Nanotechnology Center for Learning and Teaching

R.P.H. Chang, Director

Nanotechnology Center for Learning and Teaching (NCLT)

Northwestern University

The Importance of Nano Education in the 21st Century

“Our Future is at the Nanoscale!”

Nanotechnology Center for Learning and Teaching

Outline

1. Introduction-Major Global Challenges & Nano-literacy

2. Challenges in STEM Education & Global Competitiveness

3. The Materials World Modules Program

4. A View of the Future

Nanotechnology Center for Learning and Teaching

Major Global Challenges

In the next 30 years…

• Oil production will peak

– Need “green energy” development

• Climate change

– Need advanced environmental protection systems

• Increase in population density

– Global health protection issues (food, water, disease control, etc.)

Nanoscale Materials and the related nano-technology will play a key role in global energy, environment, health and security needs!

Nanotechnology Center for Learning and Teaching

1nm

100 nm

Atomic ScaleNanoScale

Microscopic Scale

Sub-AtomicScale

MacroScale

Energy/Environment

Communications

Transportation

Health

Infrastructure

Biology

Chemistry

Physics

Engineering

Mathematics Economic impact = trillions of dollars!

Nanotechnology is an enabling technology for all industrial sectors.

Where will our future leaders come from?

Nanotechnology Center for Learning and Teaching

Nano-Literacy is needed in all sectors of society

Nano-literate policy makers to enact supportive laws and policies

Nano-literate citizens to support and manage the use of nanotechology

Nano-literate workers: researchers, technicians, engineers...

Future consumers and voters!

Legal infrastructure! and lawyers, marketers,

entrepreneurs, etc.

Nanotechnology Center for Learning and Teaching

Undergraduate

Graduate/Postdoc

+ 15-20 years

+ 10-15 years

+ 5-10 years

Pre-college

• Future nano workers?

• Key nano concepts to enhance STEM

• Critical thinking

• Creative problem solving

• Researchers

• Technology experts

• R&D specialists

• Further study in nano?

• Highly skilled technicians for nano-manufacturing

• Study other fields such as law or business?

Basic Nanoliteracy

In-depth Nanoliteracy

Advanced Career Training

Education is a Long-term Investment and changes take time to implement

Nanotechnology Center for Learning and Teaching

Challenges in STEM Education &

Global Competitiveness Issues

Nanotechnology Center for Learning and Teaching

Science Rankings 2006 PISAOECD Countries (30 Total)

Math Rankings 2006 PISAOECD Countries (30 Total)

Country Score Rank

Finland 563 1/30

Canada 534 2/30

Japan 531 3/30

Germany 516 8/30

Switzerland 512 11/30

Ireland 506 14/30

Sweden 503 16/30

Denmark 496 18/30

France 495 19/30

United States 489 21/30

Spain 488 23/30

Italy 475 26/30

Turkey 424 29/30

Mexico 410 30/30

Country Score Rank

Finland 548 1/30

Korea 547 2/30

Switzerland 530 4/30

Canada 527 5/30

Japan 523 6/30

Australia 520 9/30

Germany 504 14/30

Ireland 501 16/30

Poland 495 19/30

Norway 490 23/30

Spain 480 24/30

United States 474 25/30

Greece 459 28/30

Mexico 406 30/30

Above OECD Average In Line with OECD Average Below OECD Average

Source: 2006 PISA reportAvailable online at

http://www.pisa.oecd.org

U.S. STEM Proficiency (PISA 2006)

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What about other countries?

• While US pre-college education is not competitive with its peers, every year there are many foreign students come to the US for higher education, e.g. there are ~40K Chinese undergraduates on US campuses. Their families are paying for their expenses. The US universities are viewed as to have the best and innovative educational system in the world.

• Why?? In the US, we emphasize well rounded education, including innovation and discovery in science.

Nanotechnology Center for Learning and Teaching

Improving the Engineering Pipeline• The US currently graduates about 8,000 PhDs per year in

engineering, and nearly 70% of them are non-US citizens.

• 40-50% of engineering students at state universities drop out after their second year.

• Pre-college Engineering education is not readily available.

• How will students learn how to design, build, and do? • How can we prepare them to succeed in nanotechnology?

Engineering Pipeline

Middle School ClassroomHigh School Lab

Industry Lab

Nanotechnology Center for Learning and Teaching

Shortage of supply in the pipeline

• Today, there are ~1.6M practicing professional engineers in the US. In about 8 years, ½ of these engineers will retire. US is currently graduating about 70K engineers/year; hardly enough to replace the needs in the future!

• How about S. Korea?• How do we prepare future engineers in

nanotechnology? • We need good educational policy!

Nanotechnology Center for Learning and Teaching

Challenges for the Schools

• Recruitment of students

• Retention of students

• Develop student motivation and confidence in life

• Student need mentorship and a goal in life

• Many others

Nanotechnology Center for Learning and Teaching

Some Current Issues in U.S. STEM Curricula

• Curricula are too crowded to add new topics

• Most STEM curricula are missing the “T” (Technology) and the “E” (Engineering)

• U.S students are significantly behind in the “M” (Math)

• Students need to be motivated about what they are learning and see the connection among STEM courses

• Students do not grasp the relevance of STEM to real world applications or their future careers.

• Standards and learning goals vary across states

• The current standards do not reflect the importance of science concepts at the Nanoscale

Nanotechnology Center for Learning and Teaching

The New Science Framework (NRC, 2010)

• Unlike the former National Science Education Standards (NRC, 1996), engineering is strongly emphasized in the new Science Framework (NRC, 2010).

• Engineering is integral to the study of science, and both are deeply intertwined.

• The work of scientists and engineers is a creative endeavor. Both engage in teamwork.

• The study of science alone misrepresents science and marginalizes the importance of engineering.

• Both science and engineering use an iterative cycle of development, testing and refinement, whether of ideas or designs.

Nanotechnology Center for Learning and Teaching

How do we address these basic issues facing our schools and

extend science concepts to include Nanotechnology and to

enhance i-STEM learning?

One approach is with the Materials World Modules

Program

The Materials World Modules ProgramThe Materials World Modules Programdelivers 21delivers 21stst century skill set century skill set (NRC core goals)(NRC core goals)

Modules are developed in partnership teachers & professors

Supplementary rather than replacement curriculum Taking the latest research into the classrooms to enhance

learning Inquiry and design (engineering), I-STEM approach to

learning Strengthen student communication and team-work skills Use modern learning technology (simulation, animation,

games) Professional workshop for teachers and mentorship for

students Cyber-MWM community

Materials World Modules ProgramMaterials World Modules ProgramConnects Science and Math Connects Science and Math

Curricula Curricula to the Real Worldto the Real World

MWM

Real-WorldApplications

Traditional Science, Math, and Technology

Curriculum

Integrated ExperienceIntegrated Experience

MWM provides an integrated science and math

learning experience.

Materials World Modules (MWM ) provides interdisciplinary science

teaching.

PhysicsChemistry

MWM

MathTechnology

Biology

MWM

Development of Development of Materials World ModulesMaterials World Modules

NorthwesternUniversity Scientists & Researchers

SecondarySchool Science, Math, andTechnologyTeachers

Northwestern University EducationalResearchers

ProfessionalEditors, Designers,Graphic Artists, etc.

MWM’s Model: MWM’s Model: Inquiry and DesignInquiry and Design

Students complete a series of hands-on, inquiry-based activities

Each module culminates in design challenges

Students simulate the work of scientists (through activities that foster inquiry) and engineers (through design)

Identify a problem.Propose, build, and test a solution to the problem. Redesign,Based on results, to

improve the solution.

Identify a question. Propose an explanation. Create and perform an experiment to test the hypothesis. Based on

results, refine the explanation.

a functional productGoal: an explanation

Design cycleInquiry cycle

Main Components of MWMMain Components of MWM

The HookPiques student interest in the topic

Staging ActivitiesProvides students with background and concepts central to the topic

Design ChallengeChallenges students to apply what they have learned to create a functional design

RedesignRevisits steps in the design process to make adjustments to improve the initial designs

Real-World Design ProjectsReal-World Design Projects

Module Design Project(s)

Biodegradable Materials

Medicine-delivery device

Biosensors Cholesterol, Glucose biosensor

Ceramics Voltage-protecting device

Composites Strong, lightweight fishing pole

Food Packaging Environmentally friendly chip package

Smart Sensors Coin counter, smart device

Sports Materials Hi-bounce superball, mini golf course

Concrete Roofing tile, concrete Frisbee

Student Performance GainsStudent Performance GainsA national field study of the pre-test/post-test gain of more than 3,000 students using our modules showed that the class mean typically improved 2-3 standard deviations, compared to 0.8 standard deviations for a traditional class.

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MWM Nano Modules for STEM

1. Relevance: Deliver the latest nano research to classrooms, align with standards and learning goals and demonstrate its relevance to the world around us, including global challenges.

2. Horizontal Integration: link nano concepts to STEM and non-STEM disciplines alike.

3. Vertical Integration: Ensure continuity across levels

4. Inquiry and Design: Let students be nano scientists and engineers in the classroom. Fosters creativity, re-enforces curiosity and establishes self confidence.

5. Classroom Linkages: Work in collaboration with teachers to design, implement and field-test nano content with iterative improvements

Nanotechnology Center for Learning and Teaching

Why are nanoscale concepts good drivers for teaching STEM?

• At the Nanoscale, science and engineering are inherently integrated and cross-disciplinary

• Nano concepts align well with most existing national science standards

• At the nanoscale, unique phenomena occur to excite and motivate learners

• Materials nanotechnology is the basis all future technology and industry.

• Thus, nano is the perfect integrator for STEM education and it will help to unify it.

Introduction to the Nanoscale

Nanotechnology EnvironmentalCatalysis

Manipulation of Light in the NanoWorld

Drug Delivery at the Nanoscale Dye Sensitized Solar Cells

Nanopatterning Nano Surfaces

Four New Nano Modules Under Development

Materials World Modules in nano for middle, high school, and first year college students

The MWM program includes:

Animations, Simulations and Games

Teacher Professional Development

Classroom KitsTE/PE Booklets

Modules Pertaining to Energy

• Solar Cells • Manipulation of Light in the

Nanoworld• Nanopatterning• Intro to the Nanoscale

MWM Modules relevant to Global Challenges

• Drug Delivery at Nanoscale • Biosensors• Biodegradable Materials• Sports Materials

Modules Pertaining to Health&Medicine

• Environmental Catalysis• Food Packaging Materials• Polymers• Concrete

Modules Pertaining to Environment, Food, Water

• Smart Sensors • Nanotechnology• Ceramics• Composites

Modules Pertaining to Security

Surface area increases while totalvolume remains constant

Modules connect basic nano concepts to national science standards, learning goals,

and real-world applicationsStandards: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/estimation

Surface Area & Chemical Reaction

Honeycomb

Concept:Concept: Surface area affects the rate of chemical reaction.

Students collect data on relative rates of solid with varying amounts of surface area.

Construct: As the object size gets smaller, the surface area-to-volume ratio (SA/V) gets larger. At the nanoscale, this ratio is enormous.

Key Nano ConceptKey Nano Concept

Activity 1 Activity 1

Which form of candy dissolves fastest?

Size-Dependent Properties

Students construct geometric representations and make plots that show SA/V varies inversely with size.

Activity Activity 33How does the surface area, volume and their ratio change as a function of SIZE?

Surface Area & Volume DesignDesign

Students apply the SA/V concept to the nucleation and growth of dissolved CO2 gas.

Design a Liquid Geyser

Students produce visual representation using powers of 10 to relate a wide range of lengths.

Activity 2Activity 2How do we express very large and very small

dimensional values?

Powers of 10 & Scale

Key Nano Concept Align with Standards

National StandardsNational Standards

NSES (Chemical Reactions, Scale, Models, Inquiry, Technological Design, Design & Systems)

AAAS (Chemical Reactions, Scale, Shapes, Represent & Compare Numbers, Ratios & Proportions, Scientific Inquiry)

NCTM (Numbers and Operations, Geometry, Ratios and Proportions; Graphical Representation)

Photosynthesis Principles applied to Dye-Sensitized Solar Cell

TiO2

Ea

e-

e-

ElectrolyteDye

e-

e-

Anode

Cathode

e-

Photons

Dye Sensitized Solar Cell (DSSC)

Device Operation without energy storage

Using Nanoconcept to Increase Cell Efficiency

FTO glass

3D Photonic crystal

FTO glassDiffracted light

TiO2 covered dye

1 µm

Light

Electrolyte

Electrolyte

Dye molecules

I-/I3- I-/I3

-

10-20 µm

0

1

2

3

4

5

6

7

0 2 4 6 8 10

SA

/ V

L

Manipulation of light at the Nanoscales

Bicyclus anynana

Morpho didus

a.

b.

Module Activities A1. Changing the Properties of

Materials by Changing SizeA2. Searching for Nanoscale ObjectsA3. Nanopatterning with

Lithography

A4. Amplifying Nanoscale to Macroscale

Design ProjectD1. Designing a Nanoscale

Imaging Apparatus

D2. Modeling a Nanoscience Application

Alignment with Standards and BenchmarksAlignment with Standards and Benchmarks

A4. Amplifying Nanoscale to Macroscale

Spring Constant (AAAS) 4F1 Motion The change in motion of

an object is proportional to the applied force and inversely proportional to the mass.

Calibration Curve (AAAS) 9B3 Symbolic Relationships Any mathematical model, graphic or algebraic, is limited in how well it can represent how the world works. The usefulness of a mathematical model for predicting may be limited by uncertainties in measurements..

Force vs. Displacement (NSES) B4b Motions&Forces Gravitation is a universal force that each mass exerts on any other mass. The strength of gravitational attractive force between two masses is proportional to the masses.

Quantification of Stiffness (NCTM) M2D1 Algebra Approximate and interpret rates of change from graphical and numerical data.

Resolution Power of AFM Tips (NCTM) M3A1Geometry Analyze properties and determine attributes of two- and

three-dimensional objects.

Application: Making Optical Disks (ITEA) Std12 Technological World: Students will develop abilities to use and maintain technological products and systems.

AAAS / NSES / NCTM (National Council of Teachers of Mathematics) / ITEA (International Technology & Engineering Ed Association - Grades 9-

12)

A view of the future (a strategy for the next 5 years)

• The current economic down turn provides a great opportunity for each region of the world to develop new strategies to reshape its economy.

• US is spending about $1 trillion on education, 2/3 of it is at the pre-college level. Wise and effective spending is needed!

• The world needs to work closer as a global community to utilize our complementary strengths and resources in STEM education to develop citizens of the future to take on the global challenges together in energy, environment and health!

Thank you for your attention and let’s work together!!

Please visit:

www.NCLT.US

and contact us