Educators Workshop
June 18, 19 2013
Oakton Community
College
Deb Newberry
Billie Copley
deb.newberry@dctc.edu
dmnewberry2001@yahoo.com
Plan of attack – Day 1
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Introductions
Workshop Overview
A bit about Nanotechnology
Introduction to Nano-Link
Nano-Link Educational Content
Activity 1 – XL Polymer Part 1
Lay the foundation
 Critical Thinking
 Major Concepts
Atomic Structure
Priorities of Forces and Interactions
Activity 2 Salt and Water or Water and Salt
Activity 1 revisited XL Polymer
Activity 3 Ring Polymer
Plan of attack
 Introduction
Nanotechnology
 Critical Thinking Aspects
 Models and Assumptions
 Hands on Activities



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
Forces and Interactions
Scientific Method
Optics, Index of Refraction
Sense of Scale
SA/Vol ratio
Nanotechnology is…..
the ability to observe, image, study, measure
and manipulate at the molecular and atomic scale.
1959
Feynman gives after-dinner talk describing
molecular machines building with atomic
precision
1974
Taniguchi uses term "nano-technology" in
paper on ion-sputter machining
1981
STM invented
1986
AFM invented
1985
Buckyball discovered
1989
IBM logo spelled in individual atoms
1997
First company founded: Zyvex
Over the last several decades…
Modifications
Improvements
New ‘scopes
Why is understanding the molecular or atomic level structure
of a material important?
Atomic (electronic) structure
Molecular structure
Physical characteristics
Electrical characteristics
Biological characteristics
Dakota County Technical College
Nanoscience Technology Program Course Outline and Credit Allocation
rev. 2011
Semester 1
at DCTC
Semester 2
at DCTC
Semester 3
at DCTC
Semester 4
At Univ. of MN
Course
Name
Credits
Course
Name
Credits
Course
Name
Credits
Course
Name
Credits
BIOL
1500
General
Biology
4
CHEM
1500
Introduction to
Chemistry
4
NANO
2101
Nano
Electronics
3
MT
3111
Elem. of Micro
Manufacturing
3
PHYS
1100
College
Physics I
4
PHYS
1200
College
Physics II
4
NANO
2111
Nanobiotechnology/
Agriculture
3
MT
3112
Elem. of Micro Mfg
Lab
1
ENGL
1100
Writing &
Research
Skills
3
SPEE
1020
Interpersonal
Communication
3
NANO
2121
Nanomaterials
3
MT
3121
Thin Films
Deposition
3
MATS
1300
College
Algebra
4
MATS
1250
Principles of
Statistical
Analysis
4
NANO
2131
Manufacturing,
Quality Assurance
2
MT
3131
Intro to Materials
Characterization
3
NANO
1100
Fund. of
Nano I
3
NANO
1200
Fund of Nano II
3
NANO
2140
Interdisciplinary
Lab
3
MT
3132
Materials
1
Characterization Lab
NANO
1210
Computer
Simulation
1
NANO
2151
Career Planning and
Industry
1
MT
3141
Principles and
Applications of
Bionanotechnology
3
NANO
1222
Student Lab
Experience and
Research
3
MT
3142
Nanoparticles &
Biotechnology Lab
1
NANO
2970
Internship
2
Credits
18
Credits
19
Credits
15
Credits
17
Lead Institution: Dakota County Technical College
University Partner: University of Minnesota
PI: Deb Newberry deb.newberry@dctc.edu
Dakota County Technical College
Nanoscience Technology Program Course Outline and Credit Allocation
rev. 2011
Semester 1
at DCTC
Semester 2
at DCTC
Semester 3
at DCTC
Semester 4
At Univ. of MN
Course
Name
Credits
Course
Name
Credits
Course
Name
Credits
Course
Name
Credits
BIOL
1500
General
Biology
4
CHEM
1500
Introduction to
Chemistry
4
NANO
2101
Nano
Electronics
3
MT
3111
Elem. of Micro
Manufacturing
3
PHYS
1100
College
Physics I
4
PHYS
1200
College
Physics II
4
NANO
2111
Nanobiotechnology/
Agriculture
3
MT
3112
Elem. of Micro Mfg
Lab
1
ENGL
1100
Writing &
Research
Skills
3
SPEE
1020
Interpersonal
Communication
3
NANO
2121
Nanomaterials
3
MT
3121
Thin Films
Deposition
3
MATS
1300
College
Algebra
4
MATS
1250
Principles of
Statistical
Analysis
4
NANO
2131
Manufacturing,
Quality Assurance
2
MT
3131
Intro to Materials
Characterization
3
NANO
1100
Fund. of
Nano I
3
NANO
1200
Fund of Nano II
3
NANO
2140
Interdisciplinary
Lab
3
MT
3132
Materials
1
Characterization Lab
NANO
1210
Computer
Simulation
1
NANO
2151
Career Planning and
Industry
1
MT
3141
Principles and
Applications of
Bionanotechnology
3
NANO
1222
Student Lab
Experience and
Research
3
MT
3142
Nanoparticles &
Biotechnology Lab
1
NANO
2970
Internship
2
Credits
18
Credits
19
Credits
15
Credits
17
Outcomes
SKAs
Module Table of Contents
•Team/group work
•Data Analysis
•Critical Thinking
•Inquiry Learning
•Topic specific
•3 to 5 hours of class time
•Background information on the
topic
•Prerequisites
•List of companion traditional
concepts
•Lecture Power Points – Nano
Concepts
•As Appropriate:
•Demonstrations
•Activities
•Experiments
•Student Assessment
•Topics for Discussion
•Models, Simulations, animations
•Related journal articles and
worksheets
Nano Infusion Project
A Nano-Link Center Dissemination Activity
Go to nano-link.org – find project information
Register at the website
Sign up for Nano Infusion Project
Tell us about you and number of students
We also do educator workshops
You supply: educators and facility
NL supplies: materials, content, trainers, food and
stipends
Module
Focus
Effervescent Tablets
Surface area to volume ratio
Magic Sand
Superhydrophobicity
Crystals Part 1
Self Assembly
Crystals Part 2
Unit Cells
Cross-Link Polymer
Fluid and polymer interactions
Ring-Polymer
Fluid and polymer interactions
Chemistry
Biology
Chemistry
Magic Fish
Scientific Method
General
Sunscreen
Physics
Thin Films
Nano particles and light
interaction
Interaction with light
Memory Metals
Crystalline structure of metals
Light Emitting Diodes Part 1
Energy band structure
Energy and wavelength
Physics
Material Science
Physics
Light Emitting Diodes Part 2
Device operation
Physics
What’s wrong with this
picture?
Water and Salt
Atomic Structure
Physics
Quantum at the
nanoscale
Atomic structure
Dissolving process
Temperature dependence
Non uniform charge distribution
Non
Non uniform charge distribution
Chemistry
Sense of Scale
Biology
Biology
Hydrophobic and
hydrophilic
Molecular structure
Mixing fluids (turbulent and
lamiar plow)
Material Properties - Strength
Physics
Material science
Material Science
Phenomena at the
nanoscale
Molecular structures
Lab on a Chip
Optics as sensors
Physics
Sensors
Diffusion
Chemistry
Size dependent
interactions
Molecular
interactions
Micelles: Biology and Soap
Protein Folding
Micro Fluidics
Carbon Nanotubes
Part 1
Diffraction Gratings
Nanoparticles in Solution
Traditional
Sciences
Algebra and
graphing
Chemistry
Physics
Physics
Chemistry
Material Science
Physics
Nano Concept
Application Correlation
Status
Reactivity and
surface area
Priorities of Forces
and Interactions
Material structure
Batteries, catalytic
converters
Water purification
Material structure
Material structure
Priorities of Forces
and Interactions
Priorities of Forces
and Interactions
General
Drug delivery
Complete and
distributed
Complete and
distributed
Complete and
distributed
In process
(3/13)
Complete and
distributed
Complete and
distributed
Complete and
distributed
In beta test
Size dependent
interactions
Size dependent
interactions
Nanoscale
properties
Quantum at the
nanoscale
Critical thinking
Absorbent material
Design of experiments
Sunscreen
Decorative products
Springs
Complete and
distributed
Distributed
Energy efficient lighting
In beta test
(2/13)
Solid state
In process
(3/13)
In beta test (2/13)
Geckos and Jumping
spiders
Supersaturated
solutions
Detergent
Drug interactions
Automobiles
Targeted systems
In beta test
(2/13)
In process
(3/13)
In process
(3/13)
In beta test
(2/13)
In process
(3/13)
In process
(5/13)
In process
(5/13)
Why is understanding the molecular or atomic level structure
of a material important?
Atomic (electronic) structure
Molecular structure
Physical characteristics
Electrical characteristics
Biological characteristics
Activity 1
XL Polymers part 1
In the Emerging Technology Arena……
Employers need employees with multiple Skills, Knowledge and Abilities (SKAs)
Concepts:
Sense of Scale
Surface area/volume
Forces and Interactions
Material Properties
Critical Thinking:
Requires multi-disciplinary knowledge
Investigations
Design of Experiments
Data Analysis
Statistical Understanding
Concepts
Multi-disciplinary
Counter intuitive
Unique set of capabilities
Critical
Thinking
21st
HandsOn
Century Skills:
Multi-disciplinary team player
Oral and written communication
Variety of Audiences
Life long learning
Not everyone speaks the same
technical language
21st Century
Skills
Hands-On
Equipment Operation
Sample Preparation
Equipment Maintenance
Equipment strengths and weaknesses
Various Applications
Is Expensive
Need many pieces
1991
WHAT WORK
REQUIRES
OF SCHOOLS
A SCANS REPORT FOR
AMERICA 2000
THE SECRETARY’S COMMISSION ON
ACHIEVING NECESSARY SKILLS
U.S. DEPARTMENT OF LABOR
JUNE 1991
SCANS Report 1991
FIVE COMPETENCIES
Resources: Identifies, organizes, plans, and allocates resources
A. Time & Selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules
B. Money & Uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet
objectives
C. Material and Facilities & Acquires, stores, allocates, and uses materials or space efficiently
D. Human Resources & Assesses skills and distributes work accordingly, evaluates performance and provides
Feedback
Interpersonal: Works with others
A. Participates as a Member of a Team & contributes to group effort
B. Teaches Others New Skills
C. Serves Clients/Customers & works to satisfy customers’ expectations
D. Exercises Leadership & communicates ideas to justify position, persuades and convinces others,
responsibly challenges existing procedures and policies
E. Negotiates & works toward agreements involving exchange of resources, resolves divergent interests
F. Works with Diversity & works well with men and women from diverse backgrounds
Information: Acquires and uses information
A. Acquires and Evaluates Information
B. Organizes and Maintains Information
C. Interprets and Communicates Information
D. Uses Computers to Process Information
Systems: Understands complex inter-relationships
A. Understands Systems & knows how social, organizational, and technological systems work and operates
effectively with them
B. Monitors and Corrects Performance & distinguishes trends, predicts impacts on system operations,
diagnoses deviations in systems’ performance and corrects malfunctions
C. Improves or Designs Systems
Technology: Works with a variety of technologies
A. Selects Technology & chooses procedures, tools or equipment including computers and related technologies
B. Applies Technology to Task & Understands overall intent and proper procedures for setup and operation of
equipment
C. Maintains and Troubleshoots Equipment & Prevents, identifies, or solves problems with equipment,
including computers and other technologies.
P21 2009
July 2012 NAS Report
Business and political leaders are increasingly asking schools to integrate
development of skills such as problem solving, critical thinking, and
collaboration into the teaching and learning of academic subjects.
Collectively these skills are often referred to as “21st century skills” or “deeper
learning.”
Education for Life and Work: Developing Transferable Knowledge and Skills in
the 21st Century, a new report from the National Research Council, more
clearly defines these terms and lays the groundwork for policy and further
research in the field.
The new report:
clarifies the meaning of “deeper learning” and “21st century skills.” Deeper learning is the process through
which a person becomes capable of taking what was learned in one situation and applying it to new
situations. Through deeper learning, students develop 21st century competencies – transferable expertise
within a given subject area, including both knowledge and skills.
examines links between 21st century competencies and adult outcomes. Research on links between 21st
century competencies and adult outcomes has been limited so far. Cognitive competencies – those
related to thinking, reasoning and memory – show consistent, positive correlations of modest size with
desirable outcomes in education, work, and health. Being conscientious is also correlated with desirable
outcomes.
identifies instructional methods that can support students’ development of transferable knowledge and
skills in a subject area.
examines the Common Core State Standards in math and English language arts and NRC’s K-12 science
education framework to assess how well they support deeper learning and 21 st century competencies. All
three documents highlight the importance of helping students understand the general principles
underlying specific content, a hallmark of deeper learning.
recommends that state and federal governments establish policies and programs to support students’
acquisition of transferable knowledge and skills.
Knowledge Transfer and Critical Thinking


The ability to apply or find and assimilate information
from {perhaps} diverse areas and apply that information
to understand, describe or explain observed or inferred
phenomena.
Determine interactions, priorities, feasibility of processes
or interactions – analyze and optimize
The “Big Ideas” of Nanoscale Science*








Sense of Scale
Surface area to volume ratio
Density, force and pressure
Surface tension
Priority of forces at different size scales
Material/Surface properties
Understanding of these concepts requires an integration of the
disciplines of math, biology, chemistry, physics and engineering
Get info into traditional courses - tie into existing standards
*These ideas are a result of efforts by several NSF funded groups to determine the
priority knowledge concepts required to understand nanoscience concepts.
This work has been carried out over the last 5 years. In general, the listed
below are a consensus from the working groups.
© Deb Newberry 2008
Select representative
Tables of content from
college level biology,
chemistry, physics and
material science
textbooks
Distribute the Tables of
Contents to Industry,
Academia and Nanoscience
Students (with internships) and
request ranking of the
criticality of the topics listed in
the Table of Contents as those
topics apply to Nanoscience
Evaluate and correlate results
to determine if common
critical content topics exist
Correlate resulting critical
content to “big
ideas/concepts” of
nanoscience
Find and review
Existing science
Standards or
competencies
Evaluate of
detail and
language
Determine subset of
standards and
competencies that relate
to common critical
content areas
NanoScience To Traditional Science Concept Correlation
Trad. Concept
NS1
NS2
NS
3
NS4
NS
5
NS6
Physics
Classical physics – macro
level:
NS7
NS8
NS9
The “Big” Ideas or Concepts of Nanotechnology
NA
X
Electricity and
Magnetism:
X
X
Light and Optics:
X
Atomic Physics:
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Materials Science
Introductory Materials
Properties:
Atomic Structure:
X
X
X
X
X
X
X
X
X
Polymers:
X
X
X
Ceramics:
X
X
X
X
X
X
Chemistry
Aqueous solutions and
Solubility:
X
X
Water:
X
X
Structure of atoms
X
X
Chemical Reactions:
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Biology
Atoms and Molecules:
X
Biotechnology:
X
Immune System:
X
X
X
X
X
X
X
X
NS 1: Sense of Scale
NS2: Surface Area to Volume Ratio
NS3: Nature/Structure of Matter
NS 4: Forces and Interactions
NS 5: Size Dependent Properties
NS 6: Self Assembly
NS 7: Societal Impacts
NS 8: Tools of Nanoscience (AFM, SEM, XRD, TEM
etc.)
NS 9: Simulation
All Models are Wrong!
Simulations and Models

Often supplement lectures and labs in nanoscience
education

All can serve a purpose but educators and students
must be aware of the inherent sometimes covert
assumptions or implications in each model

Some assumptions are made by the model designer or
creator and may or may not be conveyed to the user

Just because a model is simple does not necessarily
imply absolute correctness
Consider the classic drawing of an atom
What is wrong with this picture?
Stationary objects
Solid circles
Circular orbits
Equally Spaced
2D
Removing the “implied” conceptions

Atoms and their components are NOT solid ------ reduces
physical impact (hitting) interactions

Not stationary ----ever changing charge distributions ---- atomic
and molecular interactions, protein folding, DNA structure,
material properties

Non circular or spherical charge distribution ---- molecular
structure and interactions

Non uniform spacing of electrons from nucleus ----- colors

3D and not 2D ----- interactions, molecular structure
+
time
-
two monosaccharides, glucose and
fructose, are joined together. [source]
Ref: chem1.com
Sucrose— ordinary table sugar. The colors show the
relative negative electrical potential on an an arbitrarilydefined molecular surface. Notice that sucrose is a
"double sugar" ( a disaccharide) in which two
monosaccharides, glucose and fructose, are joined
together. [source
]
In this image of a molecule that helps regulate calcium
ion concentration in the brain, the colors depict the
"hydrophobic potential"— the tendency of different parts
of the molecule to attract (blue) or repel (brown) water.
[source]
Why does salt dissolve in water?

Think about how the “models” you have in your mind may or
may not influence your response

Atomic model
Water molecule model
Salt crystal model


What are some forces and interactions
that influence material?
•Electrostatic
•Magnetic
•Gravitational
•Weak force (nuclear)
•Strong force (nuclear)
•Thermal
•Vibration
•Adhesion
•Surface tension
•Brownian
•Friction
•Chemical ( ionic, covalent, metallic)
•Hydrogen bonding
•van der Waals
•Quantum
Why does salt dissolve in water?

Water is a dipole molecule and the covalent bond “poster
child
Ref: alevelnotes.com
Ref: glogster.com
Why does salt dissolve in water?

Water is a dipole molecule and the covalent bond “poster
child

Salt is held together in a crystalline form, is the poster child of
ionic bonding
Hence a salt crystal s a checker board of ions (negative and
positive charge)

Ionic Bonding - Example
3s1
3p6
Sodium
Atom
Na
Sodium Ion
Na+
I
O
N
I
C
B
O
N
D
2-15
Chlorine
Atom
Cl
Chlorine Ion
Cl -
Figure 2.10
(a)
(b)
(a) A schematic illustration of a cross section from solid NaCl. NaCl is made of Cland Na+ ions arranged alternatingly so that the oppositely charged ions are closest
to each other and attract each other. There are also repulsive forces between
the like ions. In equilibrium the net force acting on any ion is zero.
(b) Solid NaCl.
Why does salt dissolve in water?

Water is a dipole molecule and the covalent bond “poster
child

Salt is held together in a crystalline form, is the poster child of
ionic bonding
Hence a salt crystal s a checker board of ions (negative and
positive charge)






So when salt is introduced to water – opposites attract and likes
repel should be the rule of the day
And the strongest wins
Hydrogen bonds between water molecules
Ionic bonds in salt crystal
Adhesive type bonds that will form between the salt ions and
water
Ref: biology.arizona.edu
Why does more salt dissolve in hot water than cold?
Activity 2 – Salt and Water
Salt and Water Summary
 Priority
of forces – which bond (or group
of bonds) is stronger?
 Sense of scale: How many water
molecules, how many salt (Na and Cl)
atoms
 Strengths of bonds, temperature
dependence, pressure dependence
 Temperature can cause bonds to break,
releasing dipole molecules to bond with
molecules in the crystalline salt
Physical Models
 Danger
of using magnets to represent
positive and negative CHARGE
 Round
and solid atoms
 Mechanical
electrical
interactions instead of
Summary
 Physical
models and simulations add a
great deal of insight and student
understanding into micro and nano scale
phenomena
 Educators and student must stay alert to
inherent assumptions in any model or
simulation – whether overt or covert
Lesson Approach
Provide/teach/remind
Do activity
Ponder/research/discuss/explain
NanoScience Foundations






Water is an electrically dipole molecule
 Most of the time positive and negatively charged regions
Atoms and molecules most of the time have a non uniform
charge distribution
Opposites attract and likes repel
Different types of bonds
(atomic level – ionic, covalent)
(molecular level – hydrogen, London, Keenan, Debye etc.)
Forces and Interactions
Interaction
Strength
Effective Distance
Electrostatic
0.1 – 10 kJ/mol
0.4 – 20 nm
Van der Waals
10 – 100 kJ/mol
0.4 – 30 nm
Chemical bonding
100 – 1000 kJ/mol
0.1 – 0.2 nm
Covalent, ionic and hydrogen bonding
Van der Waals forces are a combination of Keesom, Debye and London forces
These different forces arise because of the pairing variations between induced
and permanent charge {non-uniform} distributions
NanoScience Foundations








Water is an electrically dipole molecule
 Most of the time positive and negatively charged regions
Atoms and molecules most of the time have a non uniform
charge distribution
Opposites attract and likes repel
Different types of bonds
(atomic level – ionic, covalent)
(molecular level – hydrogen, London, Keenan, Debye etc.)
Each type of bond can have different strengths dependent
upon the elements involved
Which bonds are stronger will determine whether materials join
together or break apart
Ref: Wellesley College
Ref: Wellesley College
NanoScience Foundations









Water is an electrically dipole molecule
 Most of the time positive and negatively charged regions
Atoms and molecules most of the time have a non uniform
charge distribution
Opposites attract and likes repel
Different types of bonds
(atomic level – ionic, covalent)
(molecular level – hydrogen, London, Keenan, Debye etc.)
Each type of bond can have different strengths dependent
upon the elements involved
Which bonds are stronger will determine whether materials join
together or break apart
It is all a matter of priority of forces and interactions
Example
Cross-Linked Polymers (Insta Snow)
•Appropriate
for multiple grade levels
•Include physics, chemistry and math principles
•Can be used for inquiry based learning activities
•Brainstorming applications and non technical aspects
 Polymers
–
 Now
we’re talking - molecules
 Let’s
play
 Experiment
– observe – document - ponder
Cross-Linked Polymers
Physics: Molecular bonding strength, priorities of forces
Chemistry: Atomic and molecular structure determining
interaction
Molecular Charge distribution
Critical thinking – different liquids, ratios, temperature
Experiment – Observe – Document – Ponder
Applications: Environmental clean up, medicine delivery
Polymers
Two Variations on a Theme

Cross-linked

Ringed
Cross-Linked Polymer
Each bond
between
atoms
has a specific
strength
A different atom or molecule introduced into this polymer
“system” can form or break bonds dependent upon the
relative strengths
Changes in bonds will result in a change in the atomic
arrangement (molecular structure) and potentially change
the properties of the “system”
Cross Link and Ring Polymers
Materials
Concept(s)
Variations
Questions
Middle School
Cross-Linked polymer powder
Water
Petri Dishes
Transfer pipettes or small flexible
plastic cups
Food coloring (optional)
By adding water to the XL polymer the
arrangement of atoms is changed
therefore changing the material
properties
High School
+ Different liquids (oil, salt water,
soap, glycerin, alcohol etc.)
Access to hot and cold water
College
+ Stopwatches
Video camera
Beakers, scales
Raman Spectrometer
SEM
+ Interaction is dependent upon
the type of liquid and also the
temperature of the liquid
+ Use liquid and temperature variations
to define inequality equations for the
various forces and interactions
(cohesive, adhesive, vibrational etc.
None
+ Molecular structure and
attributes of the liquid
Temperature dependency
+ Time of interaction, amount of dry
and liquid materials
Different concentrations of liquids i.e.
salt and water, water and soap
Can you think of other examples where + What are the forces and
+ Using the Raman, which chemical
adding one material to another changes interactions between the
bonds were broken with different
the properties?
atoms/mers in the polymer and the liquids
Can you think of possible applications
molecules of the liquid?
Define relative strengths of the
for a material such as the cross-linked
Does the molecular structure of the different bonds
polymer?
liquid impact the reaction? If so,
Define the charge distribution of the
how?
liquid molecules and the influence on
the interaction with the cross linked
polymers
Thank you!!!!
Scientific Method
Using Magic Fish
Superhydrophobicity
Superhydrophobic Surface
Middle School
High School
College
Materials
Magic sand or similar materials
Paper, glue sticks
Water
Transfer pipettes or small flexible
plastic cups
Food coloring (optional)
Pepper
+ Petri dishes
Glass slides
Protractor
Different liquids (oil, salt water,
soap, glycerin, alcohol etc.)
Access to hot and cold water
+ Hot plates
Video camera
Concept(s)
Different priorities of forces or
interactions can result in
different phenomena
Cohesive and Adhesive forces
+ Interaction is dependent upon
the type of liquid
Inequality equations
Surface tensove
+ Use liquid and temperature
variations to define inequality
equations for the various forces
and interactions (cohesive,
adhesive, vibrational etc.
Variations
None
+ Molecular structure and
attributes of the liquid, i.e.,
cohesive strength
Temperature dependency
+ Temperature
Type and amount of dry
materials on the
superhydrophobic surface
liquid materials
Different concentrations of
liquids i.e. salt and water, water
and soap
Questions
Can you think of other examples
where adding one material to
another changes the properties?
Can you think of possible
applications for a material such as
magic sand
+ What are the forces and
interactions between the liquid
and the surface?
Does the molecular structure of
the liquid impact the reaction? If
so, how?
+ Using the collected data
relationship between cohesive
strength and temperature or
different liquids.
Define relative strengths of the
different bonds
The Basics
Add arrows to represent
different forces and interactions
Label the forces and interactions
Write inequality equations for different situations
Room temp
Hi/low temp
Different fluids
Change or add materials onto surface
Crystal Growing Activity
Variations and Discussion Questions
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Impurities
 Add pepper, sand, metal shavings, food dye etc. to the
solution
Different concentrations
Temperature dependence
Can you dissolve the crystal?
Determine speed of crystallization
Measure largest crystal
Can you control the boundaries or shape of the crystal?
Use different starting materials – results in different chapes
Use dissolving medium other than water or water +
Surface Area and Surface Area to volume ratio
© Deb Newberry 2008
A scanning electron microscope (SEM) micrograph of the foot of the jumping spider E. arcuata. In
addition to the tarsal claws, a tuft of hair called a scopula is found at the tip of the foot, which is what
the spider uses to attach itself to surfaces. The long hairs which are distributed over the entire foot
are sensitive to touch. Magnification 200x.
Ref: www.eurekalert.org/pub_releases/2004-04/iop-smb041504.php
© Deb Newberry 2008
This SEM view of the underside of the scopula reveals
the single hairs (setae) that make up the scopula. The
oval represents the estimated scopula area (which is
0.032 m2). Magnification 270x.
This larger magnification of the underside shows that single
setae are densely covered with numerous smaller hairs,
called setules. The setule density averages 2.1 million setules
per square millimetre. Magnification 3000x.
Ref: www.eurekalert.org/pub_releases/2004-04/iop-smb041504.php
© Deb Newberry 2008
This view of the setae from above shows that
there are fewer setules on the upper side of the
setae. Magnification 3000x.
Ref: www.eurekalert.org/pub_releases/2004-04/iop-smb041504.php
This SEM shows the setules on the underside
of one seta. They are very dense and broaden
toward the tip and end in a triangular sail-like
area. Magnification 8750x.
© Deb Newberry 2008
The triangular tips of the setules stick to surfaces directly, by the van der Waals force. The average setule area (within each
triangle) in this SEM micrograph is 0.00017 m2. Magnification 20000x.
Ref: www.eurekalert.org/pub_releases/2004-04/iop-smb041504.php
Vol = a3
Surface area = 6 a2
a
a
a
Cell sizes
Surface tension
Nanotex pants
© Deb Newberry 2008
The Aspirin Calculation
Math practice
Sense of Scale
© Deb Newberry 2007
Assuming the aspirin is a true cylinder (using the center height) how many
aspirin molecules are in the tablet?

Given that a 200 mg tablet has these dimensions
Diameter = 10.3 mm
Height = 4.2 mm
Radius
= 5.15
mm
© Deb Newberry 2007
Volume of a Cylinder = area of base x height
Volume = π R2 h
Vol. = 3.14 x (5.15mm)2 x 4.2 mm = 350 mm3
Change units from cubic millimeters (mm3) to cubic
nanometers (nm3 )
Assume 1 nm spherical aspirin molecule occupies 1 cubic nm of space
Divide volume of cylinder by volume of aspirin spheres
3.50 1020 nm 3
Number of aspirin molecules 
 3.50 1020 molecules
3
1 nm
© Deb Newberry 2007
How long would it take to assemble the aspirin molecule by molecule?
Time required = number required ÷ rate of assembly
3.50 1020 molecules
1 min 1 hour
1 day
1 year
 1.94 1015 seconds 



 61.6 million years
180,000 molecules/ sec
60 sec 60 min 24 hours 365 days
61.6 million years
Superhydrophobicity: A Comparison of
Forces

Magic Sand (Steve Spangler Science)
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Use rubber cement and attach a layer to paper
Water drops can also pick up pepper scattered on surface

Hydrophobicity is a combination of physical structure
(the bumps) and chemistry (the relative strength of
“bonding” forces)

Use capillary tubes of different diameters

Use glass slides – coat with oil, soap, wax, etc and
observe drops of water, oil etc. and interactions
Crystal Structure Module
Outline
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Atoms to Molecules
Classes of Molecules
Arrangement makes all the difference
Amorphous versus crystalline
Crystals and unit cells
Miller indicies
Which direction
At the nanoscale
Characterizing and studying crystals
Applications
Atoms to Molecules: A Review

Each element (unique atom) that exists or can be created on earth
has a unique combination of protons, electrons and neutrons

This uniqueness is defined by the periodic table

Neutrons and protons are located in the nucleus of the atoms and
the electrons move around the nucleus in probabilistically defined
regions

Specific properties of each element are determined by the
number of protons, electrons and neutrons

There are specific rules that define the specific energy value and
distance of an electron from the nucleus of the atom
Atoms to Molecules: A Review cont.

Combination of specific elements is predominantly dependent
on the number of electrons of the elements

The electrons that occupy regions furthest away from the
nucleus of an atom have a significant influence on the atomic
properties of an element

The outermost electrons in a group of nearby atoms will
influence the type and strength of any bonding (attraction)
that may occur among that group of atoms

Groups of atoms are called molecules
Molecular Structures
The type of element – which determines it’s electron configuration will determine
the structure and properties of the resulting molecule
Crystals
Proteins
Polymers
Cells
Solid Arrangements
Amorphous (left) and crystalline (right)

Matter without a regular arrangement of atoms is called amorphous or noncrystalline

Matter composed of atoms arranged in a definitive pattern with a repeating
structure is called a crystal

The repeating structure is called a unit cell
Ref: SCME
The Unit Cell
Unit cell configuration for a crystal structure

The unit cell is the simplest repeating unit in a crystal

In a single crystal, all unit cells are identical and oriented the same way
(fixed distance and fixed orientation)

The opposite faces of a unit cell are parallel (see graphic of unit cell)

The edge of the unit cell connects equivalent points. The resulting structure
is a lattice
Ref: SCME
All Unit Cells Are Not Alike
There are several different configurations for unit cells
The Simple Cubic Structure is a unit cell consisting of one atom. Confused? You
probably see eight atoms, correct?

Remember that unit cells form a lattice and the edge of the unit cell
connects to equivalent points

Therefore, each of the atoms you see in the simple cubic structure
contributes ONLY 1/8 of itself to the unit cell. As the crystal structure forms,
seven more unit cells bond with each of the eight atoms
Ref: SCME
Carbon Unit Cell

This is the unit cell for Silicon (Si), Germanium (Ge), and carbon (C). Identify
the "face-centered atoms”

This unit cell can combine with other unit cells in a variety of ways. To see
variety of structures formed by the carbon unit cell, Google image Carbon
structures. You should find structures such a carbon sheets, carbon
nanotubes, bucky balls (also called fullerenes), and diamonds
Ref: SCME
Amorphous
When a solid's atoms are randomly
"arranged" in a non-predictable order, the
solid is referred to as amorphous. Which of
the following are amorphous solids?
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Styrofoam
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Window glass
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Salt
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Amorphous solid structure of Silica Glass
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Wax and paraffin
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A tiled floor
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Peanut brittle
Ref: SCME
Polycrystalline
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Crystalline matter is either single
crystal or polycrystalline (poly being
"many")
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In both materials the atoms are
arranged in a pattern consistent
with the unit cell
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A good quality diamond is a single
crystal. Cheaper diamonds are
polycrystalline
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Some metals and metal alloys are
polycrystalline
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As like diamonds (carbon), silicon
can be either polycrystalline or
crystalline
Polycrystalline Diamond
[Courtesy of Prof. Dean Aslam, Michigan State University]
Diamond Crystal

High quality diamonds consists of tight,
dense carbon lattices as illustrated in
this image of a diamond structure
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The less compact the carbon lattices,
the less valuable the diamond
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Other crystal solids include gemstones,
salt, sugar, some metals, pure silicon,
and germanium
Ref: SCME
A Closer Look at Silicon: The Silicon Atom

Silicon crystal is widely used in
micro and nanotechnologies
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A Silicon (Si) atom has four
valence electrons that are
shared with four other atoms to
form four covalent bonds when
forming a crystal
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By sharing electrons this way,
each atom’s valence shell is
complete
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This results in solid matter that is
electrically stable and a poor
conductor of heat
Ref: SCME
The Silicon (Si) Crystal
In the graphic below, notice that the outer energy level has four electrons and
space for four more. On the right, you can see that each Si atom is bonded to
four other Si atoms. In other words, each "electron space" is filled by one
electron from one other Si atom. The figure on the right is a two-dimensional
crystal lattice or sheet
Ref: SCME
Crystal Orientation – Si Planes
The orientation of Si crystal denotes which crystal plane is exposed on the
surface (refer to the graphic below)
 The left most image is a Si crystal
 The middle images show two different planes of the Si crystal. Think of
looking at the same crystal from two different directions
 The images on the right are looking at the faces of two plane
Same crystal, same distance between unit cells, and same orientation of unit
cells. However, looking at different planes, presents a different picture
Ref: SCME
Material Properties of Silicon Planes
The material properties of a silicon
structure change depending on the plane
exposed and its arrangement or
orientation of atoms
This orientation affects
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the properties of the structure
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the number of atoms on the surface
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the strudtures conductivity and
reaction potential
Crystal Planes

Planes are the second level or organization in crystal structure

They describe the orientation of the crystal, which is dependent
on the orientation of the individual unit cells within the crystal
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Each type of plane is unique, differing in atom count and binding
energies and therefore in chemical, electrical and physical
properties
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The Miller Index helps us to identify crystal planes
Ref: SCME
The Miller Index
The Miller index is a roadmap or compass for identifying the crystal planes of
crystals. Miller indices are three digits notations that indicate planes and
direction within a crystal. These notations are based on the Cartesian
coordinate system of x, y, and z
Referring to the graphic
x-axis
vector is denoted [1,0,0]
y-axis
vector is denoted [0,1,0]
z-axis
vector is denoted [0,0,1]
(Think of the "1" as being "1 unit" out from the
origin or 0,0,0
Ref: SCME
Identifying the Crystal Plane
Crystal planes are perpendicular to their
corresponding axis. For example, the plane
perpendicular to the [1,0,0] axis or x-axis is the
(1,0,0) plane (shown in the figure)
Each crystal plane has a unique notation
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(1,0,0) or (100) is perpendicular to the x-axis
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(0,1,0) or (010) is perpendicular to the y-axis
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(0,0,1) or (001) is perpendicular to the z-axis
Before going to the next
slide, make sure you can
see how each plane is
perpendicular to its
corresponding axis
Ref: SCME
The (100) Plane
The (100) plane is perpendicular to the x-axis, but
parallel with the y and z axes. Can you see this in
the graphic?

If not, start with the point at which the (100)
plane touches the x-axis. Is the plane
perpendicular to the x-axis?

Now move along the bottom edge of the
plane toward the right. Is this edge parallel to
the y-axis?
You should now be able to see that the vertical
edge of the (100) plane is parallel to the z-axis
Ref: SCME
What’s What?
What are the Miller indices for each of these planes?
Ref: SCME
What’s What?
What are the Miller indices for each of these planes?
(110)
(111)
Ref: SCME
Crystal Structure is Critical for Many Disciplines and Applications
Chemistry, Physics, EE, Chem. E etc.

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Crystal structure determining
properties
 Growth of Si Boule or other
crystal structures
 Chemical reactivity
dependencies – etch rates
 Contaminant impact
 Relaxation time
 Resistance
Aspects of Physics and Chemistry
 Theory of Operation
 Chemical interactions
 Time and temperature
dependence
 Atomic and Molecular Forces
and Interactions
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Examples and
Applications
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SETs
Spintronics
Photonics
Plasmonics
Multi-disciplinary
Aspects
Fluids, Lab on a chip
Sensors
Quality assurance and testing
Coatings
Energy can appear as different colors of light
Thank you!!!!