Symposium Organizers
Ray Carpenter Arizona State University
Sudipta Seal University of Central Florida
Nancy Healy Georgia Institute of Technology
Neal Shinn Sandia National Laboratories
Wolfgang Braue German Aerospace Center (DLR)
KK1: NSET Introduction and Comments on Societal Implications
Session Chairs
Wednesday PM, April 19, 2006
Room 2009 (Moscone West)
2:30 PM - **KK1.1
Architecture in NanoSpace.
Harry Kroto 1
1 Department of Chemistry and Biochemistry, The Florida State University, Tallahassee, Florida, United States
Show AbstractAs Chemistry and Physics at one borderline and Chemistry and Biology at the other begin to become indistinguishable, multidisciplinary research is leading to the fascinating “new” field of Nanoscience and Nanotechnology (N&N – not to be confused with M&M). Ingenious strategies for the creation of molecules with complex exactly-specified structures and also function are being developed – basically molecules that do things are now being made. In fact N&N may be considered “Frontier Chemistry of the 21st Century”. When the molecule C60, and its elongated cousins, the carbon nanotubes, were discovered it suddenly became clear that our understanding of the structural factors and the dynamic behaviour of graphite and other sheet materials was limited – especially at the nanometer scale. New experimental vapour and condensed phase approaches, often involving metal cluster catalysis, have led to the production of novel refractory nanostructures. Studies of composites involving these new materials are beginning to exhibit interesting advanced materials behaviour. Fascinating fundamental insights into their formation mechanisms have also been revealed and the creation of nanoscale devices, which parallel devices used in standard engineering are now being made. On the horizon are possible applications ranging from civil engineering to advanced molecular electronics so promising to transform our economics. If this is to be realised a paradigm shift in synthetic control strategies will be necessary to create really large molecules with accurately defined structures at the atomic level. This presents one of the greatest technical challenges for 21st Century Chemists. From a fundamental research strategy viewpoint it is worth noting the fact that the original C60 discovery experiments were carried out as a consequence of earlier molecular spectroscopy/radioastronomy discoveries relating to material in interstellar space and red giant carbon stars, together with the development major advances in our techniques for studying small refractory clusters.
3:00 PM - KK1.2
Carbon Nanotubes: Research and Instrumentation For Undergraduate Students.
Timothy Porter 1 , Randy Dillingham 1 , Tim Vail 2 , Cynthia Hartzell 2 , Marilee Sellers 3
1 Physics , Northern Arizona University, Flagstaff, Arizona, United States, 2 Chemistry, Northern Arizona University, Flagstaff, Arizona, United States, 3 Biological Sciences, Northern Arizona University, Flagstaff, Arizona, United States
Show AbstractProviding learning and research opportunities in nanoscience and nanotechnology for undergraduate science and engineering students will become increasingly important as these important areas continue to rapidly expand. Faculty at Northern Arizona University (which is a predominantly undergraduate institution) have joined forces to develop a cross-disciplinary course with an overarching theme centered around carbon nanotubes. Research laboratories with various analytical capabilities are utilized from the Departments of Biology, Chemistry, Electrical Engineering, and Physics. The techniques that are used include scanning electron microscopy, x-ray photoelectron spectroscopy, nuclear magnetic resonance, and micro-sensor technology. The course content, the student activities and the initial experience in developing and team-teaching the course are described. Recent selected research results for carbon nanotubes are also presented.*Supported by the National Science Foundation under grant number 0304667 and the NAU Intramural Grants Program.
3:15 PM - KK1.3
Growth of Carbon Nanotube Research and Prospects for Future Developments.
Hossein Golnabi 1 , Masoud Golnabi 1
1 institute of water and energy, sharif university of technology, Tehran Iran (the Islamic Republic of)
Show Abstract3:30 PM - KK1.4
Freely Accessible Internet Resources for Nanoscience and Nanotechnology Education and Research.
Peter Moeck 1 , O Certik 2 1 , G Upreti 1 , B Seipel 1 , W Garrick 3 , A Le Bail 4 5 , A Yokochi 6 7
1 Physics, Portland State University, Portland, Oregon, United States, 2 Faculty of Mathematics and Physics, Charles University of Prague , Praha Czech Republic, 3 Academic & Research Computing for Instruction and Research Services and the Office of Information Technology, Portland State University, Portland, Oregon, United States, 4 Laboratoire des Fluorures, University du Maine, Le Mans France, 5 , Advisory Board of the Crystallography Open Database , http://www.crystallography.net France, 6 , Advisory Board of the Crystallography Open Database , http://www.crystallography.net, Oregon, United States, 7 Department of Chemical Engineering, Oregon State University, Corvallis, Oregon, United States
Show Abstract3:45 PM - KK1.5
The Nanoscience Undergraduate Education (NUE) Program at James Madison University
Brian Augustine 1 , Barbara Reisner 1 , Kevin Caran 1
1 Department of Chemistry, James Madison University, Harrisonburg, Virginia, United States
Show AbstractWe report on the recently funded NSF Nanoscience Undergraduate Education (NUE) program coordinated through the Department of Chemistry at James Madison University. An overview of the program will include both lower and upper division lecture and laboratory course offerings. We will detail a new junior/senior level course called "The Science of the Small" which is a lecture / laboratory course to be offered in the Fall 2006 semester. We will also outline courses being offered in nanotechnology for pre-service teachers and non-science majors. Finally, we will present what we have termed an "evolutionary" approach to nanoscience education with a coordinated theme of nanoscience and nanotechnology dispersed throughout the undergraduate chemistry curriculum at JMU.
4:15 PM - **KK1.6
A New Vision for Research and Education on the Societal Implications of Nanotechnology: The Center for Nanotechnology in Society at Arizona State University
Daniel Sarewitz 1 , Ira Bennett 1
1 Consortium for Science, Policy, and Outcomes, Arizona State University, Tempe, Arizona, United States
Show AbstractWednesday, April 19New Presenter*KK1.6 3:15 PMA New Vision for Research and Education on the Societal Implications of Nanotechnology: The Center for Nanotechnology in Society at Arizona State University. Ira Bennett
4:45 PM - KK1.7
Visualizing the Nanoscale Landscape: A Project of the Nanoscale Informal Science Education Network (NISE Net).
Tom Rockwell 1
1 The Museum of Science, Art and Human Perception, The Exploratorium, San Fransisco, California, United States
Show Abstract5:00 PM - KK1.8
Planting Seeds: Including Nanotechnology Education into Engineering Curricula.
John Jaszczak 1 , Bruce Seely 2
1 Physics, Michigan Technological University, Houghton, Michigan, United States, 2 Social Sciences, Michigan Technological University, Houghton, Michigan, United States
Show AbstractAs part of a Nanotechnology for Undergraduate Education (NSF) program, a team of faculty at Michigan Technological University has developed a suite of educational and research experiences to introduce undergraduate students to the exciting prospects and challenges of nanoscale science and engineering. Although open to all students, the program was designed in particular for engineering students whose curricula have relatively little flexibility. Engineering students at Michigan Tech have a common first-year curriculum, and subsequent years' courses of study are typically highly structures. In order to bring nanotechnology to both engineering and non-engineering majors, activities were developed to fit into or to modestly supplement existing curricular frameworks. Activities were aimed to introduce students to three foundational aspects of nanoscale work: the underlying science, possible scientific and engineering applications, and the societal implications. A web site http://nano.mtu.edu was developed as central focal point for nano-related research and education activities at Michigan Tech.The most successful activities included the creation of a new elective course on "Fundamentals of Nanoscale Science and Engineering", which included a public lecture series; a Moore's Law investigation and a nanotechnology-related ethics case study for the first-year engineering curriculum's Engineering Analysis course; a carbon nanotube themed nanotechnology "exploration" for first-year engineering students and high school students; and summer research experiences for seven undergraduates.Students were found to be very interested in nanotechnology, but not necessarily well-versed in knowing what it is or its potential importance. Students were found to be generally very optimistic about the future of nanotechnology, but many had a hard time judging the current scientific limitations of nanotechnology and nanotechnology's broader societal implications. Many students did not initially recognize the broadness and importance of considering ethical and societal implications and do not readily give much thought to such aspects of nanotechnology, nor their own potential roles in societal implications. Introductory and technical information, laboratory demonstrations, and even science fiction media were all found to be useful tools in addressing these challenges.The culmination of the project was the development of a new interdisciplinary minor in "Nanoscale Science and Engineering (Nanotechnology)", which officially became available to all Michigan Tech undergraduate students in the fall of 2005. Major requirements for the minor include the Fundamentals of Nanoscale Science and Engineering course, a new course in Societal Implications of Nanotechnology, a selection of approved elective courses outside of a student's major, and approved nanotechnology-related research or independent study.
5:15 PM - KK1.9
Nanotechnology, Biology, Ethics and Society: Overcoming the Multidisciplinary Teaching Challenges.
Linda Vanasupa 1 , Matthew Ritter 2 , Barbara Schader 7 , Katherine Chen 1 , Richard Savage 1 , Peter Schwartz 3 , Lynne Slivovsky 5 , Dianne Long 4 , Jacqui Isaacs 6
1 Materials Engineering, California Polytechnic State University, San Luis Obispo, California, United States, 2 Biological Sciences, California Polytechnic State University, San Luis Obispo, California, United States, 7 Library Science, California Polytechnic State University, San Luis Obispo, California, United States, 3 Physics, California Polytechnic State University, San Luis Obispo, California, United States, 5 Electrical Engineering, California Polytechnic State University, San Luis Obispo, California, United States, 4 Political Science, California Polytechnic State University, San Luis Obispo, California, United States, 6 Mechanical Engineering, Northeastern University, Boston, Massachusetts, United States
Show AbstractOne of the inherent challenges of teaching any emerging technology like nanotechnology, is the fact that its core competencies flux in the new disciplines’ early stages. Nanotechnology presents an additional challenge in that its underpinnings cross multiple traditional disciplinary boundaries. We have designed a course that aims to address some of these challenges through a handful of structural features: team-based learning; a “reverse of the learning pyramid” approach; team-teaching; embedded information literacy techniques; and application-centered content. Our course is organized around four applications that are in their developmental stages: gold nanoshells for cancer treatment; molecular manufacturing; tissue engineering of a vital organ; and a microfluidic glucose sensor. These applications provide natural contexts for learning biology at the cellular level, the molecular level, the organ level and the biological systems level, respectively. They also provide natural contexts to introduce ideas of scientific uncertainty in emerging fields. In this paper, we will present the design features of our sophomore-level course Nanotechnology, biology, ethics and society the pedagogical rationale.
5:30 PM - **KK1.10
Nanotechnology in Society Education: Teaching the Mental Habits of Social Engineers and Critical Citizens.
Clark Miller 1 , Sarah Pfatteicher 2
1 La Follette School of Public Affairs, University of Wisconsin-Madison, Madison, Wisconsin, United States, 2 College of Engineering, University of Wisconsin-Madison, Madison, Wisconsin, United States
Show AbstractFew people question the suggestion that the widespread adoption of nanotechnological products in society is likely to be accompanied by significant social transformation and dislocation. Responding to this fact, NSF has sought to build significant “nanotechnology in society” elements into its educational strategies at all levels from K-12 classrooms and public outreach efforts to undergraduate and graduate training. We commend NSF for this effort. In this paper, we offer a model for these “nanotechnology in society” elements focused on teaching engineers and citizens to work together in the creation of new forms of nanotechnological life, to borrow a phrase from Langdon Winner. Nanotechnology engineering, we argue, is inevitably social engineering, in that it shapes the possibilities for people to know, act, and interact in the world around them. Our engineers need to understand how to anticipate what will happen to nanotechnology in society and to factor that into their work. In addition to their own capabilities in this regard, they need citizens who have the skills and knowledge to work with them in design processes and to critically evaluate the technological choices facing society. We approach the task of educating “social engineers” and “critical citizens” in terms of the mental habits required of each to be effective partners in designing the future of nanotechnological societies.
KK2: Poster Session: Education in Nanoscience and Engineering
Session Chairs
Thursday AM, April 20, 2006
Salons 8-15 (Marriott)
9:00 PM - KK2.1
Undergraduate MEMS-Nano Courses for Everyone.
Azad Siahmakoun 1 4 , Thomas Adams 2 4 , Edward Wheeler 3 4 , Scott Kirkpatrick 1 4
1 Physics and Optical Engineering, Rose-Hulman Inst. of Tech., Terre Haute, Indiana, United States, 4 MEMS & Microfabrication Laboratory, Rose-Hulman Inst. of Tech., Terre Haute, Indiana, United States, 2 Mechanical Engineering, Rose-Hulman Inst. of Tech., Terre Haute, Indiana, United States, 3 Electrical Engineering, Rose-Hulman Inst. of Tech., Terre Haute, Indiana, United States
Show AbstractBoth micro-electro-mechanical systems (MEMS) and nanotechnology have the potential to provide valuable vehicles for education as well as rich areas for research. With calls from industry to provide undergraduate students more multidisciplinary experiences, few areas of study can compete with the combination of relevance, impact, and student engagement that undergraduate courses in MEMS and nanoscale science and engineering can offer.Eight faculty members from five academic departments collaborated to develop two courses in MEMS that are open to all science and engineering majors of junior standing. In the first course, Introduction to MEMS, students learn about the properties of materials and the basics of microfabrication techniques through lecture and laboratory work in a cleanroom. The focus in this course is on fabrication, laboratory technique, and applications. The second course, Advanced MEMS, includes material on device modeling, use of computer tools for layout and simulation, packaging, and testing. The centerpiece of the second course is on a term-length design project in which small groups of students design, build and test a prototype of a specific MEMS device. These courses are team-taught by 4-6 multidisciplinary faculty. The nanotechnology course is arranged along four primary themes with particular emphasis on phenomena and applications in solid-state physics and engineering to provide a broad, coherent, and accessible introduction to nanotechnology to science and engineering sophomores and juniors. Size: What sizes are considered nanoscale? Confinement: How does the behavior of a system change as the confinement effects become important? How do three-dimensional or bulk systems differ from systems of lower dimensionality? Transitions: An important integrating theme will be the changes that occur in physical properties of systems as their size is reduced from the bulk to nanoscale. Three effects contribute to these “bulk to nano” transitions: first, small numbers of molecules mean that fluctuations can dominate over average properties; second, the ratio of surface area to volume increases, so that surface effects dominate; and third, in some cases, quantum effects cause a departure from classical behavior.Applications: What devices does nanotechnology allow us to build? Why do we build them? How do we build them? How does nanotechnology integrate and require expertise from various engineering and science disciplines? What challenges lie ahead for nanotechnology? Why would nanotechnology be an exciting career choice? The work described in this paper represents the culmination of our ongoing efforts in integrating the area of materials and devices teaching and research into undergraduate science and engineering education. In particular, the paper documents the development of a solid-state based nano course and its content, as well as the continuing evolution of its implementation at Rose-Hulman.
9:00 PM - KK2.3
Development of Computer Game Based Instruction: The Periodic Table Game
Leigh McKenzie 1 3 , Brenda O'Neil 1 3 , Garry Warren 1 4 , Nancy Earnest 5 , Tim Bryant 5 , Martin Bakker 1 2
1 Center for Materials for Information Technology, The University of Alabama, Tuscaloosa, Alabama, United States, 3 , Admiral Moorer Middle School, Eufala, Alabama, United States, 4 Department of Metallurgical and Materials Engineering, The University of Alabama, Tuscaloosa, Alabama, United States, 5 Center for Communication and Educational Technology, The University of Alabama, Tuscaloosa, Alabama, United States, 2 Department of Chemistry, The University of Alabama, Tuscaloosa, Alabama, United States
Show AbstractA collaboration between The Materials Research Science and Engineering Center (MRSEC) and the Integrated Science (IS) program run by the Center for Communication and Education Technology (CCET) at The University of Alabama has been developing a computer game based approach to teaching Periodic Table concepts and facts to middle school students. We have targeted this age group because it is during the 5th-7th grade years that many students lose interest in science. The idea of using computer games as an instructional tool seemed a natural one given the popularity of such games with both genders in this age group. The team working on the project draws from both the MRSEC and CCET. The MRSEC provides support for two Research Experiences for Teachers (RET) participants who provide content and direction for the designers and programmers. These teachers have been drawn from schools served by the IS program, and so are very familiar with the target audience for the computer game.The game is broken into seven different sections. There are three information centers which are each paired with a game, and there is a “dream room” which provides an incentive for students to master the subject matter of the game. The three information centers focus on learning the elements, their positions in the periodic table, and trends in physical and chemical properties. The games then test the students’ knowledge of the concepts and facts in the information centers. The games allow students to request hints, which provide a further avenue for the students to learn about the elements.The game is currently in a late beta version and can be accessed over the web at http://www.mint.ua.edu/periodictable. The success in teaching concepts using the game is being tested in a large evaluation exercise consisting of approximately sixty classes at seven different middle school schools during the Fall 2005 and Spring 2006 semesters. It is expected that an analysis of the evaluation data will be presented. Distribution to schools participating in the IS program will be through CCET. Means of distributing the program to other schools are still being developed as many schools are hesitant to allow students to access the game over the Internet, preferring a CD as a means of distribution.
9:00 PM - KK2.4
Nanotechnology and Modern Teaching of Gibbs Thermodynamics
Michael Grinfeld 1
1 Weapons and materials Research Directorate, US Army Research Laboratory, AberdeenProving Ground, Maryland, United States
Show Abstract9:00 PM - KK2.5
A “Bottom-Up” Approach to Interdisciplinary Engineering Education in Nanotechnology.
S. J. Lee 1 , E. L. Allen 2 , L. He 3
1 Mechanical & Aerospace Engineering, San Jose State University, San Jose, California, United States, 2 Chemical & Materials Engineering, San Jose State University, San Jose, California, United States, 3 Electrical Engineering, San Jose State University, San Jose, California, United States
Show AbstractWe present a pilot project for a "bottom-up" approach to interdisciplinary reform of undergraduate engineering education in nanotechnology, supported by a planning grant from the National Science Foundation. The project explores how faculty can infuse cutting-edge content into existing curricula, by collaborating across disciplinary boundaries and educating each other in the process. A guiding principle is to have multiple individuals with subject-specific background in one of the many specialized topics of nanotechnology contribute concise, subject-specific modules using a bottom-up approach. The modules are flexible, yet follow a consistent, structured format so that they may be shared and combined in a wide variety of educational settings such as courses, seminars, workshops, and online learning opportunities. This bottom-up approach is a way of building content sophistication especially in university environments that may have no comprehensive "nanotechnology experts" per se. Having faculty work together to create and develop bottom-up pieces from their related specialized fields, however, provides a peer-enriched mechanism for providing and propagating modern knowledge to students.An assembly framework for the bottom-up modules is established by combining individual contributions into a structured set of online modules using web-based learning tools (WebCT). We present a set of pilot modules from materials engineering, electrical engineering, and mechanical engineering, which we have developed across different departments in the College of Engineering at San José State University. The topics span different aspects of nanoscale materials, phenomena, devices, and manufacturing processes. These modules are developed by three different individuals, but follow a consistent framework with specific learning objectives, instructional materials, and learning assessment tools. All modules are structured in an online format for consistency, yet are flexible enough to be administered live if preferred by individual instructors. We further present an evaluation of the first pilot modules that have been implemented, with emphasis on how lessons learned can be applied to expandability and sustainability of this bottom-up approach.
9:00 PM - KK2.7
Templated Syntheses for Formation of Student Accessible Nano and Microstructures
Leigh McKenzie 1 , Brenda O'Neil 1 , Roger Campbell 2 , Jason Manning 1 2 , Martin Bakker 1 2
1 Center for Materials for Information Technology, The University of Alabama, Tuscaloosa, Alabama, United States, 2 Department of Chemistry, The University of Alabama, Tuscaloosa, Alabama, United States
Show AbstractSelf-assembled or self-assembling templates are relatively simple methods for forming nano and microstructures. Such methods are used in “bottom up” fabrication approaches which are expected to underpin many nanotechnologies. The principles underlying the self assembly of such systems can be demonstrated simply, and directly related to real life experiences of students at all levels. For example, it is simple to demonstrate that oil and water don’t mix, but that the addition of a small amount of detergent will result in the formation of a continuous phase. Mayonnaise and salad dressing are related colloidal dispersions, with which students have some familiarity. This makes self-assembling templates an appropriate system to teach middle school students about the synthesis of nano-materials. We report here on imaging of a block co-polymer based system which self-assembles at the nanometer scale and of the use of a micro-emulsion based on soy-bean oil which self-assembles at the micron-scale. Metals are electrodeposited into both templates to generate high surface area porous electrodes.
Symposium Organizers
Ray Carpenter Arizona State University
Sudipta Seal University of Central Florida
Nancy Healy Georgia Institute of Technology
Neal Shinn Sandia National Laboratories
Wolfgang Braue German Aerospace Center (DLR)
KK3: The University NUE and Mathematics Perspectives
Session Chairs
Thursday AM, April 20, 2006
Room 2009 (Moscone West)
9:30 AM - **KK3.1
Infusion of Nanotechnology in Chemistry Courses Through Laboratory Designed Vertical Threads
Delana Nivens 1 , Will Lynch 1
1 Chemistry and Physics, Armstrong Atlantic State University, Savannah, Georgia, United States
Show AbstractChemistry occupies a unique place in the university curriculum and is required by a wide variety of other disciplines because of its general utility. Unfortunately, the laboratory portion of the course does not always reflect the diversity and excitement of new research in and interesting applications of chemistry since the laboratory experience is designed to help the student master fundamental concepts. At Armstrong Atlantic State University, we are attacking this problem with the implementation of nanotechnology based “vertical threads” through our chemistry curriculum. The vertical threads begin in the freshman year and provide continuity throughout the remainder of the curriculum. Experiments in these threads are systematically linked and direct the student’s attention towards modern applications of chemical technology while providing chemical fundamentals expected in the traditional laboratory exercises. By seeing these recurring threads at ever increasing levels of complexity as they ascend through the curriculum, students build upon knowledge gained about a particular technology (in this case, nanotechnology) with each additional laboratory course. The approach used at Armstrong Atlantic State University has created three vertical experimental threads that are woven into the curriculum from the bottom-up in both the curriculum and the chemical methodology. Experiments performed in the freshman chemistry lab illustrating stoichiometry, theoretical yield, kinetics, etc. show up again in expanded forms in subsequent years as part of new approaches that mimic the biological, industrial and medical applications currently practiced in the field. We have concentrated our efforts in three areas, magnetite and oxide nanoparticles, chalcogenide nanoparticles and green applications in nanotechnology. Magnetite nanoparticles are prepared by freshmen students while more advanced students modify these nanoparticles for real-world applications. Chalcogenide (metal sulfide) nanoparticles are synthesized by junior and senior level students and their spectroscopic properties are studied. Senior and undergraduate research students are involved in green synthesis of silver and gold nanoparticles as well as the use of nanoparticles for photocatalysis applications. These applications involve photodegradation of haloaromatic compounds in environmental system as well as the impact of nanoparticles on biological systems. The upper division students are complimenting their investigations in nanotechnology with a variety of instrumental techniques (i.e UV-VIS, Fluorescence, FT-IR) within the context of the vertical threads. Students are presented with pre-laboratory and background materials that address the need for new materials, new techniques for biomedical analysis and drug delivery as well as the positive and negative environmental impacts that nanotechnology may bring.
10:00 AM - KK3.2
Including Nanoscale Investigations in Undergraduate Physics Laboratories at all Levels of the Curriculum.
Kurt Vandervoort 1 , Asif Hyder 1 , Stephanie Barker 1
1 Physics, California State Polytechnic University, Pomona, California, United States
Show AbstractA series of laboratory modules are being developed to introduce atomic force microscope applications into undergraduate physics courses. The goal is to elucidate fundamental physics concepts at the nanoscale that will complement existing investigations at the macroscale, and to expose students to advanced instrumentation at an early level. The course levels span the range from freshman introductory to advanced senior level. The experiments allow students to experience the full range of scanning probe modes available which include contact, intermittent contact, magnetic force and electric force microscopy as well as force distance spectroscopy. Specific modules include: microscopic friction on bacteria cell membranes to complement existing labs on macroscopic friction for pulleys and a mass on an incline; microscopic magnetism exhibited by magnetic domains on a zip disk to complement an existing lab on the spatial variation of the magnetic field of a solenoid; microscopic topography of smooth glass and rough glass to illustrate the range of applicability of geometrical optics to complement existing labs on specular and diffuse reflection and applications of lenses; microscopic analysis of the surfaces of diffraction gratings and compact disks to complement existing labs on single slit and multiple slit diffraction and spectroscopy of atomic discharge lamps; and microscopic capacitance and electrostatics to complement existing labs on electrolysis and electric field mapping. Funding for this project was provided by the National Science Foundation Nanotechnology Undergraduate Education program, award # 0406533.
10:15 AM - **KK3.3
Calculus and Differential Equations for Engineering and Applied Sciences
Michael Oehrtman 1
1 Mathematics and Statistics, Arizona State University, Tempe, Arizona, United States
Show AbstractResearch on students’ understanding of limit concepts in entry-level calculus courses reveals major difficulties which cause further problems as other concepts defined in terms of limits are introduced and used. We have conducted basic research to identify intuitively accessible starting points for limit concepts that can be leveraged powerfully in the exploration of the entire calculus curriculum. Ideas about approximation, including numerical methods and error analyses, emerged as such a conceptual starting point. Within this framework, students were able to reason flexibly about formal and applied mathematical structures often considered too difficult for students at this level. Furthermore, using ideas about approximation, students were able to construct personally meaningful definitions of other key concepts in calculus such as derivatives, definite integrals, and Taylor series. Subsequently, we have developed a calculus course for students in engineering and applied sciences using an approach focused on modeling, approximation, and computer programming. We are currently evaluating this approach and exploring other extensions such as courses for students in mathematics programs and natural science programs.
10:45 AM - **KK3.4
Nanoscience, Nanoengineering and Nanotechnology Education at Colorado State University – Pueblo.
Nebojsa Jaksic 1
1 Engineering, Colorado State University - Pueblo, Pueblo, Colorado, United States
Show AbstractThis work reports on the evolution of nanoscience, nanoengineering and nanotechnology (NSET) education in the Engineering Department at Colorado State University – Pueblo from 2002 to 2006. It includes undergraduate and graduate courses with NSET topics.Depending on students’ maturity levels, different methods and approaches were chosen to help integrate NSET subjects into the engineering curriculum. The first year students were introduced to NSET fields through a presentation covering a broad range of topics on current capabilities and future possibilities of NSET. A laboratory demonstration with a research grade scanning tunneling microscope allowed students to observe a highly oriented pyrolitic graphite sample and distinguish individual carbon atoms in its structure. The second and third year students were involved in discovery-based learning and research through independent studies courses. These undergraduate students were paired with graduate students and were responsible for all aspects of research including literature searches, experiment development, data acquisition and analysis as well as reporting of their results. Some of the student projects dealt with multiwall carbon nanotube synthesis using the arc-discharge method in a helium atmosphere and in liquid nitrogen. An undergraduate level course on NSET for students of junior and/or senior standing was developed and delivered in Spring 2005. The lectures included discussions of phenomena like tunneling, nano-scale physics, and chemistry; processes like molecular engineering and nano-manipulation, and nano-devices like biologically based nano-motors, carbon nanotubes and nano-assemblers. Laboratory exercises were focused on building and testing student designed scanning tunneling microscopes and operating a commercial grade scanning probe microscope (SPM). Students designed, built and tested their own scanning tunneling microscopes. They manufactured and imaged their own carbon nanotubes.All engineering students are required to take a senior project course. Two senior projects dealt with nanotechnology. In one project, students aimed to develop a high precision computer numerically controlled mill for micromachining of unimorph piezo disk actuators for scanning tunneling microscopes. The other project used an atomic force microscope tip for nano-writing on a polymethylmethacrylate surface.The first graduate micro-manufacturing course developed and offered in Spring 2002 included a number of NSET topics like nanolithography, production and applications of carbon nanotubes, spin devices and DNA computing. In a laboratory experiment students learned how to use an atomic force microscope to image various surfaces. Graduate student research projects ranged from electro-chromic glass applications in vehicles and improvements in scanning tunneling microscopes, to novel production methods of carbon nanotubes with emphasis on health risk assessments.
11:30 AM - **KK3.5
Teaching & Learning in Nanoscale Science & Engineering: A Focus on Social & Ethical Issues and K-16 Science Education.
Aldrin Sweeney 1
1 , University of Central Florida, Orlando, Florida, United States
Show Abstract12:00 PM - KK3.6
The Network for Computational Technology NanoHUB: a Multidisciplinary Resource for Research and Education in Computational Nanotechnology.
Elizabeth Gardner 1 , Mark Lundstrom 2
1 Chemistry, University of Texas at El Paso, El Paso, Texas, United States, 2 Electrical and Computer Engineering , Purdue University, West Lafayette, Indiana, United States
Show AbstractThe Nanohub (www.nanhub.org) is a web-based initiative spearheaded by the NSF-funded Network for Computational Nanotechnology. It is designed to serve the resource for research and education in the areas of nanotechnology and to be the place where experiment, theory and simulation meet and move nanoscience to nanotechnology. The Nanohub provides online simulation services as well as courses, tutorials, seminars, debates, and facilities for collaboration.The teaching materials range from the most elementary level to graduate level and even research grade simulations. For example, the animation, "What is a Nanometer?" would be suitable for viewing and discussion by an elementary class. The P/N junction simulation allows the user to vary doping concentrations, the materials, minority carrier lifetimes, and the ambient temperature for a P-N junction device at a level suitable for science and engineering undergraduates. At the graduate level, the simulation Huckel-IV computes current-voltage (I-V) characteristics and conductance spectrum (G-V) of a molecule sandwiched between two metallic contacts one of which could be a scanning probe.Also available on the NanoHUB are lectures at two levels, Nanotechnology 101 and 501, online seminars, workshops, and learning modules.The educational materials available on the NanoHub enable the instructor to present the most up-to-date research in nanotechnology to students at all levels, creating the real life connection that generates student interest and excitement for the STEM disciplines.
12:15 PM - KK3.7
Realtime Nanostructure Imaging for Teaching Nanoscience and Nanotechnology.
A.V.G. Chizmeshya 1 , J. Drucker 1 2 , Renu Sharma 1 , R.W. Carpenter 1
1 Center for Solid State Science, Arizona State University, Tempe, Arizona, United States, 2 Department of Physics and Astronomy, Arizona State University, Tempe, Arizona, United States
Show Abstract12:30 PM - **KK3.8
An Overview of Efforts to Improve Mathematics and Science Education for a Technical Society.
Marilyn Carlson 1
1 Mathematics and Statistics, Arizona State University, Tempe, Arizona, United States
Show AbstractWe will discuss various approaches to secondary teacher professional development that promote student success in science, technology, engineering, and mathematics academic pathways. Central issues in such work involve strengthening teachers content knowledge, their understanding of effective content-specific pedagogical strategies, and shifting teachers’ classroom practices toward inquiry-based instruction. We will outline the benefits and challenges of both integrated, long-term mathematics and science professional development as well as discipline-specific, intermediate-term professional development. Advantages of integrated professional development include opportunities to emphasize the structure of disciplinary activity through their similarities and differences. For example, the problem solving behaviors of strong mathematicians involve intense initial efforts of sense making followed by cycles (similar to the scientific inquiry) of conjecture, test, and evaluation. The cycles repeated as the solver decided on the viability of various solution approaches. In the language of modeling instruction used in the sciences, what the solver is conjecturing, testing, and evaluating is a model. Well-connected conceptual knowledge of these problem-solvers is essential for effective decision making and execution throughout the process. Integrated and targeted efforts emphasize helping teachers and students develop general hypothesis-testing skills by encouraging them to raise and answer questions that emerge during lab and field activities and develop basic engineering design principles. Targeted strategies include professional learning communities in which teachers work with faculty support to explore research-based methods of improving instruction and on-site graduate-level courses in content and pedagogy. Research on these professional development efforts is producing knowledge of the cognitive development and effective instructional sequences (for both STEM teachers and STEM students) that lead to use of the mathematical concepts as tools in science and engineering.
KK4: Major Laboratory Collaborations and Industry Perspectives
Session Chairs
Marie-Isabella Baraton
Sudipta Seal
Thursday PM, April 20, 2006
Room 2009 (Moscone West)
2:30 PM - **KK4.1
The DOE Nanoscale Science Research Centers and Education.
Julia Phillips 1
1 Physical, Chemical & Nano Sciences Center, Sandia National Laboratories, Albuquerque, New Mexico, United States
Show AbstractPart of the Department of Energy’s involvement in the National Nanotechnology Initiative has been to develop five facilities called Nanoscale Science Research Centers, or NSRCs, in the office of Basic Energy Sciences. About half of these centers will have begun operation by the time of this meeting, with the rest opening over the next year or so. The NSRCs, are located at national laboratories and, as such, are co-located with existing user facilities in order to exploit them. Designed specifically for nanoscale science research, the centers are aimed at the synthesis, processing, fabrication, and characterization of nanoscale materials. Therefore, they offer unique opportunities for hands-on nanoscience educational opportunities for students and teachers at diverse sites around the country. In this talk, I will discuss the various mechanisms that the NSRC’s are using to provide educational opportunities at various levels. Opportunities for future educational outreach will also be discussed.Sandia National Laboratories is a multiprogram laboratory operated by Sandia Corporation, a Lockheed Martin Company, for the United States Department of Energy’s National Nuclear Security Administration under contract DE-AC04-94AL85000.
3:00 PM - KK4.2
The Partnership for Research and Education in Materials (PREM) Collaborative at California State University, Los Angeles.
Frank Gomez 1
1 Chemistry, California State University, Los Angeles, Los Angeles, California, United States
Show AbstractThe Partnership for Research and Education in Materials (PREM) collaborative at California State University, Los Angeles (CSULA) is a National Science Foundation (NSF) funded program focusing on enhancing the materials science and nanotechnology research and educational program at CSULA. In partnership with Caltech and the Center for the Science and Engineering of Materials (CSEM) its mission is to promote diversity in materials science and nanotechnology research and education in the Southern California area by fostering and nurturing interdisciplinary interactions between faculty and students at CSULA and Caltech that advance the discovery and understanding of new materials. By developing highly trained undergraduate and masters’ students for careers in materials research and nanotechnology via a comprehensive program involving scientific research, workshops, and faculty mentoring the PREM program exposes students to the collaborative nature of the scientific enterprise by bringing together a core group of faculty from two institutions whose scientific pursuits complement each other and which are interdisciplinary in nature. The program also involves talented high school and community college students from local minority schools to conduct summer research at CSULA. The research being conducted by PREM faculty include applications in microfluidics using poly(dimethylsiloxane) (PDMS) lab-on-a-chip devices, quantum dots as singlet oxygen sensitizers and quenchers, and poly(ethylene glycol) (PEG) materials in drug delivery and release. The research projects are both tailored to providing students a strong year-round research experience in materials science, nanotechnology and related disciplines and in addressing scientific problems that are necessary to solve critical societal needs of the twenty-first century. This presentation will focus on the benefits the PREM collaborative has had in fostering materials science and nanotechnology research at CSULA a predominantly minority undergraduate and masters granting institution and how the program can serve as a model for future programs in the country.
3:15 PM - KK4.3
Strengthening Nanoscience Education through Multidisciplinary Collaborations.
Ronald Cosby 1
1 Physics & Astronomy, Ball State University, Muncie, Indiana, United States
Show AbstractRecent collaborations with science and engineering faculty in major research universities have dramatically increased and strengthened educational opportunities in nanoscience at Ball State University. The three-year Center for Computational Nanoscience (CCN) project involved eleven co-principal investigators from three disciplines (physics, chemistry, electrical engineering) and five universities, including Ball State University, University of Notre Dame, Ohio University, Purdue University, and Valparaiso University. Funded by the Indiana 21st Century Fund, this $1.5 million project focused on theoretical and computational investigations of the electrical and optical properties of quantum dots and included partial support for software development for the Purdue NanoHub, a web-based software repository. The effects of this collaborative project (and previous contacts) on nanoscience education and research at the undergraduate and master’s levels in the Department of Physics & Astronomy at Ball State University have been extensive and are described in this paper.Direct pedagogical impacts include the use of NanoHub simulations in an existing dual-level, undergraduate/first-year graduate course, “Introduction to nanoscience and nanotechnology”. For example, students are introduced to the basic concepts of molecular conduction and then use “MolCToy” and “Huckel IV” to simulate and study the phenomenon. Studying the properties of carbon nanotubes includes student execution of “CNTbands” for metallic and semiconductor types. Nanoscience and nanotechnology topics have also been integrated into traditional physics courses, including introductory physics, as a natural outgrowth of the collaborative research. An increased interest in the department’s nanoscience minor has been noted.Significant growth has been observed in the numbers of local students and faculty participating in nanoscience research and education activities, along with an improved quality and quantity of scholarly products. The CCN project has provided both undergraduate and master’s graduate students with opportunities for participation in a modern research area, more attendance and presentations at professional meetings, and inclusion as co-authors on journal articles. For students and faculty, the collaborations have resulted in new theoretical and computational skills, enhanced awareness of modern research problems in nanoscience, and access to significant new local resources (a 64-processor Linux cluster) as well as remote machines and software. Clearly, multidisciplinary collaborations with faculty at major research institutions have enhanced the quality of nanoscience education in the Department of Physics & Astronomy at Ball State University. The challenge for the future, in a highly competitive funding environment, is to continue and expand the nanoscience educational opportunities offered to students by our department and university.
3:30 PM - KK4.4
Efforts to Implement a Ph.D. degree program in “Nanoscale Science” at UNC Charlotte
Jordan Poler 1 , Bernadette Donovan-Merkert 1 , Angela Davies 4 , Mahnaz El-Kouedi 1 , Thomas Schmedake 1 , Stuart Smith 2 , Ed Stokes 3
1 Chemistry, UNC Charlotte, Charlotte, North Carolina, United States, 4 Department of Physics and Optical Science, UNC Charlotte, Charlotte, North Carolina, United States, 2 Department of Mechanical Engineering and Engineering Science, UNC Charlotte, Charlotte, North Carolina, United States, 3 Department of Electrical and Computer Engineering, UNC Charlotte, Charlotte, North Carolina, United States
Show AbstractUNC Charlotte is a young and growing research university. Most of the Ph.D. programs on our campus have been designed to be interdisciplinary. This strategic choice was made for both economic and pedagogical reasons. At the heart of the drive for interdisciplinary degree programs is the recognition that a lack of educational diversity at the Ph.D. level is limiting for new graduates in today’s research and discovery landscape. This need for educational diversity is even more acute in the sciences. We need more chemists who understand more physics and we need more physicists who know more biology, and more engineers who better understand matter at a molecular scale.To this end, faculty in the departments of chemistry, physics and optical sciences, mechanical engineering, and electrical engineering have designed and are implementing a new interdisciplinary Ph.D. degree in “Nanoscale Science”. We do not believe that a length scale can institute a philosophy of science. However, research involving nanoscale materials and phenomena do require an educational perspective far broader than traditional academic disciplines currently offer. The question is how to deliver a broad graduate education that enables each student to reach an expertise required for the Ph.D. This is the question that has driven our pedagogical development of this Nanoscale science program.The overall structure of this program will be described and compared to other current efforts in Nanoscale graduate education throughout the United States. Various novel features will be discussed, with the hope for critical feedback and discussion. Details of the educational opportunities we have designed and the method of assessment we will employ will be presented.
3:45 PM - KK4.5
Teaching NSET at a University with a Nanomaterials-Based Materials Research Science and Engineering Center
Robert Cammarata 1
1 Materials Science and Engineering, Johns Hopkins University, Baltimore, Maryland, United States
Show Abstract4:15 PM - **KK4.6
Nanotechnology Education: The Pennsylvania Approach.
Stephen Fonash 1
1 , Penn State University, University Park, Pennsylvania, United States
Show AbstractA workforce educated at the two-year degree and four-year degree level in nanotechnology, nanofabrication, and nano-scale characterization is required to grow and sustain nanotechnology manufacturing, and R&D. Pennsylvania has addressed this need with the creation of the Nanofabrication Manufacturing Technology (NMT) Partnership, a state-wide collaborative involving Penn State University, Pennsylvania College of Technology, all of the community colleges in PA, the 14 universities of the state-system, PA state government, the National Science Foundation, and PA industry. This partnership is based on sharing the expertise and facilities at Penn State`s University Park campus with partner colleges and universities across the state. With this state-wide approach, the NMT Partner educational institutions can offer two-year degrees in nanotechnology and four-year degrees in biology, physics, and chemistry, with a concentration in nanotechnology, across PA. With the Partnership approach, participating institutions are also able to offer three-day Nanotech Camps for secondary school students, three-day nanotechnology workshops for secondary school teachers, and a variety of tools and materials for introducing nanotechnology into the secondary school classroom.
4:45 PM - **KK4.7
Nanotechnology and Nanobiotechnology Education: Providing Desired Talents for the Knowledge Economy.
Jingyue Liu 1
1 Chemistry & Animal Ag Technology, Monsanto Company, St. Louis, Missouri, United States
Show AbstractNanotechnology is the key enabling technology of the 21st century and nanobiotechnology is a rapidly evolving field of research that combines two rapidly advancing interdisciplinary fields, each of which originates from advances in science and engineering. According to the current classification of scientific disciplines, nanoscience is not a scientific discipline in its own right but cuts across many other disciplines. Nanoscience provides an integrated way of understanding behavior on the nanometer scale; nanotechnology refers to the precise control and manipulation at the nanometer scale to produce desired products or effect. Because of its highly multidisciplinary nature, education of nanoscale science, engineering and technology poses a formidable task; the inherent abstract concepts of nanoscience and nanotechnology further complicate the issue. It is difficult for any single instructor to cover so many interrelated fields and for students to have a solid grasp of nanoscience and nanotechnology without the background knowledge of the various related disciplines. The traditional education structure of universities, however, has to change; interdisciplinary and multidisciplinary approaches will become more prominent. For the long-term, a completely new approach to education at all levels (from K-1 to K-20) may be required to establish a successful nanoscience and nanotechnology education system. To provide the desired talents of the knowledge economy, universities should focus on knowledge-centered, problem-centered, and learning-centered environments. Those researchers who are innovative and who possess strong multidisciplinary problem-solving skills and transdisciplinary communication skills will become the future leaders in nanotechnology and nanobiotechnology.
5:15 PM - **KK4.8
Nanoscience for Information Technology.
Hans Coufal 1
1 Nanoelectronics Research Corporation, Almaden Research Center, San Jose, California, United States
Show Abstract
Symposium Organizers
Ray Carpenter Arizona State University
Sudipta Seal University of Central Florida
Nancy Healy Georgia Institute of Technology
Neal Shinn Sandia National Laboratories
Wolfgang Braue German Aerospace Center (DLR)
KK5: Important International Perspectives on NSET Education
Session Chairs
Friday AM, April 21, 2006
Room 2009 (Moscone West)
9:30 AM - **KK5.1
European Activities in Nanoscience Education.
Marie Isabelle Baraton 1 , Raymond Monk 2 , Renzo Tomellini 2
1 SPCTS UMR CNRS 6638, University of Limoges, Limoges France, 2 European Commission, DG Research, Brussels Belgium
Show AbstractBecause the field of nanosciences and nanotechnologies is likely to lead to substantial technological changes in this century, all industrialized countries have established a national strategy for research and development in nanotechnology. While rapid progress is being made, the problem of human resources is looming. Education and training is essential to bring forward a new generation of skilled researchers with a flexible and interdisciplinary approach.In the European countries, several initiatives have been launched by universities and research centers to meet the demand and to offer Master’s and Bachelor degrees in Nanoscience and Nanotechnology. The curricula are generally across traditional academic disciplines and often include societal, ethical and economic aspects of nanosciences and nanotechnologies.To efficiently build the European Research Area (ERA), the European Union (EU) has a critical role in coordinating the different approaches and favoring networks of universities across the EU. For example, the new ERASMUS-MUNDUS “Master of Nanoscience and Nanotechnology” brings together five universities in four countries. The Marie-Curie Research Training Networks enable young researchers from different countries and from different disciplines to interact under a common targeted research program. In addition, the Integrated Projects comprising universities, research centers and industries not only favor the researcher mobility but also represent unique opportunities for Ph.D. students and post-doc to acquire knowledge in a wide range of disciplines in an industrial environment.This talk will review some of the most pertinent European initiatives in terms of education and research-training in nanoscience and nanotechnology. The role of the European Union in promoting and coordinating education and training networks will be highlighted.
10:00 AM - KK5.2
Nanochemistry: The Development and Implementation of a New Graduate Elective at the Middle Eastern Technical University in Turkey.
Michael Pitcher 1
1 Chemistry, METU, Ankara Turkey
Show AbstractIt seems that a day cannot pass without reading a headline in the popular press or scientific magazines extolling the potential of nanotechnology and nanoscience. The excitement is justifiable and the new generation of researchers and workers in this discipline will need a whole new range of skills and vocabulary to understand and progress this exciting field and for it to reach its full potential. In higher education and research establishments around the world most nanoscience or nanotechnology courses and textbooks, that have been developed, have been done so by engineering or physics departments and approach the subject from that perspective. The interdisciplinary nature of nanoscience, however, also includes chemists, which until recently have had to rely on these courses and books to gain an insight into this rapidly developing field. This has changed in the last year, or so, with exciting new books being published by chemists and aimed at chemistry students of all levels, In addition, chemistry departments around the world, are beginning to develop nanochemistry classes, particularly at the graduate level. The focus of this presentation is to describe the development and implementation of one such course at the Middle Eastern Technical University (METU) in Turkey. This graduate elective will be offered for the first time in the spring semester of 2006 and is aimed at MS and PhD students, in all areas of chemistry, as well as graduate students from other disciplines. The course content, assessment details, assessment criteria and feedback from the students as they progress through the semester, will be included during the course of the presentation.
10:15 AM - KK5.3
A University Curriculum in Engineering Nanoscience - The Inverted-T Strategy.
Knut Deppert 1 , Rune Kullberg 1 , Lars Samuelson 1
1 Physics, Lund University, Lund Sweden
Show AbstractThe new character and interdisciplinary nature of nanoscience and nanotechnology makes designing educational programs a challenge. In 2003, Lund University launched Engineering Nanoscience as a new education program. This four-and-a-half-year curriculum is a complete teaching program in nanoscience starting at the university entrance level and leading to a Master's degree. The curriculum is a unique symbiosis of education and research. Education is fed by high-level research activities in the field, and research will benefit from the well-educated workforce resulting from the program.Traditional university-level study for students may be represented as a "straight line" or as a sequential vertical progression from basic to specialized courses in a particular discipline. In contrast, two primary strategies typically are seen for the university-level education in nanoscience and nanotechnology. One emphasizes interdisciplinary specialization, and the other a coherent curriculum. In analogy to a letter picture one could distinguish between a "T" and an "inverted-T" approach.The first strategy, the T-strategy, is a modification of existing education programs. A conventional undergraduate study of a science or engineering discipline is followed by an interdisciplinary specialization. This education may include specialized courses or courses from other disciplines. Normally, such special courses are developed as a consequence of individual research interests, and the need for educated graduate students to assists in undertaking such research.A clear alternative is the inverted-T strategy where the students from the very first day at university get confronted with the essence and interdisciplinarity of nanoscience and -technology. By reversing the sequence of learning we can educate engineers with a coherent view on nanoscience and we can motivate students to learn the necessary basics in the traditional fields of science and technology. Naturally, this approach must be united with the teaching of basic knowledge and skills in physics, mathematics, chemistry, electronics, biology, physiology, materials science, and engineering science in order to allow the student to grasp the concepts of nanoscience in the different knowledge fields. The inverted-T strategy is composed of a two parts, a basic block of three years where the students learn the basics, and a 1.5 year specialization where the students attend courses in their field of interests and carry out a diploma project in a cutting etch research environment. Thus, real interdisciplinarity is accomplished from the very beginning of the study combining the "breadth" of nanoscience with the "depth" of each of the involved disciplines.In this paper we will discuss the advantages and disadvantages of the inverted-T approach and the challenges connected to its implementation.
10:30 AM - KK5.4
Approach To An Interdisciplinary Bionanotechnology Education Program: International Network Perspective.
Ashok Vaseashta 1 , Joseph Irudayaraj 2 , Sherri Vaseashta 1 , Ioan Stamatin 3 , Arzum Erdem 4
1 Nanomaterials Processing & Characterization Laboratories, Department of Physics & Graduate Program in Physical Sciences, Marshall University, Huntington, West Virginia, United States, 2 Agricultural & Biological Engineering, Purdue University, West Lafayette, Indiana, United States, 3 3 Nano & Alternative Energy Sources Research Center, University of Bucharest, Faculty of Physics, Bucharest- Magurele, Bucharest, Romania, 4 Analytical Chemistry Department, Ege University, Izmir Turkey
Show AbstractMaterials in reduced dimensions demonstrate size dependence and may exhibit properties different from the bulk. Nanomaterials are a fundamentally and entirely new class of materials with remarkable electrical, optical, and mechanical properties, thus offering unique applications. With a 9.7% increase in FY 2004-05 investments and an expected worldwide labor force shortage, education and training has become a key component of the National Nanotechnology Initiative (NNI). The slow response by the academic community to develop nanotechnology curriculum is evidenced by the small number of Universities offering fundamental undergraduate level courses in nanoscience and nanotechnology. There is a strong need to develop coercive undergraduate curriculum to equip the future engineers, scientists, and researchers charged with commercializing nanotechnology applications. We are in the process of developing and implementing some core courses and laboratory modules, which can easily adapt to either a major or minor in nanotechnology, nano-biotechnology, or nanoscience programs. The course modules are being developed by a multi-disciplinary team consisting of faculty in Physics, Agricultural and Biological Engineering, Materials Engineering, and Molecular Biology at Universities in the US, Europe, and the Consortium of South East European Network on Nanoscience and Technology (COSENT). The joint effort specifically addresses a sector of nanobiotechnology emphasizing applications in agricultural and biological systems through hands-on modules and experimental kits. Selected course and laboratory modules are being developed to be affordable, flexible, accessible, and appealing to a diverse student population from across basics sciences, life sciences, agriculture, and engineering departments. Internet ready, multimedia intensive curriculum and assessment modules will include self-directed individualized learning modules as well as team-based components capitalizing on collaborative learning to address complex problems and tasks. The capital cost and site sensitivity of much of the equipment used within nanoscience courses often limits its distribution to large research centers, despite the need for it in many disperse educational programs. The creation of this seamless integration will promote and encourage an international exchange of students and ideas within interdisciplinary research. We will present our unique approach to delivery of education and training at all levels employing converging technologies to an international audience and receive feedback to enhance the effectiveness of the program to better educate the task force of tomorrow.
11:00 AM - **KK5.5
Nano ST in China and in Tsinghua University.
Jing Zhu 1
1 Dept. of Material Science & Engineering, Tsinghua University, Beijing China
Show Abstract11:30 AM - KK5.6
An Undergraduate Nanotechnology Course for a Class of Mixed Majors in Taiwan.
Chu Chen 1 , Song Lin 2 , Katherine Chen 3
1 , NTHU, Hsinchu Taiwan, 2 , National Tsing Hua University, Hsinchu Taiwan, 3 , Harvard University, Cambridge, Massachusetts, United States
Show Abstract11:45 AM - **KK5.7
Training Young Minds for Nanoscience and Technology: Issues and Challenges.
Kamanio Chattopadhyay 1
1 Department of Metallurgy, Indian Institute of Science, Bangalore, Karnataka, India
Show AbstractThe current interest and the thrusts in nanoscience and technology have major implications in the field of education. The issues involved can be classified into two distinct classes. One related to meeting the demand of manpower in this ever-increasing field of activity. At the current stage we need two kinds of people. Of course the most important of them are the researchers, whose creativity and innovations will drive the growth of this field. The second class consists of people with technical skills as research on nanoscience and technology often requires specialized equipments, which need to be manned and maintained by highly skilled technicians. In future, this can be extended to the process of production as the technologies mature. Nanoscience and technology also presented unexpected crises in the field of education. Due to the tremendous hype and coverage by media, a very large number of young minds are attracted to this field. As a result a large number of schools with varying infrastructures and capabilities are jumping into the fray offering programmes ranging from undergraduate to extremely advance postgraduate education. There is also call for introducing some aspects of nanoscience in school curriculum. These demands need to be analysed in the perspective of individual country and its social and technological milieu.In the presentation, I shall endeavor to identify and discuss issues related to these in the context of India, a country with largest number of population of young people who will feel the impact of this emerging technology.
12:15 PM - **KK5.8
Education and Research on Nano-science and Nano-technology in Meijo Nano-Factory.
Hiroshi Amano 1
1 Materials Science and Engineering, Meijo University, Nagoya, Aichi, Japan
Show AbstractThe "Nano-Factory", selected as a project of 21st Century COE Program by Ministry of Education, Culture, Sports, Science and Technology of Japan in 2002, aims to educate students, especially graduate students in the field of nano technology to become the leader in the next generation and to support to establish advanced nano technology and to produce new industries. Objective materials are nano-carbon and nano-nitrides. The nano-carbon is applicable for high-performance devices such as high-brightness light source, FPD panel and fuel cell. Nano-nitrides are expected to open up new applications such as white lighting source, handy UV laser and killer chip for malignant tumor. We seek to realize such technologies and devices in Nano-Factory, and to produce new industries with world-wide competitiveness. We do believe that interaction of these two groups is also very important to open up a new field of science and technology. I would like to show how the educations and research are going on in the Meijo Nano-Factory.
12:45 PM - KK5.9
Advanced Inter-/Multi-disciplinary Graduate-level Programs for Education, Research and Training in Nanoscience and Nanotechnology Offered in Osaka University.
Tadashi Itoh 2 1 , Hisazumi Akai 3 1 , Hisahito Ogawa 1 , Wilson Dino 1 , Satoshi Ichikawa 1 , Masato Ara 1 , Hiroaki Matsui 1
2 Department of Materials Engineering Science, Graduate School of Engineering Science, Osaka University, Toyonaka, Osaka, Japan, 1 Organization for the Promotion of Research on Nanoscience and Nanotechnology, Osaka University, Toyonaka, Osaka, Japan, 3 Department of Physics, Graduate School of Science, Osaka University, Toyonaka, Osaka, Japan
Show AbstractThe nanotechnology has enormous potential to influence wide variety of fields from electronics, computers, information and biotechnology to aerospace, energy, environment, and medicine, while nanoscience leads not only to fundamental scientific advances but also to dramatic changes in the ways that materials, devices, and systems are understood and created. This impact creates a challenge for the academic community to educate natural science and engineering students with the necessary knowledge, understanding and skills to interact and provide leadership in the emerging fields of nanoscience and nanotechnology (NANO) which do not fit within any of the conventional scientific disciplines. Developing the educational system to educate and train in these areas with a shift from unidisciplinary to multidisciplinary education, Osaka University established the Organization for the Promotion of Research in NANO and started offering the country’s first inter-/multi-disciplinary graduate program in NANO (Osaka University NANO Related Advanced Inter-/Multi-Disciplinary Education Programs (OU-NANOPROGRAM)) in April 2004. As a pilot, the subsidiary program for master-course students was offered university-wide. In October 2004 started the inter-/multi-disciplinary program for doctor-course students and the graduate-level refresher program for young working professionals in NANO-related fields.The master and refresher programs consist of five courses with 9 credits; 1) Computational Materials and Device Design; 2) Nanoelectronics and Nanoprocessing; 3) Supramolecules and Nano-Bioprocesses; 4) Nanostructure Measurement and Analysis; and 5) Nanophotonics. All the courses consist of a series of lectures and laboratory training conducted by the lecturers and researchers belonging to six graduate schools and other research institutions. In the training sessions, computer clusters, scanning/tunneling electron microscopes (SEM/TEM), probe microscope (AFM/STM), confocal laser microscopes and electron lithography apparatus are provided for the dedicated use of the students enrolled in the programs, allowing them to design, fabricate, characterize, and functionalize nanomaterials and nanodevices. The doctor program consists of Academia-Industry Liaison Project-Aimed Learning (AIL-PAL) Training course and the Advanced Multi-Disciplinary Exploratory Research (AMER) Training course. The aim of this program is to better prepare the fresh Ph.D. graduates for their chosen career, being fitted, in the industry or academe, to efficiently and harmoniously work in collaboration with researchers in other fields of discipline.Here we present a brief outline of the efforts being taken for NANO education at Osaka University. OU-NANOPROGRAM is supported by Japan Ministry of Education, Culture, Sports, Science and Technology (MEXT) as “Fostering Talent in the Emergent Research Fields” program (FY2004-8) in the Special Coordination Funds for Promoting Science and Technology.