Communication Cite This: J. Chem. Educ. XXXX, XXX, XXX−XXX
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Nanotechnology Course Designed for Non-Science Majors To Promote Critical Thinking and Integrative Learning Skills Ellane J. Park* Department of Chemistry, Rollins College, Winter Park, Florida 32789, United States
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S Supporting Information *
ABSTRACT: With the rapidly growing field of nanotechnology, there has been a pressing need to teach non-science undergraduate majors how to critically interpret science in popular media and news sources. The present work introduces students to chemistry concepts through the lens of relatable nanotechnology applications, including electronics, medicine, sports, and the environment. The course was organized in six modules: (1) Basic chemistry principles were established using group problem-solving sessions. (2) Nanotechnology applications were used to increase engagement levels with course content. (3) Characterization methods were presented as processes we use to “see” nanomaterials. (4) Lab exercises represented the hands-on learning aspect of the course. (5) The applied project presented an opportunity for students to go deeper with the chemistry content correlating to the real-world context. (6) The discussion with science fiction and ethics challenged students to question and/or support the validity of the technology under question. Overall, the course was designed to promote critical thinking and integrative learning skills while introducing students to the chemical principles behind nanotechnology. KEYWORDS: First-Year Undergraduate/General, Curriculum, Hands-On Learning/Manipulatives, Nanotechnology
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of a general education.10 The concern of overspecialization was addressed in this nanotechnology course at Rollins College by aligning the course learning objectives with the developmental goals of the general education curriculum. Scaffolding layers of chemical principles under broader questions connecting nanotechnology to its societal role helped guide the introduction of the chemistry course content.
s liberal arts colleges typically require their students to complete at least one science course, offering a chemistryfocused nanotechnology course as a new choice among the typical offerings (e.g., environmental chemistry, astronomy) is timely given the current nanotechnology landscape. Recent improvements in consumer products, medical devices, and the environment showcase the rapid, widespread applications of nanotechnology.1−3 Unsurprisingly, a significant population relies on the Internet as their primary source to learn about current events and scientific issues.4 A readily accessible Internet highlights the importance of educating our nonscience undergraduate majors on how to process the large volume of information available (e.g., news, social media, blogs) on science in the real world. The quick and substantial growth of nanotechnology in part is due to the initial 2001 launch of funding by the National Nanotechnology Initiative and the influx of resources directed toward integrating nanoscience into the classroom.5−7 Additionally, Jackman et al. highlighted the urgent educational need on the global scale.8 Prior literature on introducing nanotechnology as a basic course at a liberal arts college has been designed for undergraduate students who completed one semester of introductory chemistry coursework.9 However, no literature has proposed a way to teach such a highly technical topic to students without a previous chemistry background. One author challenged chemistry professors at liberal arts colleges to address the broader questions on chemistry and meet the aims © XXXX American Chemical Society and Division of Chemical Education, Inc.
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LEARNING OBJECTIVES OF THE COURSE This nanotechnology course was designed for non-science undergraduate majors at Rollins College under the new Rollins Foundations in the Liberal Arts (rFLA) general education curriculum (see the Supporting Information). The course is easily adaptable by other liberal arts or community colleges interested in teaching nanotechnology to students without prior chemical knowledge. In addition, the course material is structured in such a way that units and modules can be adjusted to address different course formats and credit hours (e.g, half-semester). When the nanotechnology course was taught at Rollins for the first time in the spring of 2016, the course focused on two overarching objectives: to develop critical thinking skills and foster integrative learning. Furthermore, as the first and Received: June 25, 2018 Revised: March 26, 2019
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DOI: 10.1021/acs.jchemed.8b00490 J. Chem. Educ. XXXX, XXX, XXX−XXX
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Table 1. Structure of the Nanotechnology Course Course Modules Times Allotted, hoursb
a
Topics Covered 0
Introduction
1
Basic Chemistry Principles
2
Nanotechnology Applications Characterization Methods Lab Experiments
3 4 5
Applied Project (AP)
6
Discussion with Science Fiction and Ethics
First look at nanotechnology and its history/growth; Brief overview of various nanotechnology applications in environment, medicine, sports, consumer goods, and food agriculture Scientific method, matter, measurement, and problem solving; Molecules, compounds, chemical equations; Energy: relationship with radiation wavelength, bioluminescence, factors that affect reaction rate; Electrochemistry: Redox reactions; Solutions (dilutions, energetics); Food/agriculture: fertilizers, pesticides (lethal dose); Carbon allotropes (e.g., CNTs, C60); Intermolecular forces; Gases and its properties (for air quality unit) Before each unit, a current event form of nanotechnology was introduced in class (e.g., nanotoilet, antimicrobial washers, gold nanoparticle-based diagnostics device for cancer). Spectrophotometry: Beer’s law; TEM: Transmission electron microscopy; SEM: Scanning electron microscopy; AFM: Atomic force microscopy; STM: Scanning tunneling microscopy Lab 1: What protects us from UV light?c; Lab 2: Spec20/Color and Light Experiment; Lab 3: Study of gold nanoparticles using Beer’s Law; Lab 4: Surface area effect with Mg in HCl; Lab 5: Buckyball Lab (using NeoMagnets) This two-part assignment, paper (individual) and presentation (group), required students to undertake a comprehensive exploration of the nanotechnology topic under question and its correlated implications. Topics were provided in the AP prompt. Reading of Michael Crichton’s Prey20 novel and discerning the difference between fiction and scientific reality
2 12
2 2 7 4 2
a
Unit 1: Basics of Chemistry/Nano; Unit 2: Protecting the Ozone; Unit 3: Energy; Unit 4: Nanotechnology in Medicine; Unit 5: Nanomaterials in Consumer Goods/Food Agriculture; Unit 6: Chemical Structures & Nanomaterials in Sports; Unit 7: Nanotechnology Impact on Water and Air Quality. bThe semester-long course totaled approximately 35 h including the hours dedicated to in-class exams, practice problems, and AP presentations. cLab 1 exercise and the corresponding worksheet are included in the Supporting Information.
strategy to improve students’ attitudes toward chemistry using nanotechnology, the course was structured in six modules (Table 1).
potentially only science class that Rollins undergraduate students might take in college, this course was structured to build the following skill sets upon successful completion: • Explain the scientific principles underlying nanotechnology • Critically analyze and solve complex problems using the scientific method; understand how controls are used to test hypotheses and apply these concepts to real-world applications • Acquire and analyze data; draw supported conclusions; communicate results in writing • Develop critical thinking and communication skills, which are central not only to chemistry but also to everything in college and beyond
Module 1: Basic Chemistry Principles
The first module covered basic concepts of chemistry (e.g., properties of matter, stoichiometry, bonding, energy) and math skills (e.g., converting nanometer to meter) essential to grasp the technical complexity of nanotechnology. For example, in order to grasp how nanotechnology is used to produce waterrepelling swimsuits,13 students needed to understand how atoms form bonds in their simplest molecular form but also in a more complex polymer-nano fiber network. Gold nanoparticles, another example, pose as a novel platform used to detect cancer cells based on visual color changes.14 Consequently, students needed to understand the basic principles of light and its relationship to energy and wavelength, as well as how light interacts with the sample varied by its concentration (namely, the Beer−Lambert law). Students were given the opportunity to solve these basic chemistry problems through group in-class worksheets and lab exercises.
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COURSE STRUCTURE AND CONTENT The course met for 75 min twice a week, yielding 24 lectures and 5 laboratories in a given semester, and has been taught one semester to date. All students were invited to enroll in this nanotechnology course; no prior scientific knowledge required. The diversity of majors represented in the classroom helped foster the integrative learning environment. The class of 18 students included 7 science (e.g., chemistry, biochemistry) and 11 non-science (e.g., business, communications, economics, political science) majors, all sophomore undergraduates. No textbook was required for this course, as currently no such resource exists designated for non-science majors. Students relied on course lecture notes, handouts, and homework assignments. Each class typically consisted of approximately 50 min lectures teaching new concepts and 25 min guided discussions or group problem-solving sessions. Given the anxiety and hesitations that non-science majors bring to a science classroom,11 (difficult) chemistry concepts are disguised under relatable applications. Pintrich’s research12 suggested that students who view the topic of study to be vital, practical, and interesting tend to invest more time in their studies and engage in deeper levels of learning. With the
Module 2: Nanotechnology Applications
Connecting each chemistry concept to a relatable application was an underlying principle to the course design. Though there is an abundance of choice for applications, the course focused on the following: sports,13 consumer goods, medicine,14 food/ agriculture,15 and the environment. For example, students had the opportunity to learn about a project called the Drinkable Book and nanotechnology’s ability to improve water quality in developing countries.16,17 Specifically, students studied the unique antimicrobial properties of silver nanoparticles and learned how such a small amount of material can reduce 99.9% of waterborne disease-causing bacteria in unsanitary water of developing countries. By tying together popular media sources with a small dose of primary literature material, students valued the process of reading, for example, a New York Times or Scientific American B
DOI: 10.1021/acs.jchemed.8b00490 J. Chem. Educ. XXXX, XXX, XXX−XXX
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not overshadow it. Students used a rubric to conduct an anonymous peer review of their AP paper’s first draft. On the basis of their individual topic selections, students were asked to work with other students with like-topics and deliver an oral presentation as a team under the common theme (e.g., nanomedicine).
article and interpreting the significance of the science and technology behind the application.18 This module was a critical component to the student’s level of effort and learning experience as the application itself showed them why we need to care. Introducing each application took only 10−15 min before each unit or lecture to lay down the context before diving into chemistry concepts and problem-solving.
Module 6: Discussion with Science Fiction and Ethics
Module 3: Characterization Methods
Through conversations, students were asked to distinguish the difference between scientifically determined reality and broadly imagined fiction related to the concepts presented in Crichton’s Prey.20 For example, we explored the question of whether it is scientifically plausible for nanobots to be small enough to cross the blood−brain barrier, thereby enabling control of a person’s brain as the novel claims. Discussion questions offered students a chance to apply the chemical knowledge students acquired to better understand and critique the science presented in the novel. In addition, ethical reasoning was another point of our discussions, illuminating the benefits and risks that come with nanotechnological advances. Recent literature highlighted the need to educate students to be aware of the potential impacts that nanomaterials have on human health and the environment, thereby teaching students to be ethically competent.21−23 Often in scientific advances, short-term benefits cause oversight of the possible long-term detriment to the environment or health. Current event reports also made an appearance in the classroom, including The Guardian article that featured a new technology called the Nanotoilet,24 funded by the Gates Foundation, which generates clean water and power in developing countries. New technology sparked a conversation on how nanotechnology can impact social justice issues. Guiding students in conversations related to timely scientific topics, in addition to lecture, was designed to illustrate the significance of nanotechnology in current events.
Module 3 was designed to equip students with the basic understanding of how characterization techniques work and apply to nanotechnology, ultimately striving to make students nanoliterate. For example, they learn how a scanning tunneling microscope (STM) and a transmission electron microscope (TEM) are used for nanomaterials characterization. Due to the abstract nature of nanoscience and difficulty of “seeing” the material without specialized tools, Furlan’s recommended hands-on activities for students to use the STM are important.19 However, it is uncommon for undergraduate students to have free access to sophisticated microscopy techniques. Instead, students were presented with images of each microscope along with characterization data and asked to critically analyze the use of these techniques presented in broad media and books. Furthermore, students were prompted to interpret and discuss whether STM or TEM were correctly used as they read Michael Crichton’s novel Prey.20 With this module, students were expected to identify and contextualize “characterization” in nanotechnology as a process that probes and measures the nanomaterial’s structure and properties. Module 4: Lab Exercises
Over the course of the semester, students participated in five lab exercises ranging from dry laboratories building buckyball models to in-lab experiments preparing standard solutions for a Beer’s law plot. Lab exercises took place during the 75 min class period, as the course did not have a separate lab time. The cost to conduct all five lab experiments was approximately $8 per student. The first lab was simple in design, introducing students to the scientific method and investigating the protection efficacy of sunscreen with or without nanoparticles. Laboratories 2 and 3 paired well together. The goals were similar: to introduce students to a new instrument (i.e., spectrophotometer), standard solution preparations, and Beer’s law. The objective of Lab 4 was to teach students the unique advantage of nanosized materials, surface area to volume ratio, by demonstrating the significant impact of size on reaction rate and distinguishing nanoproperties from that of bulk. The last lab exercise was a tangible way for students to understand the difference in physical and chemical properties between carbon nanotubes and buckyballs. The number of lab experiments, designed to teach the chemistry of nanotechnology but also be appropriate for non-science majors, was limited to these five carefully selected lab exercises.
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STUDENT FEEDBACK AND COURSE EVALUATION Course evaluations and informal feedback suggested that students successfully connected nanotechnology to relatable applications. Students shared that their initial impressions and existing knowledge of nanotechnology were minimal and foreign. While they initially understood in a vague sense that nanotechnology indicates the study of “small” things, they did not realize the diverse breadth of impact this area of science has on fields such as medicine, electronics, and nonprofit areas. Some example comments include, “Before taking this class, I assumed nanotechnology was being used for ‘futuristic’ and ‘leisure-centered’ technology. After taking this course, I saw nanotech’s ability to possibly help many problems we face today such as poverty, lack of clean water, cancer treatments, etc.” In addition, one student commented on the integrative learning piece stating, “the course was discussion-based and incorporated different disciplines outside of the sciences.” The final applied project was also popular among the students as it presented an opportunity for students to draw connections and apply their newly formulated scientific perspective on everyday life.
Module 5: Applied Project
At the last third of the semester-long course, students were assigned a two-part applied project (AP), paper and presentation, designed to apply their newly acquired knowledge and skills to investigate a nanotechnology application (see the Supporting Information for prompt and rubric). Students investigated their topic of choice by actively searching through scientific and nonscientific literature and drawing connections across disciplines. This module challenged students to provide a holistic context for the technology under investigation but
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ASSESSMENT Four types of assessment were used to evaluate the student’s learning: problem sets, exams/quiz, laboratory worksheets, and a final applied project. The problem sets and exams/quiz C
DOI: 10.1021/acs.jchemed.8b00490 J. Chem. Educ. XXXX, XXX, XXX−XXX
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shared their encounters with the class connecting the learned chemistry concepts to applications. For example, a student came across SEM images of TiO2 nanoparticles on her Instagram news feed, immediately recognized the characterization technique, and shared the post with enthusiasm. For various settings (e.g., community colleges), the course modules are flexible to suit the needs of the students. If students entering the class lack high school-level math skills, the “basic chemistry principles” module can be expanded to lay out foundational math skills (e.g., one-dimensional analysis, unit conversions). This course allows for the addition of laboratory exercises, molecular modeling hands-on experiences, and guest speakers who work in the field of nanotechnology. In the future, field trips to a local modern research facility such as Imec25 with exposure to nanocharacterization techniques would also supplement the students’ learning experience. Teaching chemistry through the lens of nanotechnology applications boosted the motivation of students to learn and guided their conceptual understanding of the chemistry content.
contained a variety of conceptual and identification questions on basic chemistry concepts central to nanotechnology. Exam short answer questions gave students the opportunity to practice their writing skills in the scientific context (i.e., write evidence-based claims), distinguishing science from fiction in Michael Crichton’s Prey.20 The applied project was effective in gauging the student’s ability to apply their acquired skills/knowledge of chemistry toward a real-world application. For example, after learning covalent bonding and organic shorthand, students were able to apply this chemical understanding to the physical properties of carbon nanotubes and their use in building bicycle frames. They were asked to provide an introduction to the topic (basic chemical principles), identify any scientific claims (e.g., carbon nanotubes increase the tensile strength of the bicycle frame), and provide any context that would influence the advancement of this nanotechnology application (e.g., competitive cycling can benefit from advanced technology, but there are restrictions on the minimum weight of the bicycle). The quality of the AP paper and presentation (both forms) was outstanding, where 94% of 18 students received a B or higher and all students demonstrated substantial effort toward the project. The primary criteria in assessing quality include peer evaluations, analysis of scientific vs nonscientific claims, searching and reading comprehension of the literature, and overall quality of writing. AP topics ranged from nanomaterials used in developing an improved diagnostic flu test to silver nanoparticles in athletic ware (detailed list of AP topics included in the Supporting Information). In addition, lab worksheets were a great way to track the student’s level of understanding in real-time. In the first lab exercise (Lab 1 provided in the Supporting Information), students learned and then employed the scientific method for the first time as they designed their own experimental protocol on how to investigate the question of “would nanoparticlecontaining sunscreen be more effective in blocking UV rays?” The majority of the class (73% of 18 students) demonstrated sufficient knowledge articulating a clear experimental design and analyzing their results, earning a grade of B or better on the Lab 1 assessment. While some students did struggle with the experimental design (e.g., understanding the role of a control), most students were able to clearly lay out their protocol step by step and ultimately make sound conclusions based on their collected data. Another example of skills transferred was observed in Lab 3 when the students were asked to collect absorbance values of gold nanoparticlestandard solutions using a visible spectrophotometer, graph the Beer’s law plot based on their own data, and analyze the data to find the concentration of an unknown solution. While exams/quizzes are also a fine way to assess the student’s learning, from the instructor point of view, I found it valuable to observe the student’s thinking/processing in real-time as they attempted to follow an experimental protocol, analyze collected data, and answer post-lab questions while in lab.
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ASSOCIATED CONTENT
S Supporting Information *
The Supporting Information is available on the ACS Publications website at DOI: 10.1021/acs.jchemed.8b00490.
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rFLA curriculum context/description, course syllabus, lab exercise example, and prompt and rubric for final applied project (PDF)
AUTHOR INFORMATION
Corresponding Author
*E-mail:
[email protected]. ORCID
Ellane J. Park: 0000-0002-6499-3991 Notes
The author declares no competing financial interest.
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ACKNOWLEDGMENTS The author gratefully acknowledges Dr. Denyce Wicht (Suffolk University) and Dr. Luis Avila (Columbia University) for their support and valuable feedback on the manuscript. Rollins’ students are appreciated for their enthusiastic participation in class and lab conversations. The Rollins College chemistry department faculty and dean’s office are recognized for their support in creating a new course.
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REFERENCES
(1) Vance, M. E.; Kuiken, T.; Vejerano, E. P.; McGinnis, S. P.; Hochella, M. F., Jr.; Rejeski, D.; Hull, M. S. Nanotechnology in the real world: Redeveloping the nanomaterial consumer products inventory. Beilstein J. Nanotechnol. 2015, 6, 1769−1780. (2) Zhang, L.; Gu, F. X.; Chan, J. M.; Wang, A. Z.; Langer, R. S.; Farokhzad, O. C. Nanoparticles in Medicine: Therapeutic Applications and Developments. Clin. Pharmacol. Ther. 2008, 83 (5), 761− 769. (3) The Project on Emerging Nanotechnologies. Consumer Products Inventory; http://www.nanotechproject.org/cpi (accessed Mar 2019). (4) National Science Board. Science & Engineering Indicators 2018; https://www.nsf.gov/statistics/2018/nsb20181/report (accessed Mar 2019).
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CONCLUSION The semester-long course was designed to engage non-science students with chemistry concepts by introducing relatable nanotechnology applications. Students gained an appreciation for the subject and implemented their newly acquired skills in chemistry (critical thinking, data analysis, drawing conclusions) toward everyday settings. As students became more aware of nanotechnology in the real world, they excitedly D
DOI: 10.1021/acs.jchemed.8b00490 J. Chem. Educ. XXXX, XXX, XXX−XXX
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(5) National Nanotechnology Initiative Strategic Plan; 2016; http:// www.nano.gov/sites/default/files/2016_nni_strategic_plan_public_ comment_draft.pdf (accessed Mar 2019). (6) Greenberg, A. Integrating Nanoscience into the Classroom: Perspectives on Nanoscience Education Projects. ACS Nano 2009, 3 (4), 762−769. (7) The National Nanotechnology Initiative Supplement to the President ’s 2019 Budget; https://www.nano.gov/sites/default/files/NNI-FY19Budget-Supplement.pdf (accessed Mar 2019). (8) Jackman, J. A.; Cho, D.-J.; Lee, J.; Chen, J. M.; Besenbacher, F.; Bonnell, D. A.; Hersam, M. C.; Weiss, P. S.; Cho, N.-J. Nanotechnology Education for the Global World: Training the Leaders of Tomorrow. ACS Nano 2016, 10, 5595−5599. (9) Porter, L. A. Chemical Nanotechnology: A Liberal Arts Approach to a Basic Course in Emerging Interdisciplinary Science and Technology. J. Chem. Educ. 2007, 84 (2), 259−264. (10) Tro, N. Chemistry as General Education. J. Chem. Educ. 2004, 81 (1), 54−57. (11) Bauer, C. Beyond “Student Attitudes”: Chemistry Self-Concept Inventory for Assessment of the Affective Component of Student Learning. J. Chem. Educ. 2005, 82 (12), 1864−1870. (12) Pintrich, P. R. The role of motivation in promoting and sustaining self-regulated learning. Int. J. Educ.Res. 1999, 31, 459−470. (13) Harifi, T.; Montazer, M. Application of nanotechnology in sports clothing and flooring for enhanced sport activities, performance, efficiency and comfort: a review. J. Ind. Text. 2017, 46 (5), 1147−1169. (14) Huo, Q.; Litherland, S. A.; Sullivan, S.; Hallquist, H.; Decker, D. A.; Rivera-Ramirez, I. Developing a nanoparticle test for prostate cancer scoring. J. Transl. Med. 2012, 10, 1−8. (15) Chen, H.; Seiber, J. N.; Hotze, M. ACS Select on Nanotechnology in Food and Agriculture: A Perspective on Implications and Applications. J. Agric. Food Chem. 2014, 62, 1209−1212. (16) Salamanca-Buentello, F.; Persad, D. L.; Court, E. B.; Martin, D. K.; Daar, A. S.; Singer, P. A. Nanotechnology and the Developing World. PLoS Medicine. 2005, 2 (5), e97. (17) Water is Life; https://waterislife.com/impact/clean-water#thedrinkable-book (accessed Mar 2019). (18) Walczak, M. M. Using News Assignments To Develop Skills for Learning about Science from Public Information Sources. J. Chem. Educ. 2007, 84 (6), 961−966. (19) Furlan, P. Y. Engaging Students in Early Exploration of Nanoscience Topics Using Hands-On Activities and Scanning Tunneling Microscopy. J. Chem. Educ. 2009, 86 (6), 705−711. (20) Crichton, M. Prey; HarperCollins: New York, 2002. (21) de Melo, N. F. S.; Fraceto, L. F.; Grillo, R. Heightening Awareness for Graduate Students of the Potential Impacts of Nanomaterials on Human Health and the Environment Using a Theoretical-Practical Approach. J. Chem. Educ. 2017, 94, 1471−1479. (22) Rasmussen, A. J.; Ebbesen, M. Why Should Nanoscience Students be Taught to be Ethically Competent? Sci. Eng. Ethics. 2014, 20, 1065−1077. (23) Rolston, J. S.; Zilliox, S. H.; Packard, C.; Mitcham, C.; Zaharatos, B. Nanoethics and Policy Education: a Case Study of Social Science Coursework and Student Engagement with Emerging Technologies. Nanoethics. 2014, 8, 217−225. (24) Balch, O. The waterless toilet that turns your poo into power to open defecation and public lavatories; http://www.theguardian.com/ sustainable-business/2016/feb/07/waterless-toilet-turns-your-poointo-power-nano-membrane-technology (accessed Mar 2019). (25) Imec R&D; https://www.imec-int.com/en/home (accessed Mar 2019).
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DOI: 10.1021/acs.jchemed.8b00490 J. Chem. Educ. XXXX, XXX, XXX−XXX
