Diana Palma Georgia Institute of Technology
Larry Bell Museum of Science
Robert P. H. Chang Northwestern University
Renzo Tomellini European Commission
Asylum Research Corp
Georgia Inst of Technology
Hitachi High Technologies America
JEOL USA Inc
National Nanotechnology Infrastructure Network (NNIN)
Small Times Magazine/Penn Well Corp
SPECS Technologies Corp
OO1: How Nano Knowledge Implementation
Tuesday PM, March 25, 2008
Room 3016 (Moscone West)
9:30 AM - OO1.1
Impact of Nanoscale Science and Engineering Education on Society.
Paresh Ray 1 Show Abstract
1 Chemistry, Jackson State University, Jackson, Mississippi, United States
The essence of nanoscience and nanoengineering is the ability to understand and manipulate matter at the molecular level, to create artificial structures at the nanoscale with potentially novel functions. The interest and awareness of nanotechnology in industry, academia and public is rising. On the other hand, the amount of knowledge, innovations and techniques are increasing at a enormous rate. To prepare students to master such an environment, we have to not only ensure a qualified education in nanotechnology, but also help them to develop a personality that can actively participate in industry and research. New educational methods and techniques are being explored to teach the multidisciplinary topics that comprise the field. We will discuss how the societal effects accompanying the widespread deployment of nanotechnology are an important educational concern.
9:45 AM - OO1.2
Curricular Changes in High School Chemistry and Physics Based on Findings From the Nanoscience Survey Instrument.
Nathan Unterman 1 2 , Marcel Grdinic 2 , Eric Hagedorn 3 , Lincoln Lauhon 4 Show Abstract
1 National Center for Learning and Teaching in Nanoscale Science and Engineering, Northwestern University, Evanston, Illinois, United States, 2 Science Department, Glenbrook North High School, Northbrook, Illinois, United States, 3 Physics, University of Texas at El Paso, El Paso, Texas, United States, 4 Department of Materials Science and Engineering, Northwestern University, Evanston, Illinois, United States
A nanoscience survey instrument has been developed over the past 3 years as part of the NCLT effort in nanoscience education. After a year of baseline results and instrument modifications, some changes in instructional strategies and content have been introduced into a high school chemistry and physics curriculum. Information regarding the test instrument, development, baseline information, and secondary curricular implementation will be discussed.
10:00 AM - **OO1.3
Dialogue-Based Public Engagement with Nanotechnology.
Chris Toumey 1 Show Abstract
1 USC NanoCenter, Univ. of South Carolina, Columbia, South Carolina, United States
10:30 AM - OO1.4
Nanotechnology E-Book for Students and Professionals.
Samiha Mourad 1 , Darrell Niemann 2 Show Abstract
1 Electrical Engineering, Santa Clara University, Santa Clara, California, United States, 2 Department of Electrical Engineering, Santa Clara University, Santa Clara , California, United States
11:15 AM - **OO1.5
Learning Opportunities for Nanoscience and Engineering through a Materials Perspective.
Katherine Chen 1 , Denise Drane 2 , Valerie Maynard 2 , Robert Chang 2 Show Abstract
1 Materials Engineering, California Polytechnic State University, San Luis Obispo, California, United States, 2 NCLT (National Center for Learning & Teaching in Nanoscale Science & Engineering), Northwestern University, Evanston, Illinois, United States
Educating individuals on nanoscience and engineering concepts encompasses a host of challenges, but it can also be an exciting opportunity to engage people on new technology. The framework of the Materials Science and Engineering (MSE) field serves as an excellent approach to present such concepts. Connecting the atomic arrangement to bulk-scale material properties and behaviors illustrates many concepts in MSE and in the nano world. Thus while the nanoscale may not be visible to the naked eye, the effects of the nanoscale can be experienced on the human scale. New materials and nanocomposites are best understood and developed with the interplay among processing, structure and properties. The uncovering of underlying scientific principles can occur with targeted discrepant events that pique the interest of students and encourage critical thinking. For instance, the color of gold nanoparticles is, at first, unexpected and nontrivial, yet the example can lead to fruitful discussions and experimentation. Taking a constructivist approach to learning, current consumer products on the market that tout the wonders of nanotechnology can also be used as lessons in nanoscale science and engineering. Objects that might affect students’ everyday lives are great motivating devices to explore how unique features or properties may stem from nano-sized structures. The relevance of nanotechnology to everyday life has also been measured through a learning outcomes survey given at two different universities and to different groups of students. Several other modules, activities, exercises, demonstrations, and assessment tools for a wide range of audiences will be discussed.
11:45 AM - OO1.6
Education Partnerships at the Bio/Nano Interface.
Ethan Allen 1 , Mehmet Sarikaya 1 Show Abstract
1 , University of Washington, Seattle, Washington, United States
The Genetically Engineered Materials Science and Engineering Center (GEMSEC), a National Science Foundation (NSF)-funded MRSEC at the University of Washington (UW), seeks to understand and manipulate molecular recognition of solids by peptides. Researchers from a broad spectrum of disciplines, from materials to chemistry and physics and biology to technology and medicine, collaborate to elucidate the structural and functional underpinnings of bio/nano interface, and to use that knowledge to create novel materials and systems. In parallel with research, GEMSEC’s educational programs engage learners of many ages and backgrounds (graduate students, undergraduates, K-12 students, and the broad public) in exploring and understanding Mother Nature’s molecular ways. Working both independently and in strategic partnerships with other programs and organizations, GEMSEC leaders leverage expertise in helping learners understand the current power and awesome potential of molecular biomimetics. We will highlight selected programs to illustrate the breadth of this comprehensive set of offerings that include: (1) graduate and UG courses bridging materials science, nanotechnology, and biosciences, (2) high school teachers and students’ programs, and (3) workshops focused on UG or graduate students, and experts. Current work with Pacific Science Center in enhancing the “Strange Matter” exhibit this year will be described as an example of university-museum partnerships. Ongoing projects to engage Native American communities will be discussed. The NSF-funded NUE-UNIQUE project – Nanotechnology for Undergraduate Education – Using Nanoscience Instrumentation for Quality Undergraduate Education – that enables rich, intensive first-hand exposure to and experience with current generation equipment for larger groups of UG students will be explained. Finally, GEMSEC’s efforts in establishing Biomimetics World Network and National Biomimetics Network will be highlighted.
12:00 PM - OO1.7
The NANOLAB: An Interdisciplinary Undergraduate Science and Engineering Laboratory at The University of Texas at Austin.
Andrew Heitsch 1 , Damon Smith 1 , Shawn Coffee 1 , Navneet Salivati 1 , John Ekerdt 1 , Brian Korgel 1 Show Abstract
1 Chemical Engineering, University of Texas - Austin, Austin, Texas, United States
At The University of Texas at Austin, we have developed an upper-division undergraduate laboratory, called the NANOLAB, which is designed to introduce engineering and natural sciences students to nanoscale science and engineering (NSE) concepts. For the NANOLAB, we have developed three new 6-hour experiments: 1) “Fabrication of gold nanoparticles using self-assembled templating”, 2) “Optical and redox properties of colloidal semiconducting quantum dots”, and 3) “Acid-doped polyaniline nanofiber sensor for vapor detection”. The NANOLAB experiments are integrated with existing undergraduate laboratories, currently in five different departments—Chemistry/Biochemistry, Physics, Chemical Engineering, Biomedical Engineering and Mechanical Engineering—across both the Colleges of Engineering and Natural Sciences. The NANOLAB is not a stand-alone course, but rather is a laboratory “station” that interfaces with existing laboratory courses in the participating departments. For example, a student enrolled in physical chemistry laboratory performs one of the NANOLAB experiments as a required experiment in that course. A chemical engineering student in the unit operations laboratory does likewise. In the NANOLAB, students also work in a multidisciplinary team of two natural sciences and two engineering majors to promote the interdisciplinary communication that is fundamental to NSE. Approximately 960 students per year participate in the NANOLAB; thus, providing broad exposure to a large student population at a public university with a hands-on active NSE learning experience. This presentation will provide a snapshot of the program and a summary of successes and failures and lessons learned thus far.
12:15 PM - OO1.8
Making Measurements With a LEGO SPM.
Nathan Unterman 1 2 , Marcel Grdinic 2 , Lincoln Lauhon 3 Show Abstract
1 NCLT, Northwestern University, Evanston, Illinois, United States, 2 Science Department, Glenbrook North High School, Northbrook, Illinois, United States, 3 Materials Science and Engineering, Northwestern University, Evanston, Illinois, United States
Middle School and High School students can gain an understanding of the workings of a scanning probe microscope by using a LEGO construction. Quantitative laboratory experiments using Excel surface plots extend the experience to three dimensional representations.
12:30 PM - OO1.9
Pilot Community College Science Outreach Programs.
Kristin Black 1 , Eduardo Cervantes 3 , Anthony Chuma 2 , Gillian Eade 2 , Ryan Kershner 2 , Sung Ho Kim 2 , Dennis Law 2 , Tiffany Reardon 4 , Joseph Sly 2 , Curtis Frank 1 , Charles Wade 2 1 Show Abstract
1 Center on Polymer Interfaces and Macromolecular Assemblies (CPIMA), Stanford Univeristy, Stanford , California, United States, 3 Mathematics, Engineering and Science Achievement (MESA), Gavilan College, Gilroy, California, United States, 2 , IBM Almaden Research Center, San Jose, California, United States, 4 Mathematics, Engineering and Science Achievement (MESA), Skyline College, San Bruno, California, United States
Increasing the involvement of underrepresented minorities in research presents an ongoing challenge to scientific outreach. The Center for Polymer Interfaces and Macromolecular Assemblies (CPIMA, a NSF Materials Research Science and Engineering Center) has partnered with MESA (Mathematics, Engineering and Science Achievement, a state-funded academic-enrichment program for educationally disadvantaged students) at two local community colleges to develop a program that introduces students to the process of scientific research and to the career paths of several of our young scientists. We are testing two designs of our program. At Skyline College our program is integrated into an academic course and includes related lectures by on-site faculty as well as our visiting CPIMA. These students are eligible to receive academic credit for their participation. Our Gavilan College program is a month-long series of weekly lectures exclusively by CPIMA speakers. These students receive a small financial reward for their participation. As a final exercise, all students are expected to apply for summer research internships. Although structurally different, both programs have been well received, both by the community college students and by the postdoctoral lecturers. An important consideration in evaluating these programs is the difference in student populations. Skyline is an urban community college, whereas Gavilan serves a rural community.
12:45 PM - OO1.10
Producing a Societal Awarenss of Nanoscience and Technology Starts in High School With the Influence of Outreach Programs.
Pamela Rasmussen 1 2 , Steve Wignal 2 3 Show Abstract
1 , Raymond Central High School, Raymond, Nebraska, United States, 2 MRSEC, University of Nebraska , Lincoln, Nebraska, United States, 3 , Seward High School, Seward, Nebraska, United States
Reaching the population while it is in high school is a key in producing a societal awarenss of nanoscience and technology. The ninth grade, where the core science course is required of all students, provides the best opportunity to reach all students. At Raymond Central High School, a rural Nebraska high school, we have partnered with the University of Nebraska MRSEC’s Research Experience for Teachers and GK-12 Project Fulcrum programs to develop nanoliteracy. Working in these out reach programs has resulted in web-based lesson plans for teaching nanoscience to high school students and brought scientists into the classroom. On the website, lesson plans such as a kinesthetic lesson “What is nano?”, links to the “issues” associated with nano-research, and many other ideas for teachers, are complied and annotated. The web site is designed to allow teachers to pick and choose lessons and websites the designers have found useful. In addition to generating formal lesson plans, participation in the MRSEC program’s day-to-day nanomagnetic research activities has affected in-class interactions with students from those in freshman general-science to college-bound physics students. The design of novel nanomagnetic materials and the corresponding understanding of potential applications have provided a strong basis for introducing nanotechnology to high school students. Making connections that foster dialogue is another avenue to nanoliteracy. The GK-12 program brings research scientists involved in nanoscience and technology into the class room. Students interact with the scientists in an atmosphere that allows them to ask questions that will help them be a well informed public.