Minggu, 06 Mei 2012


The discovery of Logarithms
Logarithms will never be known without knowing the name, John Napier. Son of Sir Archibald Napier of his first wife, Janet Bothwell, was born in Merchiston Castle, near Edinburgh, Scotland. When the age of 14, Napier sent to the university St. Andrews to study theology. After traveling to foreign countries, Napier returned to my hometown in 1571 and married Elizabeth Stirling and had two children. In 1579, his wife died and remarried to Agnes Chisholm. This second marriage gave him ten children. The second child of his second wife, Robert, later became his father's translator works. Sir Archibald died in 1608 and John Napier succeeded him, lives in Merchiston castle all his life.
Napier is not a professional mathematician. Scotsman, he was a baron who lived in Murchiston and has plenty of land but also have a hobby of writing the various topics that interested her. He is only interested in researching any aspect of mathematics, particularly relating to the calculation and trigonometry. The term "framework Napier" (Napier frame) refers to the multiplication tables and "Napier's analogies" and "Law sections Napier circle" is a tool to remember in connection with the trigonometric circle. Napier said that the research and findings on the logarithm happened twelve years ago before it was published. This statement points out that the basic idea occurred in 1594. Although invented by Napier but there is the role of its predecessor. Stifel wrote Arithmetica integra in 50 years ago with the guidelines for the works of Archimedes. Numbers with power of two is essentially, though not be used for purposes of calculating the difference because there is too big and way of interpolation does not give accurate results.
Influence of the ideas Dr. John Craig could not be ruled out, the influence of John Napier. Meeting this accident happened, happened when the group Craig on his way to Denmark by boat, a storm that made this group to stop not far from the observatory of Tycho Brahe, not far from where Napier. While waiting for the storm to pass, they discussed ways of calculation used in the observatory. This discussion is more motivated to make Napier in 1614 published the book description of the rules in the logarithm (A Description of the Marvelous Rule of Logaritms).Early discoveries of Napier is actually very simple. Using a geometric progression and integral simultaneously. Take a certain number close to 1. Napier using the 1-107 (or .9999999) as numbers. Now, the term progression of ever-increasing power until the end result is close - very little difference. In order to achieve "balance" and avoid going (number) decimal multiplied by 107.
N = 107 (1 - 1/107) L, where L is the logarithm of Napier so the logarithm of 107 is equal to zero, ie: 107 (1-1/107) = 0.9999999 is 1 and so on. If the number is divided by 107 and logarithms, will be found - virtually - the system of logarithms as base 1 / e, for (1-1/107) 107 approaching
Lim n → ∞ (1 - 1 / n) n = 1 / e.
Keep in mind that Napier did not have the concept of logarithms as a basis, as we know it today. Napier working principles will be more clearly by using the concept of geometry below.
A                    P         B                    

C                                 D             Q                      E
The line AB is half of the line CE. Imagine a point P set out from point A, passing along the line AB with a velocity comparable with the proportion decreasing with distance from point B; at the same point Q moves from the line CE ... by moving the same speed as the point P. Napier called CQ distance variable is the logarithm of the distance PB is the geometric definitions Napier. For example: PB = CQ = x and y. If AB be 107, and if the speed of movement of the P well 107, it is obtained in modern calculus notation dx / dt =-x and dy / dt = 107, x0 = 107, y0 = 0. So dy / dx = - 107 / x, or y = -107 ln cx, where c is the initial condition to be 10-7. The result, y = -107 ln (x/107) or y/107 = log 1 / e (x/107).
As soon as the first book was published, the enthusiasm of mathematicians broke so many of their visit to Edinburgh. One of the guests was Henry Briggs (1516 - 1631), which at the time of Briggs informed the meeting about the modifications made to Napier. Transform into a logarithmic basis, rather than 107, the result is zero and use the base 10 (decimal). Finally found the log 10 = 1 = 10 º.
Napier died in his castle on April 3, 1617, and was buried in the church of St. Cuthbert, Edinburgh. Two years later, 1619, published a book of beauty logarithm Construction (Construction of the wonderful logarithms), compiled by Robert, son.
Find the basic concept of logarithms, before being developed by other mathematicians - especially Henry Briggs - so it can provide benefits. This discovery brought a big change in mathematics. Johannes Kepler helped, because the logarithm, calculated able to increase capacity for the astronomer. "Miracle" was later called by the logarithm of [Florian] Cajori as one of the three important discoveries of mathematics (the other two are notation-based Arabic numerals and ten fractions / decimals).

Minggu, 08 April 2012

Vedeo about math


Monday, April 2, 2012, I get chance to look some videos about mathematics. The videos tell us about angle, degree and radian, multiplying exponent, everyday mathematics multi division math and quadratic form. In this time, I will try to resume all the video.
First, the video tell us about Angle. I’m sure all about you know what is angle? Angle is scale rotation a line segment from one point base to other position. Beside that in the wake two dimension that uniform, angle can defined as space between two line straight segment that intersect.
·        positive angle, if an angle is generated by a-counter clockwise rotation.
·        negative angle, if an angle is generated by a clockwise rotation.
We can use graph in x , y to measure the angle. In euclidean geometry, the measures of the interior angles of a triangle add up to π radians, or 180°, or 1/2 turn; the measures of the interior angles of a simple quadrilateral add up to 2π radians, or 360°, or 1 turn. In general, the measures of the interior angles of a simple polygon with n sides add up to [(n − 2) × π] radians, or [(n − 2) × 180]°, or (2n − 4) right angles, or (n/2 − 1) turn. Angle have some special angle, such us 0˚, 30˚, 45˚, 60˚, 90˚. It is important to memorize special angle.

The second video is about degree and radian. Degree is one full counterclockwise rotation of terminal side angle.
1˚ = 1/360 of full revolution
90˚ = ¼ of full revolution, and it is called right angle
180˚=1/2 of full revolution, and it is called straight angle
360˚ = full circle
Radians is angle unit field that a symbol with “rad”. One radian or 1 rad is magnitude angle that formed by two the radius of the circle of radius 1 meter and form an arc along the well 1 meter. Radian have relation with degree.

360˚ = 1 full revolution
1 full revolution = 2π radians

1˚ =…radian, 1 radian=…˚

360˚ = 2π radian
360˚/2 = 2π/2 radian
180˚= π radian
180˚/180 = π/180 radian
1˚= π/180 radian
1 radian = 180/π radian

The next video tell us about exponent. Exponent is a repeated multiplication. Exponent can be write x y, but exponent can also write with sign as follow ^, ex 3^5 that is 35. x is cardinal number and y is exponent. The example to 35, 3 is cardinal number and number 5 is exponent. To calculate 35 we must multiply 5 times to number 3. What is said equation can with this step : 3 rank 5 equal to 243.
Rule I

Some both base and multiply base
anbn = (ab)n

Example : 35x45= (3.4)5=125

Before learn the next rules, it will be important if we know that

Raise to second power is square, and raise to third power is cube.

Rule II

Divide instead multiply

an/bn= (a/b)n

example : 63/23 = (6/2)3 = 3x3x3

Rule III
Base number base power
(an)m =an.m

Example:  (23)2=82

Rule IV

Differential exponent, same number base

an+am = a(n+m)

example : 2.3x2.5 = 2(3+5)

Rule V

an/am = a(n-m)

Example : 45/43 = 4(5-3)=42



Then, the next video is Everyday Mathematics Multi Division Math, it is about some method to multiply and division.
Standard algorithm for multiplying
26×31= …
It can be solved by different methods
First method, (20×31) + (5×31)+(1×31) = 620 + 155 + 31=806
Then, products method

26×31 = 1×6 + 1×20+30×6+30×20= 806

Lathice Method

26×31= …

26×31=806

Standard algorithm for division

By long division 133 : 6 =22 R.1 or 22 1/6

This division can be solved by different method

First method
133:6=…
6×10=60
6×20=120
6×1=6
6×21=126
6×1=6
6×22=132
6×22+1=133
so, 133:6 = 22 R.1

Division Algorithms Questions method

133:6= …
6×10=60
6×10=60
6×1=6
6×1=6
(10+10+1+1)=22
So, 133:6 = 22 R.1

The last video is about Quadratic Equation

(3x-1)(x+2) = 3x2+6x-x-2 = 3x2+5x-2 (it is basic quadratic form)

y=3x2+5x-2

Standard quadratic form : y=ax2+bx+c

Linear equation
y=mx+b

m is slope and y b is y-intercept

Rate of change for quadratic equation is not constant

Slope changing over times

y=100-16x

at x=0 → y=100
at x=1→y=100-16=84
at x=2→ y=100-2.16=68

different point → different slope.

Minggu, 25 Maret 2012

Resume the songs

Derivation Angle Interger


A math-themed video entitled Derivation Angle Interger tells the story of a derivative, integer, and angle. The first thing is the definition described allusions derivative of f (x), then there is the slope of the tangent at the point as (x, f (x)), (x + h, f (x + h)) with h equal to the change in x , so the slope of the change in y divided by x is equal to (y2 y1 times) divided by (x1 x2 times). The general formula at any point and not a derivative of the fuction. The second integer is an integer or decimal fractions are not can not be negative or all of its negative and a negative number where it will have vertical and horizontal lines. The amount is called the line number because there is no number bigger so will result in a true positive rate or below the negative and less than zero. The third point, on the corner there is an exterior point, dot, dot the interior. In the corner, he has three angles, right angles, acute angles and obtuse angles. Angle is called the right angle because it has the same size with a 90 degree angle, while the acute angle has measure angles of less than 90 degrees. And while the angle obtuse angle has a size of more than 90 degrees. In the corner, there is a mutual angles and supplementary angles. Complementary angles add up to 90 degrees and supplementary angles add up to 180 degrees. Vertical angle is the angle that occurs when two opposite each other. The angle bisector is a ray of spirit and the two angles are congruent respectively. And then perpendicular lines that intersect the line of the right line. That's the outline of the video, entitled Derivation Angle Interger.


WHAT YOU KNOW ABOUT MATH?


Song called WHAT YOU KNOW ABOUT MATH? told that they (the singer) explains what it is mathematics. meraka ask what we know mateatika challenge, and through the lyrics of the song they explain what they know about math. He knows all about the mathematics of 44 and it's causing a real easy answer to that sig figs. And then, you can get 45 as an answer to your height, your round is too big. TI-80 silver edition Shinin know that he is a dog. An additional memory in the back to do my natural log. We know that we can multiply while memorizing pi take limits to the sky be sure to simplify the graphical utility. Its 100 trig math B and we can not cheat off. Next is the rate times the distance of time. No sign of a line graph, and then decreased exponentially but the score we can not beat him. We memorize our rates for the state math league to league and math scores do not get many dates so that we can represent math league when we add the dwarf reduced.


Perimeter


This song describes the way we get a flat round thing else up. perimeter be obtained by summing all sides are on the flat plane. For example, the circumference of the square we will get from the sum of the four sides of a square shape. Or the triangle, we'll get the circumference of the triangle by summing the three sides of a triangle, as well as build another flat. That is the meaning of this song called Perimeter.


Mean Median and Mode


This song tells about the three things that exist on the subject of statistics. These three things are the same as the title song, which is MEAN MEDIAN and MODE. Mean is average of statistic data. We can determine mean by way, that is add up the values of all the terms and then divide by the number of the terms. While median of a distribution with a discrete random variable depends on whether the number of terms in the distribution is even or odd. We can determine median by way, that is arrange in order of data and then look for the middle value of data. If the number of terms is odd, then the median is the value of the term in the middle. If the number of the 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. Example, there is a data with even number, that is 1 4 6 2 8 7, to determine median of data, we must arrange in order so that 1 2 4 6 7 8. After that determine middle number, that is 4 and 6 and then 4 added by 6 equals 10 then 10 divided by 2 equals 5. So the median is 5. And while mode of distribution with a discrete random variable is the value of the term that occurs the most often. We can determine mode by way, that is by determining a data or number in which it has a greatest repeats. If the data doesn’t have a repeats so the data doesn’t have mode.


The Math Song (The Lazy Song)


This song teaches students that the learning of mathematics to be serious so they will get good grades in mathematics. The notion of mathematics as a subject that is difficult to make math more difficult than it actually is. So many formulas to make them mad matematia, but if they study it seriously they can solve problems in mathematics


That’s Mathematics


From this song we know that everything that exists in everyday life is always related to mathematics. It was shown from the lyrics that tell the usual activities we do is part of mathematics. mathematics described so close to human life. Wherever and whenever we will always use the math. In this song we are told that counting sheep, being fair, being neat and etc. is mathematics concept that happen in our daily life.

Similarity

Similarity in geometry
For the junior high school
Basic competences divide by three
That’s all similarity
Congruent, Congruent on two plane figures
Similar, Similar on two plane figures
                                         
On the triangles, and also the squares
And all on the plane figures
Congruent, Congruent on two plane figures
Similar, Similar on two plane figures

If two objects called congruent
They have similar form and size
If two objects called similar
Please open on pages twenty nine

On the triangles, and also the squares
And all on the plane figures

Similarity in geometry
For the junior high school
Basic competences divide by three
That’s all similarity
Congruent, Congruent on two plane figures
Similar, Similar on two plane figures

Minggu, 18 Maret 2012

mathematics thinking

I. Examples of Mathematical Attitude (1) Attempting to Grasp One’s Own Problems or Objectives or Substance Clearly, by `Oneself . Page 201, chapter 5 Is the type of the series up or down? (2)Attempting to Express Matters Clearly and Succinctly Using the logic on pattern and characteristics, practicing mathematic manipulation in making generalization, organizing evidences, or explaining mathematic ideas and statements. (3)Attempting to Seek Better Things To improve intelligence, knowledge, personality, and skill to be independent and able to continue to the higher level education. II. Examples of Mathematical Methods 1. Inductive Thinking, Page 7, Chapter 1 The rectangle ABCD and the rectangle EFGH Let ABCD and EFGH are rectangengles. The corresponding angles are

Mathematics as a Soul for Us

Math for most people is something that is scary, but every day we will not be far away from mathematics. Whenever and wherever we are sure there are values that we apply mathematics. Since we were kids was already introduced to mathematics, from something so simple just as we have two ears, one nose and etc. From there I can say that without mathematics we can’t live, because our life is closely related to mathematics. A person can become a mathematician would be the role of a good math teacher. A good teacher is a dream for every student, because with a good teacher will create a pleasant learning atmosphere. However, it is not easy to get good teachers, as well criteria for a student with other students is different, it is necessary for a good ability to be good teachers. A good math teacher would know what the real nature of mathematics. Surely it's not just a mathematical calculating the numbers, but trough mathematics will create the human mind. The first math will train people to conceptualize something, Mathematics is the problem solvers, mathematics is also a means of communication, and mathematics is tool to find information. So the learning of mathematics is not just playing with numbers. On Monday, March 12, 2012, I had the opportunity to attend a stadium general by Prof. Mohan Chinapan from India. Stadium general opened with a question: how to teach students the functions of Junior High School. On this occasion the students the opportunity to attend are allowed to engage in dialogue directly with Prof. Mohan to ask all about math. From this study revealed that many of the fact that mathematics is so close to our life, therefore life is like math to life. Of course that is so short it can be concluded that we need to always have rasionalize of what kind of subject, topic, activity? Next, The developing of teacher profisionallity. We need to understand International theories paradigm and also understand a religious content. And the last, how to make the power of culture.

Minggu, 11 Maret 2012

Exercise Math


Exercise.
1.       The 1st term of arithmetic sequences is 6, and the 5rd term is 22. Find the value of the divergent of the arithmetic sequences. (Chapter 5 pages 195)
2.       In 5 weeks, Budi has been training to face the marathon competition. Each week he has to run twice time further than the week before. In the 3rd week he runs 3 km. determine the total distance for Budi in five weeks training. (Chapter 5 pages 213)
3.       L et the arithmetic series(t+23)+(t+17)+(t+11)+… 
a.       Find out the value of the divergent.
b.      Find out the value of U5 and U6.
c.       Calculate the first six terms in series above.
(Chapter 5 pages 201)
4.       The first round in tennis table competition was followed by 128 teams. The second round was followed by 64 teams , the third round was followed by 32 teams, and so on. In what round will the competition reach the final (only followed by 2 teams)? (Chapter 5 pages 199)
5.       (Chapter 5 pages 189)
a.       Copy the figure of Pascal triangle and then continue until the 10th line.
b.      Find the sum of following Pascal triangle numbers lines.
(i)                  The 8th lines.
(ii)                The 9th lines.
(iii)               The 10th lines.
(iv)              The 11th lines
(v)                The 12th lines.

Solution.
1.       We know, the 1st term (a) = 6 and The 5th term (U5 )= 22
For  Un=a+(n-1)b, then
U5=a+(n-1)b
U5=a+4b

From the formula, we can find the value of the divergent of the arithmetic sequences.
22=6+4b
4b=22-6
b=4
So, the divergent value is 4.

2.       From the question we know it is geometric series. So, we must use the formula of geometric series.
We know, n = 5, r = 2, and U3 = 4
Formulas of Geometric Series.
Un=arn-1  
Sn=a[(1-rn)/(1-r)]
First, we must find the value of 1st term (a).
U3=4
4=a 4
a=1
Next, we can determine the total distance (S5)
Sn=a[(1-rn)/(1-r)]

Sn=1[(1-25)/(1-2)]
S5 =1(-31/-1)
S5 =31
So, the total distance for Budi in five weeks trining is 31 km.

3.       (t+23)+(t+17)+(t+11)+…  is the arithmetic series.
a.       Find the divergent
Un=a+(n-1)b
We know, U2=(t+17) and a=(t+23)
t+17=t+23+(2-1)b
b=-6
So, the divergent from the arithmetic series above is -6.
b.      Find U5 and U6
Un=a+(n-1)b
U5=(t+23)+(5-1)(-6)
U5=(t-1)
So, the value of the 5th term is (t-1)
U6=U5+b
U6=t-7
So, the value of the 6th term is (t-7)
c.       Calculate the first six terms in series above.
Sn=n/2(a+Un)
S6=6/2[(t+23)+(t-7)]
S6=3(2t+16)
S6=(6t+48)
Calculate the first six terms is (6t+48)

4.       From the question we know it is Geometric Sequences. So, we must use the formula of geometric sequences. The formula of geometric sequences for the n-term is given as follow.
U5=a rn-1
We know, a = 128, U2=64, U3=32,and Un=2

Before find the value of n, we need ratio(r)
r=U2/U1=1/2
Next, we can find the value of n.
Un=a rn-1
2=128(1/2)n-1
(1/2)n-1=(1/2)6
So,
n-1=6
n=7
So, the competition will reach the final in 7th round.
5.       Pascal Triangle
The 1st line
The 2nd line
The 3rd line
The 4th line
The 5th line
The 6th line
The 7th line
The 8th line
The 9th line
The 10th line

1           1
1        2         1
1        3        3         1
1        4        6        4      1
1       5       10       10       5       1
1      6     15      20      15      6      1
1      7    21     35     35     21     7     1
1     8     28     56     70     56     28     8    1
1    9    36    84    126    126    84    36    9    1
1   10   45   120   210   252   210   120   45   10   1


Find the sum of following Pascal triangle numbers lines.
(vi)              The 8th lines=2^7=128
(vii)             The 9th lines=2^8=256
(viii)           The 10th lines=2^9=512
(ix)              The 11th lines=2^10=1024
(x)                The 12th lines=2^11=2048