An AFM Learning Module Employing Diffraction Gratings (original) (raw)
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Nanoscience Nanotechnology Concepts For High School Students: The Scanning Probe Microscope
2006 Annual Conference & Exposition Proceedings
While nanoscience and nanotechnology are not typically thought of as topics for the high school classroom, introducing such cutting-edge research provides a means to motivate student interest in science and engineering. The interdisciplinary nature of nanoscience & engineering allows for a wide range of topics including physics, chemistry, biology and mathematics to be taught within the exciting context of cutting-edge research. As part of the National Center for Learning and Teaching (NCLT) in Nanoscale Science and Engineering, Northwestern University is developing and testing concepts in nanoscience and nanotechnology. The nano-concept material (NCM) is based on a series of hands-on activities. The NCM are developed in close collaboration with high school teachers and are field-tested for feasibility. Learning theory is incorporated into the development of the materials with the assistance of education specialists. One set of nano-concept materials is being developed around a key measurement technique in nanoscience, scanning probe microscopy. Scanning probe microscopy is an important measurement technique for nanoscience and engineering, and provides a platform from which to teach basic science concepts such as measurements and forces. We will discuss the "hands-on" activities developed to teach concepts in scanning probe microscopy, as well as an assessment on how the materials fit into high school and middle school science curricula. Initial findings from a prototype design project show that the design project was successful in engaging student interest, and that the macroscopic models and activities were helpful in facilitating student understanding of how a scanning probe microscope works. All of the students were able to successfully build a working atomic force microscope and acquire an image.
Scanning Microscopies 2014, 2014
The program Project NANO (Nanoscience and Nanotechnology Outreach) enables middle and high school students to discover and research submicroscopic phenomena in a new and exciting way with the use of optical and scanning electron microscopes in the familiar surroundings of their middle or high school classrooms. Project NANO provides secondary level professional development workshops, support for classroom instruction and teacher curriculum development, and the means to deliver Project NANO toolkits (SEM, stereoscope, computer, supplies) to classrooms with Project NANO trained teachers. Evaluation surveys document the impact of the program on student's attitudes toward science and technology and on the learning outcomes for secondary level teachers. Project NANO workshops (offered for professional development credit) enable teachers to gain familiarity using and teaching with the SEM. Teachers also learn to integrate new content knowledge and skills into topic-driven, standards-based units of instruction specifically designed to support the development of students' higher order thinking skills that include problem solving and evidence-based thinking. The Project NANO management team includes a former university science faculty, two high school science teachers, and an educational researcher. To date, over 7500 students have experienced the impact of the Project NANO program, which provides an exciting and effective model for engaging students in the discovery of nanoscale phenomena and concepts in a fun and engaging way.
Making the Nanoworld Comprehensible: Instructional Materials for Schools and Outreach
Journal of Nanoparticle …, 1999
The breathtaking developments in research involving nanoscale materials and devices have created widespread public interest in this branch of science and technology. We describe in this report some of the inexpensive, easy-to-use instructional materials that we and colleagues have developed to help communicate the exciting breakthroughs in this field to student and nontechnical audiences; more extensive descriptions are available at our website and in a book and CD [1,2]. Collectively, these products provide a means for describing how we 'see' atoms, assemble atoms, and customize materials, thereby linking assemblies of atoms to their physical and chemical properties and to applications. 'Seeing' atoms A simple flexible refrigerator magnet of the kind commonly used for advertising can provide an excellent tool for illustrating scanning probe microscopies [3]. The probe is obtained from the magnet by cutting off an appropriate edge, as shown below.
International Journal of Innovation in Science and Mathematics Education, 2012
Progress in nanoscopic materials research requires observation and understanding of the molecular arrangements of materials by using capital-intensive equipment such as Electron Microscope (SEM and TEM), and other types of spectroscopy. There is also a great need for teaching data analysis and essential technical skills for experimentation using complicated analytical instrumentation capable of providing information about nanoscale physical, chemical and functional properties. Teaching for characterisation of these new materials and devices to fully understand the physical, structural and functional properties is of great importance. This paper addresses this demand, which led to the development of the web-based multimedia-teaching package called Nanolab. The paper illustrates the experiences of implementing Nanolab as a pilot site utilising: (a) a web-based technology for delivery; (b) text, graphics, sound, Authoware, Flash MX for interactivity; (c) a number of video links to spec...
Interactive learning of nanophysics phenomena
2005
This paper describes a new method of teaching and experimenting nanophysics effects using a nanomnipulator. This nano-manipulator is formed by a multi-sensory platform connected to an AFM and/or to virtual nano-scenes produced by a real-time simulator. The first objective of this work is the evaluation of a custom-made nanomanipulator compared to the use of a classical Atomic Force Microscope (AFM) interface. These instruments are used to teach one-dimensional nano-physical phenomenon, the approach-retract (AR) one, to university students at master level. The second objective is to determine the role of each sensorial rendering (force, visual and sound) and their combination, in the understanding process of the AR phenomenon. These two objectives have been evaluated quantitatively and qualitatively by analysing student practical work reports.
Interactive Tool Kit for Teaching-Learning Nanoscience and Nanotechnology for High School Students
The broader socioeconomic impact anticipated to occur in the coming decades with the advent of nanoscience and nanotechnology has led many countries to establish national nanotechnology initiatives to promote nanotechnological developments. One major resolution under these mega initiatives is to popularise nanotechnology as a subject at the high school and university levels. However, teaching nanotechnology concepts at the high school level still remains challenging mainly due to the inherent complexity of the associated principles and the unavailability of resourceful talents to teach the subject. Herein, we disclose the development of a nanoscience and nanotechnology educational tool kit for innovative and interactive teaching and learning of nanotechnology at the high school level. This portable tool kit includes several interactive activities such as puzzles and games to understand and visualize nano-scale, synthesis of simple nanomaterials with readily available chemicals, expe...
Learning Materials Science Via the Web Using Nanospheres and Scanning Probe Microscopes
MATERIALS …, 2000
The Interactive Nano-Visualization for Science and Engineering Education (IN-VSEE) project at Arizona State University (ASU) has developed a remotely operable scanning probe microscope (SPM), a visualization gallery of images, and a number of educational modules with materials themes. It exploits the incredible potential of materials science for teaching at the high school and college level about fundamental concepts that cross traditionally separated disciplines. The packing of spheres is a topic that is ideal for linking together the different science and engineering disciplines because of the ubiquity and relevance of spheres in the materials world and the universality of the rules that govern their packing over a large range of sizes. Students can perform a number of discovery-based learning activities, over the web by simultaneously using IN-VSEE's web-accessible module (e.g., The Music of Spheres) and its remotely operable SPM for experimenting with nanosphere samples that they prepare. With these resources students can pose materials questions and are empowered to design their experiments to increase their understanding of real materials. The fundamental concepts (e.g., packing geometry, density, surface composition, long-range/short-range ordering, intermolecular forces, etc.) they learn through these materials science experiments are applicable to many other curricular, research, and technology areas.
Nano-World: A showcase suite for technology-enhanced learning
IEEE EDUCON 2010 Conference, 2010
Over the past couple of years we have defined and implemented a variety of tools and instruments for supporting technology-enhanced teaching within the field of Nanoscience. Among others, the Nano-World showcase suite developed includes the following: a collaborative simulator for learning the basics of atomic force field microscopes; a remote laboratory which offers real-world access to experiments at the nanoscale level; software infrastructure for remote control and steering of ongoing experiments using mobile devices; interactive courseware that teaches the basic laws of physics such as force fields; a web-based platform for 3D visualizations of data collected via nano microscopes; and an interactive game for getting first impressions of atomic manipulations. In the paper we describe the different components and report on lessons learned from using the showcase within the university curriculum as well as an information medium for schools and public audiences. We also report on plans and first steps to interface the showcase suite with LiLa-the forthcoming library of labs.