Nanoscience Education, Workforce Training, and K-12 Resources PDF
Preview Nanoscience Education, Workforce Training, and K-12 Resources
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. 53949 ISBN: 978-1-4200-5394-4 90000 www.crcpress.com 9 781420 053944 w w w . c r c p r e s s . c o m 53929 cvr mech.indd 1 11/18/10 11:11 AM 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). CRC Press Taylor & Francis Group 6000 Broken Sound Parkway NW, Suite 300 Boca Raton, FL 33487-2742 © 2011 by Taylor and Francis Group, LLC CRC Press is an imprint of Taylor & Francis Group, an Informa business No claim to original U.S. Government works Printed in the United States of America on acid-free paper 10 9 8 7 6 5 4 3 2 1 International Standard Book Number-13: 978-1-4200-5397-5 (Ebook-PDF) This book contains information obtained from authentic and highly regarded sources. Reasonable efforts have been made to publish reliable data and information, but the author and publisher cannot assume responsibility for the validity of all materials or the consequences of their use. The authors and publishers have attempted to trace the copyright holders of all material reproduced in this publication and apologize to copyright holders if permission to publish in this form has not been obtained. If any copyright material has not been acknowledged please write and let us know so we may rectify in any future reprint. Except as permitted under U.S. Copyright Law, no part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, micro- filming, and recording, or in any information storage or retrieval system, without written permission from the publishers. For permission to photocopy or use material electronically from this work, please access www.copyright.com (http://www. copyright.com/) or contact the Copyright Clearance Center, Inc. (CCC), 222 Rosewood Drive, Danvers, MA 01923, 978-750- 8400. CCC is a not-for-profit organization that provides licenses and registration for a variety of users. For organizations that have been granted a photocopy license by the CCC, a separate system of payment has been arranged. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identi- fication and explanation without intent to infringe. Visit the Taylor & Francis Web site at http://www.taylorandfrancis.com and the CRC Press Web site at http://www.crcpress.com 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
The list of books you might like
