Introducing concepts of nanoscience and
nanotechnology for engineering education
Sandra M. Mendoza
Universidad Tecnológica Nacional – Facultad Regional Reconquista
Consejo Federal de Investigaciones Científicas y Técnicas.
Outline
 Introduction
 The challenge
 Objectives of the course
 Audience
 Course content
 Didactical strategies and resources
 Conclusions
Introduction
Nanoscience is the study of
matter in the nanometer range.
Nanotechnology comprises the set
of techniques developed for the
study, manipulation and control of
matter in the same range with
applications in the real world.
Introduction
Nano-related research has strong
multidisciplinary roots
Position of nanoscience and nanotechnology topics over a base map of science. Each node is
one of 175 subject categories in the SCI database, and the size of the node is proportional to
the number of papers published in each. http://gtresearchnews.gatech.edu/mapping-nanotechnology/
The challenge
Engineering education
Objectives of the course
Engineering
Scientific basic
knowledge
Applications
Complementing the engineering formal education in the field of advanced
materials and nanotechnology, from a practical and applied point of view.
 Selecting and applying the scientific knowledge in order to find solution for
technological problems.
 Understanding the scientific ‘nano-language’ to enhance the communication between
researchers, engineers and society, i.e. to be the link between science and solutions in this
field of fast development.
 Getting constantly updated, with regards to new trends in advanced materials.
 Learning about intellectual property, form scientific publications to patents and
technology transfer.
Audience
Undergraduate students
Complete basic university education in mathematics (calculus,
arithmetic and analytical geometry), physics, chemistry,
thermodynamic and statistics.
Careers such as materials, nuclear or chemical engineering. But also
mechanical, electrical, biological and civil engineering can be enriched
by the course.
Course content
 Ultra high vacuum (UHV) technology
 Solid state physics for engineering
 Surface science and thin films
 Molecular devices and machines
 Sample characterization
• Microscopy techniques
• Spectroscopy techniques
• Miscellaneous
Ultra high vacuum (UHV) technology
 Vacuum operational ranges.
 Vacuum pumps and functioning principles (ionic, sublimation, diffusion,
rotary, and more).
 Benefits and requirements.
 Operational methods.
 Applications.
Solid state physics for engineering
 Crystalline (surface) structure.
 Size-depending properties. Energy bands.
 Nanoparticles.
 Quantum dots.
Surface science and thin films
 Monolayers. Multilayers.
Surface science and thin films
 Physical vapour deposition (PVD).
 Chemical vapour deposition (CVP).
 Self-assembly.
 Langmuir-blodget technique.
 Electron/ion sputtering. Depth profiling.
 Some case studies: graphene, alcanothiols, single and multiple walled
carbon nanotubes (SWCNT and MWCNT), other fullerenes
 Current and prospective applications.
Thin-Film Batteries for
Direct Integration into
Electronic Devices
Thin film solar panel
Molecular devices and machines
 Supramolecular chemistry for engineers.
 Functional molecules, nanodevices a nd nanomachines.
 Electronic devices, MEMS, NEMS.
 Photonic materials.
 Introduction to nanoengineered materials.
 New trends in material science.
microelectromechanical systems chip
Encapsulation technology
and controlled release
Graphene and fullerenes
Sample characterization
 Microscopy probe techniques: STM), AFM,
SEM, TEM.
 Spectroscopy techniques: Synchrotron sources,
XPS, AES, FT-IR, Raman spectroscopy. Electron
energy loss spectroscopy (EELS and HREELS).
 Miscellaneous: Surface selective diffraction
techniques. Low energy electron diffraction (LEED).
Contact angle. Break junction. Theoretical simulation
methods.
Synchrotron Soleil (France)
STM Image showing
graphite (HOPG) atoms
XPS spectrum of gold subtrate
Methodology: didactical strategies and resources
The course must be in line with the curricular design, norms and
rules of the university career where it will be incorporated.
 Lectures, by experts in the field.
 Experimental sessions where the student will be able to see, apply and get
familiar with advanced technology available in material science centers and
laboratories, as well as high-tech industries.
 Testimonies of professionals who are active in the field
Methodology: didactical strategies and resources
The list of didactical materials includes:
 A selection of text books and a specially edited syllabus
 Complementary texts.
 Access to international publications and patents
 Guides for experimental sessions
 Authorized simulation software
 Laboratory facilities
 Online-conference facilities, in order to enrich lectures and laboratory
tutorials with the expertise of professionals, who are geographically
distant from the course location.
 PC, projector, blackboard/whiteboard.
Conclusions
 Nanoscience and Nanotechnology are emerging disciplines of science
and technology that integrate a broad range of topics.
 New engeneering challenges
Alternative tool to provide solutions
 Disciplines usually not included in formal engineering
education (undergradue level)
 Curriculum proposal advocated to complement formal education of
engineering careers in the field of nanoscience and nanotechnology.
 Impact on future engineers
Skills for solving technological problems
making use of nanotechnology
Acknowledgments
 Universidad Tecnológica Nacional – Facultad Regional Reconquista
 Consejo Federal de Investigaciones Científicas y Técnicas (CONICET)
 WEEF Comettee
Thank you
State of the art
The first nanoengineering program in the world was started at the University of Toronto
within the Engineering Science program as one of the Options of study in the final years.
In 2003, the Lund Institute of Technology started a program in Nanoengineering. In 2004,
the College of Nanoscale Science and Engineering(CNSE) was established on the campus
of the University at Albany. In 2005, the University of Waterloo established a unique
program which offers a full degree in Nanotechnology Engineering. Louisiana Tech
University started the first program in the U.S. in 2005. In 2006 the University of DuisburgEssen started a Bachelor and a Master program NanoEngineering. The University of
California, San Diego followed shortly thereafter in 2007 with its own department of
Nanoengineering. In 2009, the University of Toronto began offering all Options of study in
Engineering Science as degrees, bringing the second nanoengineering degree to Canada.
DTU Nanotech - the Department of Micro- and Nanotechnology - is a department at the
Technical University of Denmark established in 1990.