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An optimization of coagulation and flocculation of kaolin suspension by a newly synthesized quaternized oil palm empty fruit bunch cellulose denoted as a 9QC was investigated using the central composite design of the response surface methodology. The influences of coagflocculant dosage, pH, and kaolin suspension on turbidity removal efficiency and sludge volume index responses were studied and assessed according to a 2 3 full factorial design. The developed quadratic models revealed that the overall optimum values to obtain the highest performance of the responses were 62.5 mg/L of coag-flocculant dosage, pH 7, and 1400 mg/L of kaolin concentration. The predicted optimum responses were found to be in close proximity to the observed responses. The coag-flocculating of river water using 9QC carried out at the optimum values showed encouraging results as compared to alum which is commonly used in drinking water treatment process.

Epistemology is a branch of philosophy, a study of how a person knows and knowing. Engineering epistemology is one of the new disciplines in engineering education research. Unfortunately, little research has been done on engineering education. In this paper, epistemology is discussed in the general context then, specifically for the engineering education context. Furthermore, the engineering epistemology framework and instrument to investigate engineering epistemology among engineering educators and students have been presented. Theory for knowledge development has been discussed in general and how that developmental model is important for higher education. Finally, epistemology in teaching and learning has been introduced in the context of engineering educators and engineering students. In summary, engineering educators’ epistemology will shape future engineers based on their class design. Therefore, developing engineering students from dualists to commitments of the relativist is very important. Finally, suggestions for engineering faculty management in developing engineering educators and engineering students for a better teaching and learning experience are provided.

Utilization of BLOSSOMS Thermodynamics Energy Conversion video to properly incorporate active learning techniques had been shown to increase the students’ performance in learning introductory Thermodynamics topics. In this study, the effectiveness of using BLOSSOMS Thermodynamics Energy Conver-sion video towards students’ learning in a classroom when adopted by lecturers who is not trained in active learning is investigated. Two groups of undergraduate engineering students from a control class and a treatment class were involved in this study. The students from the treatment class were taught by a lecturer using the BLOSSOMS Thermodynamics Energy Conversion video, while the students from control class underwent conventional lecture style. The students were given pre and post inventory tests and their results were analysed using SPSS. It was found that BLOSSOMS Thermodynamics Energy Conversion video without the proper implementation of active learning technique does not have a significant ef-fect on the individual learning gain of the inventory test among students. The uti-lization of the video could be more effective if the instructor is well-trained in ac-tive learning techniques.

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