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Aminopropyltriethoxysilane and aminopropyl-phosphonic ester modified carbon nanotubes were prepared by reacting fluorinated carbon nanotubes (F-CNTs) with the 3-aminopropyltriethoxysilane or 3-aminopropyl-phosphonic acid reagents at 120 °C temperature, using pyridine as the base catalyst. These functionalized carbon nanotubes, APTES-CNTs, 1, and APPA-CNTs, 2, were characterized by transmission electron microscopy (TEM), infrared spectroscopy (IR), and thermogravimetric analysis (TGA). The homogeneous dispersion of these functionalized CNTs (0.1%) in silica were also accomplished by sol-gel processing. The TEM confirmed uniform dispersion of the functionalized CNT in silica.

The very general Shamsundar–Murali cubic equation is used to interpolate p–v–T data into the metastable and unstable regions. This yields a spinodal line that closely matches the homogeneous nucleation limit predicted by an improved kinetic theory. Only the pressure, the saturated liquid and vapor volumes, and the liquid compressibility at saturation, as well as one compressed liquid data point, are needed to use the cubic equation for the interpolation process. The equation also yields an accurate prediction of the temperature dependence of surface tension when it is substituted in van der Waals’ surface tension formula. Thus, by capitalizing on the inherent relation among the p–v–T equation, the spinodal prediction, and the surface tension—all three—it is possible to obtain each with high accuracy and minimal experimental data.

The reaction of N- [3-(trimethoxysilyl)propyl]ethylenediamine with fluorinated carbon nanotubes (F-CNT) produced the corresponding aminoalkylalkoxysilane functionalized carbon nanotubes. Cobalt salt is then complexed to this functionalized carbon nanotubes by the addition of cobalt chloride to form cobalt complexed nanocomposite in high yield. This composite and precursors were characterized by using Fourier transform infra-red spectroscopy (FTIR), transmission electron microscopy (TEM), energy dispersive spectral (EDS) and thermal gravimetric analysis (TGA). The nanoparticulate metal complexes of functionalized carbon nanotubes generate new nanostructure with several practical applications. The reaction of N- [3-(trimethoxysilyl)propyl]ethylenediamine with cobalt (II) chloride salt afford the cobalt complex nanoparticles, with particle sizes less than 10 nm.

Teaching MethodThe complexity of modem engineering systems calls for an integrated design approach in the industry today. A careful review of the educational approach to design indicates that there is not enough design integration in the engineering curriculum, resulting in intensive retraining of graduates once they enter the work force.i t is advantageous to start integration of design into the engineering curriculum at the freshman level, where engineering creativity can be effectively introduced. The second course of a two-semester freshmen Creative Engineering sequence is the focus of the freshmen design plans presented in thispaperThis course sequence was the result of a NSF fundedproject [ l ] on "Development of a Freshman Engineering Curriculum '' at Prairie view A&M University.A successfully tested innovative approach for teaching design at the freshmen level is discussed. The ability of freshmen to design, fabricate and test simple engineering systems is also discussed and demonstrated. The result of this strategy is that the students are able to work in teams on integratedprojects (such as the Sunrayce, Futurecar Challenge and Hybrid Vehicle projects) required in the senior yeal: This experience makes the student highly successful in the modern design environment. , Creative EngineeringCreative Engineering is a two semester freshmen design sequence developed by the authors at Prairie View A&M University. The courses have been taught since Fall of 1991 and are required of all engineering majors. The first course emphasizes solid modeling, generation of working drawings, and engineering specifications. A design project (requiring the generation of a solid model for the production of working drawings, specifications, and preparation of a bid package for the design) is assigned. The second course is a pure design course that requires the student to use the basic principles acquired in the first course to design, build and test a project assigned in the beginning of the semester.Participative learning methods are used in the second semester Creative Engineering. The instructor basically guides the students through the design process, actively involving students in the process. Students work in design teams consisting of four to six students per team. Students meet within their groups in class and out of class to apply the various stages of the design process. The students are in constant communication with the instructor, who critiques the students' design work. Group and individual assignments are given in the class. The rationale for this approach is that, even in a group project, it is importaut for individual members to think about solution methods ahead of time to enable them to offer meaningful contributions during group discussion. The final grade of the project has two principal components, the individual component and the group component. As a result of this grading scheme, members in the same group do not necessarily get the same grades. Project FormulationPrior to the beginning of the semester, t...

This paper presents a methodology fo r using capstone design project courses for assessing a number of ABET outcomes. In the advent of EC 2000, Engineering programs have grappled with methods for assessing some of the ABET outcomes, especially those skills which are not taught in the traditional engineering programs. Senior Design and Professionalism I and II are two capstone design courses taken by seniors in the College of Engineering over a two semester period. Each course is team-taught by professors in all the engineering departments consisting of Civil, Chemical, Electrical and Mechanical. Depending on the type of projects selected, student teams could be interdisciplinary, or discipline specific. The capstone design courses are used to assess eight of the eleven ABET a-k outcomes consisting of the ability to: design a system, function on multidisciplinary teams, adhere to professional and ethical responsibilities, communicate, understand global and local impact of engineering solutions on society, engage in lifelong learning, have knowledge of contemporary issues, and use modern engineering tools for engineering practice. Students' abilities in these outcomes are quantitatively measured using outcome specific project related lectures and assignments given throughout the semester.

The results also indicate that the two non-edible oils could be used as substitutes for edible oil for biodiesel production. In addition, the use of seeds of switchgrass for non-edible oil production (as a feedstock for the production of biodiesel) further increases the total biofuel yield when switchgrass is cultivated for use as energy feedstock for pyrolysis oil and biodiesel production. © 2016 Society of Chemical Industry.