This document summarizes a study that used a continuous stirred bed reactor (SBR) to treat textile wastewater through bacterial decolourisation. A mixture of three bacterial strains - Sphingomonas paucimobilis, Bacillus sp., and filamentous bacteria - were introduced to the SBR. The study used a mixture experimental design to optimize the formulation of bacterial strains and assess colour and COD removal. The results found that the highest predictable decolourisation and COD removal rates were 86.72% and 75.06% respectively. Regression analysis showed excellent correlation between the bacterial mixtures and responses of decolourisation and COD removal.
Teks tersebut membahas beberapa model pembelajaran kooperatif, yaitu Scramble, Time Token, Reciprocal Learning, dan Two Stay Two Stray (TSTS). Scramble melibatkan siswa mengoreksi jawaban yang disusun secara acak untuk menemukan jawaban yang benar. Time Token melibatkan penggunaan kupon waktu untuk mengatur partisipasi siswa dalam diskusi. Reciprocal Learning melibatkan komunikasi antarsiswa berdasarkan bacaan dengan strategi klarifikasi, predik
This document summarizes a study that used a continuous stirred bed reactor (SBR) to treat textile wastewater through bacterial decolourisation. A mixture of three bacterial strains - Sphingomonas paucimobilis, Bacillus sp., and filamentous bacteria - were introduced to the SBR. The study used a mixture experimental design to optimize the formulation of bacterial strains and assess colour and COD removal. The results found that the highest predictable decolourisation and COD removal rates were 86.72% and 75.06% respectively. Regression analysis showed excellent correlation between the bacterial mixtures and responses of decolourisation and COD removal.
Teks tersebut membahas beberapa model pembelajaran kooperatif, yaitu Scramble, Time Token, Reciprocal Learning, dan Two Stay Two Stray (TSTS). Scramble melibatkan siswa mengoreksi jawaban yang disusun secara acak untuk menemukan jawaban yang benar. Time Token melibatkan penggunaan kupon waktu untuk mengatur partisipasi siswa dalam diskusi. Reciprocal Learning melibatkan komunikasi antarsiswa berdasarkan bacaan dengan strategi klarifikasi, predik
1) The document discusses Jean Piaget's theory of cognitive development, which he divided into 4 main stages: sensorimotor, preoperational, concrete operational, and formal operational.
2) Each stage is characterized by developing new cognitive abilities. For example, during preoperational thought children develop intuitive and preconceptual thought.
3) Piaget believed cognitive development was driven by biological maturation and environmental interaction, through the processes of assimilation, accommodation, and equilibration.
1. The document discusses Jean Piaget's theory of cognitive development, which he divided into 4 main stages: sensorimotor, preoperational, concrete operational, and formal operational.
2. Each stage is characterized by discoveries and abilities, from sensorimotor learning through interaction with the environment, to preoperational symbolic thought and intuitive ideas, to concrete logical operations during concrete operational stage.
3. The formal operational stage involves abstract thinking and consideration of hypotheses, enabled through the processes of assimilation, accommodation, and equilibration as children interact with their environments.
1) The document discusses Jean Piaget's theory of cognitive development, which he divided into 4 main stages: sensorimotor, preoperational, concrete operational, and formal operational.
2) Each stage is characterized by developing new cognitive abilities. For example, during preoperational thought children develop intuitive and preconceptual thought.
3) Piaget believed cognitive development was driven by biological maturation and environmental interaction, through the processes of assimilation, accommodation, and equilibration.
1. The document discusses Jean Piaget's theory of cognitive development, which he divided into 4 main stages: sensorimotor, preoperational, concrete operational, and formal operational.
2. Each stage is characterized by discoveries and abilities, from sensorimotor learning through interaction with the environment, to preoperational symbolic thought and intuitive ideas, to concrete logical operations during concrete operational stage.
3. The formal operational stage involves abstract thinking and consideration of hypotheses, enabled through the processes of assimilation, accommodation, and equilibration as children interact with their environments.