Introducing Nano Concepts

into Science and

Engineering Courses
R.P.H. Chang
Director
National Center for Learning and
Teaching in Nanoscale Science
and Engineering (NCLT)
Northwestern University
www.nclt.us
 Outline of the Presentation
• Brief introduction to NCLT
• Introducing nanoconcepts
– pre-college level
– at the college level
• Cascade approach to teaching nano-
concepts
• Use of Clearinghouse / Cyberinfrastructure
• Establishing a global nano learning
community and network
 NCLT: Center Mission
Established: October, 2004
Mission: Build national capacity in Nanoscale Science &
Engineering (NSE) Education
Goals: Develop a globally competitive NSE workforce and
train a national cadre of leaders in NSE education

Learning and teaching through

inquiry and design of
nanoscale materials and
applications
Developing New Learning NSE Education
Curricula Standards Knowledge Base
 NCLT Goals
• Build a globally competitive NSE workforce
• Develop a cadre of well-rounded NSEE leaders
• Create and implement in-service and pre-service
professional development
• Design innovative instructional materials for
grades 7-16, enhanced by new learning
technology tools
• Partner with school districts, colleges and
universities to integrate NSE into STEM curricula
• Establish a Clearinghouse infrastructure for
instructional materials and best practices
NCLT Community

Education &
cognitive science
researchers

Nano researchers Students &

Postdocs
Teachers, faculty
members & Government
administrators officials

Experts in learning Editors,

tools, visualization, designers,
simulation & programmers,
modeling etc.
 NCLT Partners
• Nanomaterials Research: MRSEC, NSEC, DOE, NASA
Northwestern
• Curriculum Development: NSF-funded
Argonne Michigan CCMS and MWM

Purdue
• Education Research: NU-Searle Center,
AAMU, CCMS (led by AAAS)
Fisk, Hampton,
Morehouse,
UIC
• Professional Development: Summer
UTEP
programs on partner campuses, US-
UIUC
Minority Institutions
Other US and Global
Partners
• Visualization & Learning Tools: EVL
• Simulation & Modeling: NCN
• School District Partnerships nationwide
Our collective strength is greater than the sum
of our parts.
 NCLT Center Strategy

Research
Research &
&
Development
Development

Evaluation
Evaluation &
& Professional
Professional
Assessment
Assessment NCLT Development
Development
Integrated
Program

NSEE
NSEE Undergraduate
Undergraduate
Information
Information & Degree
& Degree
Clearinghouse
Clearinghouse Programs
Programs

Supported by NCLT Cyber Infrastructure

 Introducing Nano Concepts
at the Pre-College Level
The Inquiry-and-Design Model
z Students
complete hands- Inquiry cycle Design cycle
on, inquiry-based
activities
Identify a question. Identify a problem.
z Each module Propose, build, and
Propose an explanation.
culminates in a Create and perform an test a solution to the
design challenge experiment to test the problem. Redesign,
hypothesis. Based on based on results, to
z Students simulate improve the
results, refine the
the work of explanation. solution.
scientists
(through inquiry)
and engineers Goal: an explanation a functional product
(through design)
 Introducing Nano Concepts
at the Pre-College Level
Connections to the Real World
Traditional
Science, Math,
and Technology
Curriculum
NC
Inqu LT
iry-a
Des nd-
ign

Real-World
Applications
Pre-College Integration of NSE Concepts

R&D of age-appropriate
Nano Concepts and Content

Evaluation & Assessment

Professional Development
(Teacher Training)

Teaching Nano Concepts in

Classrooms

Students Learn Nano

Concepts/ Applications

Impact on STEM Education

 Pre-College Nano Concept:
Size Scale & Material Properties
Water at macro scale— Water at nano-micro
a lubricant scale—an adhesive

Concept: The size and dimension of objects/materials affect material

properties and how we can use them.

Standards: NSES/5-8/B/1/a, Properties and changes of properties in matter;

NSES/5-8/B/3/a, Transfer of energy; 2061/6-8/4D/1, The structure of matter;
2061/6-8/4E/4, Energy transformation; 2061/6-8/11D/1, Scale; 2061/6-8/12B/9,
Computation and estimation
 Pre-College Nano Concept:
Surface Smoothness & Friction

Close-up view of friction

between surfces:

bottom of an object
Nanolubricants

floor
Nanosphere Nanotube

Concept: Surface smoothness reduces friction.

Standards: NSES/5-8/B/2/c, Motions and forces; 2061/6-8/4F/3, Motion ;

2061/6-8/11D/1, Scale; 2061/6-8/12B/9, Computation and estimation
 Pre-College Nano Concept:
Size Scale & Dominant Force
What happens when we drop…?

… Nano-
particles
Spores Flour

Van der Waals Forces

Submicron-sized
flour sticks to the
sides of the
measuring cup
Concept: Electrostatic forces dominate in the nanoworld.

Standards: NSES/5-8/B/2/c, Motions and Forces; 2061/6-8/4E/4, Energy

transformation; 2061/6-8/4G/1, Forces of Nature; 2061/6-8/11D/1, Scale;
2061/6-8/12B/9, Computation and estimation
 Pre-College Nano Concept:
Structure & Light Property

Concept: Material structure determines the absorption, transmission, and

reflection of light.

Standards: NSES/5-8/B/3/a, Transfer of energy; 2061/6-8/4D/1, The structure

of matter; 2061/6-8/4F/1-4, Motion; 2061/6-8/11D/1, Scale; 2061/6-8/12B/9,
Computation and estimation
 Pre-College Nano Concept:
Surface Area & Chemical Reaction
Surface area increases while total
volume remains constant

Honeycomb

Concept: Surface area affects

the rate of chemical reaction.

Standards: NSES/5-8/B/1/a, Properties and changes of properties in matter;

NSES/5-8/B/3/e, Transfer of energy; 2061/6-8/4D/1, The structure of matter;
2061/6-8/4E/4, Energy transformation; 2061/6-8/11D/1, Scale; 2061/6-8/12B/9,
Computation and estimation
 Pre-College Nano Concept:
Nanoparticles in Colloids & Suspensions
Mayonnaise/Whole Milk Gelatin/Jelly/Jam Mist & Aerosols
Nanosized liquid Nanosized Nanosized liquid
droplets in liquid clusters droplets suspended
another liquid in a solid in a gas

Smoke
Marshmallows/Whipped Cream Stained Glass Nanosized
Nanosized solid
Nanosized solid particles
gas bubbles particles in suspended
in a solid a solid in a gas

Solutions 1 nm Colloids 100 nm Suspensions

Concept: Molecular clusters create unique properties.

Standards: NSES/5-8/B/1/a, Properties and changes of properties in matter; NSES/5-
8/B/3/a, Transfer of energy; 2061/6-8/4D/1, Structure of matter; 2061/6-8/4E/4, Energy
transformation; 2061/6-8/11D/1, Scale; 2061/6-8/12B/9, Computation and estimation
 Application - Sunscreen
Nano-dispersed zinc oxide (30 nm) provides
protection against UVA and UVB rays and is
transparent

• cosmetic clarity (no pasty white look)

• higher SPF ratings
• nongreasy, easy application
Grandel PR Vitamin Keys Solar Rx
Nano-Depot Day Nano-Zincoxide

Wet Dreams sunscreen

with ZinClear ZnO
Application: Water-repellent Surfaces
water
In Nature, many small tubes or
droplet whiskers keep water and solid
at minimal contact for
superhydrophobia (extreme
water repellency)

peach fuzz and the lotus leaf as inspiration

 Application: Fabrics
• spill proof
• stain resistant
• wrinkle free
Billions of nanowhiskers (10 nm long) create a thin
cushion of air above the cotton fabric, smoothing out
wrinkles and allowing liquids to bead up and roll off
without a trace.

Levi’s Dockers Go Khaki with Stain Defender

Eddie Bauer’s Nano-Care chinos
Application: Self-cleaning Surfaces
• water droplets form spherical globules
• rough nanoscale surface picks up dirt
• water and dirt roll off
• biomimicry

self-cleaning window
 Some “Big” nano concepts and learning
goals, relating to materials
A. The scale of matter determines its nature and properties.
B. Dominant forces in the nanoworld are different from those in
the macro world.
C. Materials and phenomena in the nanoscale may or may not
behave the same way as in the macroscale.
D. The unique properties of nanomaterials can be used to
advance technology and improve quality of life.
E. New concepts can be derived from interdisciplinarity and
complexity at the nano level.
F. Geometry can have an impact on nano materials design and
applications.
Link to National Standards: (A, C) NSES/5-8/B/1/a, Properties and changes of properties
in matter; 2061/6-8/4D/1, The structure of matter; 2061/6-8/11D/1, Scale; 2061/6-8/12B/9,
Computation and estimation; 2061/9-12/11D/2, Scale. (B) 2061/6-8/4G/1, Forces of Nature; NSES/9-
12/B/4/d, Motions and Forces. (D) NSES/5-8/F/5/d, Science and technology in society; NSES/9-12/E/2/b,
Understanding about science and technology; 2061/9-12/8B/3,4, Materials and manufacturing. (E)
NSES/5-8/F/5/d, Science and technology in society; NSES/9-12/G/1/a, Science as a human endeavor. (F)
2061/9-12/9C/2, Shapes.
 Questions about Nanomaterials, Related
Nanoconcepts Research & Linkages to Curricula
What makes them How can they be How can they be made
unique? used? and characterized?

Manipulation of Light Information Storage Tools for Probing the

Nano in the Nanoworld and Processing Nanoworld
Concepts
introduced •Work circle and research • Research Activities start • Scanning Probe work
activities carried out Year 2 circle and research
Linkage to activities carried out Yr. 1
Year 1
Science
Curricula
Physical Properties of Nanomaterials for Design and Fabrication
Nanomaterials Energy, Environment, of Nanomaterials
Nano and Pharmaceuticals
Concepts
introduced • Self-assembly/
• Research Activities •Work circle and research
start Year 2 activities carried out Year 1 Nanopatterning work circle
Linkage to launched Year 2
Science
Curricula
NCLT Pre-College Module: Nanomaterials
Investigating: Changes in Surface to Volume Ratio
Which form
of polymer
7
absorbs 6

water pellets powder 5

S.A. / V
faster? 4

powder 2

Modeling with snap cubes

0 2 4 6 8 10

pellets Length

Application: Using TiO2 nano particles to Regenerate Clean H2O

Industrial waste water

International
TiO2 photocatalyst TiO2 -based, water treatment system space station
NCLT Pre-College Module: Manipulation of
Light in the Nanoworld
Investigating: Light and Its Interaction with Nano Structures
Homemade CD-ROM
spectroscope

Diffraction Interference Reflection due to structure

Application: Creating Opal-like, Photonic Structures

Simulated opal Natural opal
Light wave structure
TM

TE

Light transmission
Laboratory
opals
Predict Total reflection Self-assembly of Artificial opal
structure via simulation polystyrene nanoparticles by design
 Macroscopic Models of Nano SPM Instruments
Nathan Unterman*, Emma Tevaarwerk+, Marcel Gridnic*, Venkat Chandrasekhar+
*Glenbrook North High School, +Northwestern University

Key Nano-Concepts: National Science Education Standards (9-12)

• Nanostructured materials can be
measured with a nanosized tip.
• Dominant Forces in the nanoworld are
different from those in the macroworld.
Activity Progression LEGO Models
• Build Model AFM
• A: Science as Inquiry (models)
• B: Physical Science (structure of matter)
• E: Science & Technology
Benchmarks for Science Literacy (9-12)
• 4D, Physical Setting,
“all matter is made up of atoms”
Excel-based Imaging
16- 17

• Build Sample 15- 16

14- 15
13- 14
12- 13
11- 12
10- 11
9-10

• Collect & Graph Data in Excel

8-9 17
7-8 16
15
6-7 14
5-6 13
12
4-5 11
3-4 10
9
2-3 8
1-2 7
6

• Analyze Data & Discussion 0-1 5

Deflection 4
-1- 0 3
2
-2- - 1 1
-3- - 2 0
-1
-4- - 3 -2 7
-3
-5- - 4 -4
-5
-6- - 5 -6 6
-7

• Observe & Analyze Real C-AFM Image

-7- - 6 -8
-9 5
-8- - 7
-9- - 8 S16
S15 4
S14 Location
S13
S12 3
S11
S10
S9 2
S8
S7
Location S6
S5 1
S4
S3
S2
S1

Cantilevers Tips Samples Nano-Day at

Northwestern
Macro
Model
10-1 m 10-2 m 10-2 m
Nano 1 nm Cr2Hf NaCl
Instrument
10-4 m 10-4 m 10-9 m
College-Level Integration of NSE Concepts

College Level

Nano Science Courses Deriving New

Concepts Insert _____________ Applications &
Research & Developing
Engineering
Development Courses Nanotechnology
 College-Level Integration of NSE Concepts
NCLT Higher Education Initiatives
• Nanomaterials Unit –
research on effectiveness of
NSE curriculum in non-
major course
• Faculty workshop (10
colleges/universities
represented)
– Provided plans for
incorporation into curriculum
– Partnerships forming for
Degree programs &
Certification
• Development of courses on
NCLT Cyberinfrastructure
College-Level Integration of NSE Concepts

Nanofabrication
Top-down Approach: Chisel away material to
make nanoscale objects

Bottom-up Approach: Assemble nanoscale

objects out of even smaller units (e.g., atoms and
molecules)

Ultimate Goal: Dial in the properties that you

want by designing and building at the scale of
nature (i.e., the nanoscale)
 College-Level Integration of NSE Concepts
Top-Down: Photolithography
PREPARED
1 PHOTORESIST
Si WAFER
PROJECTED
LIGHT
SiO2 LAYER

Si3N4 LAYER

Si SUBSTRATE

RETICLE 1 μm
(OR MASK)

SIMILAR CYCLE IS REPEATED 2 LENS

6
TO LAY DOWN METAL LINKS
BETWEEN TRANSISTORS
Ferromagnetic/super-
conducting devices (e-beam
NEW PHOTORESIST IS SPUN
PATTERNS ARE PROJECTED
REPEATEDLY ONTO WAFER
lithography)
METAL ON WAFER AND STEPS 2 TO 4
CONNECTOR ARE REPEATED

IONS SHOWER THE ETCHED

5 AREAS, DOPING THEM
3

4 EXPOSED
DOPED PHOTORESIST
REGION IS REMOVED

AREAS UNPROTECTED
BY PHOTORESIST ARE Molecular electronics
ETCHED BY GASES
(e-beam lithography)
College-Level Integration of NSE Concepts
Top-Down: Nanoimprint Lithography
Mold
1. Imprint
• Press Mold Resist
Substrate

• Remove Mold

2. Pattern Transfer
• RIE
College-Level Integration of NSE Concepts
Top-Down: Nanosphere Lithography
College-Level Integration of NSE Concepts

Bottom-Up: Carbon Nanotube Synthesis

100 nm
 College-Level Integration of NSE Concepts
Bottom-Up: Molecular Self-Assembly
• Spontaneous organization of molecules into stable,
structurally well-defined aggregates (nanometer length
scale).
• Molecules can be transported to surfaces through liquids to
form self-assembled monolayers (SAMs).

Supramolecular rodcoil Polythiophene wires Supramolecular rodcoil

“mushrooms” nanoribbons
College-Level Integration of NSE Concepts

Dip Pen Nanolithography

 College-Level Integration of NSE Concepts
The Cascade Approach to Teaching
College Course: Nanoscale Engineering Design & Communication
Freshmen Middle Challenge: Develop
Engineering + School + Tools/Materials to Teach
Students Teachers Nano Concepts to Middle
School Students
Both levels benefit:
• Freshmen must master nano content in
order to teach it.
• Freshmen are highly motivated to help
younger students and communicate
very well with them
• Middle Schoolers get exciting new
materials that are age-appropriate.

Results— A win-win situation! Freshmen are very innovative & come up with
great ideas, including a nano card game, a video game, design projects and activities.
 Example of the Cascade Approach
Nanocos: The Game of Nanotechnology Concepts
• Card Game designed by College Freshmen
for Middle School Students
• Reinforces Surface-to-Volume Ratio
• Reinforces Powers of 10 and Scientific
Notation

Designed by: Joey Hsu, Lee

Lamers, Siu-Hin Wan,
Stephen Wylie
Copyright: NCLT,
Northwestern University
EDC 18.2
 Example of the Cascade Approach
Nanocos: A Nano Card Game for Middle School Students

Object
Action
Cards
Cards

Microscope Carbon
Cards Cards

Copyright: NCLT,
Northwestern University
 NanoEducation Clearinghouse

Search

NanoCourses NanoLectures Nanoconcepts

NSE Research Posters
http://www.nclt.us
 For all levels: NSE Simulations

Interactive nanoconcept simulations

designed by Professors and Post-
Doctorates at the cutting edge of
nanoscale science and engineering
for use in the classroom.

The simulations bring research

taking place in the lab now to the
classroom today.
Photonic Bandgap Crystal
Nanoconcept simulations are Simulation
developed for highschool, college
and graduate school levels. - Here showing incident light at 560
Suggestions for how to integrate nm being blocked by the crystal.
these simulations with existing - Created by Boyang Liu & Prof. Ho,
courses are included. Northwestern University
 For all levels: NSE Simulations
Simulations are used within the NCLT Clearinghouse Nanomodules. Each
Nanomodule can be thought of as a dynamic book chapter designed
around one particular topic within the six main themes of the NCLT, such
as “The Manipulation of Light at the Nanoscale”.

Detection of Surface Plasmon Waves

Maxim Sukharev, Ph.D. & Prof. Tamar Seideman
DESCRIPTION:
Surface plasmon waves are charge density waves occurring at an interface between a
thin metallic film and an insulator medium. Two conditions are needed for the excitation
of plasmon waves:

* The dielectric constant of the non-metal medium should be real and positive;
* The real part of the metal dielectric constant should be negative and its absolute
value should be greater than its imaginary part;

The wave can be thought of as having a section in the thin film and a section out of the
film, at the insulator/metal interface, much like an ocean wave has part of the wave
unseen inside the ocean, while another part of the wave is seen at the ocean/horizon
interface.
 NSE Modules
The Nanomodules should get students excited about learning Science and
understanding the world around them. Making it possible for them to
understand both natural phenomenon and the products they use everyday.

NanoModules Science Concepts

NM: Surface Area
/Volume New
SC: Optics
Students’ Understanding
NM: Diffraction
Curiosity, &
Limit
+ Discovery &
= Application
NM: Photonic Innovation of
band gap
SC: Magnetism Concepts
NM: Magnetic
dipoles
 NSE Courses

Complete nanoscale science and

engineering courses taught by
university professors.

These courses include videos of the

lectures, lecture notes, assignments and
syllabi.

Such lectures are being integrated into

other courses or used directly at other
universities and colleges. They are also
open to the public to be a clear source
of information about nanoscience and
nanotechnology. Prof. Hersam teaches a
nanomaterials course
 NSE Course Modules

Focused, smaller lecture series on

one particular topic in nanoscale
science and engineering education.

These mini- courses include videos

of the lectures, lecture notes, and
other explanations.

Being focused, Nano modules are

good discussions of nanoscience and
technology and may for example
serve graduate students who are
looking to learn principles and Prof. Lauhon teaches a module on
techniques of advanced scanning principles of Atomic Force
probe microscopy. Microscopy.
 NSE Lecture Series

Seminar videos from experts from

around the globe focusing on both
the laboratory results and educational
methods of nanoscale science and
engineering.

Recent results, and innovative

teaching methods are presented as
real-time web broadcasts, allowing a
question and answer format for the
audience. Videos are then
permanently displayed at the NanoEd
Clearinghouse. Dr. Sands discusses nanowires
and their impact on thermopower
technology.
 Global Challenges in Nano Education
• Help students visualize nano
phenomena and grasp nano-
concepts using new tools and
methods
• Use nano as a hook to get
students interested in science
& engineering
• Offer teachers effective
professional development &
lab experience!
• Partner with teachers &
schools to integrate new
content into existing curricula
• Develop new learning
standards for nano concepts
 Global Approaches: Taiwan
Taiwan is very active in Nano-education:
• K-12 Nanotechnology
Program established by
Ministry of Education in 2002
• Five regional centers where
university faculty work with pre-
college students and teachers

• New website showcases

educational activities and
resources
http://www.nano.edu.tw
 Global Approaches: Taiwan
Taiwan is using new media and informal methods

• Teachers wrote a book to train other

teachers & instruct the general public
(Nanotechnology Symphony-Physics,
Chemistry, and Biology)

• A comic book (Nano BlasterMan) for

middle school students. (Superhero
"Nano BlasterMan" uses the power of
nanotechnology to fight evil.)

• An animated film “A Fantastic Journey

for Nana and Nono” in Chinese with
Chinese and English subtitles.
 Global Approaches: Europe
European Commission: Investment in People
In 2004 around 15% (55M€) was invested in nano
research-training via the Framework Programme
Training
15%

Research,
Demonstration,
~90% Marie Curie
Others ~10% Other Projects
85%
Slide courtesy of Dr. Bruno Schmitz, European Commission
Nanoscience & Nanotechnology
Master’s Program (Spain) • Highly inter-
disciplinary:
combines
physics,
chemistry,
biology,
medicine,
pharmacy and
engineering
• Coordinated
effort by
multiple
institutions
• Adapted to the
European Space
for Higher
Education

Slide courtesy of Prof. Gonçal Badenes, ICFO – The Institute of Photonic

Sciences & MEC – Spanish Ministry of Education and Science
 Global Cooperation in Science Education
Priorities Timeline
+ 15-20 years + 10-15 years + 5-10 years
Pre-college level Undergraduate level Graduate level

Exciting new content Expand access to

and professional research facilities for Young researchers must
development models hands-on experience; develop global
are being developed The cascade approach leadership capabilities
worldwide - we can can improve grasp of in order to lead future
share best practices! nano concepts. education initiatives!
 A Global Network for Nano Learning -
Global Nanotechnology Network
GNN Education Strand

Third GNN Development

Workshop
May 26-27, 2005
Saarbrücken, Germany

Organized by:

Participants from 25 countries + EC (Australia, Austria,

Belgium, Brazil, Canada, China, Finland, France,
Sponsored by: Germany, Hungary, Ireland, Italy, Japan, Korea,
Luxembourg, Netherlands, New Zealand, Romania, South
Africa, Spain, Sweden, Switzerland, Taiwan, U.K., U.S.)
First GSAS Session
Taiwan, September 2006
‰ Flagship Initiative of
the GNN
‰ Co-sponsored by the US
NSF and NSC of Taiwan
‰ 20 GSAS Scholars
‰ 9 Prominent Global
Experts serving as
lecturers and mentors
‰ 250 Registered
Observers
‰ Winning team will be
hosted by ITRI and/or
Academia Sinica
‰ Negotiations underway to
hold future GSAS
Sessions