Penyingkiran boron dalam larutan akuas secara penjerapan telah dikaji dengan menggunakan penjerap komposit yang menggabungkan zeolit, batu kapur, karbon teraktif dan buangan arang sekam padi. Parameter optimum seperti pH, masa sentuhan optimum dan dos bahan penjerap dikaji. Kajian isoterma penjerapan dan kinetik penjerapan turut dijalankan. Hasil penyelidikan menunjukkan penyingkiran boron paling optimum berlaku pada pH5 dan masa sentuhan optimum ialah pada minit ke 120. Dos optimum bagi penyingkiran boron dalam larutan akuas ialah pada dos 280 g/L dan penyingkiran yang dapat dilakukan ialah sebanyak 50.49%. Dalam kajian isoterma, model isoterma Langmuir dan Freundlich telah diaplikasikan dan hasil kajian membuktikan bahawa kajian isoterma penjerapan adalah mematuhi model isoterma Langmuir (R2 = 0.8792). Nilai kapasiti penjerapan maksimum (qm) yang diperoleh daripada model isoterma Langmuir adalah 1.8985 mg/g. Kajian kinetik penjerapan dijalankan untuk mengetahui mekanisme proses penjerapan dan hasil kajian menunjukkan kadar kinetik bagi penjerapan boron ini adalah mematuhi model kinetik tertib kedua. Pekali korelasi yang diperoleh untuk model kinetik tertib kedua ini adalah 0.9929. Ini mencadangkan bahawa kinetik penjerapan boron adalah dipengaruhi oleh proses kimia.
MUHAMMAD IKRAM A. WAHAB, PRITHINA RAJENDRAN, SITI HAZIMAH AYU ISMAIN, ANIS NAJWA HARUN, NUR ‘AFIFAH NAJWA MOHD PAUZI, KHAIRATUL FARHANA MD RODZI, et al.
This research was conducted to study the level of environmental literacy, attitude and behaviour of students in the Faculty of Health Sciences, UKM. A Google Form consisting of four sections: Demographic Information, Environmental Knowledge, Attitude, Practice and Challenges were distributed to students. Each section was scored based on the right answers given by the students. In this study, it was found that Nutritional Science Program students had the highest environmental knowledge, while Dietetics students practised the highest environmental attitude among the other courses. The second objective revealed a positive correlation r = 0.297; p < 0.05 between environmental knowledge and attitude among the students. However, this is a weak correlation, which means that students with higher levels of knowledge do not tend to have higher attitudes and vice versa. Students' main challenges to practice good environmental behaviour are lack of knowledge in the correct way of practising those behaviour. Poor legal enforcement is the second most reason why students take environmental issues for granted. Last but not least, the environmental challenges are directly proportional to the environmental attitude. In other words, when environmental challenges increase, the environmental attitude decreases. In conclusion, students' attitude towards the environment may always improve depending on their individual effort to contribute to a better environment.