NCLT SUNY Albany
Content
Preparing Future Generations to Address Global Challenges through Nanotechnology
R.P.H. Chang, Director
National Center for Learning and Teaching in Nanoscale Science and Engineering (NCLT)
Northwestern University
Acknowledgements
• Symposium Organizing Committee • SUNY-Albany CNSE for hosting this event • Sponsors and Participants Symposium on Undergraduate NanoEducation: “Addressing the Challenges of Nanoscale Science & Engineering Education” NCLT-CNSE SUNY-Albany, New York August 5-8, 2009
Outline
I) Introduction • The Challenges We Face • STEM Literacy Concerns • How Can Nanoscale Science and Engineering (NSE) Help? II) NCLT • Structure • Approach / Core Values • Integrated Program III) Conclusions
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.) Nanotechnology will play a significant role in global energy, environment, health, and economic development!
Biology Mathematics Chemistry Physics Engineering
Meeting at the Nanoscale
Macro Scale
c cS i tom A
a le
1nm
Nano Scale
100 nm
o icr M
i op sc
a Sc c
le
Infrastructure Health Communications
Sub-Atomic Scale
Transportation Energy/ Environment
Nano and the Economy
• Nanotechnology is an enabling technology for all future industrial sectors. • Economic impact = trillions of dollars! The US needs: • 1 million nano-literate workers • More nano-scientists and nano-engineers • A nano-literate citizenry to support and manage the use of nanotechnology • Knowledgeable government leaders and policy makers • A cadre of nano educators
STEM Literacy Concerns
Global Rankings: US 15-year olds are
lagging behind their international peers in STEM literacy (20th out of 28 countries)
OECD average United States 500 483
Achievement Gaps: US Black and Hispanic
students score far below their White peers.
Source: National Center for Education Statistics, Program for International Student Assessment (PISA) conducted by the Organization for Economic Co-Operation and Development (OECD)
Non-Major Teachers: Many US
students learn STEM from teachers with no major/certification in the subject area.
Public School Math Physical Science Chemistry Physics Grades 5-8 69% 93% Grades 9-12 31% 63% 61% 67%
Engineering Pipeline: The US is currently
graduating about 8,000 PhDs per year in engineering, and nearly 70% of them are non-US citizens. Engineering Education is not readily available at the pre-college level.
Source: Rising Above the Gathering Storm, National Academies Press, 2007
All U.S. citizens must learn to:
1. Think critically and make sound judgments 2. Solve complex, multidisciplinary, open-ended problems 3. Create and launch new enterprises 4. Communicate and collaborate effectively 5. Make innovative use of knowledge, information and opportunities 6. Take charge of financial, health and civic responsibilities
* Source: 21st Century Skills, Education & Competitiveness Report by
Partnership for 21st Century Skills (2008)
NCLT is part of the U.S. National Nanotechnology Initiative (NNI)
• NCLT was launched in 2004 to meet the human resource development needs of the NNI. • NCLT is a formal education center serving grades 7-16. • NCLT works to quickly transfer the latest NSE research into US classrooms to prepare US students to address future economic and social challenges.
NCLT Community
Education & cognitive science researchers Nano researchers Teachers, faculty members & administrators Editors, designers, and programmers Students & Postdocs Government officials Learning technology experts: visualization; simulation; modeling
NCLT Mission & Vision
Mission: Build national capacity in Nanoscale Science and Engineering Education (NSEE) Vision: 1. Develop a globally competitive NSE workforce; 2. Train a cadre of effective nano educators; and 3. Establish a national NSEE community.
Focus: Inquiry and design of nanoscale materials, devices, and systems
Developing Curricula New Learning Standards NSE Education Knowledge Base
NCLT Approach - Big Nano Ideas
Three driving questions about nanostructured materials:
What makes them unique? Topic 1: Behavior of Light in the Nanoworld Modeling & Simulation, Discrete & Cooperative Phenomena Topic 2: Physical Properties of Nanomaterials Structure of Matter, Size- Dependent Properties How can they be used? Topic 3: Information Storage and Processing Size-Dependent Properties How can they be made and characterized? Topic 5: Tools for Probing the Nanoworld Tools and Characterization
Topic 4: Nanomaterials for Pharmaceuticals, Energy, Environment Size-Dependent Properties
Topic 6: Design & Fabrication of Nanomaterials Dominant Forces, Self-Assembly
Size and Scale, Surface Area to Volume Ratio, Societal Impact
Cross-Cutting Big Ideas:
How Can Nanostructured Materials Help Solve Global Challenges?
Energy Environment
Source:
How Can Nanostructured Materials Help Solve Global Challenges?
Health Communications
Source:
NCLT Approach/ Core Values
1. Vertical Integration: continuity across levels 2. Horizontal Integration: cutting across sectors and disciplines 3. Inquiry and Design: re-enforces curiosity and establishes self confidence in students 4. Classroom Linkages: we work closely with end-users to design, implement and field-test content with iterative improvements 5. Relevance: Deliver the latest research results into classrooms, align them with standards and learning goals and make them relevant to the world around us.
Vertical Integration (Across Levels)
Education is a Long-term Investment
+ 15-20 years
Pre-college
+ 10-15 years
Undergraduate
+ 5-10 years
Graduate/Postdoc
• NCLT bridges gaps across grade levels 7-16 to lay the necessary foundations for future learning and avoid costly disconnects. • Allows for research on learning progressions and longitudinal studies of student progress.
Horizontal Integration (Across Disciplines)
Social Sciences: NCLT content: (History, Economics, etc.) Physical Sciences • integrates STEM Physical (Chemistry, disciplines to support Education Physics, etc) ering e STEM learning; and ngin E and e • links to non-STEM cienc ale S fields to establish the Nanosc Life Math broader relevance of Sciences NSE to society, the English /Language economy, and global Arts challenges.
Inquiry and Design (Science and Engineering)
Inquiry - Students ask questions and perform experiments enhances discovery and critical thinking (science)
Design - Students apply what they learn to make functional
products - demonstrates in-depth understanding and fosters creativity (engineering)
Inquiry and Design Model
The Hook (piques interest) Staging Activities (Inquiry) Design Challenge (team-based) Testing and Redesign
Classroom Connections
Close collaboration with our end-users (teachers and their students in grades 7-16) ensures: • Exciting, high-quality materials • Classroom feasibility • Alignment with existing standards, learning goals, and curricula. We also work with teachers, schools, and school districts to: • create new nano-based curricula • revise existing science standards to encompass nano phenomena.
Relevance
NCLT connects NSE concepts to existing science standards, learning goals, and real-world applications.
Standards: NSES/5-8/B/1/a, Properties and changes of properties in matter; NSES/58/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 increases while total volume remains constant
Surface Area & Chemical Reaction
Concept: Surface area affects the rate of chemical reaction.
Honeycomb
NCLT Center Strategy
Content Content R&D R&D Evaluation & Evaluation & Assessment Assessment
NCLT Integrated Program
Professional Professional Development Development
Networking & Networking & Community Community Building Building
Higher Higher Education Education Initiatives Initiatives
Supported by NCLT Cyber Infrastructure
Learning Research Framework
NCLT has developed a series of methods for: 1. Investigating how students learn and understand NSE at the pre-college and college levels; and 2. Producing – concept inventories – learning progressions – typologies of student understanding Construct Centered Design (CCD) Stages of CCD Process
1 Define Construct 2 Unpack Construct 3 4 5 5
Student Materials
Develop Claim Define Evidence Design Tasks
Teacher Materials Assessment
6 internal review
Review Products pilot materials outside review
This framework informs NCLT content development, professional development, and assessment.
Content Research & Development
NCLT produces:
Pre-college Classroom Modules
PD Lessons for Teachers
College Courses
Web-based Animations
Simulations
Games
Big Nano Ideas
Big ideas provide: • a powerful way of thinking about the world • explanatory power within and across disciplines and/or scales allowing learners to explain a variety of phenomena Big Nano Ideas
Size & Scale Surface Area-to-Volume Ratio Size-Dependent Properties Dominant Forces Particulate Nature of Matter Quantum Phenomena Self-Assembly Tools & Characterization Modeling & Simulations Societal Impact
Connections BNI to Math, Science, and Engineering
1
Size-Dependent Properties at the Nanoscale
EX: Charge and mass transport at the nanoscale • Nanoparticle-based environmental remediation • Nanoelectronics, fuel cells • Nanoscale transport through ion channels
2 Dominant Forces at the Nanoscale
• Chemical bonding • Van der Waals forces • Dipolar forces • Hydrogen bonding The attraction force due to Van der Waals forces provided by nanoscale spatulae on a gecko’s foot is larger than gravitational force. Source: UCB
Connections to Math, Science, and Engineering
3 Tools for Probing the Nano-world
• Near-field optical microscope and electron microscopy • Key concepts include tunneling, resonances, and spectroscopy • Applications in nanoelectronics include flash memory & new types of electronic devices
4
Discrete and Cooperative Phenomena at the Nanoscale
Connections to Math
Emphasize the integration of fundamental math concepts and their relevance to nanoconcepts.
• Many phenomena that are continuous at the macroscale are discrete at the nanoscale: • Nano-sized semiconductor particles • Electrons scatter discretely in nanowires rather than flowing continuously • In self-assembly, disordered molecules or nanoparticles interact to form a highly structured pattern
Strategy for Developing Nano Modules
Big Nano Idea
Surface Area-to-Volume Ratio (SA/V: As the object size
gets smaller, this ratio gets larger. At the nanoscale, it is very large!
Learning Standards
• Size & Scale (NSES/Unifying Concepts/Scale, •
AAAS/Common Themes/Scale; Mathematical World/Shapes, NCTM/Geometry) SA / V (AAAS/Scale & Shapes, NCTM/Ratios and Proportions; Graphical Representation)
Work with teachers to design learning activities and assessments, based on what students need to know.
Task 1
Size Dependent Properties
Task 2
Powers of 10 & Scale
Task 3
Surface Area & Volume
Design Project
Design a Liquid Geyser
Which form of candy dissolves fastest?
How do we express very large and very small dimensional values?
How does the surface area, volume and their ratio change as a function of SIZE?
Claim: Students will infer that the physical form of a solid influences the degree to which it interacts with its environment. Evidence: Students will collect data on relative rates of solid with varying amounts of surface area.
Claim: Students will represent values in wide range of scales with powers of 10. Evidence: Students will produce visual representation using powers of 10 to relate a wide range of lengths.
Claim: discover SA/V changes with the shape or size of an object and deduce this ratio changes dramatically at the nanoscale. Evidence: Students will construct geometric representations and make plots that show SA/V varies inversely with size.
Claim: apply the SA/V concept to the nucleation and growth leading to the eruption of dissolved CO2 gas from a carbonated beverage. Evidence: Students’ prototype design.
Four New Classroom Modules
Environmental Catalysis
(High School Level)
Nanotechnology
(High School Level)
Introduction to the Nanoscale
(Jr. High & High School Level)
Manipulation of Light in the NanoWorld
(High School Level)
Freshman Course based on Inquiry & Design
NanoEDC: Nanoscale Engineering Design & Communication
Professor teaches Nano concepts to Freshmen Freshmen design materials for middle school Classroom Implementation
“Clients” (students & teachers) evaluate & assess materials
Re-design
Freshmen use feedback Sammy travels from the Giga scaleFeedback scale in search of to the Pico to make improvements objects that are the wrong size.
Sammy the Superscaler teaches middle school students about Size & Scale.
This Cascade Method is an example of Vertical Integration
• Teaching and learning flow from level to level • Both levels benefit
– Freshmen are highly motivated by the challenge and must truly master content in order to teach it. – Younger students get exciting ageappropriate materials.
• Effective Knowledge Transfer
– Freshmen communicate very well with younger students. – Middle schoolers identify with undergrads and see them as role models.
Undergraduate Courses Based on a “Systems” Approach to NSE
• Systems Approach: integrates basic NSE principles with design, fabrication, manufacturing, and marketing • Benefit: integration across sectors; students see the “big picture” • Examples of future courses:
– – – – – Solar Cells Flat panel displays Nanosensing systems Controlled drug delivery systems Environmental protection and monitoring systems
Courses & Webinars for Community Colleges
NSE Courses: video lectures,
lecture notes, assignments, syllabi
Monthly NCLT Seminars present
NSE concepts and educational methods
Webcast and archived
NCLT is working with NSF-ATE (Advanced Technology Education) Programs at Penn State (National Center for Nanotechnology Applications and
Career Knowledge), and Dakota Community College (Midwest Regional Center for Nanotechnology Education) to integrate NCLT content into community college curricula.
Professional Development Framework
Pre-college Level College Level
Faculty workshops • Expert presentations • Group interactions • Development of NSE(E) implementation strategies
Sustained contact model • Summer institute with nano concepts focus • Academic year follow-up • Development and use of nanolessons
Hundreds of teachers and faculty and thousands of students have been reached in over 200 schools and colleges
NCLT Professional Development
Purdue
ANL PSS
AAMU PSS
FISK PSS
HU PSS
UTEP PSS
100+ Network of Schools & Teachers being trained to incorporate NSE into their classrooms
Networking and Outreach Events
Summer Science Institute for Teachers Nanoscience Days Content Development Workshop
Global NSEE Workshop, Washington, DC
NCLT Television Outreach
Dragonfly (PBS)TV –Nano-Metal Particles
NCLT has teamed with Dragonfly TV to develop an episode exploring the role of nano metal particles in stained glass as part of a PBS series on nanoscience
NCLT Cyber-infrastructure
An Oracle Database supports group interactions,..
The NanoEd Resource Portal is a vehicle for product dissemination and a forum for participants to showcase their work.
….archiving resources, and collection of field-test data.
Expansion of Cyber-infrastructure
We are developing a community-based website to foster dynamic interactions among participating faculty, students, postdocs and STEM teachers.
New Web 2.0 capabilities 1.Member profiles (usermanaged) 2.File sharing 3.Group workspaces 4.Forums 5.Event management 6.Jointly authored web-content (members can easily contribute news and research highlights)
Community Connections
Connections
Research Summary
Biography Groups
Forum
Role of NCLT: Build US Capacity in NSEE
• Support the NSEE community by serving as:
– a coordinating body for NSEE initiatives around the country; – a repository for resource sharing.
• Expand its partnerships to implement its program nationwide. • NCLT will work with you to plan, develop, and implement NSEE programs appropriate to your region, including:
– Joint proposals to obtain funding from national, state, local corporate and foundations, – Co-sponsor workshops and networking events – Co-organize professional development sessions – Disseminate your content and news about your work
Network of NCLT Regional Hubsites
Hubs will receive:
infrastructure support, capacity building, and joint funding.
Hubs will provide: expertise, field test
data, professional development, and classroom outreach.
Regional Hub TBA
Headquarters (Midwest) Hubs will connect: Colleges,
School Districts, NSE Centers, National Labs, Industry, Museums, etc.
Regional Hub SUNY
Regional Hub UCLA
Regional Hub CSU
Regional Hub LSU
Regional Hub TBA
UCLA & Los Angeles Unified School District
Western United States Hub Site Leveraging CNSI and UC CEIN
California Nanosystems Institute: • 180,000 ft2 building opened on UCLA campus in 2007 • 260-seat theatre, conference facility, wet and dry laboratories, state of the art instrumentation • >125 faculty from a broad range of disciplines with diverse activities UC CEIN: • New $25M NSF/EPA funded center • >35 faculty; 15 institutions • Hub = UCLA
NCLT Partnership with LAUSD
• Nearly 700,000 students and more than 45,000 teachers • Second largest public school system in U.S. • One of the most diverse counties in the U.S.
Working with Taft High School
• Nearly 3000 students in 9th-12th grades: – 0.5% Al/Alsk (versus 0.3% for LAUSD) – 8.2% Asian/Pac Isl 6.4% for LAUSD) – 17.7% Black (6.4% for LAUSD) – 31.9% Hispanic (73.7% for LAUSD) – 41.2 % White (8.7% for LAUSD) • ~10% ESL (35% for LAUSD) • 82% 4 year graduation rate (“66%” for LAUSD*) • 146 teaching staff; >20% certified in Math or Science (~12% for LAUSD)
Nanotechnology Academy at Taft High School A Small Learning Community!
Vertical Integration: 4 years of High School
INTRODUCTION TO NANOTECHNOLOGY (Year 1 Passport Course)
Social Studies Unit I: Introduction to Nanotechnology Unit II: Chemical Building Blocks and Nanofabrication Unit III Electric, Optical, and Magnetic Nanomaterials Language Arts Unit IV: Nanoscale Biological Material and Applications Unit V: Ethics Launch Date: September 2009 Horizontal Integration across STEM and Non-STEM Disciplines Electives Mathematics
Colorado State University (CSU)
Central US Hubsite
• Pre-service Teacher Training: The only Engineering-based Teacher Preparation Program in the US • In-Service PD through NSF-MSP, RET and NSF-GK-12 • High School Outreach through NSF Math Science Partnerships, Industry Partnerships, and NSF-GK-12
Louisiana State University (LSU)
Southern US Hubsite
• Connection to 8,000 students • Champion PD programs for STEM teachers $20+ Million in Grants & Contracts: LSU Endowment, NMSI, NSF,
USDoE, Louisiana DoE, Rapides Foundation, U. of Texas, Louisiana Board of Regents, Louisiana Legislature, Jason Foundation, Brookhill Foundation, NASA
State University of New York at Albany (SUNY-Albany)
Northeastern US Hubsite Unique features: • Multiplex collaboration (industry, government, academia) • NSE-based degree programs prepare the next generation of workers for micro and nanoelectronics industries • Outreach to local and regional school districts
Thank you for your attention & support
Please visit: www.NCLT.US
R.P.H. Chang, Director
National Center for Learning and Teaching in Nanoscale Science and Engineering (NCLT)
Northwestern University
Acknowledgements
• Symposium Organizing Committee • SUNY-Albany CNSE for hosting this event • Sponsors and Participants Symposium on Undergraduate NanoEducation: “Addressing the Challenges of Nanoscale Science & Engineering Education” NCLT-CNSE SUNY-Albany, New York August 5-8, 2009
Outline
I) Introduction • The Challenges We Face • STEM Literacy Concerns • How Can Nanoscale Science and Engineering (NSE) Help? II) NCLT • Structure • Approach / Core Values • Integrated Program III) Conclusions
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.) Nanotechnology will play a significant role in global energy, environment, health, and economic development!
Biology Mathematics Chemistry Physics Engineering
Meeting at the Nanoscale
Macro Scale
c cS i tom A
a le
1nm
Nano Scale
100 nm
o icr M
i op sc
a Sc c
le
Infrastructure Health Communications
Sub-Atomic Scale
Transportation Energy/ Environment
Nano and the Economy
• Nanotechnology is an enabling technology for all future industrial sectors. • Economic impact = trillions of dollars! The US needs: • 1 million nano-literate workers • More nano-scientists and nano-engineers • A nano-literate citizenry to support and manage the use of nanotechnology • Knowledgeable government leaders and policy makers • A cadre of nano educators
STEM Literacy Concerns
Global Rankings: US 15-year olds are
lagging behind their international peers in STEM literacy (20th out of 28 countries)
OECD average United States 500 483
Achievement Gaps: US Black and Hispanic
students score far below their White peers.
Source: National Center for Education Statistics, Program for International Student Assessment (PISA) conducted by the Organization for Economic Co-Operation and Development (OECD)
Non-Major Teachers: Many US
students learn STEM from teachers with no major/certification in the subject area.
Public School Math Physical Science Chemistry Physics Grades 5-8 69% 93% Grades 9-12 31% 63% 61% 67%
Engineering Pipeline: The US is currently
graduating about 8,000 PhDs per year in engineering, and nearly 70% of them are non-US citizens. Engineering Education is not readily available at the pre-college level.
Source: Rising Above the Gathering Storm, National Academies Press, 2007
All U.S. citizens must learn to:
1. Think critically and make sound judgments 2. Solve complex, multidisciplinary, open-ended problems 3. Create and launch new enterprises 4. Communicate and collaborate effectively 5. Make innovative use of knowledge, information and opportunities 6. Take charge of financial, health and civic responsibilities
* Source: 21st Century Skills, Education & Competitiveness Report by
Partnership for 21st Century Skills (2008)
NCLT is part of the U.S. National Nanotechnology Initiative (NNI)
• NCLT was launched in 2004 to meet the human resource development needs of the NNI. • NCLT is a formal education center serving grades 7-16. • NCLT works to quickly transfer the latest NSE research into US classrooms to prepare US students to address future economic and social challenges.
NCLT Community
Education & cognitive science researchers Nano researchers Teachers, faculty members & administrators Editors, designers, and programmers Students & Postdocs Government officials Learning technology experts: visualization; simulation; modeling
NCLT Mission & Vision
Mission: Build national capacity in Nanoscale Science and Engineering Education (NSEE) Vision: 1. Develop a globally competitive NSE workforce; 2. Train a cadre of effective nano educators; and 3. Establish a national NSEE community.
Focus: Inquiry and design of nanoscale materials, devices, and systems
Developing Curricula New Learning Standards NSE Education Knowledge Base
NCLT Approach - Big Nano Ideas
Three driving questions about nanostructured materials:
What makes them unique? Topic 1: Behavior of Light in the Nanoworld Modeling & Simulation, Discrete & Cooperative Phenomena Topic 2: Physical Properties of Nanomaterials Structure of Matter, Size- Dependent Properties How can they be used? Topic 3: Information Storage and Processing Size-Dependent Properties How can they be made and characterized? Topic 5: Tools for Probing the Nanoworld Tools and Characterization
Topic 4: Nanomaterials for Pharmaceuticals, Energy, Environment Size-Dependent Properties
Topic 6: Design & Fabrication of Nanomaterials Dominant Forces, Self-Assembly
Size and Scale, Surface Area to Volume Ratio, Societal Impact
Cross-Cutting Big Ideas:
How Can Nanostructured Materials Help Solve Global Challenges?
Energy Environment
Source:
How Can Nanostructured Materials Help Solve Global Challenges?
Health Communications
Source:
NCLT Approach/ Core Values
1. Vertical Integration: continuity across levels 2. Horizontal Integration: cutting across sectors and disciplines 3. Inquiry and Design: re-enforces curiosity and establishes self confidence in students 4. Classroom Linkages: we work closely with end-users to design, implement and field-test content with iterative improvements 5. Relevance: Deliver the latest research results into classrooms, align them with standards and learning goals and make them relevant to the world around us.
Vertical Integration (Across Levels)
Education is a Long-term Investment
+ 15-20 years
Pre-college
+ 10-15 years
Undergraduate
+ 5-10 years
Graduate/Postdoc
• NCLT bridges gaps across grade levels 7-16 to lay the necessary foundations for future learning and avoid costly disconnects. • Allows for research on learning progressions and longitudinal studies of student progress.
Horizontal Integration (Across Disciplines)
Social Sciences: NCLT content: (History, Economics, etc.) Physical Sciences • integrates STEM Physical (Chemistry, disciplines to support Education Physics, etc) ering e STEM learning; and ngin E and e • links to non-STEM cienc ale S fields to establish the Nanosc Life Math broader relevance of Sciences NSE to society, the English /Language economy, and global Arts challenges.
Inquiry and Design (Science and Engineering)
Inquiry - Students ask questions and perform experiments enhances discovery and critical thinking (science)
Design - Students apply what they learn to make functional
products - demonstrates in-depth understanding and fosters creativity (engineering)
Inquiry and Design Model
The Hook (piques interest) Staging Activities (Inquiry) Design Challenge (team-based) Testing and Redesign
Classroom Connections
Close collaboration with our end-users (teachers and their students in grades 7-16) ensures: • Exciting, high-quality materials • Classroom feasibility • Alignment with existing standards, learning goals, and curricula. We also work with teachers, schools, and school districts to: • create new nano-based curricula • revise existing science standards to encompass nano phenomena.
Relevance
NCLT connects NSE concepts to existing science standards, learning goals, and real-world applications.
Standards: NSES/5-8/B/1/a, Properties and changes of properties in matter; NSES/58/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 increases while total volume remains constant
Surface Area & Chemical Reaction
Concept: Surface area affects the rate of chemical reaction.
Honeycomb
NCLT Center Strategy
Content Content R&D R&D Evaluation & Evaluation & Assessment Assessment
NCLT Integrated Program
Professional Professional Development Development
Networking & Networking & Community Community Building Building
Higher Higher Education Education Initiatives Initiatives
Supported by NCLT Cyber Infrastructure
Learning Research Framework
NCLT has developed a series of methods for: 1. Investigating how students learn and understand NSE at the pre-college and college levels; and 2. Producing – concept inventories – learning progressions – typologies of student understanding Construct Centered Design (CCD) Stages of CCD Process
1 Define Construct 2 Unpack Construct 3 4 5 5
Student Materials
Develop Claim Define Evidence Design Tasks
Teacher Materials Assessment
6 internal review
Review Products pilot materials outside review
This framework informs NCLT content development, professional development, and assessment.
Content Research & Development
NCLT produces:
Pre-college Classroom Modules
PD Lessons for Teachers
College Courses
Web-based Animations
Simulations
Games
Big Nano Ideas
Big ideas provide: • a powerful way of thinking about the world • explanatory power within and across disciplines and/or scales allowing learners to explain a variety of phenomena Big Nano Ideas
Size & Scale Surface Area-to-Volume Ratio Size-Dependent Properties Dominant Forces Particulate Nature of Matter Quantum Phenomena Self-Assembly Tools & Characterization Modeling & Simulations Societal Impact
Connections BNI to Math, Science, and Engineering
1
Size-Dependent Properties at the Nanoscale
EX: Charge and mass transport at the nanoscale • Nanoparticle-based environmental remediation • Nanoelectronics, fuel cells • Nanoscale transport through ion channels
2 Dominant Forces at the Nanoscale
• Chemical bonding • Van der Waals forces • Dipolar forces • Hydrogen bonding The attraction force due to Van der Waals forces provided by nanoscale spatulae on a gecko’s foot is larger than gravitational force. Source: UCB
Connections to Math, Science, and Engineering
3 Tools for Probing the Nano-world
• Near-field optical microscope and electron microscopy • Key concepts include tunneling, resonances, and spectroscopy • Applications in nanoelectronics include flash memory & new types of electronic devices
4
Discrete and Cooperative Phenomena at the Nanoscale
Connections to Math
Emphasize the integration of fundamental math concepts and their relevance to nanoconcepts.
• Many phenomena that are continuous at the macroscale are discrete at the nanoscale: • Nano-sized semiconductor particles • Electrons scatter discretely in nanowires rather than flowing continuously • In self-assembly, disordered molecules or nanoparticles interact to form a highly structured pattern
Strategy for Developing Nano Modules
Big Nano Idea
Surface Area-to-Volume Ratio (SA/V: As the object size
gets smaller, this ratio gets larger. At the nanoscale, it is very large!
Learning Standards
• Size & Scale (NSES/Unifying Concepts/Scale, •
AAAS/Common Themes/Scale; Mathematical World/Shapes, NCTM/Geometry) SA / V (AAAS/Scale & Shapes, NCTM/Ratios and Proportions; Graphical Representation)
Work with teachers to design learning activities and assessments, based on what students need to know.
Task 1
Size Dependent Properties
Task 2
Powers of 10 & Scale
Task 3
Surface Area & Volume
Design Project
Design a Liquid Geyser
Which form of candy dissolves fastest?
How do we express very large and very small dimensional values?
How does the surface area, volume and their ratio change as a function of SIZE?
Claim: Students will infer that the physical form of a solid influences the degree to which it interacts with its environment. Evidence: Students will collect data on relative rates of solid with varying amounts of surface area.
Claim: Students will represent values in wide range of scales with powers of 10. Evidence: Students will produce visual representation using powers of 10 to relate a wide range of lengths.
Claim: discover SA/V changes with the shape or size of an object and deduce this ratio changes dramatically at the nanoscale. Evidence: Students will construct geometric representations and make plots that show SA/V varies inversely with size.
Claim: apply the SA/V concept to the nucleation and growth leading to the eruption of dissolved CO2 gas from a carbonated beverage. Evidence: Students’ prototype design.
Four New Classroom Modules
Environmental Catalysis
(High School Level)
Nanotechnology
(High School Level)
Introduction to the Nanoscale
(Jr. High & High School Level)
Manipulation of Light in the NanoWorld
(High School Level)
Freshman Course based on Inquiry & Design
NanoEDC: Nanoscale Engineering Design & Communication
Professor teaches Nano concepts to Freshmen Freshmen design materials for middle school Classroom Implementation
“Clients” (students & teachers) evaluate & assess materials
Re-design
Freshmen use feedback Sammy travels from the Giga scaleFeedback scale in search of to the Pico to make improvements objects that are the wrong size.
Sammy the Superscaler teaches middle school students about Size & Scale.
This Cascade Method is an example of Vertical Integration
• Teaching and learning flow from level to level • Both levels benefit
– Freshmen are highly motivated by the challenge and must truly master content in order to teach it. – Younger students get exciting ageappropriate materials.
• Effective Knowledge Transfer
– Freshmen communicate very well with younger students. – Middle schoolers identify with undergrads and see them as role models.
Undergraduate Courses Based on a “Systems” Approach to NSE
• Systems Approach: integrates basic NSE principles with design, fabrication, manufacturing, and marketing • Benefit: integration across sectors; students see the “big picture” • Examples of future courses:
– – – – – Solar Cells Flat panel displays Nanosensing systems Controlled drug delivery systems Environmental protection and monitoring systems
Courses & Webinars for Community Colleges
NSE Courses: video lectures,
lecture notes, assignments, syllabi
Monthly NCLT Seminars present
NSE concepts and educational methods
Webcast and archived
NCLT is working with NSF-ATE (Advanced Technology Education) Programs at Penn State (National Center for Nanotechnology Applications and
Career Knowledge), and Dakota Community College (Midwest Regional Center for Nanotechnology Education) to integrate NCLT content into community college curricula.
Professional Development Framework
Pre-college Level College Level
Faculty workshops • Expert presentations • Group interactions • Development of NSE(E) implementation strategies
Sustained contact model • Summer institute with nano concepts focus • Academic year follow-up • Development and use of nanolessons
Hundreds of teachers and faculty and thousands of students have been reached in over 200 schools and colleges
NCLT Professional Development
Purdue
ANL PSS
AAMU PSS
FISK PSS
HU PSS
UTEP PSS
100+ Network of Schools & Teachers being trained to incorporate NSE into their classrooms
Networking and Outreach Events
Summer Science Institute for Teachers Nanoscience Days Content Development Workshop
Global NSEE Workshop, Washington, DC
NCLT Television Outreach
Dragonfly (PBS)TV –Nano-Metal Particles
NCLT has teamed with Dragonfly TV to develop an episode exploring the role of nano metal particles in stained glass as part of a PBS series on nanoscience
NCLT Cyber-infrastructure
An Oracle Database supports group interactions,..
The NanoEd Resource Portal is a vehicle for product dissemination and a forum for participants to showcase their work.
….archiving resources, and collection of field-test data.
Expansion of Cyber-infrastructure
We are developing a community-based website to foster dynamic interactions among participating faculty, students, postdocs and STEM teachers.
New Web 2.0 capabilities 1.Member profiles (usermanaged) 2.File sharing 3.Group workspaces 4.Forums 5.Event management 6.Jointly authored web-content (members can easily contribute news and research highlights)
Community Connections
Connections
Research Summary
Biography Groups
Forum
Role of NCLT: Build US Capacity in NSEE
• Support the NSEE community by serving as:
– a coordinating body for NSEE initiatives around the country; – a repository for resource sharing.
• Expand its partnerships to implement its program nationwide. • NCLT will work with you to plan, develop, and implement NSEE programs appropriate to your region, including:
– Joint proposals to obtain funding from national, state, local corporate and foundations, – Co-sponsor workshops and networking events – Co-organize professional development sessions – Disseminate your content and news about your work
Network of NCLT Regional Hubsites
Hubs will receive:
infrastructure support, capacity building, and joint funding.
Hubs will provide: expertise, field test
data, professional development, and classroom outreach.
Regional Hub TBA
Headquarters (Midwest) Hubs will connect: Colleges,
School Districts, NSE Centers, National Labs, Industry, Museums, etc.
Regional Hub SUNY
Regional Hub UCLA
Regional Hub CSU
Regional Hub LSU
Regional Hub TBA
UCLA & Los Angeles Unified School District
Western United States Hub Site Leveraging CNSI and UC CEIN
California Nanosystems Institute: • 180,000 ft2 building opened on UCLA campus in 2007 • 260-seat theatre, conference facility, wet and dry laboratories, state of the art instrumentation • >125 faculty from a broad range of disciplines with diverse activities UC CEIN: • New $25M NSF/EPA funded center • >35 faculty; 15 institutions • Hub = UCLA
NCLT Partnership with LAUSD
• Nearly 700,000 students and more than 45,000 teachers • Second largest public school system in U.S. • One of the most diverse counties in the U.S.
Working with Taft High School
• Nearly 3000 students in 9th-12th grades: – 0.5% Al/Alsk (versus 0.3% for LAUSD) – 8.2% Asian/Pac Isl 6.4% for LAUSD) – 17.7% Black (6.4% for LAUSD) – 31.9% Hispanic (73.7% for LAUSD) – 41.2 % White (8.7% for LAUSD) • ~10% ESL (35% for LAUSD) • 82% 4 year graduation rate (“66%” for LAUSD*) • 146 teaching staff; >20% certified in Math or Science (~12% for LAUSD)
Nanotechnology Academy at Taft High School A Small Learning Community!
Vertical Integration: 4 years of High School
INTRODUCTION TO NANOTECHNOLOGY (Year 1 Passport Course)
Social Studies Unit I: Introduction to Nanotechnology Unit II: Chemical Building Blocks and Nanofabrication Unit III Electric, Optical, and Magnetic Nanomaterials Language Arts Unit IV: Nanoscale Biological Material and Applications Unit V: Ethics Launch Date: September 2009 Horizontal Integration across STEM and Non-STEM Disciplines Electives Mathematics
Colorado State University (CSU)
Central US Hubsite
• Pre-service Teacher Training: The only Engineering-based Teacher Preparation Program in the US • In-Service PD through NSF-MSP, RET and NSF-GK-12 • High School Outreach through NSF Math Science Partnerships, Industry Partnerships, and NSF-GK-12
Louisiana State University (LSU)
Southern US Hubsite
• Connection to 8,000 students • Champion PD programs for STEM teachers $20+ Million in Grants & Contracts: LSU Endowment, NMSI, NSF,
USDoE, Louisiana DoE, Rapides Foundation, U. of Texas, Louisiana Board of Regents, Louisiana Legislature, Jason Foundation, Brookhill Foundation, NASA
State University of New York at Albany (SUNY-Albany)
Northeastern US Hubsite Unique features: • Multiplex collaboration (industry, government, academia) • NSE-based degree programs prepare the next generation of workers for micro and nanoelectronics industries • Outreach to local and regional school districts
Thank you for your attention & support
Please visit: www.NCLT.US
