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Equipment of Earthquake Detection and Warning with Vibration Sensor Image
Conference paper

Equipment of Earthquake Detection and Warning with Vibration Sensor

The purposes of writing this paper are to determine: (1) the working principle of vibration sensors can detect impending earthquakes, (2) the sensitivity or the sensitivity of the tool when used in detecting the vibration of an earthquake, (3) demonstration tool Earthquake Detection and Warning with vibration sensor has good meets criteria for use students learn. The method of this research is an a demonstration tool in learning. The basic principle of work and warning earthquake detector with a vibration sensor this is when an earthquake occurs or when the dynamo (earthquake simulator) is started, the resulting vibrations cause movement of the pendulum. This pendulum movement is what will trigger the sound of the bell. When the pendulum movement causes the pendulum in contact with the copper wire ring, then the electricity will flow toward the bell. When electricity flows into the bell will arise in the membrane vibration in the bell. A vibrating membrane will produce resonance which then led to a wave. This wave is what produces the sound on the buzzer. Pendulum vibration frequency is closely related to the magnitude of the voltage / potential difference given input on the dynamo that causes the rotor to rotate. Increasing the voltage will increase the rotational speed of the rotor on a large dynamo. The faster the rotor rotation, the vibration of the pendulum will be even greater. This resulted in the pendulum will be faster and more frequent touching circle copper wire which is connected electricity and bell. Thus the buzzer will sound increasingly rapid and dynamic. The results of the experiment are the greater the number of loops and the greater the voltage will cause a greater rotational speed of the rotor is generated, so that the greater the pendulum vibrations and buzzer / alarm to sound more dynamic. Detector and earthquake warning with vibration sensor has a sensitivity to the number of loops starting from 2 pieces with a 3V input voltage and is capable of detecting an earthquake of ≥3,6 SR. Based on the results of the assessment of a demonstration tool detection and warning of earthquakes with vibration sensor was found that the maximum value that is filled by a validator is 39. It can be concluded that the demonstration tool detection and warning of earthquakes with vibration sensor is included in good criteria for the use of students in learning.
Supplementary Materials Based on Constructivism Principles for Students\u0027 Effective Learning Image
Conference paper

Supplementary Materials Based on Constructivism Principles for Students' Effective Learning

Learning materials that are locally relevant with the diversity of students' condition and needs and meaningfulfor their learning are one of some factors influencing the students' achievement. However, it is not easy forteacher to provide the students with these adequate learning materials. Teachers are sometimes just left with aset of textbooks to use without additional learning materials. Besides, there are just few teachers trained toadopt, adapt, and mediate locally available learning materials to meet the current needs of the students. As aresult a number of learners do not achieve the learning objective. This paper is in the form of descriptive studytalking about supplementary materials for reading skill based on constructivism principles for students' effectivelearning. It proposes a practical model for developing supplementary materials following constructivismprinciples by fostering teachers to do self-evaluation of their teaching and need analysis for accommodating thestudents' diversity condition. Supplementary materials are designed to provide students with engaging activitiesthrough which they develop skills, acquire concepts and be responsible for their learning.
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Story Problem for Low\u002DGrade Primary Students: Discourse Analysis Image
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Story Problem for Low-Grade Primary Students: Discourse Analysis

Story problem is the type of math problems presented by the media of language and story. This study was done to identify the type of discourse structure of the story problem in mathematics textbooks for low-grade student in primary school. The focus of study is viewed from the number of components and the type of the integration of those components. There are three components in the story problems, namely introduction, events, and question component. Nine mathematics textbooks of 1th, 2nd, and 3rd were taken as sample with three books for each grade. The study result about the number of components composing story problems also shows that most of story problems for primary one, two, and three-grade consist of three components. The others are story problems with only two components by omitting the first component which is the introduction component. Viewed from the components integration type, result shows that story problems components that are combined for primary two and three are the introduction and events components or the events and question components. The integration between introduction component and events component is indicated by the conjunction “and”, “while/whereas”, and a comma. The integration between events and question component is indicated by the conjunction “if”. It will all produce complex sentences. The conclusion of this study is that, viewed from their discourse structure, most story problems for primary one and two students are relatively shorter than three, by omitting the setting and character element in introduction. It implies that there is no introduction part to introduce the context or narrative elements whose function is to connect the real world and mathematics.
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