UNIVERSITI PUTRA MALAYSIA Teaching Portfolio Assoc. Prof. Ir. Dr. Siti Hajar Othman Faculty of Engineering Engineering Cluster
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 01 Table of Contents BIOGRAPHY 03 1. Teaching and Learning Philosophy 05 1.1 Philosophy Statement 05 1.2 Statement on the Principal Theory/Model of Teaching and Learning Philosophy 06 2. Planning Strategy and Overall Implementation of Teaching, Supervisory, and Assessment Methods 09 2.1 Statement of Planning Strategy and Overall Implementation of Teaching and Assessment Methods 09 2.1.1 Before Teaching and Assessment 09 2.1.2 During Teaching and Assessment 11 2.1.3 After Teaching and Assessment 12 2.2 Statement of Planning Strategy and Overall Implementation of Supervision and Assessment Methods 13 2.2.1 Supervision 13 2.2.2 Assessment for Supervision 15 2.3 Evidence of Information Related to the Strategy Statement 17 2.3.1 List of Courses 17 2.3.2 List of Students for Supervision of Bachelor/Master’s/Ph.D 18 2.3.3 Course Syllabus, Teaching Plan, Assessment Plan, Borang Pengendalian Pelajar Bermasalah/Borang Kemajuan Prestasi Pelajar, Course Assessment Marks, and Course Assessment Summary 24 3. Creativity, Innovation, and Its Impact on Learning and Teaching 49 3.1 Statement of Innovation and Creativity in Teaching and Learning 49 3.2 Creative and Innovative Approaches Employed 50 3.2.1 Lecture 50 3.2.2 SCL Activities 56
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 02 3.3 Impacts of Creativity and Innovation on Teaching Quality 68 3.3.1 Improvement in Students' Achievement 68 3.3.2 Quality of Students' Work 70 4. Evaluation and Testimonial for Teaching and Supervision 79 4.1 Proof of Evaluation for Teaching and Supervision from Students 79 4.2 Testimonial for Teaching and Supervision from Different Sources 84 5. Improvement in Teaching, Supervision, and Assessment as well as Professional Development 99 5.1 Improvement in Teaching, Supervision, and Assessment Through Reflective Practice 99 5.2 Professional Development in Teaching, Supervision, and Assessment 104 6. Scholarship in Teaching/Supervision and Evaluation 120 6.1 Knowledge and Practice Sharing on Teaching, Supervision, and Evaluation at Various Levels 120 6.1.1 Media Social 120 6.1.2 Workshop/Seminar/Conference 123 6.1.3 Learning Community 131 6.1.4 Laboratory Manual/Book Chapter/Article 136 6.1.5 Cited Publication 141 6.1.6 Others 144 6.2 Recognition Obtained 153 6.3 Committee in the Academic Community and Association Related to Teaching, Learning, and Supervision 177 Curriculum Vitae 187
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 03 BIOGRAPHY Who Am I? Siti Hajar Othman was born on 25th January 1984 in Kuala Lumpur, Wilayah Persekutuan as the youngest out of three female siblings. Both of her parents were government servants. She is married to her wonderful husband, Mohammad Hilmi Kassim, and is gifted with three bundles of joy, Hafiy Imaan, 12 years old, Hannah Nasuha, 11 years old, and Humaira Mikayla, 5 years old. She received her primary education at Sekolah Kebangsaan Taman Nirwana, Ampang, Selangor from the year 1991 to 1996. Later, she continued her secondary education at Sekolah Menengah Pandan Jaya, Ampang, Selangor from the year 1997 to complete her Penilaian Menengah Rendah (PMR) in 1999 before she was accepted to Sekolah Menengah Sains Sultan Mohamad Jiwa, Sungai Petani, Kedah to complete her Sijil Pelajaran Malaysia (SPM) in 2001. Upon completing her secondary school years, she was offered a scholarship from the Public Service Department of Malaysia to further her studies at Vanderbilt University, Nashville, Tennessee, United States of America. She graduated summa cum laude with a degree of Bachelor Engineering in Chemical Engineering and Mathematics in 2006. Following her graduation, she was sponsored by the Ministry of Higher Education of Malaysia to pursue her Doctor of Philosophy (Ph.D.) study at the Department of Chemical and Environmental Engineering, Faculty of Engineering, Universiti Putra Malaysia (UPM). She was appointed as a Tutor at the Process and Food Engineering Department, Faculty of Engineering, UPM in the mid of 2008. Through hard work and His countless blessings, she completed her Ph.D. study in 2012 in Chemical Engineering whereby her research area during her Ph.D. was nanomaterials and nanotechnology mainly focusing on the synthesis, characterization, dispersion, and application of titanium dioxide (TiO2) nanoparticles produced via metal-organic chemical vapor deposition (MOCVD). Upon completing her Ph.D. study, she was then awarded the Senior Lecturer position in March 2012. She then was promoted to Associate Professor position in 2019. She is also currently attached to the Institute of Nanoscience and Nanotechnology, UPM as the Head of the Nanomaterials Processing and Technology Laboratory.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 04 What I Do? Throughout her 10 years of service as an academic at UPM, she has taught a total of 7 core subjects (60 credits) related to chemical engineering expertise including Process Control, Safety and Health in the Processing Industries, Engineering Mathematics, Bio-Materials Polymer Technology, Chemical Engineering Thermodynamics, Plant and Process Design, and Fluid Mechanics I. She has conducted 3 laboratory subjects (5 credits) including Food Processing Engineering Laboratory I and II, and Process Control and Instrumentation. She was also the final year project coordinator (16 credits) for 3 semesters in the Department of Process and Food Engineering. She obtained an evaluation score of more than 4.30 for all subjects taught and handled throughout the service. She was once appointed as Academic Coordinator in the Department from 2017-2020. She has obtained the Excellent Service Award in 2018 from UPM, the Excellent Service Award certificates from 2012 to 2017 and 2019, and the Teaching Award certificates in the year 2016 to 2019 and 2022 from the Faculty of Engineering, UPM. She combines different teaching techniques so that students can learn effectively including lectures; laboratory work; group discussion and presentation; field trips; seminars; reaction papers; think-pair-share; read, study, and tell; do-it-yourself; case studies; project-based learning; and problem-based learning. In her research, she employs graduate and undergraduate students to train a cadre of talented young minds in the development of improved materials for food packaging applications with the application of nanotechnology. She presently supervises and co-supervises 6 Ph.D., 4 Master’s, and 2 Bachelor’s students. One Ph.D., 6 Master’s, and 20 Bachelor’s students have successfully graduated under her supervision and co-supervision. She has been awarded 9 research grants from international, national, and the university as the project leader, linked to the field of nanomaterials and nanotechnology amounting to more than RM450,000, 7 of which have been completed. She also serves as a co-researcher for 9 research projects. Her current h-index is 16. She has published 51 research articles in citation-indexed journal (CIJ) journals and 6 non-CIJ journals. She had many proceedings and has become a speaker at international and national conferences, seminars, and congresses. She has won many international and national research awards for her passionate research work in the field. This teaching portfolio elaborates on her exciting journey as an academician with endless opportunities and possibilities.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 05 “I hear and I forget. I see and I remember. I do and I understand” - Confucius (551-479 BC) - “ 1. Teaching and Learning Philosophy 1.1 Philosophy Statement My teaching and learning philosophy is very much influenced by a famous and wonderful quote by Confucius. “I HEAR and I forget. I SEE and I remember. I DO and I understand.” Confucius My teaching and learning philosophy rests on the three important elements of the quote which are hear, see, and do. I do believe that students learn better by hearing, seeing, and doing. All three elements should be combined together in teaching in order to achieve an effective learning experience. Sincerely, I am not 100% agree with the first statement “I hear and I forget”. We will not always forget what we hear especially if it comes from something that interests us. I do believe that hear, especially from reliable sources, in an interesting way, can help students to get the right information and knowledge before making any decision. In order to achieve effective learning by hearing, I, as a lecturer, will try my best to deliver my lecture with full conviction, clarity, and enthusiasm. If we hear or listen to something, we may remember what we hear for some time only. A combination of hearing and seeing with our ears and eyes may contribute to the better
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 06 remembrance of information and knowledge. Seeing will boost students’ confidence level in the knowledge and information that we convey to the students as well as give a better picture of the problems or issues that arise. I, as a lecturer, will try my best to provide the opportunity for my students to see the real situation that relates to the lecture. Finally, doing or hands-on experience will provide a better understanding of the knowledge or information that the students obtained by hearing and seeing. Students have the opportunity to feel and experience the real problems and issues related to teaching. I, as a lecturer, will try my best to provide the opportunity for my students to learn by doing activities that relate to the lecture. “Students HEAR, students SEE, students DO, and students UNDERSTAND.” This is my teaching and learning philosophy. 1.2 Statement on the Principal Theory/Model of Teaching and Learning Philosophy My teaching and learning philosophy has provided me with a guide to what and how I teach. There is an old proverb that goes: “If you test a fish on how well it climbs a tree, it will think it’s a failure.” As we know, students learn in different ways. Traditionally, most courses from schools to universities are taught in a lecture and test format. While this is seen as an educational standard, it only caters to individuals who are most responsive to auditory (hear) stimulation and often alienates a large portion of the group. Sticking to only one form of teaching and learning has been proven to be ineffective. If I apply the “Students HEAR, students SEE, students DO, and students UNDERSTAND” teaching and learning philosophy to the method of teaching and learning, I can fully engage all students and better equip them with actionable information. This philosophy is in accordance with the HEAR-SEE-DO teaching and learning methodology and is also related to the AUDITORY-VISUALKINESTHETIC learning styles. The AUDITORY-VISUALKINESTHETIC styles use three main sensory receivers since no student has exclusively one single learning style or preference. However, one or more receiving styles is normally dominant. The preferred style defines the best way for the student to learn new information. The following is the theory/model on how each part of the HEAR-SEE-DO methodology is related to AUDITORY-VISUAL-KINESTHETIC learning styles which help to build effective learning of my students:
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 07 HEAR-AUDITORY Auditory students learn best through their sense of hearing. This means the students remember and understand new concepts better when they are explained out loud or even if they’re doing the speaking themselves. The core of all my classes is the lecture. The lecture represents the key points that the instructor is trying to pass on to the class. While the lecture alone won’t teach everything, it sets up the foundation for the course syllabus that I want to convey. I ensure to prepare my lectures based on the materials that have been created by experts in the field including real-world experience and years of rigorous research. Because the materials referenced are from genuine and authentic resources and consist of real-world experience, I am better equipped to engage the students in a more meaningful way. Students are also encouraged to the discussion (talk out) for a better understanding of the course material. SEE-VISUAL Visual students learn best when their sense of sight is engaged. The students will quickly show an affinity for lecture notes, texts, books, and videos. The students are engaged by bright colors and clear diagrams and can learn from videos, demonstrations, and classroom handouts. A lecturer can speak on a subject until they run out of time, but unless the students can see the notes, how something is done, or how it relates to real-world experience the lecture is almost meaningless. By adding related activities and demonstrations, not only I can engage the students visually, but can also increase student retention. After I set up a topic for a lecture, I follow it up with activities such as referring to diagrams or pictures in books, showing a demonstration or demonstration video, and giving visual real-world examples of the topic. While showing them the visual materials, I will attend to the student’s questions and curiosities and ask them for real-world examples related to the class materials that
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 08 they can think ok. This not only reinforces the lecture, but it makes the material more relatable to individual student experiences. DO-KINESTHETIC Kinesthetic students absorb information best through touch, movement, and motion. This means that to understand something, they need to touch it, feel it, and move it around. This is where the do and hands-on part comes into the picture. Most teaching and learning processes especially in traditional education stop at the seeing phase. While this equips students with the knowledge, students may have a difficult time retaining what they learned. After the HEAR-SEE parts, I turn the class over to a hands-on exercise or experience such as doing group discussions, answering quizzes, projects, case studies, laboratory work, or presentations. These exercises can be taken from real-world problems or data. Students then try to apply what they learned and immediately see if they need more theory knowledge or if their application technique needs some adjustment. Once the hands-on exercise is completed, we will discuss the lecture, the visual activity, and the exercise to answer any questions or problems they faced. Not only this part can increase the retention rate, but it also gives students the confidence to try what they learned in the real world. The HEAR-SEE-DO methodology and the AUDITORY-VISUAL-KINESTHETIC learning styles not only engage students from a wide range of backgrounds but also equips them with actionable techniques and best practices that they can use on the job.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 09 2. Planning Strategy and Overall Implementation of Teaching, Supervisory, and Assessment Methods 2.1 Statement of Planning Strategy and Overall Implementation of Teaching and Assessment Methods My planning strategy and overall implementation of teaching and assessment methods can be divided into 3 sessions which are before, during, and after teaching and assessment. 2.1.1 Before Teaching and Assessment COURSE SYLLABUS When I was given a task to teach a certain course, I will first refer to the course syllabus. A course syllabus is an important academic document that communicates information about a specific course and explains the rules, responsibilities, and expectations associated with the course. A course syllabus outlines connections between learning outcomes or course outcomes and content, as well as pedagogical practice to guide the lecturer in teaching students in their learning. The course syllabus also provides a comprehensive description of the course’s goals and objectives, assessment techniques, and learning outcomes. The course syllabus is reviewed every five years and is developed through feedback against the established program from other international universities, recent references and textbooks, reports of the external assessor as well as comments from the advisory panels.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 10 TEACHING PLAN Based on the course syllabus, I will first check and review the previous year’s or semester’s course assessment summary if the course that I am assigned to teach has been taught in previous years or semesters. Then, I will prepare a teaching plan whereby a teaching plan is a detailed guide for teaching lessons that roughly outlines the lecturer’s objectives for the students and what needs to be accomplished in the classroom. The teaching plan is one of the important elements in teaching because it provides a structure and context for the lecturer and students, as well as a framework for reflection and evaluation of the course. In the teaching plan, the topics are covered according to the designed syllabus. A teaching plan helps me to be more organized. It gives a sense of direction in relation to the syllabus and helps me to be more confident when delivering the lesson. Moreover, a teaching plan provides a useful basis for future planning. In the teaching plan, I will include the mapping of course outcomes (CO) and programme outcomes (PO) and the methods on how to assess the CO and PO. As a lecturer who teaches engineering courses for accredited engineering programme by the Engineering Accreditation Council, I am also responsible to map the related PO with complex problem-solving and complex engineering activities where appropriate. Note that the teaching plan is not rigid and can be adjusted over time. The teaching plan needs to be submitted to the Department a few weeks before the start of the semester for endorsement. Apart from having a teaching plan, I take my own initiative to produce an assessment plan. An assessment plan is a document that compiles my plan assessment activities for a course, mapped to the programme outcomes and learning outcomes.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 11 2.1.2 During Teaching and Assessment INTRODUCTION When starting my first lecture, I will first start with the introduction to the course. First, I will conduct the think-pair-share activity to assess the students' simple understanding of the course. From the feedback of the students, I will proceed with the introduction whereby I will inform them about the course synopsis, learning outcomes, related programme outcomes, contents, how they will be assessed, the references or textbooks that I will be mostly referring to, and my simple class rules. My simple class rules are to be punctual and ensure that attendance is greater than 80%. All of this information is very important and relevant for the students to get their idea about the course. After the introduction to the course, I will explain to the students the importance of the course and relate the course to real-life examples, especially on how they can apply the knowledge from the course in their future work. This is to spark the interest and excitement of the students to learn the course that I will be teaching. TEACHING AND ASSESSMENT STRATEGIES After the introduction class, different teaching techniques are combined in order for students to learn effectively. The techniques include lectures; laboratory work; group discussion and presentation; field trips; seminars, reaction papers; think-pair-share; read, study, and tell; do-it-yourself; case studies; project-based learning; and problem-based learning just to name a few. Group discussion and presentation; field trips; seminars, reaction papers; think-pair-share; read, study, and tell; do-it-yourself; case studies; project-based learning; and problem-based learning are considered student-centered learning (SCL) activities. SCL activities shift the focus of activity from the lecturer to the students or learners. SCL is superior to the traditional lecturer-centered approach. SCL offers students gain long-term retention and a deep understanding of course contents, acquire the art of critical thinking and creative problem-solving skills, and increase their confidence level in knowledge or skills related to course content. I utilize the latest method of instruction such as multimedia and audio-visual facilities to facilitate teaching delivery. Active learning activities such as studentlecturer in and out-of-class interactions, assignments, projects, student presentations, and peer discussions are practiced in all of the courses.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 12 The learning outcomes of the course that are being evaluated consist of three main which are domains; cognitive (K), psychomotor (S), and affective (A). These domains are perceived to be a comprehensive development of student attributes and are dependent on the level of the taxonomy. This is to ensure that the students are capable of displaying certain degrees of skills and capabilities that will be reflected in their performance as future workers. For example, the cognitive components and respective Bloom taxonomy levels are assessed through quizzes, tests, examinations, and assignments. The affective (and social) domains including teamwork, leadership, and communication skills are measured through written reports, presentations, and discussions using rubric forms. The psychomotor skills are measured through students’ performance in laboratory, computer, and hands-on exercises. Rubrics will be used where necessary. The assessment of the course is designed based on the CO and guidelines from the university whereby 40% is for the final exam and 60% from the continuous assessment. Continuous assessment includes tests, assignments, laboratory sessions, projects, case studies, etc. The Faculty of Engineering has made it compulsory for the final exam to go through moderation and at least 20% out of the 60% continuous assessment to also go through moderation which resulted in 60% total moderation (40% final exam and 20% continuous assessment). 2.1.3 After Teaching and Assessment After teaching using various assessment methods, I conduct a recall session with students to recap what they have learned in the particular class session. This will help the students to remember what they have learned and stimulate the student’s thinking. I obtain feedback and response from my students and then give my take on the matter based on my knowledge and skills. Apart from that, I also meet with students who have problems coping with teaching and learning, thus obtaining marks less than 50%. We discuss the problem together and I suggest some solutions for them to improve in the course. Based on the discussion, I fill in Borang Pengendalian Pelajar Bermasalah, currently known as Borang Kemajuan Prestasi Pelajar for record keeping.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 13 At the end of the semester, I fill in the Course Assessment Marks (CAM) and Course Assessment Summary (CAS) forms. The attainments of CO and PO are to be determined. I will give comments or recommendations for each of the CO and PO attainments in CAS form. Both the CO and PO attainments will be mapped in a table. Based on the table, I will reflect on my teaching and learning for that particular course and state overall recommendations for future improvement (coming semester) in the teaching and learning for that particular course. 2.2 Statement of Planning Strategy and Overall Implementation of Supervision and Assessment Methods 2.2.1 Supervision Besides teaching courses, I also supervise undergraduate students for their final year project, integrated plant design project, and industrial training as well as postgraduate students at both Master's and Ph.D. levels of research. For the final year project, Master's, and Ph.D. supervision, the research mainly focuses on the fields of food packaging engineering and nanomaterials and nanotechnology, which are my expertise. Due to the diversity of the background of the students and the different research capabilities each individual has, I adopt two different models of supervision: one-to-one supervision and group supervision. ONE-TO-ONE SUPERVISION The first model of supervision is mainly used with students who are independent and can work without much guidance from me. The first question that I will ask them is associated with the problem that they want to solve. Then, I will proceed with why is it important for them to solve the problem, how are they going to solve the problem, and what will be the gap of knowledge they will fill by solving the problem. I supervise the students by focusing on the tasks designed to culminate in the thesis for graduation.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 14 I also used this method when the students are preparing slides for presentations, preparing speeches for their presentations, writing papers for publications, and at the stage of thesis writing. We will go through the students' work together line by line and improvise where possible. I will ask them to present in front of me first or explain their results and discussion that they have written in the draft of journal papers or the draft of the thesis. I believe that these activities help my students to improve their communication and writing skills tremendously. This type of supervision model is in agreement with the HEAR-SEE-DO teaching and learning philosophy. GROUP SUPERVISION The group supervision model is also adopted in the form of a supervisor-students group. This model is the most appropriate but not limited to the project or work to be conducted in a group such as when supervising integrated plant design projects in a group or when supervising a group of students doing industrial training at the same company. This kind of supervision can also be combined with one-to-one supervision for more effective supervision. Group supervision is to introduce peer support, emotionally and socially, especially to students who possess dependent character traits and need more guidance for their research. Group supervision allows discussions between the supervisor and students throughout the learning process. The students will not only learn from me, but they can learn from their peers or friends too. This type of supervision model is also in agreement with the HEAR-SEE-DO teaching and learning philosophy.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 15 During supervision, I encourage and motivate my students to find their own ideas and to critically evaluate their work, which supports the growth of independent learning. I value their contributions to the supervision process to create an environment that can help them find their own ideas and styles. I also pay close attention to their voices and ideas in supervisory committee meetings and give constructive views on these. I always remind the students to contact me if they have problems related to the research, courses taken, or even personal problems. They can contact me anytime to discuss the problems via phone call, email, sms, or WhatsApp. Selfdiscipline and time management are also very important in research. I will ask my students to prepare a plan of study in the form of a Gantt chart and we will discuss the plan together. Sometimes during my free time, I will go to the laboratory to check and advise on their experimental work. We sometimes have lunch together while informally discussing research progress. 2.2.2 Assessment for Supervision I assess the achievement of my students under my supervision via a log book of research activities, during supervisory committee meeting presentations, during a presentation at a seminar or conference, their write-up for publications, and the draft of thesis writing. LOGBOOK The logbook is to record the progress of the students, from the commencement of research until the completion of the thesis. The students are required to have logbooks and record each meeting regarding the progress of research. My students will record all the research results that have been done and I will review the logbook. I can learn the progress of my students’ research as well as the scope of work done based on the logbook. The logbook serves as an official record of contacts between the students and the supervisor.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 16 SUPERVISORY COMMITTEE MEETING The supervisory committee meeting is conducted to assess and monitor the student's progress and provide help and advice if needed. Any issues regarding the students' research are discussed and resolved during this meeting. This meeting is also an important tool for helping students who are experiencing difficulties with their research projects or academic progress. The supervisory committee's mandate is to help the student in as many ways as possible. PRESENTATION AT SEMINAR OR CONFERENCE Meanwhile, a presentation at a seminar or conference provides many advantages for the students. I can assess the students’ confidence level and communication skills related to their work during the presentation. Apart from that, the students will also get feedback on an early version of their latest work from the audience. They will get to know other people in their field and hear about the latest research, thus strengthening their research work. The students can also engage in high-level debates and refine their research ideas when presenting at a seminar or conference. Awards won during the seminar or conference will make the students feel that their research work is valued. It indicates approval for the student’s good work because only good work will be rewarded. It scientifically proves the research work conducted by the students to me, the supervisor as well as the scientific committee. WRITE-UP I can also assess the student's progress and writing skill from their write-up for publications and the draft of the thesis. By assessing their writing, I can learn whether they are technically competent, thorough, and have conducted ethical research; have good time management; can fulfill the responsibility to report and share information with the scientific community; and have produced successful research projects.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 17 2.3 Evidence of Information Related to the Strategy Statement Here I compiled the evidence of information related to my strategy statement which includes the list of courses, list of students for supervision of Bachelor/Masters/Ph.D., course syllabus, teaching plan, assessment plan, Borang Pengendalian Pelajar Bermasalah/Borang Kemajuan Prestasi Pelajar, course assessment marks, and course assessment summary. 2.3.1 List of Courses The following is the list of courses and the respective credit hour, number of students, and academic year-semester that I have taught. No Code (Group) Course Credit Hour No. of Students Academic Year-Semester 1. EMM3316 (G5) Fluid Mechanics I 3 (3+0) 40 2022/2023-1 2. EPF4802 (G2) Process and Food Plant Design 3 (3+0) 20 2021/2022-2 3. EPF3304 (G2) Process Control 3 (3+0) 19 2021/2022-1 4. EPF4802 (G2) Process and Food Plant Design 3 (3+0) 19 2020/2021-2 5. EPF3304 (G2) Process Control 3 (3+0) 21 2020/2021-1 6. ECH3120 (G2) Chemical Engineering Thermodynamics 3 (3+0) 29 2019/2020-2 7. EPF3304 (G2) Process Control 3 (3+0) 26 2019/2020-1 8. ECH3120 (G2) Chemical Engineering Thermodynamics 3 (3+0) 21 2018/2019-2 9. ECH3108 (G1) Chemical Engineering Thermodynamics 3 (3+0) 2 2018/2019-2 10. ECH3108 (G2) Chemical Engineering Thermodynamics 3 (3+0) 54 2017/2018-2 11. EPF3502 (G1) Safety and Health in Processing Industries 3 (3+0) 34 2016/2017-2 12. EPF3304 (G2) Process Control 3 (3+0) 28 2016/2017-1 13. EPF3502 (G1) Safety and Health in Processing Industries 3 (3+0) 36 2015/2016-2 14. EPF3104 (G1) Food Process Engineering Laboratory I 1 (0+1) 29 2015/2016-2 15. EPF3104 (G2) Food Process Engineering Laboratory I 1 (0+1) 35 2015/2016-2 16. EPF4602 (G1) Bio-Material Polymer Technology 3 (3+0) 24 2015/2016-1
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 18 17. EPF3105 (G1) Food Process Engineering Laboratory II 1 (0+1) 20 2015/2016-1 18. EPF3105 (G2) Food Process Engineering Laboratory II 1 (0+1) 19 2015/2016-1 19. EPF3502 (G1) Safety and Health in Processing Industries 3 (3+0) 55 2014/2015-2 20. ECC3001 (G7) Engineering Mathematics I 3 (3+0) 69 2014/2015-1 21. EPF4999A (G1) Final Year Project I 2 (0+2) 53 2014/2015-1 22. EPF3999A (G1) Final Year Project I 2 (0+2) 4 2014/2015-1 23. EPF3999B (G1) Final Year Project II 4 (0+4) 3 2014/2015-1 24. EPF3502 (G1) Safety and Health in Processing Industries 3 (3+0) 55 2013/2014-2 25. EPF3999B (G1) Final Year Project II 4 (0+4) 40 2013/2014-2 26. EPF3999A (G1) Final Year Project I 2 (0+2) 3 2013/2014-2 27. EPF3502 (G1) Safety and Health in Processing Industries 3 (3+0) 34 2013/2014-1 28. EPF3999A (G1) Final Year Project I 2 (0+2) 39 2013/2014-1 29. EPF3303 (G1) Process Control and Instrumentation 3 (2+1) 44 2012/2013-1 2.3.2 List of Students for Supervision of Bachelor/Master’s/Ph.D. The following is the list of students for Ph.D. supervision. Ph.D. No Name of Students Supervisor / Cosupervisor Status (On-going/ Graduated) Year Graduated 1. Norhazirah Binti Nordin (GS48541), Characterization of Starch Film Incorporated with Nanocrystalline Cellulose and the Application as Food Packaging Supervisor On-going 2. Ruzanna Binti Ahmad Shapi'i (GS54581), Bilayer Films for Food Packaging Application Supervisor On-going 3. Nazatul Shima Binti Azmi (GS30095), Mathematical Modelling and Experimental Evaluation of Mass Transfer in Active Food Packaging System Cosupervisor On-going 4. Nashratul Shera Binti Mohamad Ghazali (GS52942), Physicochemical Properties of Stingless Bee Honey Cosupervisor On-going
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 19 5. Farhana Azmira Binti Asmadi (GS57198), Characterization of Active Bio-Polymer Composite Films Incorporated with Essential Oils Nanoparticles for Food Packaging Cosupervisor On-going 6. Mohamad Omar Syafiq Bin Razali (GS54002), Development and Characterization of Sugar Palm Based Starch Nanocellulose Biocomposites Films Incorporated with Plants Essential Oil Cosupervisor Graduated 2022 7. Mouluda Sohany (GS57976), Anthocyanin Immobilized in Active Sweet Potato Starch Films for Intelligent pH Indicator Cosupervisor On-going The following is the list of students for Masters's supervision. Master’s No Name of Students Supervisor/ Cosupervisor Status (On-going/ Graduated) Year Graduated 1. Ruzanna Binti Ahmad Shapi’i (GS42370), Development of Starch/Chitosan Nanoparticle Nanocomposite Films with Antibacterial Properties Supervisor Graduated 2018 2. Nazratul Putri Binti Risyon (GS40522), Characterization of Polylactic Acid/Halloysite Nanotubes Bionanocomposite Film for Food Packaging Supervisor Graduated 2017 3. Mao Dun (GS57509), Characterization of StarchBased Films Incorporated with Shell-Based Chitosan Nanoparticle for Food Packaging Applications Supervisor On-going 4. Amir Alizadehmonir (GS36390), Effects of Annealing Temperature and Time on Properties of Composites Based on Poly(Lactic Acid), Microcrystalline Cellulose and Kenaf Fiber Cosupervisor Graduated 2018 5. Taufiq Aminullah Bin Mokhtar (GS34257), Characterisation and Dissolution Kinetics of Tamarind and Pineapple Tablets Cosupervisor Graduated 2015 6. Syahrul Anis Hazwani Binti Mohd Baroyi (GS48186), Physico-Chemical and Sensory Properties of Stingless Bee Honey Processing and Packaging Cosupervisor Graduated 2021 7. Hasbullah Bin Hassan Basri (GS51563), Properties Evaluation on Green Synthesized Nano-Zinc Cosupervisor On-going
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 20 Oxide/Biopolymer Composite Films for Food Packaging and Their Antioxidant and Antibacterial Activities 8. Danial Iman Haris Bin Nor Azman (GS58581), The Effect of Probiotics Incorporated with Commercial Feeds and Nanoparticles in Disease Resistant in White Shrimp Cosupervisor On-going 9. Lee Xiao Fen (GS43509), Methylcellulose Coating to Reduce Oil Uptake of Fried Potato Strips Cosupervisor Completed 10. Nurzia Mohamad (GS55885), Melt Edible Composite Films Made from Fruit Puree and Pectin Cosupervisor On-going The following is the list of students for Bachelor supervision, particularly for the final year projects. Bachelor (Final Year Project) No Name of Students Supervisor/ Cosupervisor Status (Ongoing/ Graduated) Year Graduated 1. Nur Syahira Binti Zaid (200885) Development of Biopolymer Films Containing Carbon Black Nanoparticles for Food Packaging Applications Supervisor On-going 2022 2. Hanis Masyithah Binti Ilias (200965) Characterization and Application of Starch Membranes Containing Chitosan Nanoparticles for Wastewater Treatment Supervisor On-going 2022 3. Nur Diana Arisya Binti Ronzi (198801) Biodegradation Properties Of Starch Biopolymer Films Containing Chitosan Nanoparticles For Food Packaging Application Supervisor Graduated 2022 4. Muhamad Farhan Bin Fisal (198998) Biodegradation Properties Of Corn Starch Films Containing Nanocellulose And Thymol As Potential Food Packaging Material Supervisor Graduated 2022 5. Nazirah Binti Mohd Rosli (194900) Formulation and Properties Evaluation of Crispy Burger Patty Supervisor Graduated 2021 6. Nurul Syafiqah Binti Kahar (192433) Development of Starch Based Films Containing Essential Oils for Food Packaging Applications Supervisor Graduated 2021 7. Bilguisse Mamadou Wane (186597) Properties and Antimicrobial Activity of Starch/CNF/Thymol Films for Food Packaging Application Supervisor Graduated 2020
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 21 8. Nur Fitrah Liyana Binti Othman (189931) Effects of Thymol Concentrations on Corn Starch Films Containing Chitosan Nanoparticles for Food Packaging Applications Supervisor Graduated 2020 9. Nur Ayuni Aziera Binti Azman (184050), Properties of Starch/Nanocellulose Composite Films Containing Thymol for Potential Food Packaging Application Supervisor Graduated 2019 10. Nur Athirah Binti Abdullah (180625), Shelf Life Extension of Saba Banana Supervisor Graduated 2018 11. Nurul Atiqah Najhah Binti Tarmiti (178018), Utilization of Banana Pseudo-Stem Waste for the Production of Food Packaging Material Supervisor Graduated 2018 12. Noorasyikin Binti Abdul Majid (174145), Characterisation of Tapioca Starch Film Incorporate with Microcrystalline Cellulose Supervisor Graduated 2017 13. Nurul Rashidah Binti Awang Kechik (173544), Sorption Characteristic of Tapioca Starch/CNP Film and Their Relationship to Mechanical Properties Supervisor Graduated 2017 14. Nor Hazimah Binti Abdul Rani (170977), Biodegradation of Nanocomposite Films Supervisor Graduated 2016 15. Siti Mariam Binti Mohd Zahiruddin (168721), Properties of Starch/CaCO3 Bio-Nanocomposite Films Produced Via Solvent Casting Method Supervisor Graduated 2016 16. Nurhafiqa Binti Hassan (162978), Effect of Halloysite Nanoclay Concentration and Plasticizer on the Properties of Polylactic Acid (PLA)/Halloysite Bionanocomposite Film Supervisor Graduated 2015 17. Chow Miou Ching (164023), Water Sorption and Water Permeability of PLA/Halloysite Bionanocomposite Film for Food Packaging Applications Supervisor Graduated 2015 18. Hee Nyia Ling (161455), Mechanical and Physical Properties of Bio-Nanocomposite Materials for Food Packaging Applications Supervisor Graduated 2015 19. Nazratul Putri Binti Risyon (156349), Effect of Plasticizer on Properties of Edible Film Made from Potato Waste Supervisor Graduated 2014 20. Siti Amirah Binti Mohammad Edwal (156387), Water Sorption and Water Permeability of Edible Film Made from Potato Peel Supervisor Graduated 2014 21. Norhazlizam Binti Zainal (153840), Antimicrobial Supervisor Graduated 2013
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 22 Activity of Titanium Dioxide Coated Food Packaging Film via in Vitro Test 22. Nurul Raudhah Binti Abd Salam (153407), Antimicrobial Activity of Titanium Dioxide Coated Food Packaging Film via in Vivo Test Supervisor Graduated 2013 The following is the list of students for Bachelor supervision, particularly for the integrated design projects. Bachelor (Integrated Design Project) No Name of Students Title Year 1. Amir Aidil Haikal Amirrudin (202597) Chan Wan Ying (202735) Nadira Syahira Solehan (200392) Nurul Syuhada Mohd Fauzi (202594) Norazalina Izzati Mohd Shah (203724) Design of continuous instant fermenteddecaffeinated coffee powder production plant from Robusta bean 2023 2. Nurdhia Kamaliah Hamidon (196323) Nur Hanis Muhamad Saleh (199623) Nabiilah Mahmud Seri Wijaya (197817) Lee Wai See (196648) Design of lactose free milk powder production plant with a boiler system (continuous + heat integration) 2022 3. Ong Kai Qi (194899) Arinah Adila Abdul Halim (192612) Nurul Alissa Afendi 193502 Siti Nurhanis Ishak 193852 Muhammad Zafrulhafiz Zaili (192319) Maria Shahirah Jefriniza 194989 Concentrated unbitter pomelo juice production 2020 4. Chong Ann Qi (18920) Nur Syazwani Jamaludin (18688) Chua Hooi Szee (18850) Noor Ashikin Jalil (18692) Nur Fitrah Liyana Othman (18993) Muhammad Muhsin Mohamed Makki (19051) Production of ready-to-eat meal and instant sauce 2019 5. Areej Amr Abdelazim Elkwiee (181282) Emir Muhammad Hazieq Mohd Fauzi (182016) Muhammad Ammar Syaheed Rahmat (182034) Khairun Nisa Shahani Shahril (184585) Production of sweetened condensed milk 2018 6. Muhammad Irfan Najeeb (180321) H’ng Sin Ying (178467) Fatin Atikah Abdullah (178438) Production of yogurt from different types of milk 2017
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 23 Saw Jia Jia (178454) Norshuhadah Shahdan (178701) 7. Yap Shu Kang (171882) Nurin Syahirah Md Sidek (172197) Fatimah Azzahrah Osman (172319) Nureida Mohd Azahari (173570) Siti Nurul Syahira Mohammad Faudzi (174060) Production of chocolate from cocoa bean 2016 8. Syahmi Adli Ismail (166682) Nur Izzah Zulkifli (167861) Siti Nur Fazliana Abdullah (168797) Cheong Soo Ee (169245) Nur Leha Mansor (170016) Production of margarine 2015 9. Nur Azmiera Sazri (163306) Nur Azura Saad (162583) Nur Farahana Abdullah (162467) Khairunniza Adris (165097) Nur Fatin Izyan Kamaruddin (163848) Green technology in ice-cream production 2015 10. Hee Nyia Ling (161455) Lee Yi Teng (162492) Nurhafiqa Hassan (162978) Liana Afiqa Lokmanalhakim (163482) Nuratiqah Liyana Mohammad Najib (163459) Mahdi Yousefi (165544) Production of ice-cream 2014 The following is the list of students for Bachelor supervision, particularly for industrial training. Bachelor (Industrial Training) No Name of Students Company Year 1. Raja Aisha Marlisa Binti Raja Badlishah Proville Tech Sdn. Bhd. 2022 2. Nur 'Ain Binti Rusli Juara Rasa Maju Sdn. Bhd. 2022 3. Husna Sofea Binti Salim KHM Strawberries & Jam 2021 4. Nor Adliah Binti Abd Aziz Proville Tech Sdn. Bhd. 2021 5. Nazirah Binti Mohd Rosli Juara Rasa Maju Sdn. Bhd. 2020 6. Tiew Xin Yee Malaysian Agricultural Research and Development Institute (MARDI) 2020 7. Muhammad Azim Bin Ismail Juara Rasa Maju Sdn. Bhd. 2019
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 24 8. Muhammad Badrul Amin Bin Mohamed Zaki Juara Rasa Maju Sdn. Bhd. 2019 9. Muhammad Yuzrul Hafizi Bin Kamarul Baharin Juara Rasa Maju Sdn. Bhd 2019 10. Muhamad Nurjafni Bin Jamaludin Ramly Food Processing Sdn. Bhd. 2018 11. Nurfarhana Binti Shaari Malaysian Palm Oil Board (MPOB) 2017 12. Nurul Aida Binti Mohd Noor Malaysian Palm Oil Board (MPOB) 2017 13. Azmi Bin Kasmuri Institute of Advanced Technology 2016 14. Nur Farahin Binti Mohd Nor Wir Organic Gain Sdn. Bhd. 2016 15. Nureida Binti Mohd Azahari Organic Gain Sdn. Bhd. 2016 16. Nurhidayah Binti Mt Alias Organic Gain Sdn. Bhd. 2016 17. Siti Mariam Mohd Zahiruddin Arytza Food Solutions Malaysia Sdn. Bhd. 2015 18. Suriani Jumali Arytza Food Solutions Malaysia Sdn. Bhd. 2015 19. Chiang Hui Ching SG Global Biotech Sdn. Bhd. 2014 20. Elaine Ng SG Global Biotech Sdn. Bhd. 2014 21. Lim Hui Xian Yuen Chun Industries Sdn. Bhd. 2013 22. Low Jun Ying Yuen Chun Industries Sdn. Bhd. 2013 2.3.3 Course Syllabus, Teaching Plan, Assessment Plan, Borang Pengendalian Pelajar Bermasalah/ Borang Kemajuan Prestasi Pelajar, Course Assessment Marks, and Course Assessment Summary I chose to include three latest samples of the course syllabus, teaching plan, assessment plan, Borang Pengendalian Pelajar Bermasalah/Borang Kemajuan Prestasi Pelajar, course assessment marks, and course assessment summary. The samples are for engineering courses which include Process Control, Process and Food Plant Design, and Fluid Mechanics I.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 25 PROCESS CONTROL Course Syllabus COURSE NAME : PROCESS CONTROL (Kawalan Proses) COURSE CODE : EPF3304 CREDIT : 3(3+0) TOTAL STUDENT’S LEARNING HOUR : 120 PREREQUISITE : none LEARNING OUTCOMES : Students are able to: 1. compare different control systems and analyse process control systems (C4, CTPS) 2. analyse control system and instrumentation problems (C4) 3. demonstrate control mechanisms and instrumentation (P4, A3, TS) SYNOPSIS : This course covers the basic concept in process control and instrumentation for process engineer. It encompasses types of control, selection of suitable control mode based on objective and process, control analysis as well as computer simulation. (Kursus ini meliputi konsep asas dalam kawalan proses dan instrumentasi bagi jurutera proses. Ia merangkumi jenis-jenis kawalan, pemilihan mod pengawal yang sesuai berdasarkan objektif dan proses, analisis kawalan serta simulasi komputer.) COURSE CONTENTS : Contact Learning Hours LECTURE : 1. Introduction to process control - Elements of a control system - Feedback control - Automatic and manual control - Control diagrams and control objectives 5 2. Dynamic behaviour of first order, second order and other processes - Types of process inputs - Response of first order process - Response of second order process - Process with deadtime - Higher order process 5
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 26 3. Development of empirical models from process data - model development procedures - Process reaction curve - Identification process for first and second order process 4 4. Feedback control - Elements of the feedback loop - Measurement of control performance for common input change 5 5. Process control modes - Control in first and second order processes - Proportional controller (P) - Integral (I) - Derivative (D) - PID 6 6. Controller tuning - Determination of good tuning parameter values - Tuning methods for different types of controllers - Correlations on fine tuning of controller parameters 4 7. Stability analysis - Principles of stabilith analysis - Routh test - Root locus analysis 4 8. Process and control instrumentation - Sensors - Transmitter - Final control element - Analog and digital controller - Types of measurement apparatus 3 10. Introduction to frequency domain - Substitution rule - Phase and gain margin - Bode plot 2 Total 42 ASSESSMENTS : Coursework 60% Final Examination 40% REFERENCES : 1. King, M. (2011). Process Control: A Practical Approach. West Sussex: John Wiley and Sons. 2. Moreira, R. (2000). Automatic Control for Food Processing Systems. New York: Springer Publishing Co. 3. Romanogli, J.A. & Palazoglu, A. (2012). Introduction to Process Control (2nd Edition). Boca Raton: CRC Press.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 27 4. Seborg, D.E., Edgar, T.F. & Mellichamp, D.A. (2010). Process Dynamic and Control (3rd Edition). Hoboken: John Wiley and Sons. 5. Smuts, J.F. (2011). Process Control for practitioners: How To Tune PID Controllers and Optimize Control Loops. League City: Opticontrols.Inc. Teaching Plan
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 28
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 29 Assessment Plan NO. PROGRAMME OUTCOMES METHODS MARKS TOTAL MARKS 1. P01 (C) Test 1 (C4) Mini Project (C4) Quiz (C4) Assignment (C4) Final Exam (C4) 15 5 5 10 20 55 2. PO3 (C) Mini Project (C4) Final Exam (C4) 10 20 30 3. P06 (P) Assignment (P4) Mini Project (P4) 5 5 10 4. PO11 (A) Mini Project (A3) 5 5 NO. LEARNING OUTCOMES PO1 (C) PO3 (C) PO6 (P) PO11 (A) Total 1. Compare different control systems and analyse process control systems (C4, CTPS) Test 1 (C4) – 15 Quiz (C4) – 5 Mini Project (C4) – 5 Final Exam (C4) - 20 50 2. Analyse control system and instrumentation problems (C4) Assignment (C4) – 10 Mini Project (C4) -10 Final Exam (C4) - 20 35 3. Demonstrate control mechanisms and instrumentation (P4, A3, TS) Assignment (C4) – 5 Mini Project (P4) - 5 Mini Project (A3) - 5 15 Total 55 30 10 5 100 PO1 (C) Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the solution of complex engineering problems PO3 (C) Design solution for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations PO6 (P) Create, select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modeling, to complex engineering activities, with an understanding of the limitations PO11 (A) Function effectively as an individual, and as a member or leader in diverse teams and in multidisciplinary setting
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 30 Borang Pengendalian Pelajar Bermasalah
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 31 Course Assessment Marks
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 32 Course Assessment Summary
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 33 PROCESS AND FOOD PLANT DESIGN Course Syllabus COURSE NAME : PROCESS AND FOOD PLANT DESIGN (Reka Bentuk Loji Proses dan Makanan) COURSE CODE : EPF4802 CREDIT : 3(3+0) TOTAL STUDENT’S LEARNING HOUR : 120 jam PREREQUISITE : None LEARNING OUTCOMES : Students are able to: 1. evaluate the process plant design process (C5) 2. identify materials and equipments for design project (C4, CTPS) 3. analyse design processing system based on mass and energy balance (P4) 4. demonstrate economic evaluation for processing plant mempamerkan penilaian ekonomi bagi loji proses (A3, KK) SYNOPSIS : Kursus ini meliputi prosedur reka bentuk proses dan loji, pengimbangan jisim dan tenaga, pemilihan bahan dan peralatan serta penilaian ekonomi. (This course covers process and plant design procedures, mass and energy balance, material and equipment selection, and economic evaluation.) COURSE CONTENTS : Contact Learning Hours LECTURE : 1. Introduction - Aims, responsibilities of process engineer - Common problems in design - Scope of design 2 2. Project and design development - Project and design objective - Information gathering and analysis 2 3. Feasibility studies - Market feasibility - Technical feasibility - Organisation feasibility 3
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 34 4. Process design - Types of flowcharts - Process flow diagram (PFD) - Mass and energy balance - Energy recovery 9 5. Site selection - Location - Selection factors - Site selection - Plant layout 3 6. Piping and instrumentation - Symbols and types of control and instrumentation - Piping and Instrumentation Diagram (P&ID) 9 7. Material and equipment selection - Material selection - Equipment selection - Design selection 4 8. Costing - Kos pendapatan dan keuntungan - Operational cost - Capital cost 2 9. Economic evaluation - Economic evaluation - Payback period - Optimization 4 10. Energy Integration - Types of stream - Heat exchanger network - Pinch analysis 4 Total 42 ASSESSMENTS : Coursework 60% Final Examination 40% REFERENCES : 1. Baker, C.G.J. (2013). Handbook of Food Factory Design. New York: Springer. 2. Bowers, P., Beale, R. & Smith, P. (2010). Plant Layout and Construction Design (Process Piping Design Handbooks). Houston: Gulf Publishing Company. 3. Cramer, M.M. (2013). Food Plant Sanitation: Design, Maintenence and Good Manufacturing practices (2nd Edition). Boca Raton: CRC Press. 4. Maroulis, Z.B. & Saravacos, G.D. (2007). Food Plant Economics.
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 35 Boca Raton: CRC Press. 5. Towler, G. & Sinnot, R. (2013). Chemical Engineering Design: Principles, Practice and economics of plant and process design (2nd Edition). Kidlington: Butterworth-Heinemann. Teaching Plan
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 36
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 37 Assessment Plan NO. PROGRAMME OUTCOMES METHODS MARKS TOTAL MARKS 1. P01 (C) Test 1 (C4) 10 10 2. PO3 (C) Test 2 (C5) Final Exam (C5) 20 40 60 3. P06 (P) Project (P4) 10 10 4. PO7 (A) Project (A3) 5 5 5. PO11 (A) Project (A3) 5 5 6. PO12 (C) Project (C5) 5 5 7. PO13 (A) Project (A3) 5 5 100 NO. LEARNING OUTCOMES PO1 PO3 PO6 PO7 PO11 PO12 PO13 Total 1. Evaluate the process plant design process (C5) Test 1 (C4) - 10 Test 2 (C5) - 20 Final Exam (C5) - 20 50 2. Identify materials and equipments for design project (C4, CTPS) Final Exam (C5) - 20 Project (C5) - 5 25 3. Analyse design processing system based on mass and energy balance (P4) Project (P4) – 10 10 4. Demonstrate economic evaluation for processing plant (A3, KK) Project (A3) – 5 Project (A3) - 5 Project (A3) - 5 15 Total 10 60 10 5 5 5 5 100 PO1 (C) Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the solution of complex engineering problems PO3 (C) Design solution for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations PO6 (P) Create, select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modeling, to complex engineering activities, with an understanding of the limitations PO7 (A) Apply reasoning informed by contextual knowledge to access societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice PO11 (A) Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary setting PO12 (C) Demonstrate knowledge and understand of engineering and management principles and apply these to one’s own work, to manage projects and in multidisciplinary environments PO13 (A) Identify basics and opportunities in entrepreneurship related to engineering
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 38 Borang Pengendalian Pelajar Bermasalah
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 39 Course Assessment Marks Course Assessment Summary
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 40
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 41 FLUID MECHANICS I Course Syllabus COURSE NAME : FLUID MECHANICS I (Mekanik Bendalir I) COURSE CODE : EMM3316 CREDIT : 3(3+0) TOTAL STUDENT LEARNING HOURS : 120 PRE-REQUISITE : None LEARNING OUTCOMES : Students are able to: 1. examine fundamental fluid problems due to pressure and fluid statics (WK, WP, C4) 2. analyse fluid flow problems using fluid equations (WK, WP, C4) 3. explain fluid features, fluid kinematics or dimensional analysis concept (EA, A3) SYNOPSIS : This course covers the theory of fluid mechanics with emphasis on static, kinematics and fluid dynamics as well as introduction of pump and turbine. It also discusses the energy equation, pressure, momentum due to the fluid flow, dimensional analysis, flow in pipes and boundary layer theory. (Kursus ini merangkumi teori mekanik bendalir dengan penekanan kepada statik, kinematik dan dinamik bendalir serta pengenalan kepada pam dan turbin. Ia juga membincangkan persamaan tenaga, tekanan, momentum disebabkan aliran bendalir, analisis dimensi, aliran di dalam paip dan teori lapisan sempadan.) COURSE CONTENTS : Contact Learning Hours LECTURE : 1. Fluid properties - Introduction to fluid properties - Newtonian and non-Newtonian fluids - Surface stretch and elastic modulus - Compressibility of fluid and vapour pressure 3 2. Pressure and fluid static - Hydrostatic pressure and pressure measurement - Introduction to fluid statics 4
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 42 - Hydrostatic forces on submerged plane surfaces - Hydrostatic forces on submerged curved surfaces 3. Buoyancy - Buoyancy force and stability - Fluids in rigid body motion 3 4. Fluid kinematics - Lagrangian and Eulerian descriptions - Flow patterns and flow visualization - Plots of fluid flow data 3 5. Bernoulli and energy equations - Conservation of mass - Continuity equation - Mechanical energy and efficiency - Bernoulli equation - General energy equation - Energy analysis of steady flows 6 6. Momentum analysis of flow systems - Newton’s law - Forces acting on a control volume - Linear momentum equation 4 7. Dimensional analysis and modeling - Dimensions and dimensional homogeneity - Dimensional analysis and similarity - The Method of repeating variables and the Buckingham Pi Theorem - Dimensionless terms 6 8. Flow in closed conduit - Reynolds number and entrance region - Laminar and turbulent flows in pipes - Minor loses - Flow rate and velocity measurement 4 9. Introduction to rotor dynamic machine - Series and parallel pipes - Piping system with pumps and turbines 3 10. Boundary layer theory - The boundary layer equations - The boundary layer procedure - Displacement thickness - Momentum thickness - Turbulent flat plate boundary layer - Boundary layers with pressure gradients 6 Total 42
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 43 EVALUATION : Course Work 60% Final Examination 40% REFERENCES : 1. Cengel, Y.A., and Cimbala, J.M. (2019). Fluid Mechanics Fundamentals and Applications (4th Edition). New York: McGraw-Hill. 2. Hibbeler, R. (2017). Fluid Mechanics (2nd Edition). Singapore: Pearson Prentice Hall. 3. Mitchell, J.W. (2020). Fox and McDonald’s Introduction to Fluid Mechanics (10th Edition). Wisconsin-Madison: Wiley. 4. Munson, B.R., Okiishi, T.H., Huebsch, W.W., and Rothmayer, A.P. (2017). Fluid Mechanics (8th Edition). Toronto: Wiley. 5. White, F.M. (2016). Fluid Mechanics (8th Edition). New York: McGrawHill. Teaching Plan
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 44
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 45 Assessment Plan NO. PROGRAMME OUTCOMES METHODS MARKS TOTAL MARKS 1. P01 (C) – WP1, 3, 7 Test 1 (C4) Tutorial/Quiz (C4/C5) 20 10 30 2. PO3 (C) – WP1, 2, 3 Test 2 (C4) Final Exam (C4) 20 40 60 3. P010 (A) – EA1, 2 Mini Project (A3) 10 10 100 NO. LEARNING OUTCOMES PO1 PO3 PO10 Total 1. Examine fundamental fluid problems due to pressure and fluid statics (WK, WP, C4) Test 1 (C4) – 20 Tutorial/Quiz (C4/C5) - 10 30 2. Analyse fluid flow problems using fluid equations (WK, WP, C4) Test 2 (C4) -20 Final Exam (C4) – 40 60 3. Explain fluid features, fluid kinematics or dimensional analysis concept (EA, A3) Mini Project (P4) – 10 10 Total 30 60 10 100 PO1 (C) Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the solution of complex engineering problems PO3 (C) Design solution for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations PO10 (A) Communicate effectively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective report and design documentation, make effective presentations, and give and receive clear instructions EA1 – Range of resources EA2 – Level of interactions WP1: depth of knowledge WP2: conflicting requirement range WP3: depth of analysis WP7: many parts/sub-problems
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 46 Borang Kemajuan Prestasi Pelajar
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 47 Course Assessment Marks
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 48 Course Assessment Summary
Teaching Portfolio Ir. Dr. Siti Hajar Othman ENGINEERING CLUSTER https://anyflip.com/nqoxw/nvrc/ 49 3. Creativity, Innovation, and Its Impact on Learning and Teaching 3.1 Statement of Innovation and Creativity in Teaching and Learning My teaching and learning philosophy has provided me with a guide to how I should innovate and be creative in teaching. Innovation and creativity in teaching and learning play an imperative role for the students to understand the learning materials taught by a lecturer whereby these two elements will result in interest and motivation of the students to learn. The old days when a lecturer delivers a lecture behind a rostrum, in a big lecture hall, while the students will be sitting at their chairs, taking notes quietly have long been over. Nowadays, knowledge is disseminated and shared in a more innovative and creative style. One-way communication between students and lecturers is seldom to be observed. The communication skills of students and lecturers have developed over the years and I as a lecturer am responsible to provide something relevant, practical, and useful for the student’s future career. For that, I need to find ideas on how to make the class interesting. A good class session should not only be about delivering a lecture using slides but should also include engaging and interesting activities related to the teaching materials. This is also important considering the different backgrounds of the students. The diversity of teaching methods and the creativity of lecturers in teaching and learning will able to produce students that are competent, innovative, and creative. I believe that to achieve this objective, the lecturer needs to be creative in the selection and use of appropriate teaching and learning methods. To me, a successful lecturer is a lecturer who uses effective teaching methods because this can stimulate the interest of students. For my class, different teaching techniques are combined in order for students to learn effectively. The techniques include lectures, group discussion and presentation; field trips; seminars, reaction papers; think-pair-share; read, study, and tell; do-ityourself; case studies; project-based learning; and problem-based learning. Group discussion and presentation; field trips; seminars, reaction papers; think-pair-share; read, study, and tell; do-it-yourself; case studies; project-based learning; and problembased learning are all SCL activities that shift the focus of activity from the lecturer to the students. SCL activities are relevant for the student’s professional development; will challenge the students