Vincent's Study Center

Many attitude in my class at Vincent Study Center

2008-12-25T10:48:00.009+07:00

Tell About My course : Vincent's Study Center....
Facilities : Comfort Class Room, activity Learning - Discuss and Exercise for Junior High School and Senior High School for Group n Private Course (Math, Physics, Chemistry). Student Center Teaching.

Many activities in my course at Vincent Study Center....
They come as their schedule, and go home, and another students come and go.....

There are many activities :

Listening when I teach them, practice the exercises Maths, or Physics or Chemistry....
Ask n answer....

They are discussing about math, Physics, and Chemistry....Do they exercise....

Sometimes they feel hopeless to solve the exercise....Like this photo :

After their schedule they sometime wait their parents to pick them up...
Sometimes they play jokes, listening the music from their cell phone, sometimes they tell about film, about the subjects in school, tell about music, tell about their friends or teacher whom they hate or like, tell about terms n conditions at their school, tell about exam, etc...

Closing with them, make me feel young, and know what they need, what they want, and what they think, know their world which is different with us....

Sometimes I want to laugh, surprised, and I don't know what to tell about....Sometimes they attitude so kind, so rude, not control what they say or what they do, but sometimes they look funny, georgeous, innocent and salute with their achievement.

Sometimes they no attention with exercise, blank mind, or sometimes they encourage each other...sometimes they look so tired, boring, and hopeless...
But they are our students..I must encourage day to day....

These are some photoes :

I am explain to my private student...

That's my little story about my course and about my students.....
I'm proude to be their teacher....

Ask n Answer...

2008-12-15T12:52:00.003+07:00

A Few days ago, somebody ask me how to selve the problem :

I try to answer....

Remember the formula :

So you can solve with this way :
I hope ypou can understand now....
Thank you....

FINAL TEST 1st SEMESTRY ON HIGH SCHOOL

2008-11-29T22:55:00.004+07:00

If you are a student at High School for First Class in Indonesia, you can download this exercise to prepare your Final Test at December 2008 at Subject : Maths..
Exercise Final Test Mathematics Grade 1 on Senior High School

Or, yuo can download for Multiple Choice Type here :
Excercise Multiple Choice Type of Mathematics Final Test

Another Probability

2008-11-16T23:53:00.002+07:00

I've made exercise for Probability 2...
For anybody who need this excercise for increase your ability, please download :

Exercise Probability 2

Wow.....I Got Award......

2008-11-16T23:38:00.002+07:00

I Got Award....

Wow, I Got Award.....
This Award I got from another Blogger in Indonesia....
Thanks, Mr. Budiawan Hutasoit....
Really...really...surprised to me....

Just for Fun......

2008-11-06T10:52:00.001+07:00

Johny, Leo, Vincent, James and Fanny undertake to paint a house. It will take Johny, Leo, and Vincent 7 1/2 days to complete the job. When Johny, Vincent and Fanny work together, it will take them 5 days to complete. When Johny, Vincent and James work together, it will take them 6 days to complete. And when Leo, James, and Fanny work together, it will only take them 4 days to complete the paiting job. How long will it take Johny, Leo, James, and Fanny to complete the job if they all worked together...?
Mr Harry brought home a bag of sweets for his grandchildren. He gave the first grandshild 2 sweets plus 1/13 of the remaining sweets. He then gave the second grandchild 4 sweets plus 1/13 of the reminder. To the third grandchild, Mr Harry gave 6 sweets plus 1/13 of the reminder. He continued the methode by giving the next grandchild extra sweets than the previous one and 1/13 of the reminder. The last of Mr Harry's grandchild took his share and found that there was no more reminder.Given that each of Mr Harry's grandchildren receives an equal number of sweets, how many grandchildren does Mr. Harry have. Also find the number of sweets each grandchildren receives...?
Three men are placed one behind another in front of a wall. The men are blindfolded and told that a hat will be placed on their head taken from a bin conmtaining 3 white and 2 black hats.
The blindfolder is then removed and each man is asked to determine the colour of the hat he is wearing. The third man who is furthest from the wall sees the other two men's hat and says, "I cannot tell what colur hat I am wearing." The second man who hears the third man's reply and sees the colour of the hat the first man is wearing says the same thing. The first man after hearing the replies of the other two men says, " I know the colour of the hat I am wearing." Do you know how he came to this conclusion and what is the colour is..?
A man with a dog, a rabbit and a bunch of lettuce came to a riverbank. There is only a small boat that can carry the man and one of the animals or the lettuce. The problem for the man is, : If left alone together, the dog will eat the rabbit and the rabbit will eat the lettuce. How can you help the man to transport his animals and his lettuce safely to the other side of the river...?

It's just for funny....Hemmmm....Yummy...spent the time to joke with your friend....

Question This Week.....

2008-11-06T09:58:00.000+07:00

There are two questions coming from my visitor :

Tg ( p + q) = ½....(1)

Tg (p – q) = ¹/_3........(2)

Tg 2p = ...?

Answer

:

If : p + q = A and p – q = B

With elimination we find :

2p = A + B

Tg 2p = Tg (A + B) =

Sin (3x + 2y) = ¹/₈......(1)

Sin ((3x – 4y) = ¼ .....(2)

Sin 6y = ....?

Answer :

Misalkan

(3x + 2y) = A ® Sin A = ¹/₈

(3x – 4y) = B ® Sin B = ¼

With elimination we find :

6y = A - B

So sin 6y = sin (A – B)

Sin (A – B) = sin A cos B – cos A sin B

I hope my explanation make you clear and can understand.....

EDUCATION EXPO DI SMAK BINA BAKTI BANDUNG

2008-10-21T22:16:00.001+07:00

EXPO SMAK 1 BINA BAKTI Bandung, 16 - 18 Oktober 2008

Anuual Education Expo hold by Bina Bakti 1 High School Bandung for this year is different with another years ago. The Educatio Expo which located at Jl. Bima 9 Bandung is show many attraction an proggramme such as ::

Seminar Mathematics Teacher ; Teaching Mathematics Strategies for Mathematics Teachers region West Java, with speaker by Mr. Ramir S. Austria, MAEA (Dari Philipina - Bimus University)
Education Fair, followed by many favourite University such as ENHAII, UNPAR, U. MARANATHA, ITHB, BINUS, LIKMI, IDP, MEC, ISS, IELTS, ICAT, Unistart, Vista, Edlink-Cponnex, and Education Insurance Prudential
Science Fair, shows many students masterpiece in Science (Physics, Biology, Chemistry) at Bina Bakti High School Bandung for supporting learning activity at school.
Bazaar, which followed by several book publishers, foods products, kids products, etc.
Talk Show University; by lecturer of Institute of Technology Bandung, Parahyangan University, Maranatha University, Padjajaran University, ENHAII
Mathematics Competition for Middlke School Region West Java, which is followed by SMPK BPK1 Penabur, SMPK BPK 5 Penabur, SMPK BPK 3 Cimahi, SMP Yos Sudarso Garut, SMPK Yos Sudarso Purwakarta, SMPK Babtis SMPK Yahya, SMPK 2 Bina Bakti, SMPK 1 Bina Bakti, SMP St. Mikael Cimahi
Dance Competition, followed by : SMPK BPK 5, SMP BPK Taman Holis, SMP Yos Sudarso, SMPK Bina Bakti, SMAK 1 Bina Bakti, SMAK 3 BPK, SMA St. Maria, SMAK PAulus, dan SMAK 2 BPK.
Art Presentation, such as Dancing , Choirs, and music band.
Games Arena by Bina Bakti High School Bandung

Please, enjoy some pictures below to describe the situation......

The Principal of Bina Bakti High School (Mrs Lily H. at right)

Bazaar..... Talk Show by Universities

Bina Bakti 1 High School Choir Science Fair........

Seminar Math Teacher that makes us fresh to teach pupils........(by Mr. Ramir.....)

Thank You Mr. Ramir......

Maths Competition for Middle High School Region West Java......

Elimination Stage Final.......

Para Jury at Final Maths Competitions for Middle High School.....

The Result is : 1st, 2nd, 3rd Ranks are from SMP BPK 1 Penabur Bandung, 4th, 5th are from BPK 5 Penabur Bandung. Congratulation....!!!!

Dance Competition......(Come On...!!!...!!!! Chayo !!!!)

The Result is.....: 1st Rank : SMAK 2 BPK, 2nd Rank : SMAK 1 Bina Bakti....

Congratulation...!!!!!

Education Fair.....(Good information....)

Hm...there are so many picts that haven't hang here...buat these pics can describe us how relly lively at Education Expo of Bina Bakti 1 High School Bandung this year...

Congratulations for collegas, pupils and the participants.....

See You Next Year.....!!!!!

Permutations and Combinations

2008-10-21T17:37:00.000+07:00

Perrmutations and Combinations

1. The multiplication principle or (r,s) principle

It states that if one operation can be performed in r ways, and a second operation can be performed in s ways, then the two operations can be performed in succession in r x s ways.

Note : The principle can be extended to any finite number of operations

2. Permutaion

(a). A permutaion is an ordered arrangement of all or part of a set of objects in a row.

(b). The umber of permutaion of n different objects taken all at a time (without repetition), is donated by ⁿP_n and ⁿP_n = n ! where n! = n(n – 1) (n – 2) ...x 3 x 2 x 1

(c). The number of permutations or arrangements of n different objects, taken r at a time (without repetition) is donated by ⁿP_r where

(d). The number of permutations of n objects (not all distinc), taken all at a time, where thee are p objects alike of one kind, q objects alike of another kind and the rest are distinct, can be done in . (This result can be exdtended to many finite number of groups of objects).

3. Combination

(a). A combination is a selection of objects in which the order of selection does not matter.

(b). The number of combinations or selections of n different objects, taken r at the time, is donated by

Note : ⁿC_o = 1 ; ⁿC_n = 1 ; ⁿC_r = ⁿC_n_-_r

(c). The number of selections from n different objects, taking any number at a time is 2ⁿ - 1

EXERCISES

1. A sixth from contains the Head Boy, the Head Girl and 8 other students. The form is asked to send a group of 4 representatives to a conference. Calculate the number of different ways i which the group can be formed if it must be contain :

(i). both the Head Boy and the Head Girl

(ii). Either the Head Boy or the Head Girl, but not both

2. Calculate the number of ways in which :

(i). 5 children can be devided in to group of 2 and 3

(ii). 9 children can be devided into groups of 5 and 4

Hence calculate the number of ways in which 9 children can be devided into groups of 2, 3, and 4

3. A row of 10 houses is to be painted in 3 colours, 2 houses ae to be red, 3 to be blue and 5 to be white. Find the number of different ways in which the row of the houses can be painted :

(i). with no restrictions

(ii). Given that the first and the last houses in the row are blue

(iii). Given that the first and the last houses in the row are the same colour.

4. Find the total numbers of different permutations of all the letters of the word RESERVE.

Find the number of these permutations in which :

(i). E is the first letter.

(ii). The two Rs come together

(iii). S and V come at the ends of the permutations.

5. Find the number of ways in which a team of 6 batsmen, 4 bowlers and a wicket-keeper may be selected from a squad of 8 batsmen, 6 bowlers and 2 wicket-keeper.

Find the number of ways in which :

Technorati Tags: permutation,combination,probrability

(i). this team may be selected if it is to include 4 specified batsmen and 2 specified bowlers

(ii). The 6 batsmen may be selected from the 8 available, given that 2 particular batsmen cannot be selected together.

6. Calculate the total number of different permutations of all letters A, B, C, D, E and F when :

(i). there are no restriction

(ii0. the letters A and B are to be adjacent to one another

(iii). The first leter is A, B, or C and the last letter is D, E, or F.

7. A tennis team of 4 men and 4 women is to be picked from 6 men and 7 women. Find the number of ways in which this can be done.

It was decided that 2 of the 7 women must either be selected together or not selescted at all. Find how many possible teams could be selected in these circumstances.

The selected team is arranged into 4 pair, each consisting of a man an a woman.

Find the number of ways in which this can be done.

8. At an art exhibition 7 paintings are to be hung in a row along one wall. Find the number of possible arrangements

Given 3 paintings are by the same artist, find the number of arrangements in which :

(i). these 3 paintings are hung side by side.

(ii). Any one of these paintings in shung at the beginning of the row but neither of the other 2 is hung at the end of the row.

9. A shelf is to contain 7 different books, of which 4 were written by Dickens and 3 by Hardy. Find the number of aangements in which :

(i). no two books by the same author are adjacent

(ii0. the first two books at the left-hand end are by the same author.

10. A editor has space for 6 advertisements, one on each of the first 6 pages of the magazine. Of the 6 advertisements to be displayed, 4 ar for household goods, 1 for gardening equipment and 1 for sports equpipment. In how many different ways can the advertisements appear in the magazine if the 4 advertisements for household goods must appear on consecutive pages ?

Answers :

1. (i). 28 (ii). 112

2. (i). 10 126 ; 1 260

3. (i). 2 520 (ii). 168 (iii). 784

4. 420

(i). 180 (ii). 120 (iii). 20

5. 840, 72, 13

6. (i). 720 (i). 240 (iii). 216

7. 525, 225, 24

8. 5 040 (i). 720 (ii). 1 440

9. (i). 144 (ii). 2 160

10. 144

The Great Mathematicians all Times

2008-10-19T21:30:00.013+07:00

1. Leonhard Euler (1701 - 1783)

He was one of the greatest mathematicians of all time. Known as the "grandfather of Topology". He founded the "network theory" which is one of the most practical forms of topology. He wrote a whole library of outstnading, articles on all branches of mathematics. He was also responsible for the international adoption of many fundamental mathematical notations such as phi, e, i, and others.

The value of Special irrational number represented by " e" and the value e = 2.7193

The value e is often as the base in exponential equations as it often provides as a good model to many natural, social and economic phenomena.

Logarithm to the basic e, "loge x" is often abbreviated as " ln x". ln x is called Natural Logarithm or Napierian Logarithm (in honour of the Scottis Mathematician John Napier)

2. Pythagoras (about 585 - 500 B.C.)

He was a pupil if Thales is the best known for the relation between the sides of a right-angled triangle which bears his name.

He founded the "Order of Pythagoras" to study mathematics, music, science, philosophy and religion. The school was the first to exclusively and systematically apply deductive reasoning in solving mathematical problems.

The multiplication table that we know of today was also credited to them.They believed that the world was a stationary sphere and that it was the centre of the universe.

3. Thales (about 625 - 545 B.C.)

Thales was an outstanding Greek academican and merchant, was the first to use the idea of proofs in geometry, leading the way to abstract thinking.

He astounded the Egyptians by calculating the height of pyramid using proportionate right-angled triangles.

This helped to lay the foundation for the development of "Trigonometry"

4. Blaised Pascal (1623 - 1662)

He showed his great intellect by proving an important theorem in projective geometry at the age of 16. He devised the world's second mechanical calculating machine at age 19, (the world's first was made by Wilhelm Schickard in 1623)

In 1654, he and Pierre de Fermat laid the foundation of probability theory.

5. Joseph Louise Lagrange (1736 - 1813)

He made significant contributions to the mathematics of differential equations, analysis, number theory, analystical and celstial mechanics.

He headed the commitee that led to the adoption of the metric system by many countries. He also played an important role in verifying Newton's universal law of gravitation.

6. Geofrey Harold Hardy (1877 - 1947)

He was one of the best pure mathematicians that England has produced. He contributed in many fields of pure mathematics such as analysis and the number theory.

His book, "Pure Mathematics", revolutionised the teaching of mathematics i England in 1917. Hardy together with Ramanujan published an important piece of work on number theory.

7. Carl Friedrich Gauss (1777 - 1855)

He was born a prodigy ; he could operate with numbers even before he could talk. He opened new horizon in almost all fields of pure as well as applied mathematics.

Many of the mathematics of the 19th and 20th centuries had their beginnings in the works of Gauss.

At he page of 17, he gave the first exact proof of the fundamental theorm of algebra, a proof that the greatest mathematicians of previous ages had attempted without success.

Gauss was named "The Prince of Mathematics" and is widely regarded together with Newton and Archimedes, as one of the three greatest mathematicians in history.

8. Pierre de Fermat (1601 - 1665)

Pierre de Fermat is perhaps the most famous number theorist in history. What is less widely known is that for Fermat mathematics was only an avocation: by trade, Fermat was a lawyer.

He work on maxima and minima, tangents, and stationary points, earn him minor credit as a father of calculus.

Independently of Descartes, he discovered the fundamental principle of analytic geometry.

And through his correspondence with Pascal, he was a co-founder of probability theory.

But he is probably most well-known for his famous "Enigma".

Fermat's portrait is inscribed with this famous "Enigma", which is also known as Fermat's Last Theorem. It states that xⁿ + yⁿ = zⁿ has no whole number solution when n > 2.

Fermat, having posed his theorem, then wrote

"I have discovered a truly remarkable proof which this margin is too small to contain."

The proof Fermat referred to was not to be found, and thus began a quest, that spanned the centuries, to prove Fermat's Last Theorem.

Fermat's image is also overlaid by Fermat's spiral. Fermat's spiral (also known as a parabolic spiral), is a type of Archimedean spiral, and is named after Fermat who spent considerable time investigating it.

9. Sir Isaac Newton (1642 [1643 New Style Calendar] - 1727)

Sir Isaac Newton stated that "If I have seen further it is by standing upon the shoulders of giants." Newton's extraordinary abilities enabled him to perfect the processes of those who had come before him, and to advance every branch of mathematical science then studied, as well as to create some new subjects. Newton himself became one of those giants to whom he had paid homage.

Newton's image is set against the cover of a tome easily recognizable to those familiar with the history of mathematics -- his Principia Mathematica, The Mathematical Principles of Natural Philosophy, first published in 1687.

Its first two parts, prefaced by Newton's "Axioms, or Laws of Motion", dealt with the "Motion of Bodies". The third part dealt with "The System of the World" and included Newton's writings on the Rules of Reasoning in Philosophy, Phenomena or Appearances, Propositions I-XVI, and The Motion of the Moon's Nodes.

Inscribed over Newton's image is Newton's binomial theorem, which dealt with expanding expressions of the form (a+b)^n. This was Newton's first epochal mathematical discovery, one of his "great theorems". It was not a theorem in the same sense as the theorems of Euclid or Archimedes, insofar as Newton did not provide a complete "proof", but rather furnished, through brilliant insight, the precise and correct formula which could be used stunningly to great effect.

Newton is widely regarded as the inventor of modern calculus. In fact, that honor is correctly shared with Leibniz, who developed his own version of calculus independent of Newton, and in the same time frame, resulting in a rancorous dispute.

Leibniz's calculus had a far superior and more elegant notation compared to Newton's calculus, and it is Leibniz's notation which is still in use today.

Newton's portrait shares a color palette with Leibniz, the other acknowledged "inventor" of calculus, Lagrange, a pioneer of the "calculus of variations", and Laplace and Euler, two of those who built on what had been so ably begun.

10. Eukleides (Euclid) c. 330 - 275 B.C.E

Eukleides (Euclid of Alexandria), although little is known about his life, is likely the most famous teacher of mathematics of all time. His treatise on mathematics, The Elements, endured for two millennia as a principal text on geometry.

The Elements commences with definitions and five postulates. The first three postulates deal with geometrical construction, implicitly assuming points, lines, circles, and thence the other geometrical objects.

Postulate four asserts that all right angles are equal -- a concept that assumes a commonality to space, with geometrical constructs existing independent of the specific space or location they occupy.

Eukleides is pictured with what is perhaps his most famous postulate -- the fifth postulate, often cited as the "parallel postulate". The parallel postulate states that one, and only one, line can be drawn through a point parallel to a given line -- and it is from this postulate, and on this basis, that what has come to be known as "Euclidean geometry" proceeds.

It was not until the 19th century that Euclid's fifth postulate -- the "parallel postulate" was rigorously and successfully challenged.

The two parallel lines of Euclid meet and converge in the portrait of Johann Carl Friedrich Gauss -- whose work led to the emergence of non-Euclidean geometry, where Euclid's fifth postulate gave way to new mathematical universe, where 2 parallel lines could, in fact, meet.

The portrait of Gauss shares a common dominant color palette with the portrait of Euclid -- but two different conceptions of 'geometry'.

Pictured over Euclid's right shoulder is a small drawing which is taken from Euclid's proof of the right angled triangle which has come to be known as the theorem of Pythagoras. While very little is known about the lives of either Pythagoras or Eukleides, it is both plausible and likely that Euclid and Pythagoras independently discovered and "proved" this basic theorem. Euclid's proof of this theorem relies on most of his 46 theorems which preceded this proof.

Central to Euclid's portrait is a circle with its radius drawn. Euclid's geometry was one of construction, and the circle and radius were central elements to Euclid's constructions.

11. Gottfried Wilhelm Leibniz (1646 - 1716 )

Gottfried Wilhelm Leibniz was a philosopher, mathematician, physicist, jurist, and contemporary of Newton. He is considered one of the great thinkers of the 17th century. He believed in a universe which followed a "pre-established harmony" between mind and matter, and attempted to reconcile the existence of a material world with the existence of a supreme being.

The twentieth century philosopher and mathematician Bertrand Russell considered Leibniz's greatest claim to fame to be his invention of the infinitesimal calculus -- a remarkable achievement considering that Leibniz was self-taught in mathematics.

Leibniz is portrayed overlaid with integral notation from his calculus which he developed coincident with but independently of Newton's development of calculus.

Although the historical record suggest that Newton developed his version of calculus first, Leibniz was the first to publish. Unfortunately, what emerged was not fruitful collaboration, but a rancorous dispute that raged for decades and pitted English continental mathematicians supporting Newton as the true inventor of the calculus, against continental mathematicians supporting Leibniz.

Today, Leibniz and Newton are generally recognized as 'co-inventors' of the calculus.

But Leibniz' notation for calculus was far superior to that of Newton, and it is the notation developed by Leibniz, including the integral sign and derivative notation, that is still in use today.

Leibniz considered symbols to be critical for human understanding of all things. So much so that he attempted to develop an entire 'alphabet of human thought', in which all fundamental concepts would be represented by symbols which could be combined to represent more complex thoughts. Leibniz never finished this work.

Leibniz, who had strong conceptual differences with Newton in other areas, notably with Newton's concept of absolute space, also develop bitter conceptual differences with Descartes over what was then referred to as the "fundamental quantity of motion", a precursor of the Law of Conservation of Energy.

Much of Leibniz' work went unpublished during his lifetime. He died embittered, in ill health, and without achieving the considerable wealth, fame, and honor accorded to Newton.

Leibniz' diverse writings -- philosophical, mathematical, historical, and political -- were resurrected and published in the late 19th and 20th centuries.

But calculus -- with Leibniz notation still in use today -- remains his towering legacy.

12. Evariste Galois (1811 - 1832)

Évariste Galois (French pronunciation: [evaʁist ɡalwa]; October 25, 1811 – May 31, 1832) was a French mathematician born in Bourg-la-Reine. While still in his teens, he was able to determine a necessary and sufficient condition for a polynomial to be solvable by radicals, thereby solving a long-standing problem. His work laid the foundations for Galois theory, a major branch of abstract algebra, and the subfield of Galois connections. He was the first to use the word "group" (French: groupe) as a technical term in mathematics to represent a group of permutations. A radical Republican during the monarchy of Louis Philippe in France, he died from wounds suffered in a duel under murky circumstances^[1] at the age of twenty.

Known for Work on the theory of equations and Abelian integrals

Motivating Children to Keep Diligent at Study

2008-10-10T23:32:00.002+07:00

When we hear word "Learning", most children won't do that. Let's see what Mrs. Shelly always shouts first to order her children to study "My children always hide from me, when I command them to study. When I find them, they run and hide anywhere.Like play hide and seek.It make me angry", she said. As a parents of course we want our children being a smart and clever, and don't loose subjects at school, but how to make our children like "learning" ?

Okay, these are the tips.....

1. Make a good example for the kids.
Parents are the example for their children, so we must give them a good example. When parents command and watch them learning, try an acts as you are learning something, for example reading a book or discussing something mempelajari sesuatu. Sometime take them discuss some hot topics together. So the children can see that the parents are learning too.

2. Choose the good time to study
When the children are tired, they won't do anything. So, try to choose a good time to study with fresh condition of your children . You can try to choose time to study at evening, when they have take a bath..

3. Make a schedule
Children always do something exactly. With a daily routine study schedule, they will understand that a time to study and obey it.

4. Knowing your children's concentration
every children have concentration power and every children have a different level. Take a look you rchildren ; is your children as a child who can concentrating about 2 hour or only 30 minutes. If your children is a child who have short concentration, give them take a rest and they can continue their study .

5. Give your help when they need to
When they do their homework, sometimes the chldren faund difficult to solve the problems. Help them to solve the homework. Not necessary all of the homework you solve, but only oen or two numbers that difficult for your children. So the children know how to solve it....

With several tips above, I hope Mrs Shelly doesn't shout and "play" hide and seek with her children to order them to study anymore ...

Infomation Education Exhibition

2008-10-08T21:54:00.008+07:00

Information Education Exhibition at Bandung on October - November 2008 :

1. Free Of Charge, Making Web and Your Own Blog

This event will be held at 13 - 22 November 2008 by Institut Teknologi Harapan Bangsa (Harapan Bangsa Institut of Technology )
This event just for the High School students grade XII.

We will get :

Free of charge course with relevant subject and up to date
Computer facilites
Full AC roomclass
Experience instructors
Certificate of Accomplishment from ITHB - CRC

What the subjects ?

PHP
HTML
MySQL
Blog Design

The schedules :
You can choose any offer packages schedules :
A. 13, 14, 15 Nov 2008 : 9 - 11 am
B. 13, 14, 15 Nov 2008 : 3.30 - 5.30 pm
C. 17, 18, 19 Nov 2008 : 9 - 11 am
D. 17, 18, 19 Nov 2008 : 3.30 - 5.30 pm
E. 20, 21, 22 Nov 2008 : 9 - 11 am
F. 20, 21, 22 Nov 2008 : 3.30 - 5.30 pm
G. 15 Nov, 22 Nov 2008 : 12.30 am - 3.30 pm

Contact us :

BP teacher each schools
Campus ITHB :

Jl. Diponegoro 80 - 84
Bandung
Phone : (022) 250 6604 / 250 6636
Contact Person : Pasca / Nenden / Sonya
Email : pasca_ip@itbh.ac.id

Registration until 8 November 2008

2. Hospitally : Education & Careers Without Boundaries
GLION & LES ROCHES

Ready to Work Programme :
Diploma, S1, post graduates, S2 (MBA)
you will be paid almost 20.000.000 each months

Contact :
Agent Bandung :
(022) 8606 1033
Ruko Paskal Hyper Square A-30
Bandung

Presentation of Education Service Business and Hotel
Wednesday, 8 October 2008
at Aston Hotel Braga, Bandung
Consultation : 5.30 - 6.00 pm
Presentation : 6 - 8 pm

Friday, 10 October 2008
at Sanur Paradise Plaza Hotel, Denpasar - Bali
Consultation : 5.30 - 6.00 pm
Presentation : 6 - 8 pm

3. International & Dual Degree ICAT

Campus ICAT & Nurtanio University
Jl. Padjajaran 219, Bandung

Study time : 3 years in Indonesia, you will get Bachelor Degree from Sikkim Manipal University (india) or London University (UK)
You can continue your study at overseas with programme Higher National Diploma from Edexcel (UK) for 2 years.

Three years programme :
University of London : Computing and information Systems, Business, Information Systems and Management
Manipal Iniversity : Information Technology, Business Administration, Retail Operations, Fashion Design
Manipal & Nurtanio University : Information Technology, Business Administration, Technique Information, Business Management

2 Years programme (continue to S1) :
Edexcel : Computing, ICT system supports, software Development, Business, Management, Marketing, Interactive Media, Fashion Design

4. Profesional Fashion Course by ICAT and Nurtanio University
A. BASIC PROGRAMME(3 Months = Rp 5,000,000.00) :

Intoduction to fashion concept
Introduction to textile
Basic Pattern making
Introduction to the sewing technology
Basic fashion illustration

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2008-10-07T22:02:00.004+07:00

Hello, anybody...nice to meet you again after Lebaran's holiday....
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Consider Supplemental Math Programs For Children

2008-09-26T22:36:00.002+07:00

Parents of school-aged children might want to think of giving their children an enduring holiday gift this year: enrollment in a supplemental mathematics program. While it can cost anywhere from $80 to $110 a month, the results of practicing mathematics nearly daily is rewarding to both students and parents. In fact, parents might be even bigger recipients of this gift than their children. While their children gain self-esteem and confidence, the parents very likely will feel a sense of relief and pride in their children's accomplishment.

Singapore, Saxon and Kumon are three popular such programs. Many home-school practitioners use the first two, and Kumon, which involves daily practice and some tutoring, is popular with parents who feel their schools might be letting them down.

Dan Kimura, Ph.D., a senior professor of computer science and engineering at Washington University in St. Louis, opened St. Louis' first Kumon center in 1984, in large part because of his disappointment in the math education that his sons were getting. Mathematics is a major foundation of computer science, and Kimura, whose specialty is software programming, took action.

Begun in Kimura's hometown, Moriguchi, Japan, in 1958 by the late Toru Kumon, a math teacher who invented it to help his sons, Kumon math has more than four million students enrolled worldwide in 43 countries, nearly 180,000 in the United States. The method stresses repetition, speed, accuracy, individual pace, hard work and goal orientation in teaching mathematics.

Finding their level, then advancing

Students begin at a comfortable learning level, having been tested to determine that level, working with paper and pencil on series of calculations devised to reinforce what they learn; they master a learning phase at their own pace, pass a timed test and go onto another level. They do their problems at home daily for 15 to 30 minutes and meet weekly with their Kumon instructors for a half hour to 45 minutes. Gradually, after much positive reinforcement, Kumon practitioners gain self-confidence and, if they stick with the program, their mathematics progress invariably improves greatly, said Kimura.

Kimura said the reason that many parents are seeking supplemental help for their children in mathematics is the American method of teaching and the contents taught.

"The philosophy in American schools is a bottom-up approach, where the basic assumption is that every child has the innate ability to learn, the purpose of education is to help kids grow, that the direction they take is rooted in their DNA and that cannot be altered, and that teachers and parents should facilitate this growth process," said Kimura. "There is a sense that you can't force students to learn, that it stifles creativity. The best a teacher can do is to suggest that students learn certain things, but students shouldn't be forced."

What's missing, Kimura said, is the concept of training.

"The Kumon method is based on training, and is a top-down approach that stresses achieving goals," he said. "The process of practice and training is very painful. Top-class athletes and musicians will tell you that, too. Kids may not like it, but kids don't see the goals. They do, however, feel the satisfaction of achieving a goal. Parents are the immediate beneficiaries of Kumon math. They see the goals, and they see the progress."

Kimura runs two suburban Kumon math centers, one in a well-to-do suburb that services 350 students. A newer one in a blue-collar suburb, where schools have lost accreditation from No Child Left Behind, has about 60 students.

Thinking vs. knowing

Kimura said that there are two stages in acquiring knowledge: thinking and knowing. For example, 3+2=5. Students trained in Kumon math or exposed to the training concept in another context, once they are in the knowing stage, know that automatically. In contrast, he said the way that the simple calculation is taught in schools today is to attach icons, such as apples, to the numbers so that students supposedly grasp the concept.

"From the beginning, American students are exposed to the applications of mathematics," Kimura said. "In my humble opinion, that is not teaching mathematics, rather the applications of mathematics. The philosophy in Kumon is that you have to learn mathematics before applying it."

The transition to the knowing stage is speed, Kimura said, calling it perhaps the most vital tenet of the method.

"The Kumon method stresses the syntax of mathematics, not the semantics, which is opposite of the way mathematics has been taught in America for several decades," said Kimura. "In the schools today, learning revolves around student-centered curricula: the teacher creates a social environment that stresses education, citizenship and self-esteem, which are, indeed, worthy learning components. From this environment, the student is expected to construct his own body of knowledge. But this is like teaching a child to play tennis by telling him to create his own method. It de-emphasizes the concept of training.

"If you do not know how to read, write and compute, how can you construct your own body of knowledge? More and more parents and teachers are beginning to see that learning cannot be achieved without training."

With Kumon, the basics become as automatic as a piano player practicing the scales, laying the foundation for higher level reasoning skills.

Kumon parents marvel over improved attention spans, mathematics grades, test-taking skills and overall attitude of their children. It's not just for remedial students, either. Kimura says nearly 45 percent of his Kumon students are performing well beyond their grade levels. "It's not uncommon for elementary school children to advance into algebra and trigonometry with the Kumon method," he said.

Some even take it to prepare for the SAT and ACT tests.

Note : Nah, bagimana dengan anda...?

Taket from : www/sciencedaily.com

Why Women Shy Away From Careers In Science And Math

2008-09-26T22:28:00.001+07:00

Girls steer away from careers in math, science and engineering because they view science as a solitary rather than a social occupation, according to a University of Michigan psychologist.

"Raising girls who are confident in their ability to succeed in science and math is our first job," said Jacquelynne Eccles, a senior research professor at the U-M Institute for Social Research (ISR) and the U-M Institute for Research on Women and Gender.

"But in order to increase the number of women in science, we also need to make young women more interested in these fields, and that means making them aware that science is a social endeavor that involves working with and helping people."

Eccles gave an invited address on how parents and teachers influence children's academic and career choices April 9, 2005, in Atlanta at the biennial conference of the Society for Research in Child Development.

For the talk, she drew upon data from decades of research, funded by a variety of agencies and foundations, including the National Science Foundation and the National Institute of Child Health and Development. One of the studies Eccles used for the analysis was the Michigan Study of Adolescent and Adult Life Transitions, a longitudinal study she started in 1983 that has followed approximately 1,200 predominately white, working-class young men and women from early adolescence into adulthood. The last interviews were conducted in 2002 when participants were 30 years old.

In 7th-grade, the occupational aspirations of girls had little to do with their abilities as indicated by their grades and the opinions of both their parents and their teachers, Eccles and colleagues found. The girls' perception of the career potential of advanced or honors math and science classes in high school was a stronger predictor of their selection of such courses than was their actual ability in those subjects.

Eccles and colleagues have repeatedly found that parents provide many types of messages to daughters that undermine both their daughters' confidence in their math and science abilities and their interest in pursuing careers in these fields.

Even though girls got better math grades than boys, parents of daughters reported that math was more difficult for their child than parents of sons. "Parents of daughters also said their girls had to work harder to do well in math than parents of sons, even though teachers told us this was not true," she said.

Girls said that they worked harder in math than in English, and parents reported that is true, too. But student time diaries told a different story, with boys and girls both reporting that they spent more time on language arts than on math.

"Parents also gave very different reasons for the math success of girls and boys," Eccles said. "Parents of boys rated talent and effort as equally important, while parents of girls said hard work was much more important than math talent."

Eccles urged teachers to tell parents that their daughters are talented in math and science, and to provide girls and their parents with vocational and intellectual reasons for studying math or science.

Eccles and colleagues also analyzed gender differences in college majors and occupations, finding that sex differences in general self-concepts and values at age 20 had a long-term influence on the college courses and jobs young men and women picked.

Young women were more likely than young men to place a high value on occupations that permitted flexibility and did not require them to be away from their family. The women also valued working with people. Even though young women had higher college GPAs than young men, young men were more likely to have a higher opinion of their abilities in math and science, and in their general intellectual abilities. They were also more likely to value jobs that required them to supervise other people.

"In addition to improving the confidence of girls, we need to show them that scientists work in teams, solving problems collaboratively. And that as a result of their work, scientists are in a unique position to help other people.

"We as a culture do a very bad job of telling our children what scientists do. Young people have an image of scientists as eccentric old men with wild hair, smoking cigars, deep in thought, alone. Basically, they think of Einstein. We need to change that image and give our children a much richer, nuanced view of who scientists are, what scientists do and how they work."

Taken from : www/sciencedaily.com

Calculators Okay In Math Class, If Students Know The Facts First, Study Finds

2008-09-26T22:18:00.004+07:00

Calculators are useful tools in elementary mathematics classes, if students already have some basic skills, new research has found. The findings shed light on the debate about whether and when calculators should be used in the classroom.

“These findings suggest that it is important children first learn how to calculate answers on their own, but after that initial phase, using calculators is a fine thing to do, even for basic multiplication facts,” Bethany Rittle-Johnson, assistant professor of psychology in Vanderbilt’s Peabody College of education and human development and co-author of the study, said.

The research is currently in press at the Journal of Experimental Child Psychology and is available on the journal’s Web site.

Rittle-Johnson and co-author Alexander Kmicikewycz, who completed the work as his undergraduate honors thesis at Peabody, found that the level of a student’s knowledge of mathematics facts was the determining factor in whether a calculator hindered his or her learning.

“The study indicates technology such as calculators can help kids who already have a strong foundation in basic skills,” Kmicikewycz, now a teacher in New York City public schools, said.

“For students who did not know many multiplication facts, generating the answers on their own, without a calculator, was important and helped their performance on subsequent tests,” Rittle-Johnson added. “But for students who already knew some multiplication facts, it didn’t matter – using a calculator to practice neither helped nor harmed them.”

The researchers compared third graders’ performance on multiplication problems after they had spent a class period working on other multiplication problems. Some of the students spent that class period generating answers on their own, while others simply read the answers from a calculator. All students used a calculator to check their answers.

The researchers found that the calculator’s effect on subsequent performance depended on how much the students knew to begin with. For those students who already had some multiplication skills, using the calculator before taking the test had no impact. But for those who were not good at multiplying, use of the calculator had a negative impact on their performance.

The researchers also found that the students using calculators were able to practice more problems and had fewer errors.

“Teachers struggle with how to give kids immediate feedback, which we know speeds the learning process. So, another use for calculators is allowing students to use them to check the answers they have come up with by themselves, giving them immediate feedback and more time for practice,” Rittle-Johnson said.

And, for many of the students, using calculators was simply fun.

“Kids enjoyed them. It’s one way to make memorizing your multiplication facts a more interesting thing to do,” Rittle-Johnson said.

“So much of how you teach depends on how you market the material – presentation is very important to kids,” Kmicikewycz added. “Many of these students had never used a calculator before, so it added a fun aspect to math class for them.”

“It’s a good tool that some teachers shy away from, because they are worried it’s going to have negative consequences,” Rittle-Johnson said. “I think that the evidence suggests there are good uses of calculators, even in elementary school.”

Rittle-Johnson is an investigator in the Learning Sciences Institute and the Vanderbilt Kennedy Center for Research on Human Development.

Note : Why we make consider to allow our students use calculator as a help-tool in counting...?

Taken from : www.sciencedaily.com

Full-day Kindergarteners' Reading,

2008-09-26T22:12:00.001+07:00

Children in full-day kindergarten have slightly better reading and math skills than children in part-day kindergarten, but these initial academic benefits diminish soon after the children leave kindergarten. This loss is due, in part, to issues related to poverty and the quality of children's home environments.

Those are the findings from a new study by researchers at the University of Pittsburgh and Loyola University Chicago. The study sheds light on policy discussions as full-day kindergarten programs become increasingly common in the United States.

Using data on 13,776 children from the Early Childhood Longitudinal Study--Kindergarten Class of 1998-1999, a study of a nationally representative group of kindergartners, the researchers measured children's academic achievement in math and reading in the fall and spring of their kindergarten and first-grade years, and in the spring of their third- and fifth-grade years. The researchers also looked at the type and extent of child care the children received outside of kindergarten, the quality of cognitive stimulation the children received at home, and the poverty level of the children's families.

Overall, the study found that the reading and math skills of children in full-day kindergarten grew faster from the fall to the spring of their kindergarten year, compared to the academic skills of children in part-day kindergarten.

However, the study also found that the full-day kindergarteners' gains in reading and math did not last far beyond the kindergarten year. In fact, from the spring of their kindergarten year through fifth grade, the academic skills of children in part-day kindergarten grew faster than those of children in full-day kindergarten, with the advantage of full-day versus part-day programs fading by the spring of third grade. The fade-out can be explained, in part, by the fact that the children in part-day kindergarten were less poor and had more stimulating home environments than those in full-day programs, according to the study.

"The results of this study suggest that the shift from part-day to full-day kindergarten programs occurring across the U.S. may have positive implications for students' learning trajectories in the short run," notes Elizabeth Votruba-Drzal, assistant professor of psychology at the University of Pittsburgh and the study's lead author. "They also highlight that characteristics of children and their families play noteworthy roles in why the full-day advantages fade relatively quickly."

http://www.sciencedaily.com/releases/2008/07/080715071444.htm

Student Motivation

2008-09-23T23:19:00.002+07:00

Some students study because they do well with their marks or because they like learning. Many more become cynical about the value of education. How do we help them?

An advisor should not give direct advice. The advisor instead offers open or multi-choice problems for others, interested parties, students, sons or daughters, to solve. Then they have a say in what to do. No one likes to be told.

Here are a few questions or problems for your teen to consider.

D What to do in School and Why
E. How to Study Mathematics

While some teenagers may skip the terrible teens and remain polite and serious, the terrible teens arrive sooner or later for most. During that period parents can do no right. And during that period if not before, school may become less attractive. Elementary students may be motivated by the notion that school attendance helps them grow-up or mature, but after several years of schooling from ages 6 to 13 say, school loses it appeal. It is compulsory, parent and teachers may not be say clearly why school is necessary except for bureaucratic need for a high school graduation as a ticket to further studies if not employment.

Compulsory instructions may seem pointless for some students. The question of why go or why stay does not have a clear nor immediate answer. The reward if any lies in the future.

One way to motivate students is to say that studying is a job and to support that view with pay or pocket money for performance and attitude. That is, students could be given an immediate reward for their effort. (As an instructor, I would not object to informing students that their pay in my class depends on their work habits and work presentation - In the presence of a demanding and rigourous curriculum, students may not see point of the long preparation. Some way to get students to behave in class with motivation would be welcome.

My subject properly taught can be rather dry despite efforts on my part to lighten the subject and provide a context for it. Kid who lack motivation slow learning for themselves and will sooner or later not cooperate in their own education,. and may even rebel.

Students in the past and today have been expected to bring their own motivation. That motivation may be inherited from parents. Students with motivation, regardless of source, will go further than students with out. The will to learn is important.

Teachers and school may provide encouragement. Instruction in not leading to definite ends, but in leading to general ends cannot say to a student in concrete terms why he or she should work at their studies and take those studies seriously. General statements of the importance of education may lack specifics. So education itself may mean following a dream or path with no definite aims nor ends. And in those circumstances, loss of interest in school may be a sign of intelligence. Parents and Course Designers need to consider the question of leadership, the question of how to provide motivation for learning.

Attempt to provide motivation are provided by the appendices in site volume three skills for algebra on what to do in school and why, and on how to study mathematics and why. Besides those appendices, parents may give their teens and younger charges a message, namely that mastery of logic and arithmetic (fraction sense) is provides the intelligence needed to follow multi-step methods in many arts and disciplines at school, home and work. The knowledge that an error in one step makes all that follow wrong or likely to be wrong is a sign of intelligence and application provided by the mastery of logic and arithmetic.

Taken from : http://whyslopes.com/ParentCenter/Student_motivation.html

Patience Please

2008-09-23T23:17:00.002+07:00

In mathematics, logic and perhaps other subjects, there are some ideas which are easily described and understood. Identifying them and explaining them may help your child's education. Patience is required. There is no need to rush. You may remember how long it took for your child to walk, to talk, to listen (a skill yet to form or one that may be temporary), to swim, to ride, and so on. A gentle persistence may be required. You have several years. You can test your child by presenting advance ideas, but if the reaction is not as hoped, retreat to material he or she can learn or accept more easily, and with each such retreat aim to build confidence.

It is important not to criticize or put down a subject area. (In teaching mathematics, I once found a student in my class with an poor attitude to the subject. He reported that his mother said that mathematics after arithmetic was nonsense and not important. This report came out after I asked halfway through the term why he disliked mathematics. No other teacher had challenged him on this matter before. Unfortunately, as a transient instructor with no expectations of continued employment, I did not get involved further in providing extra help for this student.

Taken from : http://whyslopes.com/ParentCenter/patience_please.html

Grade Nine Problems

2008-09-23T23:09:00.001+07:00

Elizabeth visits her friend Andrew and then returns home by the same route. She always walks 2km/h when going uphill, 6km/h when going downhill and 3km/h when on level ground. If her total walking time is 6 hours, then what is the total distance she walks in km?

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EDUCATION EXPO DI SMAK BINA BAKTI BANDUNG

Permutations and Combinations

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Google Translate Engine

Consider Supplemental Math Programs For Children

Why Women Shy Away From Careers In Science And Math

Calculators Okay In Math Class, If Students Know The Facts First, Study Finds

Full-day Kindergarteners' Reading,

Student Motivation

Patience Please

Grade Nine Problems

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As you look for patterns, try to answer the following questions:

Exploring Pascal's Triangle

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As you look for patterns, try to answer the following questions:

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