R.P.H. Chang, Director Nanotechnology Center for Learning and Teaching (NCLT)
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Transcript of R.P.H. Chang, Director Nanotechnology Center for Learning and Teaching (NCLT)
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
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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?
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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.
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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
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Challenges in STEM Education &
Global Competitiveness Issues
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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.
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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
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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!
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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
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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
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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.
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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
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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!!
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www.NCLT.US
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