Nanoscience Education, Workforce Training, and K-12 Resources

333 Pages·2010·2.69 MB·English

by  Judith Light Feather, Miguel F. Aznar

Nanoscience and Nanotechnology
“Since Foresight was founded, some of the most persistent questions directed
to us have included: ‘How do I study nanotechnology?’ and ‘How do I get a job
doing nanotechnology?’ Kudos to Judith Light Feather and Miguel F. Aznar for
addressing these crucial issues.”
—Jim Lewis, Foresight Institute
The nanotech revolution waits for no man, woman … or child. To revitalize science,
technology, engineering, and mathematics (STEM) performance, the U.S. educational
system requires a practical strategy to better educate students about nanoscale science
and engineering research. This is particularly important in grades K–12, the effective
gestation point for future ideas and information.
Optimize your use of free resources from the National Science Foundation
The frst book of its kind, Nanoscience Education, Workforce Training, and K–12
Resources promotes nano-awareness in both the public and private sectors, presenting
an overview of the current obstacles that must be overcome within the complex U.S.
educational system before any reform is possible. It’s a race against time—and other
countries—and the fear is that U.S. students could lag behind for decades, with ineffective
teaching and learning methods handicapping their ability to compete globally.
Focusing on the application of new knowledge, this concise and highly readable book
explores the transdisciplinary nature of nano and its societal impact, also addressing
workforce training and risk management. Illustrating the historical perspective of the
complexity of K–12 education communities, it defnes nanotechnology and evaluates
pertinent global and national landscapes, presenting examples of successful change
within them.
Composed of four sections—“Foundations,” “Teaching Nanotechnology,” “Nanoscience
Resources and Programs,” and “Framework Applied”—this book offers plans of action
and links to sustainable (largely free) development tools to help K–12 students acquire the
skills to understand and evaluate emerging technologies. Promoting a holistic teaching
approach that encompasses all aspects of science, the authors strive to help readers
implement change so that decisions about resources and learning are no longer made
“from the top down” by policymakers, but rather “from the bottom up” by teachers,
parents, and students at the local level.
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ISBN: 978-1-4200-5394-4
90000
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Light Feather • Aznar Nanoscience Education, Workforce Training, and K-12 Resources
Nanoscience Education,
Workforce Training,
and K-12 Resources
Nanoscience Education,
Workforce Training,
and K-12 Resources
Judith Light Feather and Miguel F. Aznar
We would like to thank and credit the following people for providing photographs for the cover:
Phillip Hoy, of students engaging in hands-on activities at the Pennsylvania State University Nanotech Academy (top middle,
top right, and bottom left).
Miguel F. Aznar, of students using NanoEngineer-1 at the COSMOS nanotechnology course at the University of California
at Santa Cruz (middle left).
Amy Brunner, of students assembling a vacuum system during the Capstone Semester at the Pennsylvania State University
Center for Nanotechnology Education and Utilization, and Nanofabrication Facility (bottom right).
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© 2011 by Taylor and Francis Group, LLC
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Contents
Foreword .............................................................................................................. xxi
Preface .................................................................................................................. xxv
Authors .............................................................................................................xxvii
Contributors ....................................................................................................... xxxi
Introduction .....................................................................................................xxxiii
Section I Foundations
1 Introduction to Nanoscience, Technology, and Social
Implications .....................................................................................................3
Inclusion of Nanoscience Education in Schools Is Important for
Students .............................................................................................................3
Detailed Roadmap for the Twenty-First Century2 ......................................4
Understanding the Size in Nanoscience Is a Prerequisite for
Teachers .............................................................................................................4
Offcial Defnition of Nanoscience and Nanotechnology ..........................5
Size Matters in Scientifc Disciplines ............................................................5
The Scale of Things .....................................................................................5
What Is So Special About the Nanoscale? ...............................................7
How Small Is a Nanometer? ......................................................................7
What about the Behavior of Materials at the Nanoscale? .....................8
Social Implications ...........................................................................................9
References ....................................................................................................... 10
2 Education Is a Complex System: History, Matrix, Politics,
Solutions ......................................................................................................... 11
The Complexity of Our Education System Is Not Easily Penetrated ..... 11
Brief History of Our Education Matrix ....................................................... 11
Level 1: Policymakers and Legislation from the Top Down ............... 11
Level 2: Education from the Top Down Legislates Mandatory
Testing for Accountability ....................................................................... 12
Budget Defcits Are Encouraging Changes in Schools ................... 13
Following the Funding Trail As It Expands from the
Top Down .............................................................................................. 14
Following the Funding Trail to the National Science
Foundation ............................................................................................ 16
National Funding for The Condition of Education
Annual Report ...................................................................................... 17
© 2011 by Taylor & Francis Group, LLC v
vi Contents
Why Are We Not Questioning the Status Quo, When It Is
Obviously Not Working?. .................................................................... 17
Increased Complexities Hamper Inclusion of Nanoscale
Science Curriculum .............................................................................. 19
Change Happens from the Local School Board Level from
the Bottom Up ....................................................................................... 19
Level 3: States Collaborate to Develop New Reading and Math
Standards.................................................................................................... 20
Parents Need to Stay Informed As Stakeholders ............................ 20
Exploring Curriculum Communities and the Barriers
to Change............................................................................................... 20
NNI-Funded University Outreach Programs Could Develop
Syllabus for Textbooks .........................................................................22
Resources Developed As Outreach Are Not Guaranteed to
Reach the Schools .................................................................................23
Effective Collaboration Skills Are Necessary for Global
Citizens ..................................................................................................23
A More Holistic and Global Approach to Higher Science
Education Is Needed in the Twenty-First Century ..........................23
Nanobiosym Global Impact: An Innovative Public–Private
Partnership with India ........................................................................25
Understanding the Stages of Commercialization for
Nanotechnology ............................................................................................. 26
Projections in the Marketplace ................................................................ 26
New Data Shows Nanotechnology-Related Activities in Every
U.S. State ..................................................................................................... 27
Nanotechnology Map Highlights ........................................................... 27
References ....................................................................................................... 27
3 Students Are Shifting the Paradigm ........................................................ 29
Students Are Making a Difference in the Classrooms and the
Workplace........................................................................................................ 29
How Did We Miss Preparing Management for This Talented
Generation? .....................................................................................................30
How Do These Young Professionals Fit into Our
Establishment Now? ......................................................................................30
So How Do These Generational Changes Fit into a Collaborative
Advantage for Education?.............................................................................30
Teaching Nanotechnology in Grades 1 through 6 in Singapore
Was Initiated by an 11-Year-Old Girl ........................................................... 31
What Can We Learn from This Example of Teaching
in Singapore?.............................................................................................. 32
Systems Thinking for Solutions in Education ........................................... 32
Another Student Initiative That Led to the Greening of a K–12
Curriculum.................................................................................................33
© 2011 by Taylor & Francis Group, LLC
Contents vii
The Green Graduate ..................................................................................33
Integrated Teaching of Subjects Promotes Sustainability ...................34
Capra Reveals Leonardo’s Artistic Approach to Scientifc
Knowledge .................................................................................................34
Introducing Nanoscience through Art .......................................................35
Science, Art, and Writing (SAW): Breaking Down the Barriers
between Art and Science ..............................................................................36
Students Are Digital Natives Who Are Now Teaching the Teachers.....38
Study Shows Four-Year-Old Preschool Students Think
Like Scientists ................................................................................................. 39
Conclusion .................................................................................................. 39
More Nursery School Children Going Online ..........................................40
Teaching the Art of Game Design As a Career Path Combines Art
and Computer Science ...................................................................................40
First Nanoscience Educational Game for K–12 Developed in the
United Kingdom ............................................................................................42
Essential Features, Content, and Pedagogical Strategies in Game
Development ...................................................................................................43
Integrating Science and Mathematics ....................................................43
How People Learn through a Gaming Platform ..................................43
Data Connection ........................................................................................45
Language Connection ..............................................................................45
Life Connection .........................................................................................46
Conclusion ..................................................................................................46
Role Playing As Experiential Learning ......................................................46
Experiential Learning Model ..................................................................46
ESA Highlights Online Games as Key Learning Technology ............47
27
NASA MMO Game “Moonbase Alpha” .............................................47
References .......................................................................................................48
4 Nobel Laureates Are Role Models in Teaching Nanoscience .............. 51
Richard P. Feynman, 1918–1988 ................................................................... 51
Nobel Prize in Physics 1965 ..................................................................... 51
Richard Errett Smalley (1943–2005).............................................................56
Nobel Prize in Chemistry 1996 ...............................................................56
Scientifc Discoveries Follow Multiple Paths of Inquiry .....................56
Naming the Buckminsterfullerene. ........................................................ 57
How Discoveries Transition .................................................................... 59
Transition from Buckminsterfullerene to Carbon Nanotubes ........... 59
Leon M. Lederman, 1922 ............................................................................... 61
Nobel Prize Physics 1988 .......................................................................... 61
What Are Neutrinos? ................................................................................ 62
The Prizewinners’ Experiment ............................................................... 62
An Evening with Leon Lederman, Nobel Laureate, at The
Bakken Museum .......................................................................................64
© 2011 by Taylor & Francis Group, LLC
viii Contents
The Quiet Crisis ........................................................................................65
Why Must Scientists Be Involved in Education and What
Can Scientifc Spirit Contribute? ........................................................65
What is Scientifc Thinking? ...............................................................65
Sciences Need to Be Taught As a Humanistic Activity ..................66
References ....................................................................................................... 67
Section II Teaching Nanotechnology
5 What is Nanotechnological Literacy? .......................................................71
References ....................................................................................................... 76
6 How Do We Teach Nanotechnology’s Identity? .....................................77
What Is Nanotechnology? ............................................................................77
Why Do We Use Nanotechnology? .............................................................83
Where Does Nanotechnology Come From?............................................... 87
How Does Nanotechnology Work? .............................................................92
References .......................................................................................................96
7 How Do We Teach about Change in Nanotechnology? ........................99
How Does Nanotechnology Change? ....................................................... 100
How Does Nanotechnology Change Us? ................................................. 103
How Do We Change Nanotechnology? .................................................... 105
References ..................................................................................................... 107
8 How Do We Teach Evaluation of Nanotechnology? ............................ 109
What Are Nanotechnology’s Costs and Benefts? ................................... 110
How Do We Evaluate Nanotechnology? .................................................. 116
References ..................................................................................................... 119
Section III Nanoscience Resources and Programs
9 K–12 Outreach Programs .......................................................................... 123
Overviews: Nanoscience Education Outreach Programs from U.S.
Universities and Nano Centers .................................................................. 123
The Institute for Chemical Education, Madison, Wisconsin ................. 123
Institute for Chemical Education: Overview ...................................... 124
Exploring the Nanoworld ...................................................................... 125
Grades 6–12 .............................................................................................. 125
NanoVenture: The Nanotechnology Board Game—
High School .............................................................................................. 125
© 2011 by Taylor & Francis Group, LLC
Contents ix
Materials World Modules at Northwestern University—Middle
and High School ........................................................................................... 126
NCLT—National Center for Learning and Teaching Nanoscale
Science and Engineering—Northwestern University ............................ 126
Lesson Plans for Teachers ...................................................................... 127
Level: Grade 7–12 Teachers ............................................................... 127
Nanocos: The Card Game of Nanotechnology Concepts ................. 128
Level: Middle School and Above ..................................................... 128
The NCLT in Nanoscale Science and Engineering Has
Partnered with Taft High School of the Los Angeles Unifed
School District to Launch a Nanotechnology Academy ................... 129
Ohio State University–Center for Affordable Nanoengineering of
Polymeric Biomedical Devices (CANPBD) ............................................... 130
Outreach Educational Programs for Students .................................... 130
Teacher’s Workshops .............................................................................. 130
Teacher Resources ................................................................................... 130
The College of Nanoscale Science and Engineering (CNSE) of the
University at Albany ................................................................................... 130
New Bachelor’s Degree Program .......................................................... 131
Nano for Kids Programs ........................................................................ 132
NanoCareer Day ...................................................................................... 132
NanoHigh ................................................................................................. 132
Excelsior Scholars Nanoscale Science Summer Institute—
Grade 7 ...................................................................................................... 132
NanoEducation Summit ......................................................................... 132
Regional Collaboration ........................................................................... 133
School Presentations and Tours ............................................................ 133
Nano Games Grades 6–12 ...................................................................... 133
NanoMission: Action Adventures in the Nano World ................. 133
Columbia University–MRSEC Center for Nanostructured
Materials, New York City (NYC) ............................................................... 133
NYC High School Visitation Program ................................................. 133
Ron McNair Curriculum Integration To Interactively Engage
Students (CITIES) Program ................................................................... 134
Research and Rolling Exhibits (RARE)................................................ 134
Research Experiences for Teachers (RET)............................................ 134
University of Pennsylvania MSREC .......................................................... 135
Lectures for Science Teachers Series .................................................... 135
Penn Summer Science Initiative ........................................................... 135
Lehigh University–Outreach K–12 ............................................................ 135
ImagiNations ........................................................................................... 135
Arizona State University’s Interactive NanoVisualization for
Science and Engineering Education (IN-VSEE) Project Initiated in
1997 ................................................................................................................. 136
Modules for Teachers .............................................................................. 136
© 2011 by Taylor & Francis Group, LLC