 1.76 57 18.4
6 CHIN CHONG 1.68 51 18.1
7 GOH KAI HON 1.57 55 22.3
8 HENG KANG WEI 1.79 59 18.4
9 KONG WEI MING 1.69 50 17.5
10 TAN KHUAN KWAN 1.68 53 18.8
11 LEE CHEE KEONG 1.69 52 18.2
12 VICTOR TEH YANG JIE 1.73 56 18.7
13 LIM KHAI XIAN 1.80 54 16.7
14 YOONG ZI JIE 1.79 60 18.7
15 NG CHIA CHEN 1.80 62 19.1
16 KHOR ZHI JIE 1.78 67 21.2
17 LEE SOON YONG 1.72 69 23.3
18 TEOH YU CHUAN 1.69 65 22.8
19 SURENDER DEVAR a/l MUNIANDY 1.74 61 20.2
20 TAN CHIN SAM 1.74 68 22.5
21 BEH PHOI FOUNG 1.70 64 22.2
22 LIEW WEI JEAN 1.79 62 19.4
23 CHENG KIM SENG 1.78 61 19.3
24 NG ENG MING 1.65 66 24.2
25 NG KELVIN 1.80 60 18.5

10
26 OOI CHEE KYE 1.74 64 21.1
27 TENG HOR MAN 1.77 65 20.8
28 CHEE ZHEN YOUNG 1.79 63 19.7
29 TAN CHIN HOCK 1.75 60 19.6
30 BOON KEI FOONG 1.67 65 23.3
31 CHONG KOON FATT 1.75 67 21.9
32 KOH DING SHENG 1.85 69 20.2
33 FOO WEI SENG 1.75 61 19.9
34 SEAH ZHEN WEI 1.69 70 24.5
35 LAI BOON PING 1.75 76 24.8
36 OOI CHOON HAO 1.67 72 25.8
37 LEE CHUN KOOI 1.75 70 22.9
38 NG WEI GUAN 1.76 72 23.2
39 PUAH CHUAN WIN 1.76 70 22.6
40 YEOH XIONG LIANG 1.80 75 23.2
41 CHANG BOON KEAT 1.73 79 26.4
42 LIM KEAN TIK 1.72 70 23.7
43 LIM SHEE ZHANG 1.73 75 25.1
44 TEOH KAY YEE 1.71 86 29.4
45 HEAH YIT HAW 1.69 89 31.2
46 NG WEI PING 1.70 83 28.7
47 NG CHUN HWA 1.83 80 23.9
48 LOH KIEN SHENG 1.66 97 35.2
49 LIM KHANG PING 1.74 90 29.7
50 KHOR WEI KHOON 1.75 100 32.7

BMI (class interval) Number of students in Form 5

13.4  16.5 1
16.6  19.7 18
19.8  22.9 13
23.0  26.1 11
26.2  29.3 2
29.4  32.5 3
32.6  35.7 2

11
 Activity 2: Data Analysis
Statistics:
 Finding mean, mode and median of ungrouped data and group data.
 Finding interquartile range, variance, and standard deviation of ungrouped data
and group data.
1. Mean of grouped data:
 For grouped data, we need a representative value for each class in order to
calculate the mean.
 We take the midpoint of the class known as class mark to represent the class.
 The mean of the grouped data can be determine using the formula
∑ 𝑓𝑥 where f is the frequency of each class and
𝑥̅ = ∑ 𝑓 x is the corresponding class mark

2. Mode of the grouped data

 The value in a set of data that occur the most often.
 The value of the set with the highest frequency.
 The mode of the grouped data can be determined by using histogram.
Frequency i. Determined the modal class.
ii. Join the top vertices of the bar representing the modal class to the
vertices of the adjacent bars, as shown in the diagram
iii. Determined the value on the horizontal axis at the intersection of
the two lines. This value obtained represents the mode.

0 Mode value Midpoint

3. Median of the grouped data:

 The median of a set of a grouped data can be calculated from the cumulative
frequency distribution table using formula
𝑁
−𝐹
Median = L + ( 2 𝑓 ) c
L = Lower class boundary of median
N = Total frequency
F = Cumulative frequency before median class
f = Frequency of median class
C = Class size

12
 (a) Based on the data collected,

Form 1

Largest value of BMI = 34.6

Smallest value of BMI = 13.7

Range = 20.9

Number of class interval =7

Size of class interval = 2.986

 3.0

BMI (class interval) Number of students in Form 1 Number of students in Form 5

13.4  16.5 4 1
16.6  19.7 20 18
19.8  22.9 10 13
23.0  26.1 9 11
26.2  29.3 3 2
29.4  32.5 2 3
32.6  35.7 2 2

(b) Mean, mode and median of BMI for Form 1 students:

BMI class interval Midpoint, x Number of students, f fx

13.4  16.5 14.95 4 59.80
16.6  19.7 18.15 20 363.00
19.8  22.9 21.35 10 213.50
23.0  26.1 24.55 9 220.95
26.2  29.3 27.75 3 83.25
29.4  32.5 30.95 2 61.90
32.6  35.7 34.15 2 68.30
f = 50 fx = 1070.70
∑ 𝑓𝑥
Mean, 𝑥̅ = ∑𝑓

1070.70
=
50

= 21.414

13
 BMI for Form 1 students
21
20
19
18
17
16
15
14
13
Number of students, f

12
11
10
9
8
7
6
5
4
3
2
1
0
18.50
14.95 18.15 21.35 24.55 27.75 30.95 34.15
Midpoint x

50
−24
Median = 19.75 + ( 2 10 ) × 3.2

= 20.07

14
Form 5

Largest value of BMI = 35.6

Smallest value of BMI = 13.4

Range = 22.2

Number of class interval =7

Size of class interval = 3.171

 3.2

Mean, mode and median of BMI for Form 5 students:

BMI class interval Midpoint, x Number of students, f fx

13.4  16.5 14.95 1 14.95
16.6  19.7 18.15 18 326.70
19.8  22.9 21.35 13 277.55
23.0  26.1 24.55 11 270.05
26.2  29.3 27.75 2 55.50
29.4  32.5 30.95 3 92.85
32.6  35.7 34.15 2 68.30
f = 50 fx = 1105.90
∑ 𝑓𝑥
Mean, 𝑥̅ = ∑𝑓

1105.90
=
50

= 22.118

15
 BMI for Form 5 students
21
20
19
18
17
16
15
14
Number of students f

13
12
11
10
9
8
7
6
5
4
3
2
1
0 19.0
14.95 18.15 21.35 24.55 27.75 30.95 34.15
Midpoint x

17
Mode = 16.55 + ( 17+5 )× 3.2

=19.00

50
−19
Median = 19.75 + ( 2 13 ) × 3.2

= 21.23

16
(c) Comparison of tendency
Measures of central tendency are very common statistical
measurements. However, the three measures of central tendency have some
unique characteristics that make them suitable for certain kinds of data.

Mean is most widely used. It is easy to find and it is considered a good

measure of central tendency because all the values in a set of data are taken
into account while determining the mean. It is suitable for representing data
that are quite evenly distributed.
However, if a set of data contains extreme values, the mean obtained could
deviate from its central and may not represent the general characteristics of the
set of data. Under such circumstances, median eliminates the effects of
extreme values in the set of data.

Mode is usually used to represent a set of data containing a large

number of values and many repeated values. For example, consider a factory
producing ready-made clothes of varying sizes. The operator of factory may
carry out a survey of the different sizes of clothes sold in some retail outlets.
The size of clothes having the highest sale is certainly more significant to him
rather than the mean of the sizes of clothes.

Median is used when there are extreme values because median

eliminates the effects of extreme values in the set of data.

The Best Tendency

In this case, I recommended the way mean. As the result of the data are not
extreme values and present the general characteristics of the set of data.
Median isn’t suitable, as it cannot present the data frequency and constancy
well. Mode is also not suitable in this case.

17
 (d) Variance and Standard deviation
 Variance
 The variance of a random variables (of somewhat more precisely, of a
probability distribution) is a measure of its statistical dispersion, indicating
how its possible values are spread around the expected value.
∑ 𝑓(𝑥−𝑥̅ )2 ∑ 𝑓𝑥 2 ∑ 𝑓𝑥
Variance, 𝜎² = = −( )²
𝑓 𝑓 𝑓

 Standard deviation
 The standard deviation of a probability distribution, random variable, or
population or multi set of values is a measure of the spread of its values. It
is usually denoted with the letter 𝜎 (lower case sigma). It is defined as the
square root of the variance.

∑ 𝑓(𝑥−𝑥̅ )2 ∑ 𝑓𝑥 2 ∑ 𝑓𝑥
Standard deviation 𝜎 = √ = √ −( )²
𝑓 𝑓 𝑓

The calculation of the variance and standard deviation of BMI for Form 1 and Form 5:
Form 1
Method 1: Using formula
∑ 𝑓(𝑥−𝑥̅ )2 ∑ 𝑓(𝑥−𝑥̅ )2
Variance, 𝜎² = and Standard deviation 𝜎=√
𝑓 𝑓

BMI class interval Midpoint, x Number of students, f x  𝑥̅ ( x  𝑥̅ )² f( x  𝑥̅ )²

13.4  16.5 14.95 4 -6.46 41.73 166.92
16.6  19.7 18.15 20 -3.26 10.63 212.60
19.8  22.9 21.35 10 -0.06 0.00 0.00
23.0  26.1 24.55 9 3.14 9.86 88.74
26.2  29.3 27.75 3 6.34 40.20 120.60
29.4  32.5 30.95 2 9.54 91.01 182.02
32.6  35.7 34.15 2 12.74 162.31 324.62
Total 50 355.74 1095.50

Mean, Variance, Standard deviation,

∑ 𝑓𝑥 ∑ 𝑓(𝑥−𝑥̅ )2 ∑ 𝑓(𝑥−𝑥̅ )2
𝑥̅ = ∑𝑓
𝜎2 =
𝑓
𝜎 =√ 𝑓

1070.70 1095.50
= = 1095.50
50 50 =√
50
= 21.414 = 21.91
= 4.681

18
Method 2: Using formula
∑ 𝑓𝑥 2 ∑ 𝑓𝑥 2 ∑ 𝑓𝑥 2 ∑ 𝑓𝑥
Variance, 𝜎² = −( ) and standard deviation 𝜎=√ −( )²
𝑓 𝑓 𝑓 𝑓

BMI class interval Midpoint, x Number of students, f fx fx²

13.4  16.5 14.95 4 59.80 894.01
16.6  19.7 18.15 20 363.00 6588.45
19.8  22.9 21.35 10 213.50 4558.23
23.0  26.1 24.55 9 220.95 5424.32
26.2  29.3 27.75 3 83.25 2310.19
29.4  32.5 30.95 2 61.90 1915.81
32.6  35.7 34.15 2 68.30 2332.45
Total 50 1070.70 24023.46
Variance, Standard deviation,
∑ 𝑓𝑥 2 ∑ 𝑓𝑥 ∑ 𝑓𝑥 2 ∑ 𝑓𝑥
𝜎2 = −( )² 𝜎 = √ −( )²
𝑓 𝑓 𝑓 𝑓

24023.46 1070.70 24023.46 1070.70

= ( )² =√
50
−(
50
)²
50 50

= 21.91 = 4.681

Method 3: (Checking calculation) Using Calculator by Entering Raw Data

By using scientific calculator fx-350MS / fx-570MS
Step 1
a) Press MODE MODE than the screen will show:

b) COMP SD REG
1 2 3
c) Press 2 for “SD”, after that a small “SD” will be shown on the screen.
d) Standard deviation function is form.
Step 2
a) Entering the data.
b) Press midpoint 14.95 SHIFT ，Number of student 4 than press M+
c) The screen will show “n=4”
d) Enter the second value 18.15 SHIFT ， Number of student 20 than press M+
e) The screen will show “n=24”
f) Do the above steps over again with all of the values.
g) At the end, the screen will show “n=50”.
h) Straight away press SHIFT 2
i) The screen will show:
̅
𝒙 x𝝈 x𝝈n1
1 2 3
j) Press 3 =
k) Answer shown is the standard deviation 4.681

19
Form 5
Method 1: Using formula
∑ 𝑓(𝑥−𝑥̅ )2 ∑ 𝑓(𝑥−𝑥̅ )2
Variance, 𝜎² = and standard deviation 𝜎 = √
𝑓 𝑓

BMI class interval Midpoint, x Number of students, f x  𝑥̅ ( x  𝑥̅ )² f( x  𝑥̅ )²

13.4  16.5 14.95 1 -7.168 51.38 51.38
16.6  19.7 18.15 18 -3.968 15.75 283.50
19.8  22.9 21.35 13 -0.768 0.59 7.67
23.0  26.1 24.55 11 2.432 5.91 65.01
26.2  29.3 27.75 2 5.632 31.72 63.44
29.4  32.5 30.95 3 8.832 78.00 234.00
32.6  35.7 34.15 2 12.032 144.77 289.54
Total 50 328.12 994.54

Mean, Variance, Standard deviation,

∑ 𝑓𝑥 ∑ 𝑓(𝑥−𝑥̅ )2
𝑥̅ = 𝜎2 = 𝜎=√
∑ 𝑓(𝑥−𝑥̅ )2
∑𝑓 𝑓
𝑓

1105.90 994.54
= = 994.54
50
50 =√
50
= 22.118 = 19.891
= 4.4599
Method 2: Using formula
∑ 𝑓𝑥 2 ∑ 𝑓𝑥 2 ∑ 𝑓𝑥 2 ∑ 𝑓𝑥
Variance, 𝜎² = −( ) and standard deviation 𝜎 = √ −( )²
𝑓 𝑓 𝑓 𝑓

BMI class interval Midpoint, x Number of students, f fx fx²

13.4  16.5 14.95 1 14.95 223.50
16.6  19.7 18.15 18 326.70 5929.61
19.8  22.9 21.35 13 277.55 5925.69
23.0  26.1 24.55 11 270.05 6629.73
26.2  29.3 27.75 2 55.50 1540.13
29.4  32.5 30.95 3 92.85 2873.71
32.6  35.7 34.15 2 68.30 2332.45
Total 50 1105.90 25454.82
∑ 𝑓𝑥 2 ∑ 𝑓𝑥 ∑ 𝑓𝑥 2 ∑ 𝑓𝑥
Variance, 𝜎 2 = 𝑓
−( 𝑓
)² Standard deviation, 𝜎 = √ 𝑓
−( 𝑓
)²

25454.82 1105.90 25454.82 1105.90

= ( )² =√
50
−(
50
)²
50 50

= 19.891 = 4.4599

20
Method 3: (Checking calculation)Using Calculator by Entering Raw Data
By using scientific calculator fx-350MS / fx-570MS
Step 1
e) Press MODE MODE than the screen will show:

f) COMP SD REG
1 2 3
g) Press 2 for “SD”, after that a small “SD” will be shown on the screen.
h) Standard deviation function is form.
Step 2
l) Entering the data.
m) Press midpoint 14.95 SHIFT ，Number of student 1 than press M+
n) The screen will show “n=1”
o) Enter the second value 18.15 SHIFT ， Number of student 18 than press M+
p) The screen will show “n=19”
q) Do the above steps over again with all of the values.
r) At the end, the screen will show “n=50”.
s) Straight away press SHIFT 2
t) The screen will show:
̅
𝒙 x𝝈 x𝝈n1
1 2 3
u) Press 3 =
v) Answer shown is the standard deviation 4.4599

21
 Activity 3: Interpretation of data

Based on the calculation in Activity 2, the mean of the BMI value of Form 1

students is 21.414 while the mean of the BMI value of Form 5 students is 22.118,

which are both in the category of normal weight. The standard deviation of BMI value

for Form 1 and Form 5 students are 4.6810 and 4.4599 respectively.

According to the data, we can conclude that the range of BMI value for Form

1 students is higher compare to Form 5 students. There maybe some students are in

the category of underweight or obese. The problem can be caused by some students

skip their meals due to studies and their co-curriculum activities. These students

should eat a proper diet and lead a healthy lifestyle. Chocolates and other high

cholesterol food should be cut down to maintain a healthy body.

Meanwhile, the range of BMI value of Form 5 students is lower compare to

the range of BMI value in Form 1 students. Almost all of the students are healthy and

lead a normal life. Their diets are correct and they are eating at the correct proportions.

Students in Form 5 have more knowledge about healthy lifestyle and could take care

of themselves. He or she would do more exercise to avoid diseases such as high blood

pressure and stroke. It is an important role to take this in measure to stay and live

healthy.

22
 Activity 4: Further exploration
(a) Body Mass Index (BMI) reflects the physical state of a person as underweight, normal,
overweight or obese.
Table 4 shows the BMI and the physical state of a person based on BMI.
BMI Category Frequency
Below 18.5 Underweight 26
18.5 - 24.9 Normal weight 57
25 - 29.9 Overweight 10
30 and above Obese 7

60
BMI of students in Form 1 and Form 5
57

50

40 Below 18.5 Underweight

frequency

18.5 - 24.9 Normal weight

30
26
25 - 29.9 Overweight
20
30 and above Obese
10 10
7

0
Frequency
Category of BMI

60 BMI of students in Form 1 and Form 5

Frequency
57
50

40

30

26
20

10
10
7
0
Underweight Normal weight Overweight Obese
Below 18.5 18.5 - 24.9 25 - 29.9 30 and above

23
 (b) Steps to avoid problems due to obesity

From the investigation and report made, the problem of obesity must be dealt
with the right measures since obesity can cause not only physical change but also
endangers the life of the person. Therefore, everyone must work together to overcome
this crucial problem. As student, we must play our respective role too.

STEP 1: Having good diet.

Having a daily balanced diet, especially for those who are undergoing
adolescence is a positive step towards a healthy lifestyle. Avoid drinking too
much carbonated drinks since they contain lots if sugar that might cause
obesity. We should also avoid eating too much junk food since they are not
nutritious.

STEP 2: Exercise regularly.

Exercising twice or three times a week will lead to a healthy body. We should
take a walk after dinner or lunch to improve digestion of the food inside our
stomach. Swimming is also a much-recommended exercise for obese people
as it takes away much pressure from feet.

STEP 3: See proper medical service.

If the problem persists, we should encourage them to seek proper medical
advice from qualified dieticians. These dieticians will be individual to lose
weight. After all, doctors know best.

In conclusion, the problem of obesity should not be taken lightly as it can be

life-threatening. As student, we should show our full support to help make the
“Healthy Lifestyle Campaign” a success

24
Activity 5: Conclusion
a) Children become overweight and obese for a variety of reasons. The
most common causes are genetic factors, lack of physical activity, unhealthy
eating patterns, or a combination of these factors. Although weight problems
run in families, not all children with a family history of obesity will be
overweight. Children whose parents or brothers or sisters are overweight may
be at an increased risk of becoming overweight themselves, but this can be
linked to shared family behaviors such as eating and activity habits. Today,
many children spend a lot time being inactive. For example, the average child
spends approximately four hours each day watching television. As computers
and video games become increasingly popular, the number of hours of
inactivity may increase.

b) Healthy lifestyle can help you prevent overweight and obesity. Many
lifestyle habits begin during childhood. Thus, parents and families should
encourage their children to make healthy choices, such as following a healthy
diet and being physically active. First, follow a healthy eating plan. Make
healthy food choices, keep your calorie needs and your family's calorie needs
in mind, and focus on the balance of energy in and energy out. Beside, focus
on portion size. Watch the portion sizes in fast food and other restaurants. The
portions served often are enough for two or three people. Children's portion
sizes should be smaller than those for adults. Cutting back on portion size will
help you balance energy in and energy out. Last, be active. Make personal and
family time active. Find activities that everyone will enjoy. For example, go
for a brisk walk, bike or rollerblade, or train together for a walk or run.

c) There are many ways we can play to make the “Healthy Lifestyle
Campaign” a success. We can stay active for the rest of our lives. Furthermore,
plan the activities that provide us with exercise, like walking, biking, or
swimming. Next, be sensitive to our needs. Overweight may feel
uncomfortable about participating in certain activities. It is important to help
us find physical activities that we enjoy and that aren't embarrassing or too
difficult. Moreover, reduce the amount of time we spend in sedentary
activities, such as watching TV or playing video games. The purpose is not to
make physical activity and following a healthy diet a chore, but to make the
most of the opportunities we have to be active and healthy.

25
 6. Reflection

In the process of conducting this project, I have learnt that perseverance pays
off, especially when you obtain a just reward for all your hard work.

For me, succeeding in completing this project work has been reward enough. I
have also learnt that mathematics is used every where in daily life.

Besides that, I have learned many moral values that I practice. This project
work had taught me to be more confident when doing something especially the homework given by
the teacher. I also learned to be more disciplined student who is punctual and independent.

This project had taught me to be responsible on the works that are given to me to be
completed. This project also made me felt more confidence to do works and not give up easily when
we could not find solution for the question. I also learned to be more discipline on time, I pass up to
my teacher just in time. I also enjoyed doing this project after school as I spent my time with friends to
complete this project and it had tightened our friendship.

26
 6. Reference

http://en.wikipedia.org/wiki/Obesity

http://stadard-deviation.appspot.com

http://davidmlane.com/hyperstat/A16252.html

http://en.wikipedia.org/wiki/Body_mass_index

27