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All Journal IAES International Journal of Robotics and Automation (IJRA) Journal of Education and Learning (EduLearn)
Acut, Dharel P.
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Humanities Automotive Engineering Education Electrical & Electronics Engineering Library & Information Science Social Sciences Other

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Development of an Arduino-based photobioreactor to investigate algae growth rate and CO2 removal efficiency Alarde, Hans Paolo S.; Bartolabac, Kiara Jenvy C.; Acut, Dharel P.; Cane, Jas Felicisimo A.; Magsayo, Joy R.
IAES International Journal of Robotics and Automation (IJRA) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijra.v11i2.pp141-160

Abstract

Global carbon dioxide (CO2) emissions are rising, and microalgae have been a primary focus for alleviating the negative impacts of increasing CO2 levels. CO2 sequestration is influenced by pH level, temperature, light, nutrient levels, and aeration. This study adapted a 2-chamber system with a 6-Liter vertical-column photobioreactor. It was constructed to remove CO2 from the air using microalgae. Arduino sensors, namely temperature, pH, and CO2 gas, were incorporated to monitor microalgal growth. Two 7-day trials, with an initial algae mass of 15 g, were implemented to investigate the growth and CO2 removal rates. The results showed that trial 1 yielded 21.5 g with a growth rate of 0.56 gxin-2 x day-1, and trial 2, a final sample of 19.7 g with a growth rate of 0.51 gxin-2 x day-1. The CO2 removal rate for trial 1 increased from 10.17% to 22.04%. However, the CO2 removal rate for trial 2 decreased from 15.66% to 3.55%. In terms of relative percent error, the Arduino sensors' accuracy was also determined to be low, ranging from 0.85 to 1.94. With accurate readings, the findings show that the CO2 removal efficiency rate and algae growth rate are directly proportional to each other.
Factors affecting students’ concept retention in learning science online using instructional videos Aguanta, Catherine B.; Augusto, Margery Anne T.; Bajenting, Jonajean V.; Buayaban, Katrina Claire; Cruz, El Jane P.; Fantonial, Niña Faith; Kwan, Jane Aubrey M.; Legaspino, Jimmoy; Acut, Dharel P.; Picardal, Marchee T.
Journal of Education and Learning (EduLearn) Vol 18, No 2: May 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i2.21117

Abstract

Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs’ effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.
Co-Authors Aguanta, Catherine B. Alarde, Hans Paolo S. Augusto, Margery Anne T. Bajenting, Jonajean V. Bartolabac, Kiara Jenvy C. Buayaban, Katrina Claire Cane, Jas Felicisimo A. Cruz, El Jane P. Fantonial, Niña Faith Kwan, Jane Aubrey M. Legaspino, Jimmoy Magsayo, Joy R. Picardal, Marchee T.