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Prepara&on of People
and Physical Infrastructure
James Murday, Mark Hersam, Robert Chang, Steve Fonash, Larry Bell
With collaboration from: ….
International workshop moderators:Hamburg - Costas Charitidis
Tokyo - Hiroyuki AkinagaSingapore - Hans Griesser
NSE, December 8, 2010
Nanotechnology Long-‐term Impacts and Research Direc&ons:
2000 – 2020
Nanotechnology (NT) in Education Primarily National Science Foundation (NSF) sponsored
Graduate Education Programs (curriculum development)
Undergraduate Education Programs
High School Education Programs
K – 12 and Informal (museum) Science Education
2000
2002
2003
2004-2005
Informal NT education http://www.nisenet.org/Resource for NT simulation http://www.nanohub.org/Center for NT Learning and Teaching http://www.nclt.us/Australia (Access Nano) http://www.accessnano.orgSingapore http://www.seab.gov.sgTaiwan http://www.edu.tw/en_US/
2009 Partnership for Nanotechnology Education Workshop Report at: http://www.nsf.gov/crssprgm/nano/reports/nsfnnireports.jsp
2010 “Nanotechnology Research Directions for Societal Needs in 2020”, Springer Chapter 12: Preparation of People and Physical Infrastructure
2010 “K-12 Nanoeducation International Benchmark Workshop”, 6-7 Dec 2010
Technological Education Network2006
2
U.S. Research InfrastructureUniversity Centers Engaged in Nanoscale
most with Education Outreach
NSF NSEC ★ (19)NSF Other ★ (27)DOE NanoCenters w (5) DOE EFRC w (22) NIH �Ÿ (22) SRC ✚ (5) Other ✕ (35)
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Why Now
• New knowledge to be incorporated into the educational corpus
• Nano-enabled technologies have growing presence in economy/society
• Need for an informed, skilled workforce
• Workers and the general public sufficiently knowledgeable to understand
the benefits and risks
• The nanoscale holds sufficient novelty to engage Science/Technology/
Engineering/Mathematics (STEM) interest in students
Overarching Challenges/Opportunities in next ten years• Nanoscale science and engineering is largely transdisciplinary and
challenges traditional education taxonomies
• “Nano” evolving into mainstream S&T and beyond “nano” focused programs
• “Nano” is presently an “engine for change” – how to exploit it to engage students
• A wealth of new, underutilized instructional materials (funded by NSF and others)
• STEM education stakeholder communities marginally engaged in “nano”
Education Infrastructure
“Nanotechnology” in Education
Not !Interested!
Very !Interested!
STEM as a Career - Opportunity at the Nanoscale
Svein Sjoberg and Camilla Schreiner, ROSE Bern ISSI June 2007
15
Interna&onal Workshop Perspec&ves on Educa&on Infrastructure
Next Decade Educa&on: Informal (General Public)
Challenges
Well-‐informed, nano-‐literate ci4zens
Benefit/risk-‐management perspec4ves
Cap4va4ng museum displays
Op&ons
Upgrade wikipedia entries
U4liza4on of e-‐media such as Facebook, YouTube, Second Life,...
Museum presenta4ons linked with nano-‐enabled technology solu4ons to societal problems
Deutsches Museum MünchenNanotechnology and Biotechnology Exhibition
14
International Workshop Perspectives on Education InfrastructureNext Decade Education: 2 and 4 year College
Challenges
Defining workforce needs
Building curricula/degrees to meet workforce needs
Transdisciplinary Integra4on
Community/Technical College (2 yr) transi4on to College/University(4 yr), especially with minority popula4ons
K-‐12 STEM teacher educa4on
Op&ons
Monitor job opportuni4es vice degree cer4fica4ons (minor, cer4ficates, degrees)
Con4nued aTen4on to course development
Widely accepted ar4cula4on agreements
Web-‐controlled remote access of costly laboratory instruments
U4lize graduate/undergraduate students in K-‐12 educa4on
12
International Workshop Perspectives on Education Infrastructure Next Decade Education: K-12 STEM
Challenges
Low STEM career choices by students, especially underrepresented popula4ons
Poor showing of U.S. students in interna4onal STEM tes4ng
Disparity in standards among the states and school districts
Incorpora4on of appropriate nanoscale material into standards and curricula
Inadequate teacher training / knowledge
Transdisciplinary approaches to STEM educa4on
Op&ons
U4lize nanoscale contribu4ons to solu4ons of societal issues as student STEM mo4vator
Interna4onally Benchmarked Common Core Standards including the nanoscale
Establish partnerships to create veTed curricula and teacher training materials from the various NSF funded NanoCenters (and other sources)
Formalize hand-‐off of NSF STEM nanoeduca4on innova4on to Department of Educa4on for con4nua4on
Exploit cyber-‐learning opportuni4es
Trad. Concept NS1 NS2 NS3 NS4 NS5 NS6 NS7 NS8 NS9Physics NA
Classical physics – macro level:
X X X X X X
Electricity and Magnetism:
X X X X X X
Light and Optics: X X X X X
Atomic Physics: X X X X X XMaterials Science
Introductory Materials Properties:
X X X X X
Atomic Structure: X X X X X X XPolymers: X X XCeramics: X X X
ChemistryAqueous solutions and Solubility:
X X X X X
Water: X X X X XStructure of atoms X X X X X X XChemical Reactions: X X X X X X
BiologyAtoms and Molecules:X X X X X XBiotechnology: X X X X X X X XImmune System: X X X X
NS 1: Sense of ScaleNS 2: Surface Area to Volume RatioNS 3: Nature/Structure of MatterNS 4: Forces and InteractionsNS 5: Size Dependent PropertiesNS 6: Self AssemblyNS 7: Societal ImpactsNS 8: Tools of Nanoscience (AFM, SEM, XRD, TEM etc.)NS 9: Simulation
The “Big” Ideas or Concepts of Nanotechnology
Correlation of NanoScience To NRC Framework Taxonomy (draft) (Newberry)
Status: • Achieve Inc. has the task of preparing next generation learning standards in the sciences
• The NAS/NRC report “Conceptual Framework for New Science Education Standards” is due spring 2011; draft available for comment summer 2010.
• The NSET initiate contact with the NGA, the Council of Chief State School Officers (CCSSO), and Achieve Inc. to introduce the nanoscale into the next generation science standards.
NSE Options: Dec 6-7 Workshop on International Benchmarks]• Work with various Achieve teams developing Next Generation Science Standards
Career - College - Citizen
• Nanoscale contributions to NRC Conceptual Framework
• S&E as Cross-cut examples for standards, including social perspectives
• Curriculum Resources - VA Flexbook as electronic ex - Competition as Motivator
• Participants in the many U.S. NanoCenters work with their own State Education
Departments toward science learning standard revisions.
• Registry for resources that have been/ are being developed, including international
• Nanoscale S&E as a motivator and paradigm for improving STEM education
• (Solicit input from NSE community on all of above)
K-12 Nanoscale Learning Standards/Curriculum
11
NanoEducation International Benchmark WorkshopNanoscale STEM Education Partnerships
NSET working group on Nanoscale education with an advisory board populated with stakeholders including industry, NSTA,...
Link PK-12 Teachers with subject matter experts to develop standards, curriculum
Institutionalize individual NanoCenter education resource developments - hand off NSF initiated efforts to a sustaining funding source.
Engage industry for workforce development and support for education change
University NanoCenter people reach out to: Mentoring at local K-12 schoolsState and Local Boards of Education
International collaborations to:Extend limited resources by sharing the necessary workEnrich the perspectives of nanoscale S&E from different cultural points of view.Use cyber infrastructure for meetings / events without incurring travel costs
18
Begin Supplemental
English Language Arts and Mathematics
14
Nanoscale Entries into K-12 Science FrameworkInitial Thoughts
NS 1: Sense of Scale• Give examples of objects that are at macro, micro, nano, and atomic scale sizes.
o Nano is known as a "meso" scale between micro and atomic.• Determine the number of atoms, molecules in any given object for the purpose of conceptualizing
sense of scale. NS 2: Surface Area to Volume Ratio
• Understanding the impact of surface area in reaction speed or interaction strength (i.e., waterproof materials)
• As things get smaller, the ratio of surface to volume gets smaller. Cube to start.• Everyday application: rate of drug delivery (release rate of drug).• Limiting factor (why we don't have cells as big as basketballs!)
NS 3: Nature/Structure of Matter• Atomic and crystal structure which involves the arrangement of atoms in terms of unit cells and
concept of crystal planes [Miller indices] and planes through crystal lattice structures (i.e., building of transistors).
• Because of the ability to manipulate at the atomic and molecular scale, we have an unlimited variety of quantum dots, clusters, macromolecules, wires, tubes, films.
NS 4: Forces and Interactions• The effective forces that affect particles on a nano scale are different than the forces that affect
particles on the macro scale – e.g., gravity has great affect on man, but different for ant. Surface tension of water does not affect a man like it affects an ant.
• Wave properties – how they interact on the nano scale• Relationship between energy and the dimensions of the object will determine the type of interaction.
(i.e., the sky is blue b/c of Raleigh's scattering)
15
Text
NS 5: Size Dependent Properties• Color of substances; melting point; etc.• Physical, electrical, and biological properties such as hardness, elasticity, conductivity, biological
adhesion are dependent upon the size of the system. • Movement of items across the cell membrane (ion channels)• How water is slippery on the macro level (i.e., on the floor), but is sticky at the nano scale • Tools and equipment exist that allow us to fabricate systems and objects at the nano scale
(lithographies, chemical vapor deposition) • As well as tools to characterize, measure, and study at the nanoscale (AFM, SEM, XRD, TEM etc.)• Know that they exist, but not necessarily operational principles.
NS 6: Self Assembly• (Emerging topic) Nature's way of assembling nanostructures (i.e., butterfly wings) • Self assembly rules involve atomic bonding plus Van der Waals forces, Coulomb forces, magnetic
forces, and molecular recognition. NS 7: Societal Impacts (positive/negative/neutral)
• We can make artificial nanostructures, but we do not know their effect on our ecosystem.• Like all technologies, nano has benefits and risks.• Privacy issues• This is one our first globally developed technologies. The global nature of nano will change how
students view the world, competition, partnerships, etc. • How do we encourage social science thought as opposed to focusing on statements of risk. (to be
reworded by Sean Murdock) • Case studies as an approach for addressing societal impacts? Allows you to investigate actual
events. • Nano will teach us how to understand science.
NS 8: Tools of Nanoscience • Tools and equipment exist that allow us to fabricate systems and objects at the nano scale
(lithographies, chemical vapor deposition) • As well as tools to characterize, measure, and study at the nanoscale (AFM, SEM, XRD, TEM etc.)• Know that they exist, but not necessarily operational principles.
NS 9: Simulation• Use in research, manufacturing, and engineering design.
17
Summary of Options for Next DecadeEducation Infrastructure
Overarching• The Nanoscale Science, Engineering and Technology subcommittee create a multiagency Nanotechnology Education and Workforce working group• An education and workforce-focused consultative board to the NSET should be created, comprising the various principal stakeholders. K-12• Utilize nanoscale contributions to solutions of societal issues as student STEM motivator• Internationally Benchmarked Common Core Science/Engineering Standards• Establish partnerships to create vetted curricula and teacher training materials from the various NSF funded Centers (and other sources)• Formalize hand-off of NSF STEM education innovation to Department of Education continuation• Exploit cyber-learning opportunities
Community/Technical College and University• Monitor job opportunities vice degree certifications (minor, certificates, degrees) • Continued attention to course development • Widely accepted and implemented articulation agreements• Web-controlled remote access of costly laboratory instruments • Utilize graduate/undergraduate students in K-12 education
Public / Informal• Upgrade wikipedia entries on nanoscale science/engineering/technology• Utilization of e-media such as Facebook, YouTube, Second Life,…• Museum presentations linked with nano-enabled technology solutions to societal problems
Teaching materials for K-12 - Taiwan
Nano Blaster Man
Nanotechnology Symphony-Physics, Chemistry and Biology (Senior High)
“The Tiny but Beautiful Nano World ”
(the first brailed material specially designed for blind
students )“Nanotechnology Teaching Material of Southern Center for K-12 Nanotechnology Center” Dr. Fuh-Sheng Shieu, National Chung Hsing Univ
9
Become a NANOYOU school!
Schools from all over Europe are already teaching NT in their classrooms with videos, animations, games, virtual dialogues, and virtual experiments based on current research.
Register here to become a NANOYOU school! http://nanoyou.eu/
NanoBioNet, Saarbrucker Kompetenznetzwerk fur Nano- und Biotechnologie
Adventure of Nano
Nanotechnology, technology in the small world, which we cannot see, is going to change our lives.
* Introduction * What is nanotechnology? * Biology Version * IT Version * Environment/Energy Version
National Institute of Materials Science, Japan
NCLT US
Illustrations of Other K-12 Nanoscale Resources
10
NSF sponsored
Partnership for Nanotechnology Educa&on WorkshopUniversity of Southern California, 26-‐28 April, 2009
www.nsf.gov/crssprgm/nano/reports/nsfnnireports.jspGoals • Identify and examine the present status of “nano” education efforts (K – Gray), including international perspectives• Identify the infrastructure needed to carry out effective “nano” education • Lay the groundwork for functional stakeholder partnerships that will address the needs and identify the opportunities• Identify mechanisms for the partnerships to provide information for the:
• National Science and Technology Council (NSTC)• Nanoscale Science, Engineering, and Technology (NSET) Subcommittee• Other interested parties to use in developing funding goals, strategies, and programs.
Workgroups (tasked to identify options) K-12 Education: Standards of Learning: Local, State, and National Involvement Teacher Education and Training Development of Curricula and Teaching Aids Post-Secondary Education: University and Community College Industry Workforce Needs Cyber and Virtual Innovation (cross-cutting all categories) Public Education: Informal Education: Museums Press, Radio, Television, and Web-based Local Community Outreach and Engagement
Finding: A focal point is needed to identify, validate, and integrate the many NanoEducation capabilities that presently exist and to assess what is additionally needed. Options: • The Nanoscale Science, Engineering and Technology subcommittee create a multiagency Nanotechnology Education and Workforce working group
• An education and workforce-focused consultative board to the NSET should be created, comprising the various principal stakeholders. Principal Stakeholders include: The National Science and Technology Council (NSTC) NNI participating Federal agencies with education interests - NSF, DoEd, DoL,… National Science Teachers Association (NSTA) National Education Association STEM Education Coalition Professional Science and Engineering Societies NanoBusiness Alliance International partners
Next Decade: Overarching Education Need Creation of a NanoEducation Ecosystem
34
• Name an OSTP Associate Director as Coordinator for Societal Dimensions
• NSTC to establish an Interagency Education Working Group under NSET
• All NNI education efforts to include environmental/safety/health (ESH) and other societal aspects
• NNCO develop/maintain database for NNI education
• NSF authorized to fund Nanotechnology Education Partnerships to: • Enable professional development activities for secondary school teachers; • Enrichment programs for students, including access to facilities; • Identify secondary school educational materials and curriculum
• NSF authorized to fund Undergraduate Education Programs for:• Interdisciplinary courses or modules to existing courses • Faculty professional development• Acquire instrumentation / equipment for education and research• Remote internet access by secondary students / teachers to “nano” facilities
NanoEducation Provisions in NNI Reauthorization(H.R. 554 and S. 1482)
NSF Education and Human Resources www.nsf.gov/dir/index.jsp?org=EHR
DoEd www.ed.gov/index.jhtml
DoD National Defense Education Program www.ndep.us/
DoE Energy Education www1.eere.energy.gov/education/ National Labs www.energy.gov/morekidspages.htm
EPA Teaching Center www.epa.gov/teachers/
NASA Education Program www.nasa.gov/offices/education/programs/ index.html
NIH Office of Science Education science.education.nih.gov/home2.nsf/feature/ index.htm
USDA NRCS soils.usda.gov/education/resources/k_12/ AFSIC www.nal.usda.gov/afsic/AFSIC_pubs/k-12.htm CSREES www.agclassroom.org/ DOL Training, Continuing Education http://www.doleta.gov/DOT Education and Research http://www.dot.gov/citizen_services/education_research/index.htmlNOAA Education Resources http://www.education.noaa.gov/NIST Educational Activities http://www.nist.gov/public_affairs/edguide.cfm
U.S. Federal Education Programs with Potential for NanoEducation Interest
Agency Program URLDOD National Defense Education Program http://www.ndep.us/DOE Energy Education http://www1.eere.energy.gov/education/ National Labs http://www.energy.gov/morekidspages.htmDoEd http://www.ed.gov/index.jhtmlDOL Training, Continuing Education http://www.doleta.gov/DOT Education and Research http://www.dot.gov/citizen_services/education_research/index.htmlEPA Teaching Center http://www.epa.gov/teachers/NASA Education Program http://www.nasa.gov/offices/education/programs/index.htmlNIH Office of Science Education http://science.education.nih.gov/home2.nsf/feature/index.htmNIST Educational Activities http://www.nist.gov/public_affairs/edguide.cfmNOAA Education Resources http://www.education.noaa.gov/NSF Education & Human Resources http://www.nsf.gov/funding/pgm_list.jsp?org=ehrUSDA NRCS http://soils.usda.gov/education/resources/k_12/ AFSIC http://www.nal.usda.gov/afsic/AFSIC_pubs/K–12.htm NIFA (formerly CSREES) http://www.agclassroom.org/
Federal Agencies with Education Efforts
Organization/Institution URLAccess Nano (Australia) http://www.accessnano.org/American Chemical Society http://community.acs.org/nanotation/European Nanotechnology Gateway http://www.nanoforum.orgInstitute of Nanotechnology http://www.nano.org.uk/CareersEducation/education.htmIntro to Nanotechnology http://www.nanowerk.com/news/newsid=16048.phpMcREL Classroom Resources http://www.mcrel.org/NanoLeap/Multimedia Educ. & Courses in Nanotech (largely European) http://www.nanopolis.netNanoEd Resource Portal http://www.nanoed.orgNanoHub http://nanohub.org/Nanoscale Informal Science Education Network http://www.nisenet.orgNanoSchool Box (Germany) http://www.nanobionet.de/index.php?id=139&L=2Nanotech KIDS http://www.nanonet.go.jp/english/kids/Nanotechnology Applications and Career Knowledge Center http://www.nano4me.org/Nanotechnology News, People, Events http://www.nano-technology-systems.com/nanotechnologyeducation/NanoTecNexus http://www.Nanotecnexus.orgNanoYou (European Union) http://nanoyou.eu/Nanozone http://nanozone.org/NASA Quest http://quest.nasa.gov/projects/nanotechnology/resources.htmlNational S&T Education Partnership http://nationalstep.org/default.aspNNI Education Center http://www.nano.gov/html/edu/home_edu.htmlNNIN Education Portal http://www.nnin.org/nnin_edu.htmlNSF Nanoscience Classroom Resources http://www.nsf.gov/news/classroom/nano.jspPBS – DragonflyTV http://pbskids.org/dragonflytv/nano/Taiwan NanoEducation http://www.nano.edu.tw/en_US/The Nanotechnology Group, Inc. http://www.tntg.orgUVA Virtual Lab: Nanoscience Class Homepage www.virlab.virginia.edu/Nanoscience_class/Nanoscience_class.htm Wikipedia http://en.wikipedia.org/wiki/Nanotechnology_education
Websites with NanoEducation Material
