The change of learning approach due to Covid 19 from face to face to online distance or blended learning required knowing technology tools in the education. Distance learning is a technique of giving instruction using online tools and technology. Distance learning depends on information and communication technologies to distribute the course materials and engage with students. The main goal of remote delivery is to promote communication between students, allowing for interaction and knowledge sharing at any time. In that it can still support conventional learning tools, remote delivery is also compatible with other instructional strategies and technology of prior learning. However blended learning is the approach that combine face to face and online learning. Therefore, this paper aims to assess the effect of online distance learning or blended learning versus face-to-face learning for fluid mechanics' course. The study shows that ODL or blended learning can be a useful teaching strategy for the Fluid Mechanics course because the cognitive domain can still be reached. Additionally, when comparing ODL or blended learning to face-to-face learning, PO attainments are not affected much for both teaching approach. The percentage of failure rate also decrease during ODL, or blended learning semester compared to face-to-face semester.

In this work, the effect of processing temperature of polypropylene (PP) on the viscosity and the melt flow index (MFI) is studied towards the best fabrication of PP/kenaf composites. PP with MFI grade 41 and as density value of 0.95 g/cm3 is used as a raw material. The compression moulding machine is utilized to produce the moulded samples from PP pallets. The viscosity and the MFI tests have been selected as criteria to determine an optimum processing temperature. As optimum temperature 230°C has been found.

The Fluid Mechanics course has been identified as one of the highest failure rate courses in the Diploma in Civil Engineering among undergraduate students. This course deals with the behaviour of fluids under various forces as well as its application in the civil engineering field and is equally important compared to other fundamental courses. It appeared that students' achievements based on designated course outcomes, which are to explain basic knowledge of fluid mechanics and formulate engineering problems related to fluid mechanics, were mostly unsatisfactory. In an effort to foster the issue, an intervention programme was introduced, whereby it has been conducted for two semesters, physically and virtually. This programme maintains the conventional teacher-centred method while applying an active learning environment where lecturers guide students creatively in problem-solving exercises that focus on critical subtopics. During the face-to-face sessions, the programme was conducted for two hours in three sessions. The online programme session, on the other hand, was carried out due to COVID-19 restrictions, conducted in three live sessions led by different lecturers. The recorded videos were shared with the students for further use afterwards. The findings indicate that the Intervention Programme fulfilled physically (semester March 2019 -July 2019) has decreased the percentage of failure rate by 0.48% compared to the previous semester without the intervention (semester September 2018 -January 2019), while for online intervention, the failure rate has slightly increased by 0.35% (semester October 2020 -February 2021) when compared to no intervention held (semester March 2020 -July 2020). However, a comparison made between these two methods shows that an online intervention programme has significantly improved the percentage failure rate as compared to a face-toface intervention programme by a decrement of 12.77%. Such interventions, especially if conducted online, would have a significant impact on academic outcomes and help in eliminating the achievement gap among students.

In this study, laminated Kenaf nanocomposites made from Kenaf fiber, Polypropylene (PP), organoclay, and Ethylene Vinyl Acetate (EVA) are fabricated with the combination of hand-layup and compression moulding technique. The effect of Kenaf fiber on properties of PP/EVA/clay biocomposite is investigated. The comparisons are made between the composite reinforced with Kenaf fiber and the composite without Kenaf fiber in terms of mechanical and thermal conductivity properties. Dynamic mechanical analysis (DMA) is carried out to examine the thermal mechanical properties of biocomposite samples. The surface fracture of laminated Kenaf nanocomposites is investigated by scanning electron microscopy (SEM). Results verify that Kenaf fibers have great potential to be used as an alternative to inorganic mineral-based reinforcing fibers.

This research explored the potential to use IPA as a binder for the treatment of industrial waste sludge. Within the study, Incinerated Paper Ash (IPA) was used together Ordinary Portland Cement (OPC), a main material employed in solidification/stabilization (S/S) methodology to treated industrial ceramic sludge. The issues created by OPC in sustain the surroundings and cost force the new material must replace OPC as binder within the treatment methodology. The impact of the various IPA compositions within the system has been examined. The Unconfined Compressive Strength (UCS) and Toxicity Characteristic Leaching Procedure (TCLP) were used to assess the viability of IPA in sludge treatment once 28 days. The great result of compressive strength and decrease in heavy metals shows the potential of IPA in OPC replacement.