FTIR Analysis on Phase Transformation of Rust In The Presence of Gambir

ABSTRACT The performance of gambir reacted with rust by means of FTIR was evaluated. The effects of gambir concentration, contact time and the addition of phosphoric acid in phase transformation of rust were studied. The FTIR spectra showed that the conversion of lepidocrocite (γ-FeOOH) was the fastest, followed by magnetite (Fe3O4) and goethite (α-FeOOH) was the slowest. 10% gambir with 3 h contact time was found to be the optimum condition for the phase transformation. Addition of phosphoric acid gave a better performance in phase transformation of rust

Inverted classroom improves pre-university students understanding on basic topic of physics: the preliminary study

This paper discusses the effectiveness of the inverted classroom implemented in a pre-university physics classroom on topics of classical mechanics. Inverted classroom moves from traditional lectures to providing students with pre-recorded lectures and other materials such as videos, online quizzes and online exercises to foster independent learning. In this study, the classroom was divided into two groups: a control group and experimental group intervened with the inverted classroom; in evaluating the efficiency of the intervention, at the end of the module, both groups were tested using tests that are similar. The findings show that there was a significant difference between control group and experimental group on their pre-test and post-test score. It implies the potential use of this approach in other basic topics of pre-university physics classroomPeer Reviewe

Inverted classroom improves pre-university studens understanding on basic topic of Physics:: The preliminary study

This paper discusses the effectiveness of the inverted classroom implemented in a pre-university physics classroom on topics of classical mechanics. Inverted classroom moves from traditional lectures to providing students with pre-recorded lectures and other materials such as videos, online quizzes and online exercises to foster independent learning. In this study, the classroom was divided into two groups: a control group and experimental group intervened with the inverted classroom; in evaluating the efficiency of the intervention, at the end of the module, both groups were tested using tests that are similar. The findings show that there was a significant difference between control group and experimental group on their pre-test and post-test score. It implies the potential use of this approach in other basic topics of pre-university physics classroo