R.P.H. Chang, Director Nanotechnology Center for Learning and Teaching (NCLT)

1. The Importance of Nano Education in the 21st Century “Our Future is at the Nanoscale!” R.P.H. Chang, Director Nanotechnology Center for Learning and Teaching (NCLT) Northwestern University

2. Outline • Introduction-Major Global Challenges & Nano-literacy • Challenges in STEM Education & Global Competitiveness • The Materials World Modules Program • A View of the Future

3. 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!

4. Nanotechnology is an enabling technology for all industrial sectors. Biology Macro Scale Economic impact = trillions of dollars! Mathematics Chemistry Microscopic Scale Physics 100 nm Engineering Nano Scale Infrastructure 1nm Atomic Scale Health Sub-Atomic Scale Communications Transportation Where will our future leaders come from? Energy/ Environment

5. Nano-Literacy is needed in all sectors of society Nano-literate citizensto support and manage the use of nanotechology Nano-literate policy makers to enact supportive laws and policies Nano-literate workers:researchers, technicians, engineers... Legal infrastructure! Future consumers and voters! and lawyers, marketers, entrepreneurs, etc.

6. Education is a Long-term Investment and changes take time to implement Advanced Career Training • Researchers • Technology experts • R&D specialists + 5-10 years Graduate/Postdoc In-depth Nanoliteracy • Further study in nano? • Highly skilled technicians for nano-manufacturing • Study other fields such as law or business? + 10-15 years Undergraduate Basic Nanoliteracy • Future nano workers? • Key nano concepts to enhance STEM • Critical thinking • Creative problem solving + 15-20 years Pre-college

7. Challenges in STEM Education & Global Competitiveness Issues

8. U.S. STEM Proficiency (PISA 2006) Science Rankings 2006 PISA OECD Countries (30 Total) Math Rankings 2006 PISA OECD Countries (30 Total) Source: 2006 PISA report Available online at http://www.pisa.oecd.org Below OECD Average Above OECD Average In Line with OECD Average

9. 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.

10. 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 universitiesdrop 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 Classroom Industry Lab High School Lab

11. 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!

12. 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

13. 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

14. 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.

15. 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

16. The Materials World Modules Programdelivers 21st century skill set (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

17. MWM Materials World Modules ProgramConnects Science and Math Curricula to the Real World Traditional Science, Math, and Technology Curriculum Real-World Applications

18. Technology Math MWM MWM Biology Physics Chemistry Integrated Experience Materials World Modules (MWM ) provides interdisciplinary science teaching. MWM provides an integrated science and math learning experience.

19. Development of Materials World Modules Secondary School Science, Math, and Technology Teachers Northwestern University Scientists & Researchers Northwestern University EducationalResearchers Professional Editors, Designers, Graphic Artists, etc.

20. Inquiry cycle Design cycle Identify a question. Propose an explanation. Create and perform an experiment to test the hypothesis. Based on results, refine the explanation. Identify a problem. Propose, build, and test a solution to the problem. Redesign, Based on results, to improve the solution. Goal: an explanation a functional product MWM’s Model: Inquiry 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)

21. The Hook Piques student interest in the topic Provides students with background and concepts central to the topic Staging Activities Challenges students to apply what they have learned to create a functional design Design Challenge Revisits steps in the design process to make adjustments to improve the initial designs Redesign Main Components of MWM

22. Real-World Design Projects

23. A 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. Student Performance Gains

24. MWM Nano Modules for STEM • 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. • Horizontal Integration:link nano concepts to STEM and non-STEM disciplines alike. • Vertical Integration:Ensure continuity across levels • Inquiry and Design:Let students be nano scientists and engineers in the classroom. Fosters creativity, re-enforces curiosity and establishes self confidence. • Classroom Linkages:Work in collaboration with teachers to design, implement and field-test nano content with iterative improvements

25. 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.

26. Materials World Modules in nano for middle, high school, and first year college students Manipulation of Light in the NanoWorld EnvironmentalCatalysis Introduction to the Nanoscale Nanotechnology Four New Nano Modules Under Development • Drug Delivery at the Nanoscale • Dye Sensitized Solar Cells • Nanopatterning • Nano Surfaces

27. The MWM program includes: TE/PE Booklets Teacher Professional Development Classroom Kits Animations, Simulations and Games

28. MWM Modules relevant to Global Challenges • Modules Pertaining to Energy • Modules Pertaining to Environment, Food, Water • Solar Cells • Manipulation of Light in the Nanoworld • Nanopatterning • Intro to the Nanoscale • Environmental Catalysis • Food Packaging Materials • Polymers • Concrete • Modules Pertaining to • Health&Medicine • Modules Pertaining to Security • Smart Sensors • Nanotechnology • Ceramics • Composites • Drug Delivery at Nanoscale • Biosensors • Biodegradable Materials • Sports Materials

29. Surface area increases while total volume remains constant Honeycomb Modules connect basic nano concepts to national science standards, learning goals, and real-world applications 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 Concept:Surface area affects the rate of chemical reaction.

30. Key Nano Concept Align with Standards Key Nano Concept National Standards Activity 2 Activity 1 Design Activity 3 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, Ratiosand Proportions; Graphical Representation) Construct:As the object size gets smaller, the surface area-to-volume ratio (SA/V) gets larger. At the nanoscale, this ratio is enormous. Size-Dependent Properties Surface Area & Volume Powers of 10 & Scale How does the surface area, volume and their ratio change as a function of SIZE? How do we express verylarge and very smalldimensional values? Which form of candy dissolves fastest? Design a Liquid Geyser ? Students construct geometric representations and make plots that show SA/V varies inversely with size. Students apply the SA/V concept to the nucleation and growth of dissolved CO2gas. Students produce visual representation using powers of 10 to relate a wide range of lengths. Students collect data on relative rates of solid with varying amounts of surface area.

31. Photosynthesis Principles applied to Dye-Sensitized Solar Cell Dye Sensitized Solar Cell (DSSC) Photons e- Ea Anode TiO2 Dye Electrolyte Cathode Device Operation without energy storage e- e- e- e-

32. Using Nanoconcept to Increase Cell Efficiency 3D Photonic crystal 10-20 µm 1 µm FTO glass Diffracted light Electrolyte Electrolyte I-/I3- I-/I3- TiO2 covered dye FTO glass Light Dye molecules

33. Manipulation of light at the Nanoscales Bicyclus anynana a. Morpho didus b.

34. Alignment with Standards and Benchmarks AAAS / NSES / NCTM (National Council of Teachers of Mathematics) / ITEA (International Technology & Engineering Ed Association - Grades 9-12) A4. Amplifying Nanoscale to Macroscale Spring Constant (AAAS)4F1 MotionThe change in motion of an object is proportional to the applied force and inversely proportional to the mass. Calibration Curve (AAAS)9B3 Symbolic RelationshipsAny 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)M2D1AlgebraApproximate and interpret rates of change from graphical and numerical data. Resolution Power of AFM Tips (NCTM)M3A1GeometryAnalyze 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. Module Activities A1. Changing the Properties of Materials by Changing Size A2. Searching for Nanoscale Objects A3. Nanopatterning with Lithography A4. Amplifying Nanoscale to Macroscale Design Project D1. Designing a Nanoscale Imaging Apparatus D2. Modeling a Nanoscience Application

35. 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!

36. Thank you for your attention and let’s work together!! Please visit: www.NCLT.US and contact us