Search

One of the three pillars of higher education or tridharma in Indonesia is community service for academic community to rehearse their innovation and technology as indicated by their capacity and provide benefits to many. To this sense, lecturers from the Department of Nanotechnology Engineering, Faculty of Advanced Technology and Multidiscipline, Universitas Airlangga Surabaya conducted a community service program named "The Application of Nanotechnology in Life: Education to High School Students" which aimed to disseminate knowledge and information about nanotechnology particularly to secondary school students. As the most recent innovation and technology, nanotechnology was still being unpopular amongst high school students in Indonesia. Thus, this community service was also expected to increase and balance public knowledge and to support the 4th goal of Sustainable Development Goals (SDGs) for a quality education that conducted online nowadays. The activity was attended by 129 participants from partner schools (SMAN 1 Sidoarjo, SMAN 1 Pamekasan and SMAN 1 Trenggalek) and several participants from non-partner schools in East Java. This webinar was conducted by clarifying the use of nanotechnology in daily basis as well as the example of gold nanoparticles synthesized both chemically and biologically. The expansion and transfer of knowledge were successful showing by the average of post-test score (68) increased contrasted with the pre-test score (54). This activity was also expected to improve students' knowledge on the latest technological development and students' interest in science and technology so nanotechnology could be used to solve problem existing in Indonesia. [ABSTRACT FROM AUTHOR]

The goal of this study was to establish the validity and reliability of a self-report tool for assessing individual differences in innovative thinking, based on a modification of the 'innovative behavior scale'. A five-stage study was conducted among engineering students worldwide, who enrolled in a massive open online course in Nanotechnology and Nanosensors. Content validity was established by a panel of experts in engineering education. Construct validity was established through exploratory and confirmatory factor analysis, indicating a four-factor solution with 13 items loaded above critical level. Known-groups validity revealed differences among learners with distinct expertise. The scale's stability across populations and over time was confirmed, providing there has been no intentional intervention. Finally, the scale's concurrent validity was reinforced through data triangulation with actual practice - the fabrication of innovative nanosensors. [ABSTRACT FROM AUTHOR]

Nanoscience and nanotechnology are part of the scientific-technological development that we contemplate today. To educate in their concepts and disseminate them in society, it requires the creation of new educational strategies. In this article, we describe the action research carried out for the planning, design, and development of the play The Nanocircus (El Nanocirco) in which the disciplines of circus and the theater were integrated with science to offer a non-formal scientific communication experience, to motivate the people to Science and teach four concepts of nanoscience and nanotechnology. The findings presented are mostly of a qualitative nature, with some quantitative data in terms of percentages. These findings were compiled from the reflections of the participants of El Nanocirco development team, the evaluation of the functions by the spectators and a pre-test and post-test to evaluate the change in the stereotypes of the scientists. The results suggest El Nanocirco as an interdisciplinary show, motivating and generating a diversity of teaching and communication instruments for the learning of both, the development team and the audience. [ABSTRACT FROM AUTHOR]

Nanotechnology is a broad field combining traditional scientific disciplines; however, analytical chemistry plays an important role in material design, synthesis, characterization, and application. This article emphasizes the uniqueness of nanotechnology and the importance of providing high-quality undergraduate research experiences to both attract and retain talented individuals to the field of nanotechnology. In response to this need to develop a strong and sustainable nanotechnology work force, strategies to create authentic research experiences are considered within the framework of an interdisciplinary nanotechnology environment at West Virginia University. The program, named NanoSAFE Research Experiences for Undergraduates (REU), embeds students in different departments at West Virginia University and in research laboratories within the National Institute of Occupational Safety and Health. A large number of participants have little or no prior research experience and a strong effort is made to recruit applicants from under-represented populations. Components designed to foster research proficiency include frequent reporting, a strong peer-network, and training for secondary mentors. Evidence, which includes student publications and assessment findings demonstrating self-efficacy, is discussed to substantiate the viability of the strategies used in the 2016-2018 program.ᅟ [ABSTRACT FROM AUTHOR]

With the rapid development and numerous applications of engineered nanomaterials (ENMs) in science and technology, their impact on environmental health and safety should be considered carefully. This requires an effective platform to investigate the potential adverse effects and hazardous biological outcomes of numerous nanomaterials and their formulations. We consider predictive toxicology a rational approach for this effort, which utilizes mechanism-based in vitro high-throughput screening (HTS) to make predictions on ENMs’ adverse outcomes in vivo. Moreover, this approach is able to link the physicochemical properties of ENMs to toxicity that allows the development of structure-activity relationships (SARs). To build this predictive platform, extensive analytical and bioanalytical techniques and tools are required. In this review, we described the predictive toxicology approach and the accompanying analytical and bioanalytical techniques. In addition, we elaborated several successful examples as a result of using the predictive approach. [ABSTRACT FROM AUTHOR]

Novel carbon nanomaterials such as reduced graphene oxide (rGO) and graphene oxide (GO) can be easily incorporated into the undergraduate curriculum to discuss basic chemistry and nanotechnology concepts. This paper describes a laboratory experiment designed to study the differences between GO and rGO regarding their physicochemical properties (e.g., color, hydrophobicity, type of functional groups, electrical conductivity, etc.). In this course, students carry out the chemical reduction of GO using ascorbic acid, a mild and environmentally friendly reducing agent. The differences between GO and rGO can be spotted by the naked eye and can be further evaluated by spectroscopic methods, as Fourier transform infrared and UV-vis spectroscopy and X-ray diffraction. Simple and applicable in all laboratories, use of the multimeter to measure resistance was proposed to reveal the different electrical properties of GO and rGO. Moreover, the proposed laboratory experiment is an ideal pretext to discuss the definition of graphene in the context of the overuse of this term in the literature. [ABSTRACT FROM AUTHOR]

The purpose of this study was to construct the indicators of professional competencies of the nanotechnology-based sputtering system industry based on industry requirements and analyse the core competencies of the industry for promoting the human resource of physical vapour deposition technology. The document analysis, expert interview, and Delphi technique surveys were considered and the survey items with 32 items divided into 7 domains were selected according to consensus opinions of 10 experts by the Delphi survey technique. Through three questionnaire surveys’ analysis, the professional competence scales for the K–S tests showed a good internal consistency. The findings of this study provide guidelines for professional competence for nanotechnology-based sputtering technology by applying surface heat-treatment industry. These guidelines can also reveal the practical competency requirements of nanotechnology-based sputtering technology to deal with any subsequent challenges, future developments, and invisible services for students in a technology institute programme. [ABSTRACT FROM PUBLISHER]

Rapid growth in nanoscience and nanotechnology in recent years has been accompanied by studies of the toxicity and potential impacts of nanomaterials on human health and the environment, but less has been done concerning education in this area. There is therefore a need for courses that address this theme at universities worldwide, in order to improve the training of students, stimulate research in this area, and make information available to the wider population. The present work proposes a model for a theoretical and practical course for graduate students, introducing basic concepts of nanotechnology, methods for the characterization of nanomaterials, environmental applications, and potential toxic effects of nanomaterials in the environment. The course includes five theoretical and practical topics: (i) nanomaterials characterization, (ii) practical approaches, (iii) environmental applications, (iv) nanomaterials toxicity, and (v) integrated studies. These are designed to provide the students with a clear understanding of nanoscience and nanotechnology, addressing the main aspects of toxicity of nanomaterials, their correlations with physicochemical properties, and potential solutions for environmental problems. The teaching model was delivered to Master's and Ph.D. students in a graduate program in Brazil, with highly satisfactory results. [ABSTRACT FROM AUTHOR]

Undergraduate-level laboratory experiments that involve the synthesis of nanomaterials with well-defined/ controlled shapes are very attractive under the umbrella of nanotechnology education. Herein we describe a low-cost and facile experiment for the synthesis of Cu(OH)2 and CuO nanowires comprising three main parts: (i) synthesis of Cu(OH)2 nanowires by a precipitation approach followed by a calcination step that converts Cu(OH)2 to CuO; (ii) use of Cu(OH)2 and CuO nanowires as model systems to explore a variety of characterization techniques relevant in the context of solid-state chemistry, materials chemistry, and nanoscience; and (iii) presentation/discussion of the data. Other learning objectives include probing of chemical transformations at the nanoscale and the use of concepts borrowed from coordination chemistry to understand the formation mechanism of Cu(OH)2 and CuO nanowires from a Cu2+(aq) precursor. This experiment can be performed with a relatively simple laboratory infrastructure and with instrumentation that is generally widely available. Moreover, students are able to integrate multidisciplinary concepts in a single activity and become introduced to/familiarized with a currently active research field (nanoscience) and its associated literature. [ABSTRACT FROM AUTHOR]

Nanoscience and nanotechnology have reached the syllabi of many upper-division undergraduate and masterlevel courses all over the world. There is therefore a growing need for practical exercises that illustrate the fabrication, characterization, properties, and applications of nanomaterials. Here we describe an advanced-level laboratory experiment in which students had the opportunity to fabricate surfaces modified by ordered monolayers and nanostructured materials. The surface modification was quantified by means of a quartz crystal microbalance, while the electrochemical properties of the nanoarchitectures were assessed using cyclic voltammetry experiments. Electron transfer across self-assembled monolayers mediated by gold nanoparticles was presented as a topic for discussion, and consideration of potential practical applications of the observed phenomena (catalytic and electrocatalytic processes, as well as development of optical, (opto)electronic, and photovoltaic devices with enhanced properties) was proposed as a further reading exercise. [ABSTRACT FROM AUTHOR]

The Grand Challenges for Engineering are an effort to portray engineering as a field that has profound impacts on society. This study explores the level of interest first-year engineering students had in various Grand Challenges and in nanotechnology topics. We administered a survey to a large sample of students enrolled in a pre-engineering course at a four-year, research- focused institution. The survey measured students' interest in nanotechnology and the Challenges, their perception of the relationship between nanotechnology and the Challenges, and their attitudes and self-reported knowledge about nanotechnology. The most interesting topics related to high-profile issues, such as reverse-engineering the brain, as well as topics that have a prosocial component, such as access to clean water. For female students, advancing health informatics and engineering better medicines were especially interesting, while URM students were more drawn to nanotechnology and virtual reality. These results will help educators developing engineering curricula emphasize engaging topics that better promote persistence and diversity in engineering. [ABSTRACT FROM AUTHOR]

In recent years, many universities have opened courses to increase students' knowledge in the field of nanotechnology. These have been shown to increase students' knowledge of nanotechnology, but beyond this, advanced and applied nanotechnology courses should also focus on learning motivation and scientific enquiry abilities to equip students to develop the deeper knowledge and skills required for scientific application. This paper addresses this challenge. Due to the abstract nature of many nanotechnology concepts and in order to move from abstract knowledge to hands-on learning, an inquiry-based learning approach was adopted. Among the diverse inquiry-based learning models proposed, the 5E mobile inquiry-based approach, including the steps of engagement, exploration, explanation, elaboration, and evaluation, was considered most effective to enhance learners' understanding of nanotechnology. To evaluate the effectiveness of this proposed approach, a pretest–posttest quasi-experimental design was adopted with a total of 32 university students. Two sections of Nanotechnology Engineering, a general education course, were randomly assigned as either the comparison group (18 students; receiving lecture-based instruction, and using mobile devices) or the experimental group (14 students; receiving 5E inquiry learning, and using mobile devices). Mobile devices were adopted to enhance learners' experience, provide immediate access to information online, and provide enhanced hands-on learning. The empirical results demonstrate that the experimental condition, 5E mobile inquiry learning, had a positive impact on participants' learning motivation and scientific inquiry abilities. [ABSTRACT FROM PUBLISHER]

The biomaterials science has advanced in a high speed with global science and technology development during the recent decades, which experts predict to be more obvious in the near future with a more significant position for medicine and health care. Although the three traditional subjects, such as medical science, materials science and biology that act as a scaffold to support the structure of biomaterials science, are still essential for the research and education of biomaterials, other subjects, such as mechanical engineering, mechanics, computer science, automatic science, nanotechnology, and Bio-MEMS, are playing more and more important roles in the modern biomaterials science development. Thus, the research and education of modern biomaterials science should require a logical integration of the interdisciplinary science and technology, which not only concerns medical science, materials science and biology, but also includes other subjects that have been stated above. This article focuses on multidisciplinary nature of biomaterials, the awareness of which is currently lacking in the education at undergraduate stage. In order to meet this educational challenge, we presented a multidisciplinary course that referred to not only traditional sciences, but also frontier sciences and lasted for a whole academic year for senior biomaterials undergraduate students with principles of a better understanding of the modern biomaterials science and meeting the requirements of the future development in this area. The course has been shown to gain the recognition of the participants by questionaries and specific 'before and after' comments and has also gained high recognition and persistent supports from our university. The idea of this course might be also fit for the education and construction of some other disciplines. [ABSTRACT FROM AUTHOR]

In this article, I draw on ethnographic research to show how a particular ethos and worldview get produced in the context of 'technical' education in a department of nanoengineering. Building on feminist science studies and communication theory, I argue that the curriculum introducing undergraduate students to scale implicitly teaches them an abstract and universal notion that smaller is better. I suggest that rather than smaller is better, a perspective that embraces context and specificity-such as the question 'when, how, and for whom is smaller better?'-would ground nanoengineering in a more reflexive, pluralistic, and democratically oriented mode of world-building. [ABSTRACT FROM AUTHOR]

Nanoscale science and technology (NST) is an important new field in modern science. In the current study, we seek to answer the question: ‘What are the essential concepts of NST that should be taught in high school'? A 3-round Delphi study methodology was applied based on 2 communities of experts in nanotechnology research and science education. Eight essential concepts in NST were identified. Each concept is accompanied by its explanation, definition, importance and includes subcategories that compose it. Three concepts emerged in the Delphi study, which were not identified before: functionality, classification of nanomaterials, and the making of nanotechnology. Differences between the concepts suggested by the 2 communities of experts were found. The results of this study serve as a tool to examine different nanotechnology programs that were reported thus far and to make recommendations for designing a NST program for high school students that includes the essential concepts. [ABSTRACT FROM PUBLISHER]

Though not so much nowadays educationally exploited as it should be, toys are very useful resources in courses in science and engineering. A widely known toy, the Slinky®, is used through this article to explain in a simple way important physical principles and to show how they have been applied for scientific and technological developments. [ABSTRACT FROM AUTHOR]

We describe a laboratory experiment that employs the Nanoceria Reducing Antioxidant Capacity (or NanoCerac) Assay to introduce students to portable nanoparticle-based paper sensors for rapid analysis and field detection of polyphenol antioxidants. The experiment gives students a hands-on opportunity to utilize nanoparticle chemistry to develop their own devices to test antioxidant-containing solutions, such as tea and other beverages, for polyphenolic content, a characteristic likely correlated with health benefits. The method utilizes sensing nanoparticles of cerium oxide that respond visually to antioxidant compounds. Due to ease of use of these sensors, inexpensive materials, and short time requirement (~1 h), this lab is appropriate for primary, secondary, and undergraduate courses. The lab and lesson expose students to the fields of nanotechnology, analytical chemistry, antioxidant chemistry, and antioxidant characteristics of botanicals and food constituents. [ABSTRACT FROM AUTHOR]

Background:Nanotechnology education has become an urgent priority to nurture skilled human resources for the rapidly developing nanotechnology-related industries. The promotion of popular science education focusing on nanotechnology is an ideal approach to bridge the gaps in formal curricula, and to stimulate curiosity about and interest in nanotechnology among schoolchildren. Purpose:The objective of this study was to evaluate the effectiveness of the Nanotechnology-based Popular Science Education Promotion and Teaching (NPSEPT) program through camp activity that was implemented in elementary schools in I-Lan City, Taiwan. Program description:To create a competitive advantage, a human resources development program was implemented as one of the nanotechnology incubation projects in Taiwan and focused on developing an appropriately-skilled professional workforce as well as promoting popular science education. Sample:The volunteer research participants were 323 sixth grade students in four elementary schools in I-Lan City, Taiwan, who were evaluated at the beginning and the end of the nanotechnology-based popular science promotion camp activity. Design and methods:A research tool called the ‘NPSEPT test’ was designed specifically for this study and was approved by experts who evaluated its content and face validity. The questionnaire was divided into three aspects: ‘Nanophenomena in the natural world’; ‘Nanomaterials and their scaling effects’; and ‘Definition, characteristics, and applications of nanotechnology.’ The effectiveness of learning among the students was analyzed using descriptive statistics, a paired sample t-test, analysis of variance (ANOVA) and a post hoc comparison. Results:The results of the three-part ‘NPSEPT test’ revealed that NPSEPT significantly advanced nanotechnology learning performance and outcomes among students in the four participating elementary schools. Of the 15 questions included in the NPSEPT test, positive change for more than 30% of students was achieved for eight questions related to nanotechnology concepts. Conclusions:Significant effectiveness of the NPSEPT program and nanotechnology learning outcomes of the elementary school students were observed. The NPSEPT program should therefore be considered an appropriate program to promote popular science with a focus on nanotechnology in elementary schools. [ABSTRACT FROM PUBLISHER]

Nanotechnology as a natural continuation of microtechnology introduced a new way of building molecular structures through bottom-up methods. The approach provides numerous new opportunities in information technology, medicine and new materials; however, it also brings new risks. In the paper we summarize a brief history of nanoscience and nanotechnology by documenting the main milestones on the roadmap of this branch since the beginning of the 20th century. We discuss new properties of materials and structures appearing in the nanoworld. We highlight the role of social sciences and humanities in nanoscience. Attention is paid to new threats originating in this field, as well as to the code of conduct of responsible nanoscientist. The issues represent subjects of nanoethics - a discipline that opens up a new chapter in the ethical studies. In this context we summarize the basic problems of the contemporary nanoethics, which deal with human enhancement and related religious and theological aspects, nanotoxicology, regulations and specifics of intellectual property rights in nanotechnology. Economic implications, especially the possibility of bridging the nanodivide currently appearing between developed and developing world, are discussed as well. We conclude by arguing that nanoscience and nanotechnology open up new horizons in the field of philosophy. There is a need to overcome the ambivalence of public opinion towards nanoscience and nanotechnology by the means of providing correct and opened information and continuous technology assessment. [ABSTRACT FROM AUTHOR]

Nanotechnology allows the synthesis of nanoscale catalysts, which offer an efficient alternative for fuel cell applications. In this laboratory experiment, the student selects a cost-effective anode for fuel cells by comparing three different working electrodes. These are commercially available palladium (Pd) and glassy carbon (GC) electrodes, and a carbon paste (CP) electrode that is prepared by the students in the laboratory. The GC and CP were modified with palladium nanoparticles (PdNP) suspensions. The electrodes efficiencies were studied for ethanol oxidation in alkaline solution using cyclic voltammetry techniques. The ethanol oxidation currents obtained were used to determine the current density using the geometric and surface area of each electrode. Finally, students were able to choose the best electrode and relate catalytic activity to surface area for ethanol oxidation in alkaline solution by completing a critical analysis of the cyclic voltammetry results. With this activity, fundamental electrochemical concepts were reinforced. [ABSTRACT FROM AUTHOR]

In this hands-on, inquiry-based lab, high school and undergraduate students learn about nanotechnology by synthesizing their own nanoparticles in a single class period. This simple synthesis of zinc oxide nanorods and zinc hydroxy sulfate nanoplates can be done in 15 min using a household microwave oven. Reagent concentration, reaction temperature, and time all affect the size and shape of the particles synthesized, allowing students to explore how materials scientists control reaction conditions to achieve desired results. [ABSTRACT FROM AUTHOR]

We developed a simple, cost-effective, and eco-friendly method to synthesize gold nanoclusters (AuNCs) with red fluorescence. The experiment was performed using HAuCl4, egg white, Na2CO3 (known as soda ash or washing soda), and a microwave oven. In our experiment, fluorescent AuNCs were prepared within a reaction time of 10 min. The as-prepared AuNCs (4 to 8 nm diameter) exhibited an emission peak at 628 nm. The undergraduate students in the laboratory course synthesized fluorescent AuNCs via the proposed synthesis route. Furthermore, the students learned certain basic knowledge regarding nanomaterials and acquired useful instrumental skills. [ABSTRACT FROM AUTHOR]

We report a novel educational activity designed to teach quantum mechanical tunneling to upper-division undergraduate students in the context of nanochemistry. The activity is based on a theoretical framework for analogy and is split into three parts that are linked pedagogically through the framework: classical ball-and-ramp system, tunneling involving a familiar substance (NH3 inversion), and tunneling in core/shell quantum dots. Students first begin in the classical world--the world within which they are most familiar, explore tunneling in the NH3 inversion paradigm to gain exposure to the stark differences between classical and quantum behavior, and finally extend the concept of tunneling to the nanoscale through the examination of spectroscopic results in the literature of CdSe/ZnS core/shell quantum dots. Additionally, the activity has been assessed via a mixed-methods approach using qualitative analysis of individual student interviews (pre- and postactivity) and recordings of students' group discourse, along with small-sample statistical techniques when appropriate. Our findings suggest that students are able to successfully incorporate the language of quantum mechanical tunneling into their scientific language, and there is evidence for analogical transfer between relevant concepts within the activity. [ABSTRACT FROM AUTHOR]

A term project was introduced in teaching advanced spectroscopy and notions of nanotechnology to chemistry students at the graduate level (M.Sc. and Ph.D.). This project could also be suited for an honor's thesis at the undergraduate level. Students were assigned a unique combination of nanoparticle synthesis (13 nm Au nanospheres, ~100 nm nanoraspberries or ~50 nm nanostars) and fluorescent/Raman-active ligand (HS-PEG-FITC, rhodamine 6G, 4-mercaptobenzoic acid, 4-nitrobenzenethiol, and phenanthroline). Characterization with transmission electron microscopy allowed the students to confirm the shape and size distribution of nanoparticles. The ligands immobilized on the surface of the nanoparticles were extensively characterized using a suite of optical techniques. UV-vis was used to observe the plasmonic bands of particles of varying shapes, and fluorescent spectroscopy was used to construct fluorescent pathways with the aid of Jablonski diagrams. The vibrational bands of the ligands were identified using IR and Raman spectroscopy. Performing surface-enhanced Raman spectroscopy (SERS) on the nanoparticle at different excitation wavelength (488, 633, and 785 nm) was used to understand the influence of the surface plasmon on SERS and fluorescence spectroscopies. Students were required to write a full scientific paper for the report of the term project. [ABSTRACT FROM AUTHOR]

After more than ten years of strategic investment research and development supported by government policies on science and technology, nanotechnology in Japan is making a transition from the knowledge creation stage of exploratory research to the stage of making the outcomes available for the benefit of society as a whole. Osaka University has been proactive in discussions about the relationship between nanotechnology and society as part of graduate and continuing education programs. These programs are intended to fulfill the social accountability obligation of scientists and corporations involved in R&D, and to deepen their understanding of the relationship between science and society. To meet those aims, the program has covered themes relating to overall public engagement relating to nanotechnology governance, such as risk management of nanomaterials, international standardization for nanotechnology, nanomeasurement, intellectual property management in an open innovation environment, and interactive communication with society. Nanotechnology is an emerging field of science and technology. This paper reports and comments on initiatives for public engagement on nanotechnology at Osaka University's Institute for NanoScience Design, which aims to create new technologies based on nanotechnology that can help realize a sustainable society. [ABSTRACT FROM AUTHOR]

This paper first reviews applications of multimedia in engineering education, especially in laboratory learning. It then illustrates a model and accreditation criteria adopted for developing a specific set of nanotechnology laboratory courseware and reports the design-based research approach used in designing and developing the e- learning material. According to findings of the present study, the courseware developed satisfies the "e-Learning Courseware Quality Checklist version 3.0" in most dimensions. This paper concludes by presenting the researchers' findings and problems encountered in this ongoing study, and it describes a future study plan that will include the student input regarding these laboratories. This study should contribute to the innovative use of technology in facilitating engineering laboratory learning and in instructional design practice and research. [ABSTRACT FROM AUTHOR]

Nanotechnology is an emerging technology poised to benefit society both technically and socially, but as with any new advance, there is potential risk. This paper describes a novel deliberative exercise involving nanotechnology that engages the public in debate regarding the funding of nanotechnology-related research while also discussing potential risks and benefits of this emerging field of science. In a 2-h time frame, participants are provided with general background terminology and examples of advances in nanotechnology in 10 different research areas. The participants are then asked to reach consensus on how the funding should be distributed among these 10 areas. Overall, we found that participants gained factual knowledge and confidence in their knowledge. They valued learning about nanotechnology and the opportunity to discuss a real-world relevant topic with others. [ABSTRACT FROM AUTHOR]

The present study investigates awareness, factual knowledge, opinions, and risk perceptions of students from Turkish middle schools with regard to nanotechnology in a very general sense. The study was carried out among 1,396 middle school 6th, 7th, and 8th grade students. The students' perceptions of and opinions about nanotechnology were elicited through a questionnaire developed by the authors. Students have some awareness of nanotechnology and most students had positive emotions and opinions about it. Students' risk perceptions of nanotechnology and the influence of the demographic and affective domain, achievement in science courses, and science motivation on these perceptions were also investigated. The results show that, for gender, no significant difference was observed. However, for some of the demographic and affective domain factors, and achievement in science courses, significant differences were found. [ABSTRACT FROM AUTHOR]

Background : In this era of rapid technical advancement, there are growing debates around the idea of nanotechnology, which are both timely and controversial. Nanotechnology materials are being utilized in our daily lives in many ways, often without consumer knowledge. Due to the explosion of nanotechnology applications, there is a necessity to update school science curricula by integrating nanotechnology-related concepts that are both relevant and meaningful to students. The integration of nanotechnology in school science curricula comes in response to nanoscientific development and our mission as educators to instill and arouse students’ curiosity in learning about both what is and what will be more dominantly occupying the marketplace. Purpose : The purpose of this review was to set a baseline for the current work being conducted in moving nanotechnology-based activities into the school science setting. Design and methods: The review was implemented by searching LexisNexis Academic, EBSCOhost, Academic Search Complete, Education Search Complete as well as Google Scholar using search terms of nanotechnology, nanotechnology in schools, nanotechnology activities, history of nanotechnology, implications of nanotechnology, issues of nanotechnology and related combinations with nanotechnology as a consistent keyword. Returned articles were categorized by thematic content with primary and seminal work being given priority for inclusion. Conclusions : Current literature in the area of nanotechnology integration into school science curricula presented seven key categories of discussion: the origins of nanotechnology, challenges for educational implementation, currently available school activities, current consumer product applications, ethical issues, recommendations for educational policy, and implications of nanotechnology. There is limited availability of school-based activities. There are strong proponents for including nanotechnology in school science curricula. However, barriers to that inclusion are both real and perceived and are consistent with barriers reported for including other new science topics in the curricula, such as time, curricular and cognitive overload, and inclusion on assessment. [ABSTRACT FROM AUTHOR]

Nanotechnology has generated a large amount of interest in recent years, especially among engineering educators. Our institution continues to be among the leading universities to offer undergraduate courses that involve students in experiential learning of nanoscience topics. This paper describes a new thermo-fluids laboratory module where engineering students undertake problem-based experiments with nanofluids. The equipment, process and student work and feedback for the laboratory module are presented. [ABSTRACT FROM AUTHOR]

The need for a new literacy that will allow for meaningful participation in the rapidly evolving field of nanotechnology is very critical to national development. This need is important for nanotechnology to achieve its full potential. This paper describes and analyzes some contemporary philosophical interpretations of the concept of technological literacy. The paper then focuses on some of the metaphysical assumptions underpinning the techno-scientific literacy framework; and theories governing public understanding of science and technology, as the basis to propose a new technological literacy framework suitable in the era of nanotechnology. A case is made that the new technological literacy framework proposed is a suitable and essential pedagogic endeavour which should be seen as yielding a perspective through which meaning may be infused into the importance of nanotechnology development-a perspective as essential to the informed lay person as it is to the truly literate technologist. The paper concludes by analyzing the implications of the proposed epistemological framework on nanotechnology workforce development and makes recommendations based on this new framework to achieve a 'nanoliterate' society. [ABSTRACT FROM AUTHOR]

To recruit and retain more students in all science disciplines at our small (5,000 student) public university, we implemented an interdisciplinary strategy focusing on nanotechnology and enhanced undergraduate research. Inherently interdisciplinary, the novelty of nanotechnology and its growing career potential appeal to students. To engage students in learning and to keep them engaged, we offer progressively more independent research opportunities with faculty mentors and encourage participation in a robust science learning community that supports students outside the classroom. Activities beginning in the freshman year build connections with faculty members and student peers and foster a growing individual identity as scientists. Since implementing this approach in 2005, a total of 73 students have enrolled and 32 have graduated. Half of the currently enrolled students are biology--chemistry majors and the rest are physics majors. We have significantly increased the number of student publications in peer-reviewed journals. These gains were achieved without sacrificing standards: 32 graduates have earned on average 148 credits and maintained a mean GPA of 3.17, and half have gone on to graduate school. [ABSTRACT FROM AUTHOR]

The article presents a laboratory experiment for estimating the analytical and surface enhancement factors in surface-enhanced raman scattering (SERS). The aim of the experiment is to help undergraduate and graduate physical chemistry and nanotechnology students determine the SERS-based sensing capabilities of colloidal silver nanoparticles (AgNPs). Specific procedures for the synthesis of AgNPs, safety considerations, and AgNPs' optical properties are discussed.

The purpose of this paper is to investigate students' perception of concept maps as a learning tool where knowledge transfer is the goal. This article includes an evaluation of the learning performance of 42 undergraduate students enrolled in a nanotech course at a university in Taiwan. Canonical correlation and MANOVA analyses were employed to examine if students' perceptions toward concept mapping have a positive relationship with knowledge transfer; that is, students who perceive concept mapping more positively tend to perform knowledge transfer better than those who perceive concept mapping less positively. The results revealed that positive concept-mapping perception is helpful for knowledge transfer in five learning stages: acquisition, communication, application, acceptance, and assimilation. [ABSTRACT FROM AUTHOR]

The teaching of the different aspects of a sensor system, with a focus on the involved nanotechnology, is a challenging, yet important task. We present the development of an electronic nose system that utilizes a nanoscale amperometric sensing mechanism for gas mixtures. The fabrication of the system makes use of a basic microfabrication facility, as well as an undergraduate chemistry laboratory for material synthesis and preparation. The sensing device consists of an array of cross-reactive sensors composed of metal-oxide semiconducting nanoparticles. Each sensor in the array produces a unique response in the presence of a target gas, allowing the sensor to determine the identity and concentration of multiple gases in a mixture. The educational aspects include microheater simulation and fabrication, design and fabrication of interdigitated electrodes, development of interfacing circuitry and software, development and calibration of a sensory array, sol-gel processing of nanoparticle films and their characterization, and details of the fundamental chemical sensing mechanism. [ABSTRACT FROM AUTHOR]