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Ignition behaviors associated with nano- and micron-scale particulate composite thermites were studied experimentally and modeled theoretically. The experimental analysis utilized a CO2 laser ignition apparatus to ignite the front surface of compacted nickel (Ni) and aluminum (Al) pellets at varying heating rates. Ignition delay time and ignition temperature as a function of both Ni and Al particle size were measured using high-speed imaging and microthermocouples. The apparent activation energy was determined from this data using a Kissinger isoconversion method. This study shows that the activation energy is significantly lower for nano- compared with micron-scale particulate media (i.e., as low as 17.4 compared with 162.5kJ∕mol, respectively). Two separate Arrhenius-type mathematical models were developed that describe ignition in the nano- and the micron-composite thermites. The micron-composite model is based on a heat balance while the nanocomposite model incorporates the energy of phase transformation in the alumina shell theorized to be an initiating step in the solid-solid diffusion reaction and uniquely appreciable in nanoparticle media. These models were found to describe the ignition of the Ni∕Al alloy for a wide range of heating rates.

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This project describes a strategy to introduce young children to engineering in a way that develops their engineering identity. The targeted age group is 3-7 year old students because they rarely experience purposeful engineering instruction. The curriculum was designed around an engineering storybook and included interactive academic discussions as well as a creative drawing activity. Results provide evidence that students developed an engineering identity based on their illustrations of themselves working as engineers. These findings lend support to the use of engineering-centered books to improve the impact of instructional strategies that emphasize the engineering design cycle. We show how both the curricular materials and the activities can work together to develop an engineering identity in this age group.

The inclusion of graphene into composite energetic materials to enhance their performance is a new area of interest. Studies have shown that the addition of graphene significantly enhances the thermal transport properties of an energetic composite, but how graphene influences the composite’s ignition sensitivity has not been studied. The objective of this study is to examine the influence of carbon additives in composite energetic material composed of aluminum and polytetrafluoroethylene (Teflon™) on ignition sensitivity due to low velocity, drop weight impact. Specifically, three forms of carbon additives were investigated and selected based on different physical and structural properties: spherically shaped amorphous nano particles of carbon, cylindrically shaped multi walled carbon nanotubes, and sheet like graphene flakes. Results show an interesting trend: composites consisting of carbon nanotubes are significantly more sensitive to impact ignition and require the lowest ignition energy. In contrast, graphene is least sensitive to ignition exhibiting negligible reduction in ignition energy with low concentrations of graphene additive. While graphene does not significantly sensitize the energetic composite to ignition, graphene does, however, result in greater overall reactivity as observed through images of the reaction. The enhanced thermal transport properties of graphene containing composites may promote greater energy transport once ignited, but those properties do not also increase ignition sensitivity. These results and the understanding of the structural arrangement of particles within a composite as a key parameter affecting impact ignition sensitivity will have an impact on the safe handling and use of composite energetic materials.

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<p style="text-align: justify; margin: 0in 0.5in 0pt; mso-pagination: none;"><span style="color: #0d0d0d; mso-themecolor: text1; mso-themetint: 242;"><span style="font-family: Times New Roman; font-size: x-small;">Problem-Based Learning (PBL) is a problem-centered teaching method with exciting potential in engineering education for motivating and enhancing student learning. Implementation of PBL in engineering education has the potential to bridge the gap between theory and practice. Two common problems are encountered when attempting to integrate PBL into the undergraduate engineering classroom:<span style="mso-spacerun: yes;">&nbsp; </span>1) the large time requirement to complete a significant, useful problem and 2) the ability to determine its impact on students. Engineering, mathematics, and science professors at West Texas A&amp;M University (WTAMU) have </span><a name="OLE_LINK2"></a><a name="OLE_LINK1"><span style="mso-bookmark: OLE_LINK2;"><span style="font-family: Times New Roman; font-size: x-small;">overcome the large time commitment associated with implementation of PBL in a single course by integrating small components of the larger project into each of their classes and then linking these components with a culminating experience for all the classes. Most of the engineering students were concurrently enrolled in the engineering, mathematics, and science classes and were therefore participating in all activities related to the project. This linked-class PBL</span></span></a><span style="font-size: x-small;"><span style="font-family: Times New Roman;"> experience addressed course concepts, reinforced connections among the courses, and provided real-world applications for the students. Students viewed the experience as beneficial, increasing their understanding of content and applications in each discipline. This paper provides details about implementation and evaluation of one PBL project and how difficulties in evaluation of the linked-class PBL experiences are being addressed. </span></span></span></p>

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