Category:     ~ 53 title(s) found

Using Construct-Centered Design to Align Curriculum Instruction and Assessment Development in Emerging Science
Contributed by Clara Cahill on 07-SEP-08
Author(s) Members of the National Center for Learning and Teaching in Nanoscale Science and Engineering, Northwestern University, University of Michigan, Purdue University, University of Illinois at Chicago, University of Texas at El Paso,

Abstract: The National Center for Learning and Teaching in Nanoscale Science and Engineering was established to conduct research on how to effectively introduce emergent sciences into K-16 classrooms, using nanoscale science and engineering (NSE) as an example. One of the NCLT's main goals is to develop an approach to map out the knowledge domains (constructs) associated with NSE and use these domains to guide learning research and the development of instructional materials, assessment, and teac...

Nanomaterials Module: An Introduction
Contributed by Katherine Chen on 11-APR-08
Author(s) Valerie Maynard, Matthew Hsu, R.P.H. Chang, Joseph Krajcik, Richard Braatz, Umberto Ravaioli, Limay Goh, Hyung-Seok Hahm, Effendi Rusli, Seyeong Im, John A. Washington, Renee DeWald

This module gives a feel for just how small the nanoscale is and introduces its most basic quality: Surface Area / Volume ratio....

Adapting College Level Nanotechnology Course Material for Distribution via the NCLT International Virtual Institute
Contributed by Edward Foley on 11-APR-08
Author(s) M. C. Hersam

N/A...

Manipulation of Light in the Nanoworld
Contributed by Christopher Chiaverina on 11-APR-08
Author(s) Katya Seal, Maxim Sukharev, Guoyang Xu, Boyang Liu, Don Olmstead, Hui Cao, Seng-Tiong Ho, Matthew Hsu, Andrew Johnson, Valerie Maynard, Tom Moher, Tamar Seideman

Size and Structure determine the Nature of the Interaction between Light and Matter....

The Exploration of Student Engagement and Understanding of Nanoscience and Technology
Contributed by Joseph Krajcik on 11-APR-08
Author(s) Nick Giordano, Emma Tevaarwerk, Shawn Stevens, Molly Yunker, Kelly Hutchinson, Jeremy Schroeder, Namsoo Shin Hong, Mike McLennan, Bill Fornes

N/A...

Excel-Based Imaging with Macro AFMs
Contributed by Nathan Unterman on 10-APR-08
Author(s) Marcel Grdinic, Lena Delgado, Emma Tevaarwerk, R.P.H. Chang, Dima Ruzemetov, Venkat Chandrasekhar, Molly Yunker, Shawn Stevens, Kelly Hutchins, Joe Krajcik, Nick Giordano

Driving Question: How can you measure something so small that you cannot see it?...

Evidence-Centered Approach to the Design of Assessment and Instruction: AP Concepts Related to Self-Assembly
Contributed by John Bell on 13-NOV-07
Author(s) Florencia K. Anggoro, Marco Bernasconi, Andrew Johnson

Poster...

Shape of Electric Fields
Contributed by Carmen Lilley on 13-NOV-07
Author(s) Andrew Johnson

Poster...

Evidence-Centered Assessment and Instruction for Middle School: Force interaction via self-assembly
Contributed by Shanna Daly on 13-NOV-07
Author(s) Emily Wischow, Tom Moher, Carmen Lilley, Brenda S. Lopez, Emily Shipley

Poster...

Evidence-Centered Approach to the Design of Assessment and Instruction: Middle School Concepts Related to Self-Assembly
Contributed by Carmen Lilley on 13-NOV-07
Author(s) Brenda Lopez, Emily Shipley, Tom Moher, Shanna Daly, Emily Wischow

Poster...

Design of DNA Strands to Capture Targeted Viruses in Multiple Learning Contexts
Contributed by Brenda Lopez Silva on 13-NOV-07
Author(s) Florencia K. Anggoro, Marco Bernasconi, Tom Moher, Shanna Daly

Poster...

The effects of instructional framing on learner outcomes within nanoscale self-assembly design experiences
Contributed by Emily Shipley on 13-NOV-07
Author(s) Tom Moher

Poster...

META-LESSONS: AN ORGANIZATIONAL APPROACH FOR PROFESSIONAL DEVELOPMENT INSTRUCTION
Contributed by Kelly Hutchinson on 06-NOV-07
Author(s) Shanna Daly, Emily Wischow, David Sederberg, Fatima Benaissa, Lynn Bryan, Nick Giordano, Susan Geier

This poster examines a new approach of meta-lessons for the structure of the professional development summer institute. In the case of NCLT-PD, a meta-lesson is a lesson about a Big Idea that is central to two or more lessons about nanoscale phenomena. For example, the meta-lesson about size-dependent properties will unify individual lessons about quantum dots and biosensors. The poster also looks into how the unpacking of lessons and work performed at the assessment workshop are contributing...

Nanoscale Models for Science Inquiry and Engineering Design
Contributed by Shanna Daly on 29-OCT-07
Author(s) Lynn A. Bryan

The National Center for Learning and Teaching Nanoscale Science and Engineering (NCLT) supports the integration of nanoscale concepts into middle and high school curricula. Science teachers of grades 6-12 participated in model-based nanoscale science and engineering inquiry and design activities at a Summer 2006 NCLT professional development workshop. Data collected during the workshop form the basis for our understanding of teachers? conceptions of uses for models in the science classroom and...

Student Conception of Surface Area-to-Volume Ratio: Results from an Undergraduate Engineering Course
Contributed by Su Swarat on 29-OCT-07
Author(s) Su Swarat, Greg Light, Eun Jung Park, & Denise Drane, Northwestern University

An exploratory study employing written tests and interviews was conducted to probe undergraduate students' understanding of the concept 'surface area-to-volume ratio'. Preliminary results suggest that while students appear to know the basic idea of the concept, their understanding may be partial and/or situated in limited contexts....

Enhancing Undergraduate Students Nano-literacy through an Instructional Module
Contributed by Su Swarat on 29-OCT-07
Author(s) Denise Drane, Kathy Chen, Su Swarat, Eun Jung Park, & Greg Light, Northwestern University

This poster reports a preliminary effort to help undergraduate students achieve nano-literacy through a 3-hour lecture-based instructional module in a materials science course for non-majors. Analysis of students' responses to a nano-literacy survey indicated that they made gains in nano-literacy during the module, but their explanations of two real-life nanotechnology applications revealed that few students were able to do so using scientific reasoning....

Learning Nanotechnology by Haptic Interface
Contributed by Hyung-Seok Hahm on 26-OCT-07
Author(s) Mahsa Kamali, Umberto Ravaioli

We developed a simulation module for Scanning Tunneling Microscopy which utilizes haptic interface. The motivation is that interaction via haptic interface stimulates active learning. As witnessed by the recent success of Nintendo Wii, haptic interface appeals to young generations and is becoming a commodity. We adapted the richness of multimedia and haptic interface that can be potentially leveraged for nanotechnology education. ...

A Rubric for Post-Secondary Degree Programs in Nanoscience and Nanotechnology
Contributed by Negar Mansourian-Hadavi on 26-OCT-07
Author(s) Supaporn Wansom, Negar Mansourian-Hadavi, Thomas O. Mason, Denise Drane, Gregory Light, Mark C. Hersam, Robert Cormia, and George Bodner

Based upon a set of 'big ideas' identified by recent workshops and a study report, a broad curricular framework has been developed for degree programs in nanoscale science and engineering (NSE) that can be abbreviated as 'P-N-P-A.' These letters stand for four essential areas or nodes in NSE that include?processing (how nano-entities are fabricated), nanostructure (how the structure of nano-entities can be imaged and characterized), properties (the resulting size-dependent and surface-related p...

Perceptions of Nanoscience: A Need for Nano-environmental Science Education and Thoughts about How to Go About It.
Contributed by Eric Hagedorn on 26-OCT-07
Author(s) First author: Vishal Kapoor

Public perceptions of the environmental impacts of nanotechnology vary. Educational efforts need to address the environmental science implications of nano-products. These efforts may be enhanced by applying the concept of "framing" which derives from the work of cognitive psychologists Daniel Kahneman and Amos Tversky....

Development of a Learning Progression for Students Conceptions of Size and Scale
Contributed by Cesar Delgado on 26-OCT-07
Author(s) Cesar Delgado, Shawn Stevens, Namsoo Shin, Joe Krajcik

The concepts of size and scale are important tools in learning both traditional and emerging science disciplines such as nanoscale science. Yet recent research shows that most people do not have a firm grasp on size and scale. Efforts to improve curriculum, instruction, and assessment of size and scale can be guided by an empirical learning progression. In order to generate this progression, interviews are employed to examine middle school students? through undergraduates? knowledge about object...

Nanocamp: An evaluation of student learning and an elaboration of student thinking
Contributed by Clara Cahill on 26-OCT-07
Author(s) Namsoo Shin, Joe Krajcik, Harold Short

Abstract: Summer nanocamp was designed to introduce middle school students to nanoscale science and technology, and to help them gain an understanding of some of its characteristic concepts. Activities were designed and adapted to help students develop and coordinate an understanding of size and scale, concepts important to size-dependent properties, and the tools used to observe micro and nanoscale objects. Additionally, students wrote their own nanoscience research questions, and created and...

2007-2008 NCLT Professional Development Summer Institute
Contributed by Kelly Hutchinson on 26-OCT-07
Author(s) Fatima Benaissa, Shanna Daly, David Sederberg, Alan Szeto, Randal Batchelor, Bill Fornes, Lynn Bryan, Nick Giordano, Eric Hagedorn, Matthew Edwards, Lou Harnisch, Weijie Lu

This poster describes the 2007-2008 NCLT Professional Development Summer Institute. A sample schedule, various lessons, and seminars are discussed, as well as what is expected from teachers during the institute. Collaborations between the professional development work circle and other areas are also shown....

Exploring Variations in and Developing Typology for Undergraduate Students Conception of Size and Scale
Contributed by Su Swarat on 26-OCT-07
Author(s) Eun Jung Park, Su Swarat, Greg Light, & Denise Drane

Size & Scale is crucial to the understanding of nanoscience, and seems to be a difficult concept for undergraduate students. Yet little is known about how these students conceptualize this concept. An interview study was conducted to identify variations in and typology for students? conception of Size & Scale, and a subsequent study with a larger population preliminarily confirmed the validity of the typology. ...

Practical Problem-Solving through Design Projects
Contributed by Limay Goh on 23-OCT-07
Author(s) D. Reid, V. Maynard, M. Fujiwara, U. Ravaioli, R.D. Braatz

The Science Framework for the National Assessment of Educational Progress repeatedly stresses the importance of teaching 'practical problem-solving that involves design, use of materials, and weighing risks in relation to benefits' A student survey indicated that a significant proportion of students strongly hold serious misconceptions about heat transfer. Several nanoconcepts or ?Big Ideas in Nanoscience? as well as student misconceptions are associated with Size and Scale. An approach to train...

Identifying Atomic Structure as a Threshold Concept: Student Mental Models and Troublesomeness
Contributed by Eun Jung Park on 20-AUG-07
Author(s) Eun Jung Park, Gregory Light, and Denise Drane

Atomic theory or the nature of matter is a principal concept in science and science education. This has, however, been complicated by the difficulty of the concept for students to learn and the subsequent construction of many alternative models. To better understand the conceptual barriers to learning atomic structure, this study explores the troublesome nature of this fundamental scientific concept. In order to illustrate the distinction of student understanding by threshold barriers, this stud...

Understanding Undergraduate Students Conceptions of A Core Nanoscience Concept: Size and Scale
Contributed by Eun Jung Park on 20-AUG-07
Author(s) G. Light, S. Swarat, E. J. Park, D. Drane, E. Tevaarwerk, & T. Mason

The rapidly growing field of nanoscience and nanotechnology calls for the inclusion of general nano-education in our educational agenda. Student understanding of one of the key concepts in nanoscience, size and scale, serves as a prerequisite for students? learning of more advanced nanoscale science and technology. This paper presents the findings of a small-scale qualitative study with students studying nanoscale science aimed at exploring the ways they understand the idea of size and scale. ...

Fostering Students Understanding of Interdisciplinary Science: Summer Science Institute
Contributed by Namsoo Shin on 12-JUN-07
Author(s) Shawn Stevens, Namsoo Shin, Cesar Delgado, Clara Cahill, Molly Yunker, and Joe Krajcik*

In this study, we present the effects of a two-week interdisciplinary science camp for middle school students. The curriculum was developed based upon results from our previous research with a population of students from the same school district, which suggested some specific deficiencies in students? understanding in the areas of size and scale, structure and properties of matter and forces and interactions. We used three different assessment formats to gauge student learning and attitude chang...

The Nature of Matter- Developing a Learning Progression
Contributed by Shawn Stevens on 11-JUN-07
Author(s) Shawn Stevens, Cesar Delgado, Namsoo Shin, Kelly Hutchinson, Nick Giordano, Jim Pellegrino & Joe Krajcik

A strong foundation of nanoscience literacy must include a robust model of not only the structure of matter, but also of properties and what determines those properties, as well as how matter behaves and interacts under a variety of conditions. Developing an empirical learning progression will provide insight into the appropriate points to introduce nanoscience concepts into the curriculum. ...

Development of a Learning Progression for Students' Conceptions of Size and Scale
Contributed by Cesar Delgado on 06-JUN-07
Author(s) Cesar Delgado, Shawn Stevens, Namsoo Shin, Kelly Hutchinson, Joe Krajcik

The concepts of size and scale are important to both traditional and emerging science disciplines, as well as to science learning. These concepts must be robust if students are to use them to connect their science learning, as reform documents suggest. Yet recent research shows that most people do not have a firm grasp on size and scale. Improved curriculum, instruction, and assessment of size and scale can be guided by a learning progression. This empirical study uses interviews and card tasks ...

Summer Nanoscience Camp: Learning-Goals Driven Design and Evaluation Plan
Contributed by Clara Cahill on 06-JUN-07
Author(s) Namsoo Shin, Cesar Delgado, Shawn Stevens, Joe Krajcik, Minyoung Song

This poster details the learning-goals-driven planning and development of a Summer Nanoscience Camp for middle school students. The design of the camp takes into account the evaluation of the previous year's camp, as well as new research on students' learning progressions and common misconceptions. In the research-based, principled design, learning goals are identified and unpacked, and formative, embedded assessments are developed prior to or concurrently with the learning activities. We ou...

Design of DNA Strands to Capture Targeted Viruses in Multiple Learning Contexts
Contributed by Brenda Lopez Silva on 23-MAY-07
Author(s) Florencia Anggoro, Marco Bernasconi, Tom Moher, Shanna Daly

In two phases, we explored conditions that promote students' learning about DNA base pairings and virus structures as an introduction to Self-Assembly. In the first phase, 7th-grade students received conventional instruction in the classroom, two-dimensional Graphics, or three-dimensional Tangibles, and were later asked to design catcher sequences with the minimum number of nucleotides. In the second phase, students were given a computer simulation of viral DNA strands in a solution and were ask...

The effects of domain contextualization on learner outcomes within nanoscale self-assembly design experiences
Contributed by Thomas Moher on 23-MAY-07
Author(s) Emily Shipley & Tom Moher

In a one-week controlled quasi-experiment, two classes of urban sixth-grade students received instruction and participated in design activities (using the Molecular Workbench simulation environment) surrounding molecular self-assembly. One class received a contextualized treatment, with an introduction to domain terminology and concepts prior to design activities. The other class received a decontextualized treatment, in which domain language was introduced only after the design activities, whic...

Item Analysis in the Development of a Nanoconcepts Inventory
Contributed by Eric Hagedorn on 23-MAY-07
Author(s) Eric A. Hagedorn, Marian Manciu, and Vishal Kapoor

Classical item analysis (facility, delta statistic, biserial and point biserial correlation coefficients) can greatly inform the development of a measurement instrument. Nevertheless, valuable insights into individual items and how they work collectively, can be gained by using modern Item Response Theory (IRT). This poster presents insights into items on the "Nanotechnology Survey" v. a1 (Grdinic, M., Unterman, N. & Lauhon, L. J., 2007) based on the analysis of 205 completed surveys. Several...

Classical Item Analysis in the Development of a Measure of Pre-service Elementary Teacher Understanding of Mass Density
Contributed by Eric Hagedorn on 23-MAY-07
Author(s) Eric A. Hagedorn, Sudheer Rakasi

Even after careful item generation?deciding the content domain, identifying sub-areas, considering item types, writing items, reviewing items, etc. an item analysis of pilot data is critical to the development of an instrument. This poster presents the item analysis of a mass density concept inventory, developed for use with preservice elementary and middle school teachers. This item analysis uses approaches from Classical Test Theory (CTT) such as: facility, delta, biserial and point biseria...

Middle and High School Teachers' Conceptions Regarding the Use of Models for Nanoscale Science Instruction
Contributed by Shanna Daly on 18-MAY-07
Author(s) Lynn Bryan

Teaching and learning science often utilizes models and modeling activities. Nanoscale science education relies heavily on physical representation models because students cannot explore nanoscale phenomena via photographs, light microscopes, or demonstrations; only the resulting micro- or macroscopic effects can be seen. The National Center for Learning and Teaching Nanoscale Science and Engineering (NCLT) is committed to the integration of nanoscale science into pre-existing grades 6-16 curri...

An Investigation of Secondary Students' Interests in Nanoscience
Contributed by Kelly Hutchinson on 18-MAY-07
Author(s) Shawn Stevens, Namsoo Shin Hong, Cesar Delgado, Molly Yunker, George Bodner, Nick Giordano, Joe Krajcik

The National Center for Learning and Teaching in Nanoscale Science and Engineering (NCLT) is studying how to introduce real-world examples of nanoscale concepts into the secondary (7-12) school science curricula to support student learning of nanoscale science. As previous research has shown that student achievement in science increases when students are taught using relevant, real-world examples that are of interest to them, the NCLT is investigating nanoscience concepts that influence seconda...

2007-2008 NCLT Professional Development Summer Institute
Contributed by Kelly Hutchinson on 18-MAY-07
Author(s) Fatima Benaissa, Shanna Daly, David Sederberg, Alan Szeto, Randal Batchelor, Bill Fornes, Lynn Bryan, Nick Giordano, Eric Hagedorn, Matthew Edwards, Lou Harnisch, Weijie Lu

This poster discusses the follow-up activities from the 2006 Professional Development Summer Institute. Teachers shared nano-lessons implemented in their classrooms and engaged in new nano-lessons. The Purdue 2007 Professional Development Summer Institute schedule and overview of new nano-lessons are discussed....

Recommended Features for an NSE Degree Program: Common Features Identified from Three Studies
Contributed by Supaporn Wansom on 18-MAY-07
Author(s) T.O. Mason, D.L. Drane, G. Light

This poster presents recommended features for an NSE degree program based on the results of three studies, including the Nanoscience Learning Goals Workshop (June 2006), the Boeing/SRI Study 2006 and the NCLT Faculty Workshop (August 2006). The strong overlaps between these studies are compiled to form the recommended features. These include programmatic balance, interdisciplinarity, intergrated classroom-lab experience, links to applications, and content addressing societal impact. Evaluation ...

Nanoscale Curriculum Integration in the High School Classroom
Contributed by Lisa Bastedo on 18-MAY-07
Author(s) Lisa Bastedo and Weijie Lu

Three NCLT modules and a design project were implemented into IB Biology II and Regular Biology courses. Sixty-two students participated in these nanoactivities. Students effectively learned basic nano concepts through these modules. Modifications should be made in order to fit biology curriculum standards. ...

Interactive educational materials for teaching Nanoconcepts
Contributed by Limay Goh on 18-MAY-07
Author(s) Limay Goh, Jorge Pazmino, Effendi Rusli, John A. Washington, Seyeong Im, Valerie Maynard

This poster presents several interactive visualizations and design projects that were developed to teach high school and college students about nanoscience. One of the interactive visualizations investigates how surface-area-to-volume ratio (SA/V) changes as cube size changes. Another interactive visualization explores how successive addition of a chemical to gold nanoparticles in solution results in changes in the color of the solution by changing the size of the gold nanoparticles. The other v...

Genetically Engineered Materials Science and Engineering Center: NSF-MRSEC at the University of Washington
Contributed by Ethan Allen on 19-FEB-07
Author(s) Ethan Allen, Education Manager

Major Educational Accomplishments of GEMSEC's First Year...

"Big Ideas" and Learning Goals in NSE at the Undergraduate Level: Results of the 2006 Faculty Workshop in Learning & Teaching in NSE
Contributed by Supaporn Wansom on 16-FEB-07
Author(s) E. J. Park, S. Wansom, T. O. Mason, G. Light, D. L. Drane, and K.C. Chen

This poster describes activities and results of the 2006 Faculty Workshop in Learning and Teaching in Nanoscale Science and Engineering (NSE). The Workshop is a key element of the NCLT's Higher Education Work Circle efforts to build a nationwide "community of practice" in nanoscale science and engineering education at the undergraduate level. The 2006 workshop was held on August 6th-9th at Cal Poly State University-San Luis Obispo with 30 participants from 17 community colleges and universities ...

Education In Nanotechnology
Contributed by Ethan Allen on 14-FEB-07
Author(s) Ethan Allen, Education Manager

Degrees and Educational Programs in Nanotechnology...

An Evaluation of the NanoSense Curriculum Materials: Clear Sunscreen--The Interaction of Light with Matter
Contributed by Molly Yunker on 08-DEC-06
Author(s) Nicolette Guthrie

Nanoscience and nanotechnology are relatively new fields, for which there are currently limited curriculum materials. The NanoSense learning environment currently consists of two developed units (Size Matters and Clear Sunscreen), from science education researchers at SRI International. These new materials are still being revised and edited based on feedback received from workshop participants and teachers piloting the materials in their classrooms. We focus on an evaluation of the Clear Sunscre...

The Nanoworld: Exploration of Student Understanding and Motivation
Contributed by Molly Yunker on 06-SEP-06
Author(s) Shawn Stevens, Kelly Hutchinson, Namsoo Shin Hong, Emma Tevaarwerk, Cesar Delgado, Bill Fornes, Nick Giordano, Joe Krajcik

In a rapidly developing technological world, nanoscale science and technology are at the forefront of changing our current world and way of life. As nanoscience and technology advance, there will be an increased need for future leaders in these fields, which calls for research to be performed in Nanoscale Science and Engineering Education teaching and learning. This research focuses on exploring 6-12th grade students' understanding of nanoscale concepts as well as their engagement in science as ...

The Nanoworld Research-Driven Design Process
Contributed by Namsoo Shin on 06-SEP-06
Author(s) Namsoo Shin Hong, Shawn Stevens, Molly Yunker, Kelly Hutchinson, Emma Tevaarwerk, Cesar Delgado1, Chris Quintana, Nick Giordano, and Joe Krajcik

We have developed a research-driven design model in order to accomplish our primary research goals. The research goals are 1) Inform the scientific community about possible methods of introducing emerging scientific ideas into 7th -12th grade curricula through the science education literature, and influence policy and teaching. 2) Develop, test and revise 7th through 12th grade classroom activities and materials that support students in learning nanoscience content....

Higher Education Work Circle: Faculty Workshop for Learning and Teaching of Nanoscale Science and Engineering
Contributed by Tom Mason on 10-MAY-06
Author(s) M. A. Hersam, G. Light, D. L. Drane, W. L. Fornes, E. A. Hagedorn, K. C. Chen

This poster describes activities of the Higher Education Work Circle, in particular the Faculty Workshop for Learning & Teaching of Nanoscale Science & Engineering. The Workshop is a key element of H.E. Work Circle efforts to build a nationwide "community of practice" in nanoscale science & engineering education at the undergraduate level. The 2005 Workshop was held at Northwestern University on August 8th and 9th and involved a dozen faculty from across the country. Following introductory lectu...

Higher Education Work Circle Research: Evaluation of a Nanotechnology Module in an Undergraduate Materials Science Course for Non-Majors
Contributed by Nicola Perry on 10-MAY-06
Author(s) N.H. Perry, L.Y. Woo, S.L. Swarat, T.O. Mason, M.C. Hersam, D.L. Drane, G.Light

A three-lecture unit on nanotechnology was developed for an undergraduate course aimed at non-majors. A pilot study was conducted to evaluate the impact of the unit on student learning/attitudes and also whether or not a non-expert instructor could be trained to deliver the same content. Students were randomly divided into two groups. Group A completed the nanotechnology module with the expert (Professor Mark Hersam), and then continued on with the next unit in the course. Group B completed ...

Size and scale: An investigation of student conceptions of size
Contributed by Cesar Delgado on 05-MAY-06
Author(s) Shawn Stevens, Molly Yunker, Namsoo Shin Hong, Kelly Hutchinson, Emma Tervaarwek, Joe Krajcik, Nick Giordano

Scale is one of four "common themes" in the AAAS Benchmarks, which can unify content across grades, topics, and disciplines. Scale also underlies critical principles in nanoscience and technology. Considering widely varying ranges of variables (e.g., size) is the first step in learning about scale. This study investigates students' conceptions of size, including ordering (qualitative relative), grouping (categorical), how many times bigger one object is than another (quantitative relative), and ...

Computer Animations for Instruction on Nanomaterials
Contributed by Limay Goh on 04-MAY-06
Author(s) Richard D. Braatz

Two interactive computer animations are described which were made to teach nanoscience/engineering concepts to high school and college students: (1) The "Cube Building" animation teaches the importance of surface area to volume (SA/V) ratio for nanoscale materials. (2) The "Gold Nanoparticles" animation teaches the difference in properties of bulk and nano-sized material using gold nanoparticles....

Nanoscale Patterning by Soft Lithography
Contributed by Yelizaveta Babayan on 02-MAY-06
Author(s) Meenakshi Viswanathan, Yelizaveta Babayan & Teri W. Odom

We have developed several simple nanoscale patterning techniques that are easy enough to be incorporated into undergraduate laboratories. Unlike conventional nanopatterning techniques that involve expensive equipment and substrates, our experiments take advantage of compact disks (CDs) as masters for pattern generation. These benchtop experiments provide an opportunity for undergraduate students to learn about nanofabrication through soft lithographic techniques such as replica molding, capillar...

Learning Nanotechnology by Digital Simulations
Contributed by Hyung-Seok Hahm on 30-APR-06
Author(s)

In this poster, we describe our efforts that have been made so far. Clips of animation, simulations, and java applets developed for NCLT project are introduced....

NCLT Game-based Simulation
Contributed by Hyung-Seok Hahm on 09-MAR-06
Author(s) Umberto Ravaioli

This is a test....