201212th IEEE Intemational Conference on Nanotechnology (IEEE- NANO)
The Intemational Conference Centre Birmingham
20-23 August 20112, Birmingham, United Kingdom Nanotechnology: A Platform for Education Change Deb M. Newberry Dakota County Technical College, Rosemount, M 55068 Email: deb.newberrdctc.edu Abstract Nanotechnology, as an enabling technology, has aspects which support multiple engineering disciplines. Nanoscale demonstrations, activities and experiments have been used to illustrate nanoscale principles as they apply to biological, electrical, material and chemical aspects of engineering topics. The emerging feld of nanoscience offers state of the art applications and conceptual development appropriate for multiple levels of engineering education which may enhance learing and student retention. Index Terms - Nanotechnology, engineering, education, critical thinking, content, muli disciplinary. I. INTRODUCTION Students in elementary school are taught that everything is made up of molecules and that molecules are made up of atoms. They are also taught that there are a certain number of atoms and many different ways of arranging them into a multitude of molecular types. Later on, students are taught that the type of molecule will determine the specifc properties of the item made of those molecules. The process continues when students realize that the specifc type of molecules and the atoms that comprise them as well as the arrangement of those atoms and molecules will determine the physical, electrical and biological properties of any material. Classic examples of these relationships are familiar to many; the fact that charcoal and a diamond are both made out of the same element carbon, but have different arrangements of thos carbon atoms, results in the distinctly different physical and optical properties of those two materials. Similarly, if the same physical arrangement of atoms is used, say a trestle bridge type arrangement, that structure will have signifcantly different properties if it is made out of sodium versus aluminum or iron. Scientists and engineers have been aware of these relationships, the impact on properties and the signifcance of structure composition for hundreds if not thousands of years, but it has only been within the last several decades that material structure and composition has been understood at the molecular and atomic scale - the nanoscale. Because of this new ability to observe, measure and understand materials at the nanoscale, the opportunity to enhance, integrate and expand the content and impact of engineering education has come about. The opportunity now exists to enhance student understanding and lifelong learing skills by applying some of the educational content that has been developed in the nanotechnology arena to engineering education curricula. II. THE EDUCATIONAL PIECES Any educational program will have three major pieces: 1) the content that needs to be taught and leared, 2) the method or vehicle for that learing and 3) the expected outcomes. For many of the engineering disciplines this process is based on decades of experience - both in the teaching of engineering principles and concepts as well as the correlation and coordination with the needs of the industry segment that hire the program graduates. Courses and content are taught in a specifc order, with a defned manner, because, through years of educational research and well as trial and error the best approach has been determined. Occasionall; the approach may be modifed based on changes in technology and/or customer requirements. Ofen the onus of keeping up with technology is placed up the authors of textbooks and their publishers. This process and the pieces are shown in Figure 1. r
M Outcomes Testing & I Employer I Assessment I Criteria I Expectations I Needs I W W Selected Textbook
Figure 1. Traditional segments and process fow for engineering education. Nanotechnology education has taken a similar path have changed signifcantly. Employers are still with some differences. In the late 1990's the looking for employees that know the standard or National Science Foundation was asking working group participants "Is nanotechnology different and are there concepts unique to the nanoscale which need to be taught?" Afer a few years of discussion, the answer was determined to be "yes" and a set of "Big Ideas of Nanotechnology" was developed and documented [1] . These ideas or concepts represented areas where the world at the nanoscale was different that the familiar macroscale and even the microscale. Nanotechnology educators then took these concepts, applied the traditional teaching tools and defned, with the help of industry, a set of desired outcomes for nanotechnology program graduates. In due time mUltiple nanoscience books were created for students with many different levels of education (novice to PhD). This process was very similar to that shown in Figure 1, with the exception that change in content was usually accomplished at nano educational "hot spots" and with face to face interactions. III. TECHNOLOGY EVOLUTION AND INDUSTRY REQUIREMENTS The rapid change, growth and improvement of the technology embodied in high speed computers, the interet and wireless communication has impacted the traditional approach charted in Figure 1. Without commenting of the fture of traditional classroom textbooks, it is clear that educators have many more options for defming, teaching and assessing student knowledge. In addition, because of the signifcant change in technology, the expectations and needs of employers classical equations and methods to solve standard, traditional problems. For example, the approach for performing thermal analysis and the equations that gover thermal transfer at the macro/micro level have not changed for the last 50 years, but the method, granularity and time signature of what can be performed has changed dramatically in recent years based on improvement in computing power. Another area of change for employer expectations has been in the area of "sof skills". Sof skills used to refer to the ability to get along with other people, work in teams, lead or follow as necessary and ability to communicate verbally or in writing. The category of sof skills has been expanded over the last decade to include the ability to solve problems independently, analyze and interpret data, be a lifelong learer and most importantly it includes the ability to think critically. Companies need their employees to be able to think on their feet, fmd and lear new information and solve problems independently [2], [3]. This change in the "customer" needs is not something that can easily be addressed by a new textbook edition or by adding more problems to homework assignments. It is an aspect that must be addressed in the classroom and lab activities and be implemented by the course instructor. At the same time this above technology infuence was impacting traditional and existing courses, nanotechnology educators were realizing that nanoscience could not just be taught only at the nanoscale. Correlation to micro and macro level science and applications has been shown anecdotally to impact student learing in a positive manner [4] . Also, because the exact interaction or predominant mechanism for observed phenomena at the nanoscale is not well understood (for example, thermal transfer) increased problem solving, rhetorical conversations and critical thinking needs to be brought into the teaching environment. The very nature of nanotechnology; observing, measuring and creating at the molecular and atomic level and the newness of the feld lead to an emphasis on critical thinking, problem solving and interdisciplinary collaboration. IV. A CRITICAL JNCTURE The confuence of the items discussed above have resulted in the potential for an opportunity to impact engineering education and the students involved in engineering programs. The integration of nanotechnology concepts and pedagogical tools into and engineering discipline provides; 1) new ways to teach traditional concepts, 2) the introduction of new and recent discoveries into classroom work, and 3) the capability to enhance student experience in critical thinking and other sof skills. This concept is shown graphically in Figure 2 which shows the areas of the process steps; concepts, tools, scale, educational areas and outcomes. Along the top portion of the fgure the gray columns designate the steps that have been the focus of or approach for nanotechnology education. Nanotechnology education usually starts with the list of major concepts of nanotechnology. Then, depending on faculty expertise, industry needs and available facilities each nanotechnology education program selects the tools for use. A library of standard nanoscience textbooks, complete with all the supplemental data, created for different levels of students does not exist and therefore individual versions of lecture material, problems, test, demos and so on must be developed. Experiments can vary greatly dependent upon equipment availability. A common set of lab activities with standard variations has evolved over the last decade and are in use at multiple institutions. Nanoscale education, almost by default places a great deal of emphasis on the implications of scale ofen leading students through the considerations of a phenomenon at the macro level, then micro and fnally the nanoscale. Electrical resistance is a good example of a phenomena/property that can be viewed fom a different perspective at different size scales. Finally, nanoscale programs focus on industry driven outcomes. The outcomes include understanding of the hard facts and equations, and ofen include preparing students to be lifelong learers, adaptable to changing technology and strong thinking skills. Nanoscale Education Programs NBOOSCBl0 LOOC0lS UlBC0 Pl0BlO VOlUD0 lO OlC0S ad Ol0lBCllOOS mOl0CUlBl llUCUl0 mB0llBl llOQ0Dl0S 0l PSS0DDly LODQUBllOOBl DUBlOO D0l bOUCOOBl OOlS L0CUl0 lBD 0DOS PClll6S bXQ0llD0DS VO0OSPOlDBlOOS D0l bOUCOOBl OOlS DQllCBllOOS O CBl0 mBClD mClO NBOO DQllCBllOOS O CBl0 m0CDBOlCBl mBOUBClUl0l bl0CllCBl l 0O Ll lD0l bO@lO00lO@ bOUCOO Pl0B Engineering Education Programs UlCOD0S HBlO BCSbQUBlOOS OOOVBlOOPQQllCBllOOS llODl0D OlO@ LlllCBlDlOKlO@ LODQUlOOBl llOC0SS0S m0lOlO@y BB POBlySSll0S0OllOO UlCOD0S Figure 2. Process steps within Nanoscale and Engineering education programs. The gray columns in the lower portions show those steps that are the focus of engineering education programs. The discussion and attention paid to the "Implications of Scale" step will depend on the specifc engineering area. Similar to the nanoscale education programs, engineering program will assess which tools are best to convey the required information. This information is determined by the specifc area of engineering being addressed as are the outcomes for the class or program. The occurring confuence allows the integration of these fve steps (concepts, tools, implications of scale, engineering education and outcomes). This integration enhances aspects of both of the program areas. For nanoscience programs, the correlation of concepts to specifc engineering disciplines and applications provides students with a {career} pathway for the use of the knowledge they are leaing. For students in engineering programs, the integration of state of the art research and topics can energize program classes and make graduates a more valuable asset in the marketplace. The activities which have been developed to teach at the nanoscale provide new methods and opportunities for introduce new concepts and sof skills. The nanoscale activities also provide a different approach to understanding, explaining or applying traditional science concepts. An example: Forces and Interactions One of the most profound aspects of the nanoscale is how the priorities of forces and interactions vary signifcantly fom what they may be at the familiar macro scale. For example, at the macro scale, the force of gravity has a large impact on the actions and interactions between objects. This is because the force of gravity is dependent upon the mass of objects and at the macroscale; objects will have substantial mass - like planets and stars. Therefore at the macroscale, gravity is usually the highest priority force, over electromagnetic forces for example and interactions such as fiction, Brownian motion and thermal vibration. If a person jumps into the air, they will land back on the ground because the force of gravity is stronger than all other perhaps counteracting force or interaction - such as the fictional resistance of the air on their body as the "fall" to earth afer the jump. However, as objects become smaller and smaller, mass diminishes and the force which results fom the dependency on mass decreases. Other forces and interactions have a chance to become the predominant driver of the infuence of one object on another. For example, van der Waals forces, which are due to molecular interactions caused by the non uniform charge distribution in the molecules in the seta on a geckos foot and the molecules in a sheet of glass, is a nanoscale interaction, but it overcomes the force due to gravity to allow the gecko to move up a sheet of glass. This priority of forces and interactions at different size scales is a critical aspect of understanding many of the observed nanoscale phenomena. Also important is the consideration of which of the forces active at that scale in a given system have the highest priority. For example, the reason that salt dissolves in water is because the adhesive forces between one or more water molecules and a sodium or chloride ion is stronger than the ionic bond between the atoms in the salt crystal. More salt will dissolve in hot water than cold, because the heat causes vibrational energy that breaks the hydrogen bonds between the water molecules. Once the molecule is fee of the hydrogen bond to another water molecule it can interact with one of the salt atoms and remove it fom the salt crystal. More non-hydrogen bonded water molecules mean more are available to bond with and remove the ions fom the salt crystal. With this in mind, consider the nanoscale concept of forces and interactions and the educational tool to be a student activity. The activity uses cross-linked polymers and investigates the effect of adding water to the cross-linked polymer system. The results can be corelated to various engineering disciplines, with related outcomes. Figure 3 highlights the portion of the two educational program steps that will be covered. Nanoscale Education Programs NBOOSCBl0 LOOC0QlS UlBC0 Pl0B lO VOlUD0 lO Forces and Ineracions mOl0CUlB| llUClUl0 mBl0llBl I 0l PSS0DDly LODQUlBllOOBl lDUlBlOO lD0l bOUClOOBl OOlS Lectur llODl0DS 0DOS bXQ0lD0DS Acthles lD0l Macro Micro Nano UlCOD0S m0CDBOlCBl HBlO BClSbQUBlOOS mBOUBClUl0l OOOVBllOOPQQllCBlOOS bl0ClllCBl llODl0D OlO@ lOD0OlCBl LllllCBl DOKlO@ 0O LODQUlBlOOBl llOC0SS0S LlVll m0llOlO@y lD0l BlB POBlySlSll0S0OllOO bOUClOOBl DQlCB OOS O Engneerng Oucomes OOlS Coo EducuIon Areu Engineering Education Programs Figure 3. Path for the cross-linked polymer example The students initially observe the cross-linked polymer material. It is white and feels grainy similar to salt or sand. As the name implies this material consists of a series of polymer chains comprised mostly of covalent bonds with ofen shorter chains of atoms (links) between the longer polymer chains. This structure is similar to collagen in skin or cellulose in plants. There is a defned strength associated with each of the bonds in this material at a given temperature. When water is added to this material it quickly begins to puff up and very soon is a fuff, sof, fake like material. What has occurred is that the water molecule, being a dipole molecule has associated with particular atoms within the cross linked polymer, formed bonds with the atoms. When the strength of the adhesive bond between the water molecule and the atom within the polymer is stronger than the forces (bonds) of the atom within the polymer, the atom may be removed fom the cross link polymer structure thus changing the polymer atomic confguration and in this case, its physical properties are drastically changed. Figure 4 shows photographs of the cross-linked polymer in a petri dish before (top) and afer (bottom) absorbing the water. Figure 4. Cross-linked polymer before (top) and afer addition of water at room temperature (bottom). There are many variations that can be included as a part of this activity. The polymer can be heated or cooled prior to the addition of the water. Fluids other than water, such as oils, acetone, soap etc. can be added. Students can be asked to defne, based on molecular structures, why the observed result occurred. There are many aspects of force and interaction, relative strengths, molecular structure (charge distribution) effects and temperature effects that can also be investigated and considered. For example, does it make a difference for the reaction if hot or cold water is used? If so, why? To answer these types of questions, students must not only consider chemical bonds and charge distribution but also must devise methods of measuring temperature, volume and time and reaction time with a precision that can produce meaningful results. Hence students can lear many aspects of both hard and sof skills. The fmal stage of this activity can be the introduction of applications based on the unique properties observed for this material. Some questions include "Can it be used to clean up toxic materials?" (environmental engineering), or "Can it be use in drug delivery perhaps topically? (bioengineering) or perhaps "Can this be used as thermal insulation?"( civil engineering). In answering some of the application questions, students can be required to list technology, societal, manufacturing or regulatory hurdles which will need to be overcome for the specifc application to be realized. The progression through the stages with some of the variations is shown in Figure 5. V. MULTI-DISCIPLINARY LEARNING One of the most exciting aspects of nanotechnology is its multi and inter-disciplinary nature. Nanotechnology has the potential to excite and energize students about science and potential careers, create a pathway that includes many disciplines and interests and breakdown the stovepipes that tend to exist between the different disciplines. Several companies such as Motorola and Hewlett Packard realized almost two decades ago, that to take advantage of nanotechnology would require the creation and encouragement for multi disciplinary teams [5] . These multi-disciplinary teams were unique in industry, but led to the development of signifcant advantages for the companies that supported them as nanoscience began to come of age. There are many applications using nanotechnology that can serve as examples of the multidisciplinary nature of nanotechnology and the need for teamwork across multiple disciplines. A good example is the vertical cavity laser used to differentiate between healthy and unhealthy cells. Using the tools of nanotechnology, researchers have discovered that healthy cells will have a different interal density than unhealthy ( cancer) cells. Being able to distinguish between healthy and unhealthy cells quickly and with small sample sizes will improve biopsy diagnostics as well as surgical procedures. Because the interal density is different, a different amount of light will be transmitted through the different cells. In other cases a different wavelength shif will be observed. Using the equipment shown in Figure 6, single cells are moved through a channel beneath the laser and the change in wavelength immediately detected and reported. Thus, a quick determination on cell type is possible. A group of researchers with diverse backgrounds was required to create the above system. This included solid state physicists, material scientists and engineers. Forces and Interactions 0lBOOSDQ D0N00O VBlOUS DOOOSl0O@DS Activit 0l0O ... Engineering Discipline Outcomes & Skills Aplications LOD0SV0 OOC HyOlO@0O O0lBOO lUO Vl8I 9 l 9 Ac8lOn8 Oher 0DQ0lBUl0S LOOC0OIBOOS m0CDBOCl mB0lBlS O l BB POBlySS PDSOlD0O 0S@O O bXQ0lD0OS 0COl0V0 BSCBl OOSO0lBOO lBCKO@ D0lDBl OSUlBOO lU@ 0lV0Q LOBO@S Figure 5. Activity stages and potential variations and results. 6
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b[ECOODEIEF Figure 6. Vertical cavity laser for detecting unhealthy cells by shif in wavelength. (Courtesy of Paul Gourley) photonics experts, sofware and hardware engineers, statistics and test engineers and many others. By studying examples of this type, students begin to realize that they probably will not be able to do it on their own, develop an appreciation for disciplines other than their chosen feld, lear to anticipate problems or roadblocks, brainstorm solutions and appreciate the need for team work. CONCLUSIONS Engineering education has stood the test of time, provided the foundation for hundreds of thousands of employees and defmes an established and proven pedagogy. Nanotechnology education is in its infancy and is based on a new enabling technology. By merging aspects of both educational disciplines, students, industry, faculty and society will all beneft. ACKNOWLEDGEMENTS This work was fnded in part by the National Science Foundation and Dakota County Technical College. REFERENCES [1] Krajicik J., Stevens, S., & Sutherland L. (2009). The Big Ideas of Nanoscale Science and Engineering. NST A Press. [2] Hart, Dean. Personal Interview. (20 March 2011) [3] Arney, David, 3M, Personal Interview. (11 October 2011) [4] Dakota County Technical College Nano Program Student Comments (December 2011). [5] Uldrich, J., & Newberry, D. (2003). The next big thing is really small: How nanotechnology will change the future of your business. New York: Crown Publishing Group 978-1-4673-2200- 3/12/$31.00 2012 IEEE