The basis of this project was to explore a different kind of thermometer using a semiconductor ma... more The basis of this project was to explore a different kind of thermometer using a semiconductor material with an analog counterclockwise reading. The semiconductor material we used was a negative temperature coefficient (NTC) thermistor, and it was implemented in a deflection-type DC bridge circuit. To complete this project, our group followed some series of steps from Project-based Learning (PBL) method, which are: (i) finding an actual issue as the main objective of the project, Challenging Problem or Question, (ii) enlisting a series of questions to attain the main objective, Sustained Inquiry, (iii) authenticating to ensure that the project applies on existing experimental methods, Authenticity, (iv) determining the extent of the students' role in the project, Student Voice & Choice, (v) reflecting through all the processes that have passed, Reflection, (vi) gaining critique and revision in making improvements, Critique & Revision, and (vii) creating a product ready to be delivered to public, Public Product. By following a series of the PBL steps, our group successfully produced the desired product, which was Counterclockwise Analog Thermometer. Moreover, our group also gained more skills, such as critical thinking, problem solving, communication, collaboration, and self-management.
The basis of this project was to explore a different kind of thermometer using a semiconductor ma... more The basis of this project was to explore a different kind of thermometer using a semiconductor material with an analog counterclockwise reading. The semiconductor material we used was a negative temperature coefficient (NTC) thermistor, and it was implemented in a deflection-type DC bridge circuit. To complete this project, our group followed some series of steps from Project-based Learning (PBL) method, which are: (i) finding an actual issue as the main objective of the project, Challenging Problem or Question, (ii) enlisting a series of questions to attain the main objective, Sustained Inquiry, (iii) authenticating to ensure that the project applies on existing experimental methods, Authenticity, (iv) determining the extent of the students' role in the project, Student Voice & Choice, (v) reflecting through all the processes that have passed, Reflection, (vi) gaining critique and revision in making improvements, Critique & Revision, and (vii) creating a product ready to be delivered to public, Public Product. By following a series of the PBL steps, our group successfully produced the desired product, which was Counterclockwise Analog Thermometer. Moreover, our group also gained more skills, such as critical thinking, problem solving, communication, collaboration, and self-management.
Uploads
Papers by rafi candra