Molecularly imprinted polymers have been used for the creation of an electrochemical sensor for the detection of sucrose, which are modified by using functionalized graphene (fG). Using AIBN as the free radical initiator and sucrose as the template, imprinted polymers are synthesized. The monomer, 4,4′-diisocyanatodiphenylmethane (DPDI), has both proton donor groups (N-H or O-H) and lone-pair donor groups (C=O). By creating H-bonds with electron donor groups (C=O), the proton donor group in this polymer may interact with the sugar molecule serving as its template. The sensor signals have improved as a result of the interaction between the monomer and the template. Thermogravimetric and differential thermal analysis (TGA/DTA) curves, scanning electron microscopy (SEM), and FT-IR spectroscopy have been employed to characterize the fabricated receptors. The fabricated sensor has exhibited a limit of detection of 16 ppb for the target analyte that is highly sensitive, linear, reversible, regenerative, and selective. Moreover, the sensor’s stability, reproducibility, and reusability have been evaluated for six months, following the device’s manufacturing, and the results revealed similar responses with the percentage error of less than 1%. Most importantly, this sensor has demonstrated a quick response time, which is very sensitive, stable, and selective.
He obtained Bachelors of Science degree in Mechanical Engineering from Ghulam Ishaq Khan Institute. His academic background is notable for a strong emphasis on research and teaching.
This paper reports the results of a longitudinal study conducted on a service course offered to non-electrical engineering majors at a large Midwestern university. The study focused on understanding the reasons why students perform relatively low in service courses. The mixed method approach was used to measure the performance in two different ways and then triangulate the results for a deeper understanding of the issue. For the quantitative phase, a closed form questionnaire was developed for the entire class that measured student attitude and their understanding of core concepts related to a specific topic. For the qualitative phase, a concept map was developed for the specific topic for one-on-one interview sessions with a representative sample. The data was collected with the two instruments for five consecutive semesters (n 1 =253, and n 2 =44). Our analyses of the data have identified some inherent flaws in the teaching methodology for service courses that contribute towards rote learning. These courses need to be made more relevant and conceptually grounded along with a refocusing of the course content. Moreover, the two instruments developed in this study may form the basis for a broader framework for the formative evaluation of engineering courses.
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