International Science and Social Science Innovation Competition (i-SIC2019) 94
a magnetic stirrer and the temperature was maintained at 37℃ at 50rpm. Sample of 3ml was withdrawn at
different time intervals (5,10,15,30,45,60,75,90,105,120,135,150 minutes) and replaced with equal
amounts of fresh receptor media. The sample was analysed at 285nm in UV-Vis spectrometer to obtain
the absorbance reading. The mentioned procedure was used for all the prepared formulation.
2.4.7 Preparation of phosphate buffer pH 6.8
For the preparation of 1L of phosphate buffer with pH 6.8, 16.62 g of di- sodium hydrogen phosphate
and 8.39g of sodium di-hydrogen phosphate was dissolved in 500ml of distilled water separately. Both
solutions were mixed, and gram-positive final volume was makeup to 1L. The pH of the solution was
adjusted to 6.8 by adding few drops of sodium hydroxide or hydrochloric acid.
2.4.8 Preparation of Standard stock solution.
0.1 g of Erythromycin was accurately weighed in 100ml of volumetric flask and diluent of 1M of
Phosphate buffer pH 6.8 was added. The solution is shaken well, and the final volume was made up to
100ml to get a concentration of 1mg/ml solution. From the prepared solution, 1ml was taken and dissolved
up to 100ml of phosphate buffer in a volumetric flask that produced a concentration of 0.01mg/ml.
2.4.9 Calibration curve of Erythromycin in phosphate buffer pH 6.8 at 285nm
From the prepared standard stock solution, serial dilution was performed to get the final concentration
of 20mcg/ml, 40mcg/ml, 60mcg/ml, 80mcg/ml and 100mcg/ml. The samples from each concentration
were tested by using UV Spectrometer at 285nm. The measurement was taken 3 times and the average
was calculated. Standard calibrated curve was plotted by using the average absorbance value and the
concentration. The value of slope, correlation, and regression was calculated.
3. Results
3.1 Physical evaluation
It was observed that all the formulation has colourless with the homogenous mixture and clear
appearance as stated in Table 3.1
International Science and Social Science Innovation Competition (i-SIC2019) 95
FormulatiTable 3.2: Physical evaluation of formulated Erythro-mycin nanogel
on Parameter
Colour Odour Appearance Homogeneity
F1 Colourless Odourless Clear Homogenous
F2 Colourless Odourless Clear Homogenous
F3 Colourless Odourless Clear Homogenous
F4 Colourless Odourless Clear Homogenous
F5 Colourless Odourless Clear Homogenous
F6 Colourless Odourless Clear Homogenous
F7 Colourless Odourless Clear Homogenous
F8 Colourless Odourless Clear Homogenous
F9 Colourless Odourless Clear Homogenous
F10 Colourless Odourless Clear Homogenous
3.2 Measurement of pH
The pH of formulated Erythromycin nanogel was in the range of 6.4 to 7.3. The pH value for all the
formulation is recorded in Figure 3.2.
Figure 3.2: pH measurement of formulated Erythromycin nanogel
International Science and Social Science Innovation Competition (i-SIC2019) 96
3.3 Viscosity
The viscosity of the formulated Erythromycin nanogel was evaluated. The viscosity of F9 was found
to be the lowest among the other formulation as stated in Figure 3.3
Figure 3.3: Viscosity measurements
3.4 Spread ability
The spread ability of the formulation was in the range of 3.0 to 4.5cm as shown in Figure 3.4
Figure 3.4: Spread ability measurements
3.5 Drug content uniformity
The percentage of drug content found to be uniform among various prepared formulation. The range
of drug content is in between 97.1% to 98.9%.
International Science and Social Science Innovation Competition (i-SIC2019) 97
Figure 3.3: Drug content uniformity
3.6 In-vitro drug diffusion
F5 found to have the lowest percentage of drug release, 80.32% after 150 minutes. The highest drug
release is from F6 with 98.3% in 60 minutes.
Figure 3.6: Percentage of drug release against time in phosphate buffer at pH 6.8
4. Discussion
The nanogel appeared as a colourless formulation with a smooth and clear appearance. All the
formulation was odourless and found to be homogenous and free from aggregates. The odourless will ease
the application process as there is no unpleasant odour.
The pH value of prepared nanogel was found to be in the range of 6.4 to 7.3 which is near to the pH
of the skin and likely to be compatible with the skin. The change in skin pH is directly proportional to the
International Science and Social Science Innovation Competition (i-SIC2019) 98
pH of the facial product. Low pH might cause redness and breakouts of acne whereas higher pH may
cause skin to become dry.
The viscosity of the formulation is important since higher viscosity will increase the contact time
which will enhance the rate of diffusion of the drug into the skin.
Spread ability denotes the coverage of area which the gel readily spread on the affected area. Viscosity
will affect the spread ability of the formulated products. The higher the viscosity, the lower the spread
ability.
The percentage of drug content is in the range of 97.1 % to 98.9%. F6 which contains 98.9% has the
highest drug content among the others. According to USP guidelines on drug content uniformity for topical
formulations, not more that 3 of the 10 samples, should be outside the range of 85.0% to 115.0%, of the
labelled amount of drug. Results shows that the drug was uniformly distributed in all the formulations and
was satisfactory.
Drug release from F5has the lowest percentage of drug release and the time taken to release 80.32%
of the drug was 150 minutes. F6 found to have the highest percentage of drug release that took 60 minutes
to release 98.3% of total drug content. The concertation of Chitosan and Carbopol will enhance the
mechanical strength of the formulation, thus increase the contact time.
5. Conclusion
The Formulated nanogel was optimized for homogeneity, pH, viscosity, spread ability, drug content
and in-vitro drug release. The clear, homogenous, odourless, and colourless properties of the formulation
make the product to have the acceptable organoleptic characteristics that will improve user’s compliance.
All the formulations having pH value near to pH of the skin and likely to be compatible with the skin
which will reduce the unwanted reaction upon application on the skin. The desired products for cosmetics
application should have moderate viscosity. Viscosity is inversely proportional to spread ability. The
percentage of the drug contains was obtained uniformly and within the acceptable limits. In vitro diffusion
studies show that the percentage of drugs release is influenced by the composition of the polymer.
Acknowledgments
The authors are grateful to the management of KPJUC and the Centre of Excellence in Pharmaceutical
Sciences for their support and encouragement.
International Science and Social Science Innovation Competition (i-SIC2019) 99
References
[1] Adele Sparavigna, B. T. (2015). An innovative approach to the topical treatment of acne. Clinical,
Cosmetic and Investigational Dermatology, 179-185.
[2] Akhila Rajan, G. S. (2017). Chitosan nanoparticle for drug delivery – a mini review. Journal of
Global Trends in Pharmaceutical Sciences.
[3] Aldawsari, M. (2017). Nanoparticle and Gel Based Formulations for Enhanced Drug Delivery.
Graduate Faculty of Auburn University.
[4] Andrew F. Read, R. J. (2014). Antibiotic resistance management. NCBI.
[5] Chandrashekhar, M. A. (2015). Tretinoin Nanogel 0.025% Versus Conventional Gel 0.025% in
Patients with Acne Vulgaris: A Randomized, Active Controlled, Multicentre, Parallel Group, Phase
IV Clinical Trial. Journal of Clinical and Diagnostic Research.
[6] Betty Anne Johnson, J. R. (2000). Use of Systemic Agents in the Treatment of Acne Vulgaris.
American Academy of Family Physicians, 1823-1830.
[7] Bishnu Adhikari, C. S. (2016). Recent Advances in Nanogels Drug Delivery Systems. World Journal
of Pharmacy and Pharmaceutical Sciences, 505-530
International Science and Social Science Innovation Competition (i-SIC2019) 100
DEVELOPMENT OF ORO-DISPERSIBLE TABLETS OF SALBUTAMOL FOR
EFFECTIVE MANAGEMENT OF ASTHMA
Abdullah Khan, Atiqah Syuhada Md Zaini, and K. Anandarajagopal
School of Pharmacy, Bachelor of Pharmacy (HONS), KPJ Healthcare University College, Kota
Seriemas, 71800, Nilai, Negeri Sembilan.
[email protected]
Abstract
Background: Asthma is an inflammatory disorder of the airways flow. The immune system of asthmatic
patients is hyperresponsiveness when its response to foreign particles in the air-ways tract. In Malaysia,
the prevalence of asthma based on the third National Health and Morbidity Survey in 2006, it is estimated
to be 4.2%. While the prevalence of asthma in worldwide is between 5.2% and 9.4%. Many patients have
difficulty swallowing tablets and hard gelatin capsules and consequently do not take medications as
prescribed. An orodispersible drug delivery system, in most cases, is a tablet that disintegrate in the oral
cavity without the need of water or chewing. In the present study Salbutamol sulphate a commonly
prescribed anti-asthmatic drug was selected as model drug and an attempt had been made to prepare
orodispersible tablets of the drug using various superdisintegrants such as crospovidone, sodium starch
glycolate, cross carmellose sodium by direct compression technique. Objective: The present study was
aimed to develop Orodispersible (ODT) tablets of Salbutamol, a commonly prescribed anti asthmatic drug.
Method: Six formulations of salbutamol were developed by using croscarmellose sodium (AC-di-Sol),
Sodium Strach glycolate (Explotab) and crospovidone with varied percentages by direct compression
method. Results: The hardness of the formulation was found to be 2.8 ± .0.5, friability was less than
0.25%, disintegration time was 16±0.4 seconds, wetting time was 15 ±1.2 seconds and 95 ±0.4% drug
release was achieved within 15 minutes. This shown the fastest drug release than other five formulations.
Conclusion: From the study it can be concluded that orodispersible tablets of salbutamol can be prepared
using Croscarmillose sodium and sodium starch gycolate as superdisintegrants and this should be further
studied at large scale. Such a convenient dosage form will improve patient compliance and ensure better
therapeutic outcome.
Keywords: Orodispersible, disintegrant and salbutamol, asthma
1. Introduction
Salbutamol is an asthmatic and COPD drug that act as short acting selective beta2-adrenergic receptor
agonist (Morgan et al., 1986). It relieves the symptoms of coughing, wheezing and relax the muscle of
airways. Salbutamol in Pressurized Metered Dose Inhaler (pMDI) is commonly used when asthmatic
attack as it easier to use and carry, however there are some misuse and overdose cases reported due to
poor inhaler technique. 78% of outpatients with asthma (mean age 46 years) were misused of pMDIs.
However, this frequency increased to 86% in those older than 75 years of age, and misuse significantly
increased with age that reported by Giraud and Roche (Giraud and Roche, 2002). In order to enhance the
uses of salbutamol in treatment of asthma, new drug delivery system was approach in previous study. An
International Science and Social Science Innovation Competition (i-SIC2019) 101
Orodispersible drug delivery system, in most cases, is a tablet that disintegrate in the oral cavity without
the need of water or chewing. Many patients have difficulty swallowing tablets and hard gelatin capsules
and consequently do not take medications as prescribed (Lindgren and Janzon, 1991). It is estimated that
50% of the population is affected by this problem, which results in a high incidence of noncompliance
and ineffective therapy. In some cases, such as motion sickness, sudden episodes of allergic attacks or
coughing and unavailability of water, swallowing conventional tablets may be difficult. Particularly the
difficulty is experienced by pediatric and geriatric patients. Such problems can be resolved by means of
fast disintegrating orodispersible tablets. In the present study Salbutamol sulphate a commonly prescribed
anti-asthmatic drug was selected as model drug and an attempt had been made to prepare orodispersible
tablets of the drug using various superdisintegrants such as crospovidone, sodium starch glycolate,
croscarmellose sodium by direct compression technique.
2. Method
2.1 Formulation ingredients
Six formulations were were prepared using crospovidone, sodium starch glycolate, cross carmellose
sodium used as the superdisintegrant in preparing the orodispersible tablets for Salbutamol sulphate. The
other excipients used were Lactose, Microcrystalline cellulose, Magnesium stearate and talcum. The
composition of all the formulations is shown in table 1.
2.2 Preparation of tablet
Direct compression (DC) technique is selected to prepare the tablet and Microcrystalline cellulose is
used as the vehicle in DC. The powder will mix all the API, diluents, glidants and super-disintegrant agent
using low shear mixer. The lubricant was added once the drug is uniformly mixed with the other excipients
and lastly the die filling is set as to compress the powder blend to form the tablet.
2.3 Evaluation
The weight variation, diameter, thickness, friability, wetting time, and in-vitro dissolution time were
determined after preparing the tablet. The drug content uniformity was measured by using UV
spectrometer, the wetting time was the time of water absorb on the surface of the tablet. For the in-vitro
dissolution, the paddle model was used with a rotation speed of 100 RPM using phosphate buffer pH 6.8
International Science and Social Science Innovation Competition (i-SIC2019) 102
as the dissolution medium at 37 ±0.5°C. Samples were withdrawn at every 5 min and analyzed by UV
spectrometer at 277 nm and mean of three samples was taken.
Table 2: Table of Formulation design
Tablet ingredient (mg) F1 F2 F3 F4 F5 F6
Salbutamol 200 200 200 200 200 200
Lactose (mg) DC 7400 7300 7400 7300 7400 7300
Croscarmillose sodium (AC-di-Sol) 150 250
Sodium starch glycolate (Explotab) 150 250
Crospovidone (polyplasdone) 150 250
Microcrystalline cellulose 1700 1700 1700 1700 1700 1700
Magnesium stearate 50 50 50 50 50 50
Talcum 500 500 500 500 500 500
TOTAL 10000 10000 10000 10000 10000 10000
3. Result And Discussion
All the prepared formulations showed good pharmaceutical properties however, formulation F3
containing 200mg of drug, and 1.5% sodium starch glycolate with other formulation excipients was found
to be the best based on in-vitro disintegration and dissolution time. The hardness of the formulation was
found to be 2.8 ± .0.5, friability was less than 0.25%, disintegration time was 16 ± 0.4 seconds, wetting
time was 15 ± 1.2 seconds and water absorption ratio was 71 ± 0.6 %. The drug content uniformity and
in-vitro dissolution studies were carried out in pH 6.8 phosphate buffer using UV spectrophotometer at
277 nm. Drug content of the formulation was found to be 98 ± 0.5% and 95 ± 0.4% drug release was
achieved within 15 minutes. Formulation F3 was assessed for drug excipient interaction, IR spectrum of
the formulation suggests no chemical interaction.
Table 2.1 and 2.2 shows the result of evaluation study, which is the weight variation, diameter,
thickness, friability, wetting time and drug content uniformity. In all six formulation result almost same
to each other. Nevertheless, the in-vitro dissolution test is the crucial part as to determine the super-
disintegrant with faster disintegrant activity. In Figure 1 shows the drug release by time. The figure shows
that F3 having a fast rate of drug release and within 10 minutes, 100% of the drug are release to the system.
International Science and Social Science Innovation Competition (i-SIC2019) 103
Table 2.1: Table of evaluation study THICKNESS (..)
FORMULATION WEIGHT VARIATION (mg) DIAMETER (..) 2.18 ± 0.01
2.20 ± 0.01
F1 99.5 ± 0.95 6.89 ± 0.05 2.01 ± 0.02
2.10 ± 0.01
F2 100.18 ± 0.85 6.96 ± 0.04 1.99 ± 0.03
2.02 ± 0.01
F3 99.5 ± 0.70 6.99 ± 0.01
F4 99.9 ± 0.9 6.99 ± 0.02
F5 98.90 ± 0.88 6.94 ± 0.01
F6 99.80 ± 0.5 6.95 ± 0.02
Table 2.2: Table of evaluation study DRUG CONTENT
FORMULATION FRIABILITY (..) WETTING TIME (..) UNIFORMITY (..)
1.96 ± 0.04
F1 0.19% 16 ± 1.5 2.12 ± 0.08
1.99 ± 0.01
F2 0.25% 21 ± 2.2 2.06 ± 0.04
1.96 ± 0.04
F3 0.20% 15 ± 1.2 1.98 ± 0.06
F4 0.18% 18 ± 1.7
F5 0.23% 21 ± 1.8
F6 0.22% 17 ± 1.2
Figure 1: The graph of drug release
International Science and Social Science Innovation Competition (i-SIC2019) 104
4. Conclusion
From the study it can be concluded that orodispersible tablets of salbutamol can be prepared using
Croscarmillose sodium and sodium starch gycolate as superdisintegrants and this should be further studied
at large scale. Such a convenient dosage form will improve patient compliance and ensure better
therapeutic outcome.
Acknowledgments
The authors are thankful to the Management of KPJ Healthcare University College and the Centre of
Excellence in Pharmaceutical Sciences, KPJUC for the support and encouragement
References
[1] Giraud, V. and Roche, N. (2002) ‘Misuse of corticosteroid metered-dose inhaler is associated with
decreased asthma stability’, European Respiratory Journal, 19(2), pp. 246–251. doi:
10.1183/09031936.02.00218402.
[2] Lindgren, S. and Janzon, L. (1991) ‘Prevalence of swallowing complaints and clinical findings
among 50-79-year-old men and women in an urban population’, Dysphagia, 6(4), pp. 187–192. doi:
10.1007/BF02493524.
[3] Morgan, D. et al. (1986) ‘Pharmacokinetics of intravenous and oral salbutamol and its sulphate
conjugate.’, British Journal of Clinical Pharmacology, 22(5), pp. 587–593. doi: 10.1111/j.1365-
2125.1986.tb02939.x.
[4] Aarti, J., Sonali, J. and Ganesh, D. (2014) ‘Orodispersible tablets: A comprehensive review’,
Research Journal of Pharmacy and Technology.
[5] Dey, P. and Maiti, S. (2010) ‘Orodispersible tablets: A new trend in drug delivery’, Journal of
Natural Science, Biology and Medicine, 1(1), pp. 2–5. doi: 10.4103/0976-9668.71663.
[6] Hoffmann, E. M., Breitenbach, A. and Breitkreutz, J. (2011) ‘Advances in orodispersible films for
drug delivery’, Expert Opinion on Drug Delivery. doi: 10.1517/17425247.2011.553217.
[7] Lindgren, S. and Janzon, L. (1991) ‘Prevalence of swallowing complaints and clinical findings
among 50-79-year-old men and women in an urban population’, Dysphagia, 6(4), pp. 187–192. doi:
10.1007/BF02493524.
[8] Patil, B. S. et al. (2010) ‘Formulation and evaluation of mouth dissolving tablets of nimesulide by
new coprocessed technique’, Research Journal of Pharmaceutical, Biological and Chemical
Sciences.
[9] Salunke, H. et al. (2011) ‘Formulation and evaluation of orodispersible tablet of salbutamol sulphate
as a bronchodilator’, Respirology. doi: http://dx.doi.org/10.1111/j.1400-1843.2011.02071.x.
International Science and Social Science Innovation Competition (i-SIC2019) 105
ANALYTICAL SOLUTION OF NON-HOMOGENEOUS ONE-DIMENSIONAL
HEAT EQUATION WITH DIFFERENT BOUNDARY CONDITIONS
Muhammad Arif Hannan Mohamed, Ahmad Danial Hidayatullah Badrolhisam, Faizzuddin Jamaluddin
and Norazlina Subani
Kolej GENIUS Insan, Universiti Sains Islam Malaysia, Bandar Baru Nilai, 71800, Nilai, Negeri
Sembilan, Malaysia.
Email: [email protected]; [email protected]; [email protected];
[email protected]
Abstract
A partial differential equation is an equation which in- cludes derivatives of an unknown function with
respect to two or more independent variables. The analytical solution is needed to obtain the exact solution
of partial differential equation. To solve these partial differential equations, the appropriate boundary and
initial conditions are needed. The general solution is dependent not only on the equation, but also on the
boundary conditions. These partial differen- tial equations will have different general solution when paired
with different sets of boundary conditions. In the present study, the non-homogeneous one-dimensional
heat equation will be solved analytically by using Separation of Variables method. Our main objective is
to determine the solution of heat equation based on different boundary con- ditions, which are Dirichlet,
Neumann or both. To verify our objective, the results of temperature for non- homogeneous heat equation
will be compared with homo- geneous heat equation. The results are validated by using the Separation of
Variables method on the homogeneous heat equation. The results have been compared with differ- ent
types of boundary and initial conditions for both homo- geneous and non-homogenous heat equation.
Based on the results obtained, it can be concluded that heat equations have different patterns of
temperature profile based on different types of boundary conditions. For non- homogeneous partial
differential equation, the heat equa- tion with the boundary and initial conditions need to be homogeneous,
then the solution of heat equation has been determined.
Keywords: Heat equation, non-homogeneous, one-dimensional equa- tion, types of boundary conditions,
Separation of Variables.
1. Introduction
Most of mathematical physics are described by partial differential equations. Typically, a given partial
differential equation will be solved by using numerical solution and analytical solution. However, it is
vital to understand the general theory of partial differential equations to ensure the numerical solution is
valid. Thus, the analytical solution is needed to obtain the exact solution of partial differential equation.
A partial differential equation is an equation which in- cludes derivatives of an unknown function with
respect to two or more independent variables. The partial differential equation can be classified into three
types, which are para- bolic, hyperbolic and elliptic [1, 2]. A parabolic partial dif- ferential equation
describing a large family of problems in science such as ocean acoustic propagation and heat diffu- sion.
International Science and Social Science Innovation Competition (i-SIC2019) 106
Hyperbolic partial differential equation describing the wave transformation and vibrations of an elastic
string, while elliptic partial differential equation describing the Laplace equation.
The heat equation is an important partial differential equation which describes the distribution of heat
(or varia- tion in temperature) in a given region over time. For better understanding of this paper, it is very
important that we understand the difference between heat and temperature. Heat is a process of energy
transfer as a result of tempera- ture difference between the two points [3]. Thus, the term 'heat' is used to
describe the energy transferred through the heating process. Temperature, on the other hand, is a physi-
cal property of matter that describes the hotness or coldness of an object or environment. Therefore, no
heat would be exchanged between bodies of the same temperature.
Agyeman and Folson [4] solved the parabolic partial differential equation numerically and the results
are com- pared to analytical to get exact solution. Al-Mamun, et al. [5] also considered parabolic heat
equation of one dimen sional heat equation and the heat equation have been solved analytically and
numerically.
The heat equation can be classified as non- homogeneous and homogeneous. Homogeneous
differential equations involve only derivatives of u and terms involving u, and they are set to zero,
ut = uxx . Non-homogeneous heat equation is the same as homogeneous differential equations, except
they can have terms involving only time, t (and constants) on the right side, ut = uxx f (x).
To solve these partial differential equations, the appropriate boundary and initial conditions are
needed. The gen eral solution is dependent not only on the equation, but also on the boundary conditions.
In other words, these partial differential equations will have different general solution when paired with
different sets of boundary conditions.
In the present study, the non-homogeneous one- dimensional heat equation will be solved
analytically by using separation of variables method. Our main objective is to determine the solution of
heat equation based on different boundary conditions, which are Dirichlet, Neumann or both. To verify
our objective, the temperature profile of non-homogeneous heat equation will be compared with
homogeneous heat equation. The results are validated by using the separation of variables method on the
homogene ous heat equation. The results have been compared with different types of boundary and initial
conditions for both homogeneous and non-homogenous heat equation.
2. Mathematical Formulation
The mathematical models are used to describe the one- dimensional homogeneous heat boundary
value problems with Neumann boundary conditions are presented below. The heat equation is used to
International Science and Social Science Innovation Competition (i-SIC2019) 107
determine the change in the function of temperature, u over time, t. The simplified diagram of a physical
model of the heat equation problem is shown in Figure 1.
Figure 1: Simplified diagram of physical model of heat equation problem.
2.1 Boundary Value Problem
The partial differential equation of one-dimensional homogeneous heat conduction equation is given by:
ut (x, t) = uxx (x, t) 1, 0 x 1, t 0 (1)
where u is defined as heat temperature, x is space and t is time.
2.2 Boundary Conditions (2a)
The Dirichlet boundary conditions at the initial point, x = 0 given by:
u(0, t) = 100, t 0
The boundary conditions at the end point x = 1 is:
u(1, t) 100, t 0 (2b)
These mathematical models of equations (1)-(3) described the heat conduction in a one
dimensional uniform rod of length one unit with no internal heat sources, thermal diffusivity one,
perfect lateral insulation and initial condition, x when 0 < x < 1. Both left end and right end is non-
insulated and kept at 100C.
3. Analytical Solution
Most of the heat equation will be solved numerically by using Crank-Nicolson [6], finite different
method [7, 8, 9] or finite element method [10, 11]. However, the analytical solution is needed to
obtain the exact solution of partial differential equation. To solve analytically the partial dif- ferential
equation (1), Separation of Variables (SOV) is used. The SOV is an efficient and the easiest method
International Science and Social Science Innovation Competition (i-SIC2019) 108
that can be used to solve the heat equation. The single partial differential equation can be separated
into two ordinary differential equations, where there is only one independent variable for each
equation. The heat equation (1) with boundary conditions (2a) and (2b), and initial condition (3) have
been solved analytically by using SOV method.
3.1 Transform the Partial Differential into Homogeneous Equation
To solve the non-homogeneous heat equation, the partial differential (1) need to be
homogeneous. Thus, the equation (1) can be written as:
u(x, t) v(x, t) w(x) (4)
ut (x, t) vt (x, t) (5)
uxx (x, t) vxx (x, t) w''(x) (6)
Substitute equations (5) and (6) into equation (1) yields: (7)
vt (x, t) vxx (x, t) w''(x) 1
(8)
To be homogeneous, consider that: (9a)
w' ' (x) 1 0
w' ' (x) 1
w' '(x) 1dx
w' x c
w' x cdx
Consider the boundary conditions (2a) and (2b):
u(0, t) v(0, t) w(0)
100 v(0, t) w(0)
v(0, t) 0 and w(0) 100
International Science and Social Science Innovation Competition (i-SIC2019) 109
u(1,t) v(1,t) w(1) (9b)
100 v(1,t) w(1)
v(1,t) 0 and w(1) 100
The, substitute the equations (9a) and (9b) into equation (8) yields:
Now, apply the initial equation (3): (10)
u(x,0) v(x,0) w(x) (11)
v(x,0) x w(x)
The non-homogeneous heat equation now becomes a homogeneous heat boundary value problem which
is:
3.2 Homogeneous Heat Equation
The non-homogeneous equation (1) now can be written as:
vt (x, t) vxx (x, t), 0 x 1, t 0 (12)
v(0, t) 0, t 0
v(1,t) 0, t 0
v(x,0) x w(x), 0 x 1
Solve the value problem equation (12) to determine the specific solution of non-homogeneous partial
different equation.
(13)
where
International Science and Social Science Innovation Competition (i-SIC2019) 110
The equation (13) now becomes:
3.3 Solution of Non-Homogeneous Partial Dif- ferential Equation
Therefore, the specific solution of non-homogeneous partial differential equation (1) becomes:
4. Results and Discussion
Tables 1 and 2 show the analytical solution of different boundary and initial conditions of
homogeneous and non- homogeneous heat equation, respectively. The results show that there have
different solutions although there used the same boundary conditions but different initial condition. The
results of temperature for non-homogeneous heat equa tion will be compared with homogeneous heat
equation. The results are validated by using the Separation of Variables method on the homogeneous heat
equation. The results have been compared with different types of boundary and initial conditions for
both homogeneous and non- homogenous heat equation. Based on the results obtained, it can be
concluded that heat equations have different patterns of temperature profile based on different types of
boundary conditions and initial condition.
For non-homogeneous partial differential equation, the heat equation with the boundary and initial
conditions need to be homogeneous. Based on Table 1, the mathematical model of the heat
conduction has different length, 0 x L . For Dirichlet boundary conditions, both left and right
end rod is non-insulated and the temperature kept at 0C , while Neumann boundary conditions both
left and right end rod is insulated. For Table 2, the temperature of the heat kept at constant, 400C,
100C and 1C .
International Science and Social Science Innovation Competition (i-SIC2019) 111
5. Application of Heat Equation in IslamicPerspective
Heat equation propagates energy at infinite speed, which is strongly non-physical. However, the
validity of the heat equation as a model of temperature evolution is still extremely good for all classical
physics and engineering applications. One of the major effects of heat transfer is temperature change,
where the heating process will increase the temperature, while cooling process decrease the temper- ature
[12]. In this process, here is assume that no phase change and that no work is done on or by the system
[13].
According to Sabaeian et al. [14], the temperature dis- tribution function is essential in calculation,
simulation, and prediction of thermal effects. Temperature are specific to heat capacity, or the amount of
energy required to change the temperature of a substance. The measurement of chang- es in heat as a result
of physical or chemical changes [15].
Some of the sun’s biggest impacts on our planet are also its most obvious. As the Earth spins on its
axis, parts of the planet are in the sun while others are in the shade [16]. In other words, the sun appears
to rise and set. The parts of the world that are in daylight get warmer because of the heat flow from the
sun penetrate to the earth while the parts that are dark gradually lose the heat they absorbed during the
day. The surface of our planet absorbs this heat from the sun and emits it the same way that pavement
continues to give off heat in the summer after the sun goes down. Our atmosphere does the same thing, it
absorbs the heat that the ground emits and sends some of it back to the Earth.
According to As-Suyuti [17] and Al-Mahalli [18], this verse said that sun is the factor leading to
brightness in the day. This situation has been stated in Quran which is:
And He darkened its night and extracted its brightness.
6. Conclusion
The solution of heat equation is dependent not only on the equation, but also on the boundary
conditions or initial conditions. These partial differential equations will have different general solution
when paired with different sets of boundary conditions or initial conditions. In the present study, the non-
homogeneous one-dimensional heat equation will be solved analytically by using Separation of Variables
method. To verify our objective, the results of temperature for non-homogeneous heat equation will be
compared with homogeneous heat equation. The results are validated by using the Separation of Variables
International Science and Social Science Innovation Competition (i-SIC2019) 112
method on the homoge- neous heat equation. The results have been compared with different types of
boundary and initial conditions for both homogeneous and non-homogenous heat equation. Based on the
results obtained, it can be concluded that heat equa- tions have different patterns of temperature profile
based on different types of boundary conditions.
Acknowledgments
Kolej GENIUS Insan and Universiti Sains Islam Malaysia, are gratefully acknowledged.
References
[1] Biala, T. A. and Jator, S. N. (2015). A Boundary Value Approach for Solving Three Dimensional
Elliptic and Hyperbolic Partial Differential Equations. SpringerPlus, 4 (588).
[2] Papanikos, G., Gousidou-Koutita, M. C. (2015). A Computational Study with Finite Element
Method and Finite Difference Method for 2D Elliptic Partial Differential Equations. Applied
Mathematics. 1-21.
[3] Abdulla, A. M., Shajib M. A. and Munnu, M. M. (2018). A Study on an Analytic Solution 1D Heat
Equation of a Parabolic Partial Differential Equation and Implement in Computer Programming.
International Journal of Scientific and Engineering Research, 9 (9), 2229-5518.
[4] Agyeman, E. and Folson, D. (2013). Algorithm Analysis of Numerical Solutions to the Heat
Equation. International Journal of Computer Applications, 79, 975-8887.
[5] Al-Mamun, A. A, Ali, M. S. and Miah, M. M. (2018). A study on an Analytical Solution 1D Heat
Equation of a Parabolic Partial Differential Equation and Implement in Computer Programming.
International Journal of Scientific & Engineering Research, 9 (9), 2229 – 5518.
[6] Emenogu, G. and Oko, N. (2015). Numerical Solution of Parabolic Initial-Boundary Value Problem
with Crank-Nicolson’s Finite Difference Equations. IOSR Journal of Mathematics, 11 (4), 16-19.
[7] Gerald, W. R. (2011). Finite-Difference Approximations to the Heat Equation. Master Thesis.
Portland State University, Portland.
[8] Jalil, N. F. A. (2011). Solving One Dimensional Heat Equation and Groundwater Flow Modeling
Using Finite Difference Method. Master Thesis. Universiti Teknologi Malaysia, Malaysia.
[9] Zana, S. R. Z. (2014). Numerical Solution of Diffusion Equation in One Dimension. Master Thesis.
Eastern Mediterranean University, North Cyprus.
[10] Dabral, V. Kapoor, S. and Dhawan, S. (2011). Numerical Simulation of One-Dimensional Heat
Equation: B-Spline Finite Element Method. Indian Journal of Computer Science and Engineering
(IJCSE), 2 (2), 222-235.
[11] Susan, C., Brenner, L. and Ridgway, S. (2008). The Mathematical Theory of Finite Element
Methods, 3rd Edition. Springer Sciences and Business Media.
[12] Tveito, A. and Winther, R. (1998). Introduction to Partial Differential Equations: A Computational
Approach, 1st Edition. New York: Springer-Verlag.
[13] Crank, J. (1975). The Mathematics of Diffusion. 2nd Edition. London: Oxford University Press, Ely
House.
[14] Sabaeian, M., Nadgaran, H. and Mousave, L. (2008). Analytical Solution of the Heat Equation in a
Longitudinally Pumped Cubic Solid-State Laser. Optical Society of America, 47 (13), 2317-2325.
International Science and Social Science Innovation Competition (i-SIC2019) 113
[15] Aidoo, A. and Wilson, M. (2015). A Review of Wavelets Solution to Stochastic Heat Equation with
Random Inputs. Applied Mathematics, 6, 2226-2239.
[16] Al-Mahalli, J. and As-Suyuti, J. (2007). Introduction to Tafsir Al-Jalalayn. Royal Al-Bayt Institute
for Islamic Though. Amman, Jordan.
[17] As-Suyuti, J. (2003). Tafsir Jalalain versi Terjemahan Melayu oleh Bahrun Abu Bakar, Sinar Baru
Algensindo, Bandung, Indonesia.
[18] Al-Mahalli, J. (2003). Tafsir Jalalain versi Terjemahan Melayu oleh Bahrun Abu Bakar, Sinar Baru
Algensindo, Bandung, Indonesia.
Table 1: Solution of different boundary and initial conditions of homogeneous heat equation.
Table 2: Solution of different boundary and initial conditions of non-homogeneous heat equation.
International Science and Social Science Innovation Competition (i-SIC2019) 114
PHYLOGENETIC ANALYSIS TO GOAT’S MILK IN MALAYSIA USING MEGA7
Hirzi Irsyad Hipni
Kolej GENIUS Insan, Universiti Sains Islam Malaysia, Nilai, Negeri Sembilan, Malaysia
[email protected]
Tg Ainul Farha Tg Abdul Rahman
Kolej GENIUS Insan, Universiti Sains Islam Malaysia Nilai, Negeri Sembilan, Malaysia
[email protected]
Nurdalila A’wani Abdul Aziz
Kolej GENIUS Insan, Universiti Sains Islam Malaysia Nilai, Negeri Sembilan, Malaysia
[email protected]
Abstract
Phylogenetic analysis is a method to find the relation be-tween any species in a group of organisms by
reconstruct-ing phylogenetic tree based on several methods using Mo-lecular Evolutionary Genetics
Analysis (MEGA) software version 7.0. This analysis is meant to be run to the local goat’s milk product
from every state in Malaysia to identi-fy the authenticity of these commercialized goat’s milk, whether it
is pure or adulterated with cow’s milk. Many researches have attempted to study the adulteration of goat’s
milk, phylogenetic analysis, but the study of phylo-genetic analysis to goat’s milk from local goat’s milk
products were scarce. The objectives of this study are to analyze DNA sequence of goat’s milk and
commercialized samples, and to develop phylogenetic tree using DNA se-quences of goat’s milk from
commercialized samples. The phylogenetic tree will be built by using MEGA7 software, by using
Maximum Parsimony, Maximum Likelihood, Min-imum Evolution and Neighbor-joining methods. This
re-search is expected to find some foreign substances from cow’s milk from the samples of
commercialized goat’s milk.
1. Introduction
1.1. Phylogenetic Analysis
Phylogenetic analysis molecule using molecular data such as DNA sequence are very common in
evolutionary biology and molecular biology. Phylogenetic analysis is a method to find the relation
between any species in a group of organisms. This method had been used frequently as the growth of
computer science (Horiike, 2016). Phylogenetic tree is table which portrays the relationship among the
group of species. It represents the molecular evolution which help scientist a lot in understanding the flow
of how species evolved. Phylogenetic trees are constructed to find the evolutionary relationships among
group of species in quantitative patterns. It could also help to find the similari-ties and differences among
the group of species (Munjal et. al., 2019).
International Science and Social Science Innovation Competition (i-SIC2019) 115
There are several reasons why phylogenetic analysis is popular among researchers and scientists
nowadays. The popularity of DNA sequencing method contributes in pro-moting phylogenetics.
Phylogenetic trees are established by these gene or protein sequences. Moreover, many programs
have the ability to construct phylogenetic tree also helps the popularity of phylogenetic analysis (Horiike,
2016).
The analysis of phylogenetic are in form of phylogenet-ic tree. Phylogenetic trees are constructed to
show better understanding of the evolution of species and to see the similarities and differences among
species.
There are many methods in phylogenetic analysis. Alignment based and alignment free methods are
carried to get the information about the similarities of species based on the database. The advantage of
these methods is it is easier to achieve good results when the sequences are closely related. However,
difficulties may occur when there are increasing in number of datasets in phylogenomics (Vinga, 2014).
1.2. Reconstruction of a Phylogenetic Tree
There are many methods of phylogeny reconstruction, which is divided into two major groups,
distance-based and character-based. Distance-based methods basically used evolutionary distance matrix.
This method uses distance measure to compute the dissimilarity between pairs of Op-erational Taxonomic
Units (OTUs – the known external nodes of phylogenetic tree) (Kolekar et al., 2011). Large data can be
handled using this method since it takes a short time to compute and produce results. UPGMA (Un-
weighted Pair Group Method with Arithmetic) and NJ (Neighbor-joining) are the representative method.
NJ are the most widely used in distance-based method (Horiike, 2016). Second, character-based method
uses the aligned sequences directly during tree inference. The typical meth-od used is Maximum
parsimony, maximum likelihood and Bayes method. In inferring the phylogenetic tree, it is hard to choose
which method is the best to used. Therefore, re-searcher chooses several methods, in both major groups,
to infer the phylogenetic tree and compare the results.
1.3. Molecular Evolutionary Genetics Analysis (MEGA)
The MEGA software is a desktop application which de-sign to analyze homologous gene sequences
either from multigene families or from different species, to infer evolu-tionary relationships and patterns
of DNA and protein evo-lution. MEGA also provides many useful tools for acquir-ing the sequences data
sets from files or web-based reposi-tories. The resulted phylogenetic tree can be presented in an interactive
International Science and Social Science Innovation Competition (i-SIC2019) 116
visual representation and evolutionary distance matrices (Kumar et al., 2008). The latest version of MEGA
software, MEGA7, contains many sophisticated and more convenient method and tools for phylogenomics
and phylomedicine. This update makes MEGA able to analyze larger datasets (around ten thousand of
sequences) (Kumar et al, 2016).
1.4. Prophetic Text Related to Genetics
There is a hadith related to genetics and this study, obtained from Sahih Muslim, Hadith no. 1500:
ُُ َع ُِن،ُ َقالواُ َح َّد َثنَاُس ْفيَانُُ ْب ُنُع َي ْينَ َة-ُُ َواللَّ ْف ُظُ ِلقتَ ْيبَ َُة-ُُُ َوأَبوُبَ ْك ِرُُ ْبنُُأَ ِبيُ َش ْيبَ َُةُ َو َع ْم ٌروُالنَّا ِقدُُ َوزهَ ْيرُُ ْبنُُ َح ْر ٍب،َو َح َّدثَنَاهُُق َت ْي َبةُُ ْبنُُ َس ِعي ٍد
ُُُ َقا َُلُ َجا َُءُ َرج ٌُلُ ِم ُْنُ َبنِيُ َف َزا َرةَُُإِ َلىُالنَّ ِب ِّيُُصلىُاللهُعليهُوسلمُفَ َقا َُلُإِ َّنُُا ْم َرأَ ِتيُ َو َل َد ْت،ُ َع ُْنُأَبِيُه َر ْي َر َة،ُ َع ْنُُ َس ِعي ِدُُ ْب ِنُُا ْلم َسيَّ ِب،ال ُّز ْه ِر ِّي
ُ.ُ"ُُُ َقا َُلُ"ُ َه ْلُُ ِفيهَاُ ِم ُْنُأَ ْو َر َق.ُُُقَا َلُُح ْم ٌر.ُ"ُُ َقا َُلُ"ُفَ َماُأَ ْل َوان َها.ُُ َقا َُلُنَ َع ُْم.ُ"ُُفَ َقا َُلُال َنّبِ ُُّيُصلىُاللهُعليهُوسلمُ"ُ َه ُْلُلَ َكُُ ِم ْنُُإِ ِب ٍُل.ُُغل َا ًماُأَ ْس َو َد
.ُ"ُُُ َقا َُلُ"ُ َوهَ َذاُ َع َسىُأَ ْنُُيَكو َُنُ َن َز َع ُهُ ِع ْر ٌق.ُُ َقا َُلُ َع َسىُأَ ُْنُ َيكو َنُُ َن َز َعهُُ ِع ْر ٌُق.ُ"ُُ َقا َلُُ"ُفَأَ َّنىُأَ َتا َهاُ َذلِ َُك.ُقَا َلُُإِ َّنُُ ِفي َهاُلَو ْرقًا
“Abu Huraira (Allah be pleased with him) reported: There came a person to the Holy Prophet (may
peace he upon him) ) from Banu Fazara and said: My wife has given birth to a child who is black,
whereupon Allah's Apostle said: Have you any camels? He said: Yes. He again said: What is this colour?
He said: They are red. He said: Is there a dusky one among them? He said: Yes, there are dusky ones
among them He said: How has it come about? He said: It is perhaps the strain to which it has reverted,
whereupon he (the Holy Prophet) said: It is perhaps the strain to which he (the child) has reverted.” (Kitab
al-Lian)
Based on the hadith above, it is possible for a child born with dark skin colour from white skin parents,
both father and mother, causes by genetic possibilities. Understanding genetic possibilities could prevent
wrong accusations of paternity and avoid abuse of innocent people, especially women. Mendelian laws of
heredity are applied, same goes to animals and plants. A recessive allele may be masked by dominant
allele in one generation but reappear in another generation. This explains the hadith above (Ghareeb,
2011).
The hadith above is somehow related to this research. Phylogenetic analysis study the estimated
evolutionary relationships.
2. Problem Statement
Milk and dairy products are significant for human diet from all around the world. Goat’s milk is
famous for its nutrients. They are rich in quality proteins, carbohydrates, fat, vitamins and minerals
International Science and Social Science Innovation Competition (i-SIC2019) 117
(Ulosoy, 2015). Ideally people should consume the right nutrients for human body. In local markets, goat’s
milk is sold to the consumer and some of them are said to be a 100% pure goat’s milk. The authenticity
of these commercialized goat’s milk need to be studied, whether the products are pure or otherwise. The
study in India shows that their local milk products are mostly addedsome adulteration such as water, starch
and urea (Swathi & Naazia, 2015). The adulteration affects the nutritional quality of the milk, since the
DNA in the milk products are different. Therefore, phylogenetic analysis is meant to be run to the local
goat’s milk product from every state in Malaysia, to analyze the adulteration added to the commercialized
goat’s milk. Local goat’s milk products are studied whether there are 100% pure from the goat or
adulterated with cow’s milk.
3. Literature Review
3.1. Adulteration of Goat’s Milk
Many researches have studied about the adulteration of goat’s milk using different methods. Cheng et
al., (2006) found that goat’s milk powder adulterated rate was 25%, and goat’s milk tablets adulterated
rate was 50%. Only 0.1% cows’ milk and powder could be identified in goat’s milk and powder. Next,
there is another study showed that an Immunochromatographic method able to detect a 1.0% adulteration
of goat’s milk cheese with cow’s milk (Stănciuc & Râpeanu, 2010). Then, Calvano et al., (2012) studied
that direct MALDI–TOF MS analysis can be used as a tool to in the detection of the adulteration of sheep
and goat milks by cow milk. This strategy also could be applied to detect similar adulterations in cheese
samples. In Paraiba State, Brazil, it is reported that there is some presence of bovine milk in goat milk
produced by smallholders (Rodrigues et al., 2012). Later in the largest metropolitan area Rio de Janeiro,
showed that 20 over 20 local products of goat cheeses adulterated with cow’s milk, even though the labels
did not indicate the addition of cow milk (Golinelli et al., 2014). Moreover, Ma et al., (2017) studied that
nonlinear chemical fingerprint method can be used to identify cow’s milk in goat’s milk and calculated
the content of cow’s milk adulteration in goat’s milk. A study also found that fluorescence lifetimes can
identify frauds in goat’s milk powder by cow’s milk powder. Therefore, this method can be used for
researchers to identify adulteration in goat’s milk (Brandao et al., 2017). However, studies on adulteration
of goat’s milk products in Malaysia by phylogenetic analysis were scarce. Thus, this study aims to identify
the adulteration of cow’s milk in goat’s milk in local products from every state in Malaysia.
International Science and Social Science Innovation Competition (i-SIC2019) 118
3.2. Phylogenetic Analysis
Many studies have attempted to use phylogenetic analysis in their research. Al-Atiyat et al., (2012)
found that it is worth for phylogeny and evolutions analysis to be analyzed to goat breeds in Jordan. The
study showed a quite evolutionary differentiation in goats breed. Phylogenetic trees constructed to prove
a close phylogenetic alliance among breeds. Furthermore, it is discovered that a series of conserved amino
acids residues of Zika Virus (ZIKV) are different from Asian strains of ZIKV. Phylogenetic analysis
showed America’s ZIKV strains form a unique clade within the Asian lineage. The current circulating
American strains are from the ancient African strains (Ye et al., 2016). Later, according to a research
studied by Ayyez, (2017) it is foundthat there is infection of Coxiella burnetti in goats in Iraq. Coxiella
burnetti mainly came from Brazil and India since the strains is similar and 100% matched respectively.
This is the first work to give the information about the genotypic similarity and diversity of Coxiella
burnetti. Therefore, in this research, phylogenetic analysis will be run to the samples of commercialized
goat’s milk to identify the uncommon strains in the sample and study the relationship among the species.
3.3. Method for Reconstructing Phylogenetic Tree
There are several methods used to reconstruct phylogenetic tree. In a study, researchers usually used
methods from both distance-based and character-based method. According to Saitou and Nei, (1987)
Neighbor-joining method is part of distance-based method, which minimizes the total branch of length of
each stage of clustering of Operational Taxonomic Units (OTUs). Other than that, Unweighted Pair Group
Method with Arithmetic Mean (UPGMA), is another method that are distance based. It was developed by
Sokal and Michener (1958). This method assumes the rate of substitution for all branches in the tree is
constant and the branch lengths are additive. Another common method, Rannala and Yang, (1996) stated
that Bayesian inference of phylogeny used a Likelihood function to create a quantity called the posterior
of trees using a model of evolution. It will produce the most likely phylogenetic tree for the given data.
For the character-based methods, Kannan and Wheeler, (2012) stated that Maximum Parsimony is a
method which the number of evolutionary changes based on the changes at one-character site into others
are minimized. Moreover, Maximum Likelihood is another common method used. Maximum Likelihood
is based on probabilistic approach to phylogeny. It ranks various possible tree topologies (Kolekar et al.,
2011). Next, Minumum Evolution, studied by Rzhetsky and Nei, (1992) is based on the assumption of the
tree with the smallest sum of branch lengths is the most likely tree to be true. In this research, two
International Science and Social Science Innovation Competition (i-SIC2019) 119
character-based methods will be used, which are Maximum Parsimony and Maximum Likelihood, and
another two distance-based methods will be used, which is Neighbor-Joining and Minimum Evolution.
4. Objective
This project is carried out to the following objectives;
1. To analyze DNA sequence of goat’s milk and commercialized samples.
2. To develop phylogenetic tree using DNA sequences of goat’s milk from commercialized samples.
5. Methodology
5.1. Building Phylogenetic Tree using MEGA
Phylogenetic tree can be reconstructed using Molecular Evolutionary Genetics Analysis (MEGA)
software. The latest version, MEGA7 is used nowadays to get the full available features. This easy-to-use
software comes with multiple features like aligning the sequences, estimating evolutionary distances,
building trees using several methods, testing tree reliability, marking Genes/Domains, testing for selection
and computing sequence statistics. Reconstruction of phy-logenetic tree is basically to reconstruct
evolutionary histo-ry (Thiru & Rundell, 2008).
The first step in building phylogenetic tree using MEGA is acquiring the sequences. In this step, a
careful move must be taken. If not done well, the tree will be invalid or impossible to interpret. If done
wisely, a robust meaningful tree will be the result. All the sequences on a tree are ho-mologous, that is,
descended from a common ancestor. But the alignment program still will align the sequences and all tree-
building programs also will still make a tree from the alignments, homologous or not. But if the sequences
are not homologous, the tree will be misleading. Therefore, Basic Local Alignment Search Tool (BLAST)
is used to ensure the sequences are homologous.
The second step is aligning the sequences. The align-ment file saved in step 1 is chosen to continue
the align-ments process. The sequence’s name is usually very long, and less suitable to be appeared in on
the tree. At this step, names can be changed to something more desirable. In the aligning of the sequences,
ClustalX is used.
Then, it is time to estimate the tree, there are several widely used methods for estimating phylogenetic
trees. In a research, it is preferable to use estimating methods from both major groups, character-based
and distance-based method. In this research, Neighbor-Joining, Maximum Par-simony, Maximum
Likelihood and Minimum Evolution is used. The methods are already explained in the literature review.
International Science and Social Science Innovation Competition (i-SIC2019) 120
The last step is to present the tree. Phylogenetic tree consists of external nodes, or OTUs, which
represent the sequences that exist today. Internal nodes represent hypo-thetical ancestors. Branches
connect nodes to each other. The length of the branch shows the amount of change that is estimated to
have occurred between the pair of nodes. The “rectangular phylogram” format presents the tree in vertical
lines. The leftmost side is the common ancestor which all the sequences are descended. Usually, the tree-
making methods estimate the unrooted tree. “Radiation” format is a better way to draw an unrooted tree
because it does not allow the viewers to assume the root that is un-known. To get a tree that is not unrooted,
additional se-quences, which that is external to the sequences them-selves. This is called as the outgroup.
An outgroup is a se-quence that is more distantly related to the remaining se-quences than they are to each
other (Hall, 2013).
In this study, MEGA7, the seventh version of MEGA software is used because it is more versatile than
the other previous version. Researchers could analyze larger da-tasets, tens of thousands of sequences.
MEGA has been optimized for use on 64-bit computing system. 64-bit MEGA now available in two
interfaces, which are graphical and command line. Native Microsoft Windows application, Graphical User
Interface (GUI) also can be used on Mac OS X. The command line MEGA is available is available in
Windows, Linux, and Mac OS X. Moreover, MEGA7 provides advanced wizard for building time trees
and includes a new functionality to automatically predict gene duplication events in gene family trees
(Kumar et al., 2016).
5.2. Methods for Reconstructing Phylogenetic Tree
5.2.1. Neighbor-Joining
The principle of Neighbor-Joining method is to find pairs of OTUs that minimize the total branch of
length at each stage of clustering of OTUs starting with a star-like tree. It requires a distance-matrix
calculated from MSA. Neighbor-Joining is suitable to analyze a large dataset rather than a small one
because other methods offer superior accuracy which is higher than Neighbor-joining method. Neighbor-
joining are available to infer phylogenetic tree are software like PHYLIP, CLUSTALW, CLUSTALX and
MEGA7 (Saitou & Nei, 1987).
5.2.2. Maximum Parsimony
The Maximum parsimony is a method which minimizes the number of evolutionary changes based on
the changes at one-character site into others. This method able to describe observed differences in the
informative sites of OTUs. Maximum parsimony assumes that a common character is derived from a
International Science and Social Science Innovation Competition (i-SIC2019) 121
common ancestor. It kind of neglects the real divergence between distantly related taxa (Kannan &
Wheeler, 2012).
5.2.3. Maximum Likelihood
Maximum likelihood is a method which based on probabilistic approach to phylogeny. It is a statistical
method to infer phylogenetic trees. Statistical technique is used to infer probability possible phylogenetic
trees. The main difference between this method and the others is, it ranks various possible tree topologies
(Kolekar et al., 2011).
5.2.4. Minimum Evolution
Minimum Evolution method is based on the assumption of the tree with the smallest sum of branch
lengths is the most likely tree to be true. Distance measures that correct for multiple hits at the same sites
are used. The topology only showing the smallest value of the sum of all branches, to estimate the best
tree. This method is however time-consuming (Rzhetsky & Nei, 1992).
6. Timetable
Table 3: Research Flow Chart
1. Activity 2. Start Month 3. End Month
April 2019 September 2019
1. Literature Review June 2019 November 2019
2. Align DNA Sequences August 2019 February 2020
a) Align Dna Sequences using Clustal
X December 2019 April 2020
b) Upload the Aligned DNA January 2020 June 2020
sequences into MEGA7
3. Develop Phylogenetic Tree
a) Using Maximum Parsimony Analysis
b) Using Minimum Evolution Analysis
c) Using Neighbor-Joining Analysis
d) Using Maximum Likelihood
4. Compare Phylogenetic Trees
a) Comparing All the Phylogenetic Trees
Analysis
5. Submit Report/Thesis
7. Expected Outcome
Commercialized goat’s milk in Malaysia could have some foreign substances from cow’s milk.
International Science and Social Science Innovation Competition (i-SIC2019) 122
Acknowledgment
This research project is funded by Research and Innova-tion Management Centre, Universiti Sains
Islam Malaysia under Headstart Programme, Nov 2018 - Nov 2019. Title of project: Composition of Fatty
Acid and Biomarker in Cows and Goats’ Milk Using Gas Chromatography (GS/MS) & DNA-based
Analytical Methods for Milk Au-thentication of Cow and Goat in Malaysia (RM20, 000). Project ID:
PPPI/HSP0118/KPI/051013/27318.
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Silva, J. T. (2014). Sensory analysis and species-specific PCR de-tect bovine milk adulteration of
frescal (fresh) goat cheese. Journal of dairy science, 97(11), 6693-6699. Hall, B. G. (2013). Building
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International Science and Social Science Innovation Competition (i-SIC2019) 124
USRAH-PBL: ENHANCING UKHWAH AND FIKRAH IN DENTISTRY
Wan Mohamad Nasir Wan Othman
Faculty of Dentistry, Universiti Sains Islam Malaysia, Bandar Baru Nilai,
Negeri Sembilan, Malaysia.
[email protected]
Azlan Jaafar
Faculty of Dentistry, Universiti Sains Islam Malaysia, Bandar Baru Nilai,
Negeri Sembilan, Malaysia.
[email protected]
Nurul Izza Idaham
Faculty of Dentistry, Universiti Sains Islam Malaysia, Bandar Baru Nilai,
Negeri Sembilan, Malaysia.
[email protected]
Syathirah Hanim Azhar Hilmy
Faculty of Dentistry, Universiti Sains Islam Malaysia, Bandar Baru Nilai,
Negeri Sembilan, Malaysia.
[email protected]
Nor Zaihana Abdul Rahman
Faculty of Dentistry, Universiti Sains Islam Malaysia, Bandar Baru Nilai,
Negeri Sembilan, Malaysia.
[email protected]
Abstract
Universiti Sains Islam Malaysia (USIM) continues to en-rich its niche in the integration of naqli and aqli
knowledge. Usrah and problem-based learning (PBL) are implemented at USIM. Both educational
approaches have similarities However, usrah as an Islamic educational ap-proach aims to achieve a
cohesive bond among members (ukhwah) as well as enrich Islamic knowledge. PBL, on the other hand,
focuses on development of the students’ criti-cal cognitive ability related to the course. The fusion of
usrah and PBL is seen as a teaching-learning approach that can provide a synergistic outcome. The
objective of the project was to explore the use of Usrah-PBL at the Faculty of Dentistry. A literature
review was conducted. The outcome of the review was a conceptual framework of the Usrah-PBL.
Problems known as “triggers” were pre-sented for students to identify, understand, apply, analyse,
synthesise and evaluate (integrate based on Islamic per-spective) using FILA (Facts, Ideas, Learning
Issues and Action) table. Feedback from students revealed that it was a viable teaching-learning method.
The outcome of Usrah-PBL is the association of learning from the perspec-tive of Islam and applied in
clinical dental practice. The same principles of implementation can be extended to oth-er clinical courses
as it involved the same students. Usrah-PBL is the essence of the endeavour of USIM in the inte-gration
of naqli and aqli knowledge as the outcome of learning is the acquisition of a corpus of knowledge from
Islamic perspective (fikrah) through bonding and team-work (ukhwah).
Keywords: FILA, fikrah, problem-based learning, usrah, ukhwah.
International Science and Social Science Innovation Competition (i-SIC2019) 125
1. Introduction
Universiti Sains Islam Malaysia (USIM) continues to enrich its niche in the integration of naqli and
aqli knowledge. Usrah is currently used as an educational approach that is implemented by the Student
Affairs Department. Problem-based learning (PBL) is adopted as a teaching-learning method in many
faculties at USIM. Both educational approaches have similarities in number of group members, selection
of group leaders (naqib/naqibah), the principles of group engagement and cohesiveness of the group in
relation to their assignments. However, usrah as an Islamic educational approach aims to achieve a
cohesive bond among members (ukhwah) as well as enrich Islamic knowledge. PBL, on the other hand,
focuses on development of the students’ critical cognitive ability related to the course. The fusion of usrah
and PBL is seen as a teaching-learning approach that can provide a synergistic outcome. The objective of
the project was to explore the use of Usrah-PBL in the Behavioural Science course at the Faculty of
Dentistry.
2. Methodology
A review of literature was conducted based on the electronic media search using the combined
keywords based on the Boolean operators “OR” and “AND”. Keywords searched were “usrah” OR
“ukhwah” AND “problem-based learning” OR “PBL” OR “FILA”.
3. Essentials of Usrah
Usrah as a form of teaching-learning method whereby the members, who are familiar among
themselves and are committed to Islam, meet regularly in small groups to discuss issues and concerns
including their relevance to Islam so that they can be guided to pursue the straight path through spiritual,
intellectual, mental and physical readiness [3,5,8]. An usrah group ranged from 4-10 members [1,8]. Each
group must have a leader (naqib/naqibah). The primary role of the leader is to ensure ukhwah, the
development of strong bond among the members as well as the conduct of discussions on the topic [1]. In
a teaching-learning environment of an educational institution, the naqib is not responsible for the aspect
of fikrah (thought) as they are not the content expert [7]. Usrah rests on three fundamental pillars namely
taaruf (knowing each other); tafahum (understanding each other) and takaful (helping each other) [3].
This is comparable with the stages of group dynamics.
International Science and Social Science Innovation Competition (i-SIC2019) 126
4. Problem-based Learning (PBL)
One of the educational methods than can be adopted in tarbiyah is problem-based learning (PBL).
This educational approach can help students relate basic scientific knowledge to clinical practice [6]. In
the implementation of PBL approach, the group will be presented with problem-based scenarios termed
as “triggers” [2]. The seven steps of PBL as commonly used in medicine were truncated into four major
steps with the acronym of FILA. It stands for Facts, Ideas, Learning issues and Action [4].
5. Usrah-PBL Educational Approach
The Usrah-PBL as a teaching-learning method involved third year dental students enrolled in the
Behavioural Science course on Professionalism at the Faculty of Dentistry, USIM.
5.1 Usrah-PBL Model
The model of Usrah-PBL teaching learning method involved the merger of the essential principles of
usrah and PBL. The Usrah-PBL Model is presented in Figure 1.
Figure 1: The Usrah-PBL Model
International Science and Social Science Innovation Competition (i-SIC2019) 127
5.2 Usrah-PBL Process
The Usrah-PBL process of implementation is as follows:
Establish the Usrah-PBL group.
Adopt principles of usrah in Usrah-PBL.
Develop module.
Use FILA table
Present to class with lecturer as facilitator.
Apply Islamic values in the clinic.
Assess learning and internalization of values.
5.3 Assessment of Students
The performance of students is assessment based on the Bloom cognitive domain based on the
presentation of the FILA Chart. Facts for C1; Ideas for C2 and C3; Learning Issues for C4 and C5; and
Actions for C6 (Internalisation of values and the Islamic perspective). Another type is assessment is the
ability to present the content in a cohesive manner. Assessment of group work adopts the group interaction
model. The internalization of values is assessed using a check list of desirable values in the clinic.
6. Evaluation of Usrah-PBL
The Usrah-PBL educational approach was evaluated based on students’ perception. They felt that this
Usrah-PBL educational approach was consistent with the philosophy of USIM to integrate naqli and aqli
knowledge and its application in clinical practice.
They could relate to the respectable values from Islamic perspective which were essential during the
deliberations in the study group or treating patients.
In the initial implementation of Usrah-PBL, they found difficulty in getting used to this teaching-learning
approach, including filling the FILA chart. However, could adjust to this teaching-learning approach in
subsequent sessions.
They felt that the process of Usrah-PBL as an educational approach make them search for information
and critically analyse the information obtained. From this process, they felt that they could learn and able
to summarise the information by finding the keywords and integrate the important points into effective
notes based on the FILA.
International Science and Social Science Innovation Competition (i-SIC2019) 128
They believed that this Usrah-PBL session can develop them to recognise individual differences and
would be advantages in formulating a broader perspective of the issue.Usrah-PBL develops ukhwah
(brotherhood) among the group members. They felt that this approach helped them to work as a team by
sharing their thoughts.
7. Conclusion
The method combines the strength of usrah as a study circle to develop ukhwah and fikrah in Islamic
studies with that of PBL in rationally analysing problem presentation in dentistry. The outcome is the
association of learning from the perspective of Islam and applied in clinical dental practice. Although
Usrah-PBL is currently implemented in one course in the Faculty of Dentistry, the same principles of
implementation can be extended to other clinical courses as it involved the same faculty and students.
Usrah-PBL is the essence of the endeavour of USIM in the integration of naqli and aqli knowledge as the
outcome of learning is the acquisition of a corpus of knowledge from Islamic perspective (fikrah) through
bonding and teamwork (ukhwah).
References
[1] Awang, M,A.A.M., et al., The Practice of Usrah in Teaching and Learning: Case Study at the
International Islamic University Malaysia. International Journal of Islamic Thought, 14(1), 21–26
(2018)
[2] Barrows, H. S., A taxonomy of problem‐based learning methods. Medical Education, 20(6), 481–
486 (1986)
[3] Din, M.Y., et al., Usrah Wadah Pendidikan: Pen-gaplikasiannya Melahirkan Insan Terpelajar Dan
Ter-didik. Persidangan Kebangsaan Pendidikan Islam (2012). Hotel Royale Bintang, Seremban.
[4] Hmelo-silver, C. E., Problem-Based Learning: What and How Do Students Learn? Educational
Psychology Review, 16(3), 235–266 (2004).
[5] Ibrahim, et al., Understanding the Islamic Concept of Usrah and Application of Group Work.. The
Journal for Specialists in Group Work, 40(2), 163-186 (2015).
[6] Neufeld, V. R., et al., The “McMaster Philosophy”: an approach to medical education. Journal of
Medical Education. 49(11) (1974).
[7] Shukrimun, A., (). Betulkah cara usrah kita jalankan selama ini? Harakah Daily, 10 March 2019,
availabe at https://www.harakahdaily.net/index.php/rss-hd/73-pimpinan/fikrah/10121-betulkah-
cara-usrah-kita-jalankan-selama-ini
[8] Trager, E.,The Unbreakable Muslim Brotherhood: Grim Prospects for a Liberal Egypt. Foreign
Affairs. 90 (5) (2011).
International Science and Social Science Innovation Competition (i-SIC2019) 129
LITSY – GAME ON WITH LITERATURE
Sugitha Kunjanman
SMK Taman Bukit Maluri, Kuala Lumpur, Malaysia
[email protected]
Manimegalai Govindasamy
SMK Bandar Baru Sentul, Kuala Lumpur, Malaysia
[email protected]
Erni Zakiah Abdul Aziz
SMK Seksyen 27, Shah Alam, Malaysia
[email protected]
Nurhani Omar
English Language Teaching Centre, Bandar Enstek, Malaysia
[email protected]
Assoc. Prof. Dr. Melor Md. Yunus
Universiti Kebangsaan Malaysia, Bangi, Malaysia
[email protected]
Abstract
‘LITSY’, or ‘Literature Made Easy’, is an interactive board game as part of blended learning that aims to
promote the use of digital learning tools among students in contextualized pedagogy. In the present
English Language form four syllabus, the Literature Component is a mandatory inclusion. As such,
‘LITSY’ is selected as a gamified approach to nurture student engagement together with classroom
flipping. Besides, the game supports collaborative learning and develops students’ creative and critical
thinking skills. Therefore, this study aims to explore the effect of the ‘LITSY’ board game on enhancing
students’ comprehension of a literature component. Additionally, it is to investigate the students’
perception towards the use of 'LITSY' as an efficacious teaching and learning tool. An action research
method was implemented with 60 form four students as participants. Data were collected from the
students’ accumulative scores on Kahoot that were recorded throughout the project followed by a
questionnaire via Google Form. The findings reflected an improvement in the experimental group's overall
scores which indicated that ‘LITSY’ is an effective tool in enhancing their comprehension. Furthermore,
the findings from the questionnaire revealed that most of the students enjoyed ‘LITSY’ due to its
interactive gamified features. The implication derived from this study is that teachers need to leverage on
the use of board games in the teaching of English particularly, in the teaching of Literature Component to
upper secondary school students.
Keywords: Flipped classroom, board game, perception, English as Second Language (ESL), Literature
Component
International Science and Social Science Innovation Competition (i-SIC2019) 130
1. Introduction
In learning the literature component of short stories, a teacher-centred approach often took precedence
where the learners were recipients of information provided by the teacher according to Shermila [1]. Since
learners need the encouragement to view literature in a more positive light, rather than rely mostly on
lectures, using board games may help students to review the elements in the short story they learned as
well as engage them to think critically and be more accountable for their learning. Significantly, Wang
and Lieberoth [2] suggested that board games are considerably effective to increase learners’ motivation
and help them pay more attention to their learning process. Therefore, the researchers have expounded on
the need to explore the effect of ‘LITSY’ board game on enhancing form four students’ reading
comprehension of a short story that is a part of the English Language Literature Component. Furthermore,
this study aims to investigate the students’ perception towards the use of 'LITSY' as an efficacious teaching
and learning tool.
2. Literature Review
This study drew on the constructivist learning theories which Amineh and Asl, [3] affirmed that
learning occurs by active construction of meaning rather than passively. Moreover, Eggen and Kauchak
[4] posited that constructivism in a social context highlights the focus on facilitating learners’
constructions of knowledge using social interaction. Therefore, ‘LITSY’ attempted to encourage learners
to actively construct meaning and interact socially within contextualised pedagogy to facilitate
independent learning individually and collectively.
As recent focus shifted from teacher-centred to student-centred learning, flipping the classroom is a
valid strategy proposed to cater to the students’ needs. Farish and Rahmat [5] asserted that by flipping
the classroom, practitioners could raise teaching quality by leveraging technology-enhanced instructions.
Riding on the wave of flipped classroom, learning the literature component should infuse elements of
fun too according to Yunus and Suliman. [6]. Consequently, Richards and Rogers [7] stated that games
are not only related to fun but also have pedagogical values in second language teaching, and ‘LITSY’
hinges on that viewpoint. Likewise, Wang and Lieberoth [2] propagated that language learning is work
and requires continuous effort over a long period of time; hence, games support learners’ interest
and work. Additionally, ‘LITSY’ attempted to highlight the advantage of games in improving learners’
achievement and nurture student engagement.
International Science and Social Science Innovation Competition (i-SIC2019) 131
Yildrim [8] indicated that game-based learning proved that students who were actively involved in the
classroom showed significant progress in academic performance. Hence, using ‘LITSY’ could portray
students’ true capability in real-time context.
3. Methodology
This action research was conducted as two one-hour lessons over a period of two weeks. It involved
60 form four secondary school students who were randomly assigned into two groups namely the
experimental group (EG) and the controlled group (CG). Both groups made use of blended learning
through classroom flipping. The only difference between the two groups during the intervention is that
the experimental group made use of ‘LITSY’ during the face-to-face interaction, whereas, the controlled
group did not. At the end of each lesson, both groups were required to answer questions on Kahoot!.
Students from the experimental group were also required to complete a questionnaire via Google Form to
gauge their perceptions towards the use of ‘LITSY’ in enhancing their understanding in learning literature.
4. Findings
The findings showed positive impacts on the learning process and preferred learning style.
4.1 Learning Outcome
Comparatively, students from the experimental group recorded better scores in the quizzes on Kahoot!
Although student autonomy was established with teachers playing the role of facilitators in both groups,
the experimental group showed more involvement in reviewing the elements of the short story after
incorporating ‘LITSY’ as a platform for interactive collaborative learning.
4.2 Learners’ Attitudes
Additionally, learners’ attitudes toward the implementation of ‘LITSY’ were explored using a
questionnaire of 10 items. Items on the general idea about the use of ‘LITSY’ recorded 93% of the
participants agreed that using ‘LITSY’ is an interesting method. Next, 82% of participants stated that they
preferred using ‘LITSY’ to presentations during literature lessons. On items that explored learners’
attitude toward the relationship between ‘LITSY’ and learning literature, 97% of the students thought that
‘LITSY’ could motivate them in learning the short story.
International Science and Social Science Innovation Competition (i-SIC2019) 132
4.3 Usefulness
Besides, 100% of the participants voted that ‘LITSY’ was a useful method in literature lessons. In
response to the statement “LITSY helps improve comprehension”, 89% of the participants recorded
positive attitude, while 11% responded as neutral. These results suggested that the overall attitudes of the
participants toward the relationship between ‘LITSY’ and learning literature were positive.
5. Conclusions
To conclude, ‘LITSY’ has introduced a more meaningful and exciting learning session with its
interactive design. In the future, ‘LITSY’ will likely create a motivating and engaging experience; thus,
increasing students’ comprehension in learning the literature component. Yildrim [8] proposed a more
efficient and systematic method of providing a more suitable platform for teaching and learning, ultimately
improving their grades as well. More significantly, ‘LITSY’ not only enhanced students’ interest but also
kept them motivated in learning literature in the 21st century classroom. Summarily, game-based teaching
practices seemed to have a positive impact upon students’ performances and attitudes in learning the
literature component. Eventually, the researchers hope to replicate this study beyond just the short story
to encompass other elements and components of English Language lessons.
References
[1] Shermila, J. Teaching Poetry through Classroom Flipping among Prospective Teachers in a College
of Education – Action Research Report. International Journal of English Language, Literature and
Humanities, 3(10), 423-430 (2015).
[2] Wang, A. & Lieberoth, A. The effect of points and audio on concentration, engagement, enjoyment,
learning, motivation, and classroom dynamics using Kahoot! In European Conference on Games
Based Learning (p.738). Academic Conferences International Limited (2016, January).
[3] Amineh, R. & Asl, H. Review of constructivism and social constructivism. Journal of Social
Sciences, Literature and Languages, 1(1), 9-16 (2015).
[4] Eggen, P. & Kauchak, D. Educational psychology: Windows on classrooms (8th Edition). New
Jersey: Pearson Education (2010).
[5] Farish, M. F. & Rahamat, R. Embedding flipped classroom tools: Exploring possibilities for the
language classroom, available at <https://www.researchgate.net/publication/3193485 43>
[6] Yunus, M. M, & Suliman, A. Information & communication technology (ICT) tools in teaching and
learning literature component in Malaysian secondary schools. Canadian Center of Science and
Education, 10(7), 137-138 (2014).
[7] Richards, J. & Rodgers, T. Approaches and methods in language teaching. Cambridge University
Press (2014).
[8] Yildirim, I. Students' perceptions about gamification of education: A Q-Method analysis. Egitim Ve
Bilim-Education and Science, 42(191), 235-246 (2017).
International Science and Social Science Innovation Competition (i-SIC2019) 133
THE 6x6 DOODLING: THE ART OF COMPREHENDING READING TEXTS
Rashidah Rahamat, Phd
Head of Unit, English Language Teaching Management Dept.,
English Language Teaching Centre,Ministry of Education.
Bandar Enstek, N.Sembilan, Malaysia
[email protected]
Yusnamariah Md Yusop
Lecturer, Research & Development Dept. English Language Teaching Centre,
Ministry of Education.
Bandar Enstek, N.Sembilan, Malaysia
[email protected]
Affikah Fazlyna Omar
Head of Unit, Assessment and Evaluation Dept.
English Language Teaching Centre,Ministry of Education.
Bandar Enstek, N.Sembilan, Malaysia
[email protected]
Abstract
The monolithic reading approach usually involves reading and presenting comprehension through
thinking tools like the iThink maps. With more than seven years of exposure to iThink maps, in-service
teachers have assimilated the idea. Hence, in sessions on reading strategies with 28 groups of ESL in-
service teachers between 2017 and October 2019, teachers were asked to present their comprehension of
reading texts via iThink maps. Observations revealed that most course participants were reluctant to read
and highlighted that: a) reading is boring; b) reading makes them sleepy. The integration of high
technology (mobile phones) and low technologies (pen and paper) initiated from #The 6x6 Doodling
innovation has unlocked another path for intervention in reading strategies. A total of 42 ESL teachers,
they were asked to doodle, record their doodling presentations and share the recordings in their Telegram
groups instead of completing iThink Maps. The teachers were motivated to read and complete the fun
activity of doodling and recording in 30 minutes. They were collaboratively engaged in the activity
proving that doodling could be an effective reading strategy. The video recordings provided evidence of
how doodling can help to activate kinesthetic, auditory and visual skills. More active thinking was also
stimulated. Therefore, doodling long texts into a few simple drawings displays a subconsciously focussed
psychological extroversion function among the participants. The idea of doodling can be further
experimented with a bigger group of educators to give them ideas on how to utilize technology wisely as
an auxiliary tool for teaching and learning.
Keywords: doodling, reading comprehension, iThink maps, technology, ESL teachers
1. Introduction
The monolithic reading approach would normally be done by reading aloud either individually or in
groups and presenting the summary through thinking tools such as theiThink maps. The introduction of
iThink Program to enhance Higher Order Thinking Skills (HOTs) was made compulsory on the whole
International Science and Social Science Innovation Competition (i-SIC2019) 134
school basis. Teachers were exposed to the use of the eight types of the iThink maps through numerous
staff development and training materials. With more than seven years of exposure to the eight types of
thinking maps, most of the in-service teachers have assimilated the idea. Hence, most trainers would tap
on that strong knowledge of iThink maps the teachers have when conducting trainings for in-service
teachers. Similarly, in one of the in-service teacher training courses carried out for ESL teachers, the
iThink maps were used especially in sessions dealing with reading strategies.
2. Statement of the problem
The common instructional pattern was getting the participants to work in groups, read the text, identify
the main ideas, present the ideas in graphic organizers especially the iThink maps, and conducting gallery
walk. Given time, the participants were able to complete the required tasks. However, observations of the
sessions with 28 groups of ESL teachers between 2017 and October 2019 revealed that most course
participants were rather reluctant to read and complete the reading tasks assigned. Thus, in order to channel
them psychologically towards the reading activities, collaborative group work by making use of iThink
maps for the groups to present the whole content of the texts in visuals; pen and paper would be the
common equipment used. However, the feedback gathered at the end of the course highlighted that:
● reading is boring;
● reading makes them sleepy;
● texts are too difficult and
● texts are lengthy
3. The Innovation Idea
This innovation project of reversing the juiceless practice of using iThink maps which was drawn
manually on papers was initiated. It was based on the idea of #The 6x6 Doodling [3]. #The 6x6 Doodling
has unlocked another path of invention in dealing with reading strategies. The integration of high
technology (mobile phones) and low technologies (pen and paper) was utilized to the maximum in the in-
service training course during reading session with new groups of 42 ESL teachers. The participants were
required to follow the same instructions -read the given texts and identify the main ideas of the paragraphs.
The added value for this reading activity was the instructional strategy given: the participants were asked
to doodle, record their doodling presentations and share the recordings in their Telegram groups. The
International Science and Social Science Innovation Competition (i-SIC2019) 135
conventional way of putting down the main ideas of the texts in iThink maps or any other graphic
organizers on paper, was substituted with drawings; relevant drawings.
3.1. Methodology
The innovation project was tried out with two separate groups of ESL teachers in one of the northern
regions in Malaysia. A total of 42 participants were required to follow the same instructions given to the
other groups involved before them where, they had to read the given texts and identify the main ideas of
the paragraphs. The added value for this reading activity was when the participants were asked to doodle,
record their doodling presentations and share the recordings in their Telegram groups. The conventional
way of putting down the main ideas of the texts in iThink maps or any other graphic organizers on paper,
was substituted with drawings; relevant drawings. Figure 1 depicts the steps taken during the
implementation of the project.
Preview #The Assign the Group
D6x6 Doodling Reading Task:
Texts
video Plan group
video
Group Task: Group Share the
Task: video in
Prepare the social
materials to Record media
the video
doodle
Figure 1: The 6 implementation steps of the project
3.2. Data collection
In order to measure how the participants perceived the innovation, a self-developed questionnaire was
distributed through QR Code. The questionnaire consisted of 9 Likert Scale and 1 open-ended question
pertaining to the doodling activity conducted in the reading session. Basically question 1 until 9 focused
on the impact of the innovation as displayed in Table 1. As for the open-ended question, it was more on
recommendation to further improve the innovation.
International Science and Social Science Innovation Competition (i-SIC2019) 136
Table 1: The distribution of the items in the instrument used
Item No of item
Cost 2
Time 1
Attention grabbing 2
Accessibility 1
Manpower 1
Brain Gym ® 2
3.3. Data Analysis
The data gathered from 42 participants was analyzed descriptively using Microsoft Excel.
4. Findings
It was witnessed that the 42 teachers were interactive and took joy in completing the doodling and
recording tasks assigned to them within 30 minutes. Working collaboratively had spiced up the doodling
reading activity; making it fun, engaging and yet meaningful. Apart from that, the evidence from the
feedforward received from these 42 teachers depicted optimistic attitudes towards the idea of doodling as
one of the strategies in reading. The video recordings produced by the groups provided ample evidence of
how doodling can help to activate the kinesthetic, auditory and visual skills which eventually reverse the
not-so-optimistic conditions displayed when the traditional approach was applied.
5. Discussions and Future Recommendations
Based on the findings gathered from the feedback form as well as the observations, general conclusion
can be said that, the activities carried out through the project was a success in creating a more focused
understanding towards the content of the academic texts read. Apart from that, more active thinking was
also stimulated throughout the process of planning, preparing and recording. Therefore, doodling the 500
to 700-word academic texts into just a few simple drawings has shown that, the psychological extroversion
functions [4] among these ESL educators has been diverted subconsciously. The idea of doodling can be
further experimented with a bigger group of educators in order to give them ideas on how to utilize
technology wisely as the auxiliary tool for teaching and learning.
International Science and Social Science Innovation Competition (i-SIC2019) 137
Acknowledgments
Our heartfelt thanks to all the 42 teachers from two districts in Northern districts of Malaysia, for their
willingness to try out this doodling and responded to the instrument shared.
References
[1] Ainon Omar & Intan Safinas Mohd Ariff Albakri., Thinking Maps to Promote Critical Thinking
Through the Teaching of Literature in the ESL context. Indonesian Journal of English Language
Teaching & Applied Lingusitic 1, (1),23-35, (2016), available at
<http://www.sheridanprinting.com/ieee/ieee.htm>
[2] Mariam Tadayon & Reza Afhami., Doodling on Junior High School Students’ Learning, The
International Journal of Art & Design Edu., doi:10.1111/jade.22081, (2016).
[3] Owi Wei Ping, et al., Effectiveness of Higher Order Thinking Skills (HOTs) based on i-Think Map
Concept towards Primary Student, AIP Conference Proceedings 1847 (1), 030009, (2017).
[4] Yusnamariah Md.Yusop, Nur Izni Mohd Hassan, #The 6x6 Doodling, Innovate@ILEC,
International Language and Education Conference 2019 (iLEC ’19), 10 October,
https://worldconferences.net/usim-ilec/. (2019).
[5] Zeyab, Alaa JAM., “Educational Technology and Visual Literacy: The Effect of Using Doodling on
student Learning Performance”, Dissertations 400,
https://digscholarship.unco.edu/dissertations/400/
International Science and Social Science Innovation Competition (i-SIC2019) 138
SMART ENERGY CONTROL KIT
Nurull Zuraida binti Shafie
Department of Commerce, Polytechnic Muadzam Shah,
Lebuhraya Tun Abdul Razak, 26700 Muadzam Shah, Pahang, Malaysia
[email protected]
Abstract
Energy savings are crucial to the sustainability of the environment. Nowadays, Internet of Thing (IoT)
solution enable to control and monitor power energy consumption just in our fingertip. Smart Energy
Control Kit is designed to show on how we can save the electricity consumption using automation control
by a smart phone. This project can operate through mobile application (Blynk) and by voice command
(IFTTT + Google Assistant) with only control by our smart phone. This project consists of two important
parts as microcontroller and mobile application. Microcontroller use NodeMCU ESP8266, programmed
by Arduino software. Mobile application use Blynk and voice command (IFTTT + Google Assistant) as
a platform to ‘ON’ or ‘OFF’ the related electrical appliances. All of the process remote by WiFi
connectivity in our smart phone. This project really user friendly because we can switch ‘ON’ or switch
‘OFF’ our home electrical appliances such as lamps, fans and so on only by using our smart phone. In
conclusion, this project can reduce power energy consumption, user friendly and keep our planet go green.
Keywords: Energy Saving, Internet of Things, Mobile Application.
1. Introduction
Saving energy is an increasingly important issue these days. While it seems obvious that the simplest
way to save energy is just to use less, in practical terms it can be a lot more difficult. Smart home systems
and devices help save energy by allowing the user to monitor and control energy usage in new ways [1].
2. Literature Review
2.1. Internet of things
The internet of things, or IoT, is a system of interrelated computing devices, mechanical and digital
machines, objects, animals or people that are provided with unique identifiers (UIDs) and the ability to
transfer data over a network without requiring human-to-human or human-to-computer interaction.
In addition, to offering smart devices to automate homes, IoT is essential to business. IoT provides
businesses with a real-time look into how their companies’ systems really work, delivering insights into
everything from the performance of machines to supply chain and logistics operations.
International Science and Social Science Innovation Competition (i-SIC2019) 139
IoT enables companies to automate processes and reduce labor costs. It also cuts down on waste and
improves service delivery, making it less expensive to manufacture and deliver goods as well as offering
transparency into customer transactions [2].
3. Methodology
The methodology selected to implement this project is using the Software Development Life Cycle
(SDLC), Internet of Things (IoT) technology, Blynk application software as a database of developed
systems, NodeMCU ESP8266 controller, Direct 5V Relay (AT) and the detector used is the ACS712 20A
current sensor.
Figure 1: Software Development Life Cycle.
3.1 Arduino
Arduino IDE is an open source software that is mainly used for writing and compiling the code into
the Arduino Module. It is an official Arduino software, making code compilation too easy that even a
common person with no prior technical knowledge can get their feet wet with the learning process. It is
easily available for operating systems like MAC, Windows, Linux and runs on the Java Platform that
comes with inbuilt functions and commands that play a vital role for debugging, editing and compiling
the code in the environment.
International Science and Social Science Innovation Competition (i-SIC2019) 140
3.2 Blynk Application (Blynk App)
Blynk is a Platform with IOS and Android apps to control Arduino, Raspberry Pi and the likes over
the Internet. It’s a digital dashboard where you can build a graphic interface for your project by simply
dragging and dropping widgets [3].
Figure 2: Blynk Application Process.
3.3 NodeMCU ESP8266
The NodeMCU microcontroller ESP8266 is connected to the output of the 5V Direct Relay (AC) relay
and the ACS712 current sensor as the receiver and transmission system and the data will display the data
on the Blynk application software display on the user's smartphone as a monitoring and control tool
Figure 3: NodeMCU ESP 8266.
3.4 IFTTT
IFTTT (IF This, Then That) is the free way to do more with hundreds of the apps and devices you
love, including Twitter, Dropbox, Evernote, Nest, Fitbit, Amazon Alexa, and Google Assistant.
International Science and Social Science Innovation Competition (i-SIC2019) 141
3.5 Google Assistant
Google Assistant is a smart assistant, designed by Google, that’s available on a wide range of devices.
The features include letting third-party device makers incorporate their own "Actions on Google"
commands for their respective products, incorporating text-based interactions and more languages and
allowing users to set a precise geographic location for the device to enable improved location-specific
queries [4].
4. Findings
This project consists of two important parts as microcontroller and mobile application. Microcontroller
use NodeMCU ESP8266, programmed by Arduino software. Mobile application use Blynk and voice
command (IFTTT + Google Assistant) as a platform to ‘ON’ or ‘OFF’ the related electrical appliances.
All of the process remote by WiFi connectivity in our smart phone. This project really user friendly
because we can switch ‘ON’ or switch ‘OFF’ our home electrical appliances such as lamps, fans and so
on only by using our smart phone.
5. Conclusion
The internet of things helps people live and work smarter as well as gain complete control over their
lives. In conclusion, this project can reduce power energy consumption, user friendly and keep our planet
go green.
References
[1] Hussain, T. P. R. S., Ismail, H., & Noh, M. K. M. (2013). Kesedaran Mengenai Penjimatan Tenaga
Elektrik dan Kelestarian Alam Sekitar. Prosiding Perkem Viii, 2, 977–990.
[2] Kementerian Sains Teknologi dan Inovasi (2015). National Internet of Things (IoT) Strategic
Roadmap: A Summary.
http://www.mimos.my/iot/National_IoT_Strategic_Roadmap_Summary.pdf
[3] Doshi, H. S. (2017). INTERNET of THINGS ( IoT ): Integration of BLYNK For Domestic Usability,
1(4), 149–157
[4] Gartenberg, Chaim (December 20, 2017). "Google's latest Assistant SDK updates make third-party
speakers smarter". The Verge. Vox Media. Retrieved December 21, 2017.
International Science and Social Science Innovation Competition (i-SIC2019) 142
MULTI-TOOLS WRENCH FOR LATHE MACHINE
Mohd Norulhisham bin Abd Rashid
Department of Mechanical Engineering, Polytechnic Muadzam Shah,
Lebuhraya Tun Abdul Razak, 26700 Muadzam shah, Pahang, Malaysia
[email protected]
Abstract
Lathe machine have many uses in industrial areas like sanding cutting, knurling, drilling, and deforming
of tools that are employed in creating objects which have symmetry about the axis of rotation. This
machine also used by all mechanical engineering students in Malaysian Polytechnics as a practical
workshop course. Before the lathe machine can be used, students need to setup the machine. There are
four tools that need to setup the tool post, namely allen key, tool post key, chuck key and point deep socket
at tool post. However, these four tools are always missing due to their relatively small size and need a
special place to store them. Also, it takes a longer time for the setup process as students have to switch to
different tools. Therefore, this multi-tools wrench for lathe machine was created to solve the problem.
This multi-tools wrench for lathe machine combines all in one tool. As a result, all the problems can be
resolved and also enable to save time for machine setup from 15 minutes to 5 minutes only.
Keywords: Lathe Machine, Tool Post Setup, Multi-Tools Wrench.
1. Introduction
Multi-tools wrench for lathe machine is a project based on observation at Lathe Machine Workshop,
Polytechnic Muadzam Shah, Pahang. The first year students are having trouble to setup the lathe machine
especially in the tool post section. There are four tools that need to setup the tool post, namely allen key,
tool post key, chuck key and point deep socket at tool post. However, these four tools are always missing
due to their relatively small size and need a special place to store them. Also, it takes a longer time for
setup process as students have to switch to different tools. Therefore, this multi-tools wrench for lathe
machine was created to solve the problem. This multi-tools wrench for lathe machine combines all in one
tool.
2. Lathe Machine
2.1 Overview of Lathe Machine
The first lathe machine created in 1797 by a British mechanic named Henry Maudsley. The lathe
machine has been widely used in the construction area in the first industrial revolution. For example,
International Science and Social Science Innovation Competition (i-SIC2019) 143
James Watt was used the lathe machine to design his steam engine in the early 19th century Since then,
the lathe machine has been upgraded in order to produce more accurately components [1].
Lathe machine was used to do various machining works such as parallel cutting, drilling, cutting thread
screw, twisting, bore, taper cutting, shredding, grinding and shiny. Cutting process was done by setup the
tool bit on the tool post in the direction of the rotating work piece [2]. Figure 1. Shows the lathe machine.
Figure 1: Lathe Machine
2.2. Review of the Traditional Tools to Setup the Tool Post of Lathe machine
Figure 2 shows four traditional tools to setup the tool post of lathe machine.
Tool Description
Allen Key Remove and install the set screws,
pins guides, drain plugs, etc.
Tool Post Key Tighten and loosen the jaw.
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