15 Januari 2009

Determination of the Time of Death

Determination of the Time of Death
My name is M. Rizki Maulana R. usually called Rizki and number ID 07305141019. I start to collect idea at Saturday January 8, 2009. My partner is Dwi Bagus Bramantiyo and his number ID is 07305141028. We are begin activity in my room, Karangmalang A5, January 11, 2009 at 10 o’clock and finish at 13 o’clock. I’m raise topic “Determination of the Time of Death”. Why did I choose that? Because, I was inspirited by study about Differential Equation. Profit from that topic is we can know to determine time of death in investigation of homicide or accidental death with mathematical way. From experimental observation it is known that, to an accuracy satisfactory in many circumstances, the surface temperature of an object change at rate proportional to the difference between the temperature of the object and that of the surrounding environment. This is known as Newton’s Law of cooling. Thus, if θ(t) is the temperature of the object at time t, and T is the constant ambient temperature, then θ must satisfy the linear differential equation
dθ/dt = -k(θ–T)................(1)
where k>0 is a constant of proportionality. The minus sign in Eq.(1) is due to the fact that if the object is warmer than its surrounding, (θ–T), then it will become cooler with time. Thus dθ/dt<0. t="0" size="1">0. We assume that at the time of death td the body temperature θd had the normal value of 98.6oF or 37oC. If we assume that Eq.(1) is valid in this situation, then our task is to determine td.
The solution of Eq.(1) subject to the initial condition θ(0) = θ0 is
θ(t) = T + (θ0 – T)e^(-kt)............................. (2)
However, the cooling rate k that appears in expression is yet unknown. We can determine k by making a second measurement of the body’s temperature at some later time t1, suppose that θ=θ1 when t= t1. By substituting the value in Eq.(2) we find that
θ1 - T = (θ0 – T)e^(-kt)
hence
k = -(1/t1)ln[(θ1 – T)/ (θ0 – T)]....................................... (3)
where θ0 , θ1, T and t0 are known quantities. Finally, to determine td we substitute t = td and θ = θd in Eq.(2) and then solve for td. We obtain
td= -(1/k) ln [(θd – T)/ (θ0 – T)]......................................... (4)
In this process, I don’t have any troubles to explain that. But, I have difficulties to spell my English well. My partner could understand what I had explained. To make sure that he has understood, I gave him question like this : For example, suppose that the temperature of the corpse is 85oF when discovered and 74oF two hours later, and that the ambient temperature is 68oF. And he could do it well. His result is : From Eq.(3) k = -(1/2)ln[(74 – 68)/ (85 – 68)] = 0.5207/hr, and from Eq.(4) td = -(1/0.5207) ln [(98.6 – 68)/ (85 – 68)] ≈ - 1.129 hr. Thus we conclude that the body was discovered approximately 1 hr, 8 min after death. That was my experience of studying English 2 with the lecturer is Mr. Marsigit, MA. I’m feel so exciting.

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21 Desember 2008

Video 1: “Some Function Problem” Example 1 The graph above shows the graph of y=g(x) if the function h is defined by h(x)=g(2x)+2. What is the value of h(1)? Information on the graph h(x)=g(2x)+2. We are looking for h(1), the function h(1)=g(2)+2. Based on the graph that at g(2)=1, so we have h(1)=1+2 and final answer h(1)=3. Example 2 Let the function f be defined by f(x)=x+1 if 2f(p)=20. What is the value of f(3p)? We looking for f(3p), but first we are looking for what is f when x=3p. we have f(x)=x+1 and similar with 2f(p)=20 equal f(p)=10. Substitute x with p, the function become f(p)=p+1. We have f(p)=10 and the function become f(p)=p+1=10, we get p=1. Substitute p=1 into x=3p, we get x=27, that not final answer. The last, insert x=27 into function f(x)=x+1, so we get f(27)=28, that the final answer.

Example 3 In the xy coordinate plane, the graph of x=y^2-4 intersect l at (0,p) and (5,t). what is the greatest possible value of slope of l? We looking for greatest m. we have x=y^2-4 and line l. Line l have slope m which function m=y2-y1 over x2-x1. The graph of x=y^2-4 intersect l at (0,p) and (5,t), to looking for value of p and t, we are substitute (0,p) and (5,t) into x=y^2-4, so we get p=2 and t=3. And than, apply point(0,2) and point(5,3) into m=(y2-y1)/(x2-x1), the function become 3-2 over 5-0 or 1/5. So, the greatest value of the slope of l is 1/5. Video 2: “Factoring of polynomial” One way to find factorial of polynomial is to form algebraic long division, for example lets try to see if x-3 a factor of (x^3)-7x-6. When dividing x-3 into x^3-7x-6, first serret the problem long division problem at elementary school. Here is dividing x-3 into (x^3)+(0x^2)-7x-6, the zero is there because no second degree term. Now, you must ask your self what times x give x^3, of course it’s x^2. So you write x^2 as a part equation and then multiply x-3 by x^2 which give you (x^3)-(3x^2), which you subtract from (x^3)+(0x^2)-7x-6 to get 3x^2. Bring it down, -7x, you have (x^3)-7x. Just looking the first term, x goes into 3x^2, 3x times, 3x is the next part the answer. Multiply x-3 by 3x for predict (x^2)-9x, subtracting and you get 2x and bring down -6, so you get 2x-6. Now see x-3 divide evenly into 2x-6 which equal 2 without remainder. So the solution for the long division problem (x^3)-7x-6 divide by x-3 is x^2+3x+2. Since x-3 divide into x^3-7x-6 evenly without remainder, then x-3 is a factor of x^3-7x-6. The equation x^2+3x+2 is also a factor of x^3-7x-6. We know now that x^3-7x-6=(x-3)( x^2+3x+2). The quadratic expression, x^2+3x+2, can be factor into (x+1)(x+2). So, x^3-7x-6=(x-3)( x+1)(x+2). Bring the factor x^3-7x-6 to zero, we get 0=(x-3)(x+1)(x+2), thus either x-3=0 or x+1=0 or x+2=0. Solving all the equation for x, we get x=3, x=-1, x=-2. The roots of x^3-7x-6 are 3, -1, -2. Now, there 3 roots for the 3rd degree equation. Here remember quadratic (2nd degree) equation always have at most 2 roots. A 4th degree equation would have four or fewer roots and so on. The degree of a polynomial equation always limits the number of roots. Let’s review long division process for a 3rd order polynomial, first find a partial equation of x^2 by dividing x into x^3 to get x^2. Then multiply x^2 by the divisor and subtract the product from the divided. Repeat the process until you either “clear it out” or “reach a remainder”. Video 3: “Precalculus Graph” Let’s begin by discussion graph of a rational function which can have discontinuities, why?, because rational function has a polynomial in the denominator. It possible some value of x will lead division by zero. Let’s if f of x=(x+2)/(x-1), when x=1 the function value become 1+2 over 1-1, which is 3 over 0 with zero in denominator. For this function choosing x=1 is a bad idea. This function will be break in a graph. Let’s insert 0 into f(x)=(x+2)/(x-1), so we get 0+2 over 0-1 which is 2 over -1 or -2. So, you can draw in a graph at (0,-2), and let’s to try insert x=1 this time you get 1+2 over 1-1 which equal 3 over 0. That as we know is impossible, it’s mean you can’t compute value when x=1. In the graph x=1 doesn’t have value. Rational function don’t always work in this way. Take the graph function f(x)=1/(x^2+1), not all rational function will give zero in denominator. Don’t forget the general rule, rational function denominator can be zero. A break can show up in two ways. The simply type break is missing point in the graph. The function y=(x^2-x-6)/(x-3) will be break when x=3 because the function become zero over zero, that is not possible, not feasible and not allowed. This typical example is missing point syndrome. When result is zero over zero, that possible to factoring top and button rational function and simplify. In example hand, y=(x^2-x-6)/(x-3), top factor (x-3)(x+2), (x-3) in the top cancel with the button, so the function simplify become y=x+2. The other one is removable singularity appear simply as missing on a graph and of course when x lead 0 over 0, for this kind the break if you factor and simplify rational function, division by 0 can be avoided. Video 4: “Inverse Function and Existence of an inverse” Some functions do not have inverse functions. For example, consider f(x) = x^2. Used horizontal test there are two numbers that f same value, example f(2) = 4 and f(-2) = 4. If f had an inverse, then the fact that f(2) = 4 would imply that the inverse of f takes 4 back to 2. On the other hand, since f(-2) = 4, the inverse of f would have to take 4 to -2. Therefore, there is no function that is the inverse of f. The function f(x) = x^2 have inverse in interval 0<=x, so the function is invertible. Let start with function y=2x-1. Look at the graph of f is a line with slope 2, so it passes the horizontal line test and does have an inverse. There are two steps required to evaluate f at a number x. First we multiply x by 2, then we subtract 1. Thinking of the inverse function as undoing what f did, we must undo these steps in reverse order. The steps required to evaluate f-1 are to first undo the subtracting of 1 by adding 1. Then we undo multiplication by 2 by dividing by 2. Therefore, x = (y +1)/2 and then interchange y and x. the function become y=(x+1)/2. We have function f(x)=2x-1 and the other function g(x)=x+1 over 2. If g=f-1 and substitute g(x) into f(x), so we get f(g(x))=f(f-1(x)) and substitute f(x) into g(x) and we get g(f(x))=f-1(f(x))=x.

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How to express mathematics? 1. Emphasizing = extra force given to a word or words, especially to show that it is important. --Material emphasizing the second-order linear equation has been inserted at appropriate place in next chapter.-- 2. Appendix = section giving extra information at the end of book. --An appendix present, without proof, the fundamental of second and third order determinant.--

3. Ordinary = normal, usual. --A differential equation involving ordinary derivatives of one or more dependent variable with respect to single independent variable is called an ordinary differential equation.-- 4. Boundary = line that marks a limit. --Once the boundary canditions are established, a variational formulation in the finite domain will be provided.--

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Mathematics Education In the National Exam, or other exams that produced mathematics as one of the test material, mathematics often became scared. According to the psychologist Alva Handayani in SemilokaMengatasi Fobia Matematika pada Anak (14/08/04) at Bandung. The phobia of mathematics causes suggestion which planted at a child that mathematics is difficult. The suggestion arise from people around that said mathematic is difficult. For solving this problem, Iwan Pranoto (observe mathematics education and lecture at Program Studi Matematika Institut Teknologi Bandung) in the same case said arise student and society suggestion that mathematic lesson is difficult and become phobia causes on lesson system which more press with memorized and acceleration counting. Teacher who convey knowledge must able teaching mathematic more interesting and develop memorize source student.

Press with memorize formulation and acceleration counting can be influence view of mathematic as arithmetic science. But actually mathematic is more proper look as abstraction art. When a child learn a counting with approach one rib to other one, then be notation the ribs union with form similar to duck which now known as number two, so exactly the child have abstraction process with the ribs in mathematic method. Presence abstraction can do every people appropriate with the reality mathematic according Frans Susilo in Pendidikan Sains yang Humanistis, that (1) mathematic is not science which have absolute of truth, the truth in mathematic is relative which dependent on agreement of together, (2) mathematic isn’t science which can’t wrong. As developed science by human, mathematics can’t escape from finitely and human error. The history have proofed it, (3) mathematic isn’t collection, symbol, and formula which nothing related with the real world. In the other way, mathematic grow from and rooted in the real world, (4) mathematic isn’t technique of working which only need memorize until ready to use for solve the problems, and (5) mathematic object is elements of sosio-culture historis characteristic, that it have together in the world, as one of medium to use of human for develop any aspects in human-itarianism of human, and formed pass through long process of history which make face of mathematic self. source: http://myscienceblogs.com/matematika/2007/06/21/pendidikan-matematika/ Author : Yuti

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05 Juni 2008

Googling Tips( Semua teknik ini dapat dibaca di: Google ). Cara-cara ini adalah mengusahakan agar google menampilkan hasil yang se-spesifik mungkin, sesuai dengan kata kunci kita.

* Tips 1: Penggunaan biasa dan penggunaan Pencarian Canggih/Advanced Search Tips pertama adalah penggunaan google biasa. Memasukkan kata kunci yang kita cari. Untuk mencari hasil yang lebih spesifik, dapat menggunakan Advanced Search/Pencarian Canggih * Tips 2: Menentukan Urutan Kata Kunci Untuk kata tercari yang berurutan (atau disebut frasa), gunakan teknik tanda kutip : Misal: “tempe penyet” Anda juga dapat menggunakan lebih dari 1 kelompok frasa Misal: “cewek cakep” “kota bandung” Misal:“cewek cakep itu” * Tips 3: Menentukan Format File Untuk format/jenis file tertentu, anda dapat menambahkan kata [katatercari] filetype:formatfile atau [katatercari] .formatfile contohnya:“bursa efek” filetypeDF <=sorry kubuat gede biar gak melet contoh lagi: “laporan keuangan” .doc dengan menggunakan cara ini maka file yang akan ditampilkan adalah hanya file-file dengan format yang anda tentukan saja.

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31 Mei 2008

gooo

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Rossi belum mau pensiun

The Doctor bilang kalau ia masih ingin berlaga 5 tahun lagi di MotoGP, tapi itu tergantung pula dari berapa banyak kemenangan yang ia raih bersama Yamaha tahun depan. Kalo gak, apa mau pensiun ? Waduhh...Mendingan jangan cepet-cepet pensiun deh, Rossi dewanya MotoGP. Go Rossi 46

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