nanotechnology and just-in-time education akhlesh lakhtakia

Nanotechnology and

Just-in-Time Education

Akhlesh LakhtakiaDepartment of Engineering Science and Mechanics

Pennsylvania State University

IWC Forum

Iowa Wesleyan College

Mt. Pleasant, IA

April 2, 2009

Nanotechnology and

Just-in-Time Education

Akhlesh LakhtakiaDepartment of Engineering Science and Mechanics

Pennsylvania State University

April 2, 2009

Iowa Wesleyan College

Mt. Pleasant, IA

Nanotechnology for Researchers

George Smith (Oxford University):

Nano “comes from the verb which means

to seek research funding.”

Source: The Economist (Jan 1-5, 2005 issue)

2005 Survey:

Literature on Perceptions of Nanotechnology

2005 Survey:

Literature on Perceptions of Nanotechnology

Nanotech Economy

Total worldwide R&D funding = $ 9.6B in 2005

Governments (2005): $4.6B

Established Corporations (2005): $4.5B

Venture Capitalists (2005): $0.5B

Source: Lux Research, The Nanotech Report, 4th Ed. (2006).

Nanotech Economy: Scope

Source: Meridian Institute, Nanotechnology and the Poor: Opportunities and Risk (2005)

Nanotech Economy: Available Products

Source: UNESCO, The Ethics and Politics of Nanotechnology (2006)

Perceptions of Nanotechnology

Source: Munshi et al. (2007)

Perceptions of Nanotechnology

Source: Munshi et al. (2007)

Prime Directive for Managers ofNanotechnology

Types of Risks

1. Employee Health

2. Operational Safety

3. Legislated Penalties

4. Customer Liabilities

5. Shareholder Dissatisfaction

6. Societal Disharmony

7. ……..

Essential Risk-Management

Tool

2005 Survey:

Literature on Perceptions of Nanotechnology

Five Questions

Q1: What is nanotechnology?

Nanotechnology: The term

Norio Tanaguchi (1974):

‘Nano-technology’ mainly consists of the processing of separation,

consolidation, and deformation of materials by one atom or one molecule.

N. Taniguchi, On the Basic Concept of 'Nano-Technology', Proc. Intl. Conf. Prod. Eng. Tokyo, Part II, Japan Society of Precision Engineering, 1974.

Nanotechnology: The termUS Patents and Trademarks Office (2006):

“Nanotechnology is related to research and technology development at the atomic, molecular or

macromolecular levels, in the length of scale of approximately 1-100 nanometer range in at least one

dimension; that provide a fundamental understanding of phenomena and materials at the nanoscale; and

to create and use structures, devices and systems that have novel properties and functions because of

their small and/or intermediate size.”

Nanotechnology

promises to be

• pervasive

• ubiquitous

Nanotechnology

promises to be

• pervasive

• ubiquitous

A broad and inclusive definition is needed.

Q1: What is nanotechnology?

A1:

At least 1 dimension has a length-scale

between 1 to 100 nm.

Q2: Why will nanotechnologybe pervasive and

ubiquitous?

Nanoworld: Founding Myths

1959 Feynman’s talk

“Plenty of room at the bottom”

Nanoworld: Founding Myths

1959 Feynman’s talk

“Plenty of room at the bottom”

1981 Binnig & Rohrer

Scanning Tunneling Microscopy

Nanoworld: Founding Myths

1959 Feynman’s talk

“Plenty of room at the bottom”

1981 Binnig & Rohrer

Scanning Tunneling Microscopy

1986 Drexler’s book

The Engines of Creation

Nanoworld: Founding Myths

1959 Feynman’s talk

“Plenty of room at the bottom”

1981 Binnig & Rohrer

Scanning Tunneling Microscopy

1986 Drexler’s book

The Engines of Creation

Nanoworld: Founding Myths

1959 Feynman’s talk

“Plenty of room at the bottom”

1981 Binnig & Rohrer

Scanning Tunneling Microscopy

1986 Drexler’s book

The Engines of Creation

1913/4 Wolfgang Ostwald’s 5 lectures

The World of Neglected Dimensions

Nanoworld: Founding Myths

Nanoworld: Other Initiators

1850s Colored glasses

(nanoparticles)

1880s Thin films

1960s Integrated circuits

1970s Supramolecular chemistry

Nanotechnology: Classification

• Incremental – nanoparticles, thin films

• Evolutionary – quantum dots, nanotubes

• Radical – molecular manufacturing

Nanotechnology: Classification

• Incremental – nanoparticles, thin films

• Evolutionary – quantum dots, nanotubes

• Radical – molecular manufacturing

Nanotechnology: Classification

• Incremental – nanoparticles, thin films

• Evolutionary – quantum dots, nanotubes

• Radical – molecular manufacturing, nanobots

Nanotechnology: Classification

• Incremental – nanoparticles, thin films

• Evolutionary – quantum dots, nanotubes

• Radical – molecular manufacturing, nanobots

Q2: Why will nanotechnologybe pervasive and

ubiquitous?

A2:

Because of its gigantic scope.

Q3: What is the common thread in all technoscientific

opportunities offered by nanotechnology?

A3: Nanomaterials.

Q3: What is the common thread in all

technoscientific opportunities offered by

nanotechnology?

Q4: What societal issues will emerge from the spread of

nanotechnology?

• Known knowns• Known unknowns• Unknown unknowns

• Known knowns• Known unknowns• Unknown unknowns

“Reports that say that something hasn't happened are always

interesting to me, because as we know, there are known knowns;

there are things we know we know. We also know there are

known unknowns; that is to say we know there are some things

we do not know. But there are also unknown unknowns — the ones

we don't know we don't know.” - Donald Rumsfeld (12 Feb 2002)

Nanotechnology:Societal Issues

Source: Susanna Priest and Victoria Kramer, University of South Carolina (2007)

Health ImpactsNanoparticles may be more toxic than larger particles

• High surface area• Enhanced chemical reactivity• Easier penetration of cells

Manufactured amounts are small, but will increase over time.

Human Health Impacts

Risk to workers and consumers

• Inhalation (Workers and consumers)

• Penetration of skin (Workers and consumers)

• Combustible nanoparticles may cause explosions (Workers)

Human Health Impacts

Life-cycle auditing of nanomaterials is essential.

US Federal funding of Environment Health & Safety Research on Nanomaterials is growing.

Nanodivides• Who controls the uses of

nanotechnologies?

• Who benefits from the uses of nanotechnologies?

Nanodivides• Who controls the uses of

nanotechnologies?

• Who benefits from the uses of nanotechnologies?

• Nanodivides

- Rich and poor in the same country

- Rich and poor countries

Convergence of Nano, Bio, and Information Technologies& Cognition Science

Convergence of Nano, Bio, and Information Technologies& Cognition Science

• New forms of surveillance and sensing- Invasion of privacy- Regulation of governmental and

private data-collection agencies

• Radical human enhancement

Privacy Issues

A4: Many, some foreseen but others

unforeseen.

Q4: What societal issues will emerge from the

spread of nanotechnology?

A4: Many, some foreseen but others

unforeseen.

Q4: What societal issues will emerge from the

spread of nanotechnology?

Q5: What must the public do to cope with and celebrate

nanotechnology?

A5: Educate children appropriately.

Q5: What must the public do to cope with and

celebrate nanotechnology?

Essential Curricular Features

• Integration across technology and sciences

• Integration with humanities-------------------------------------------------------• Flexibility to adapt to changing needs

• Modularity to mimic real-life situations

• Incorporation of diversity of skills and interests

Essential Curricular Features

• Integration across technology and sciences

• Integration with humanities-------------------------------------------------------• Flexibility to adapt to changing needs

• Modularity to mimic real-life situations

• Incorporation of diversity of skills and interests

Current Educational Practices

Supplementary Approach

Current Educational Practices

• to identify intersecting disciplines• to acquire necessary knowledge base• to synthesize an acceptable accomplishment• to assess needs for further progress• to contextualize the accomplishment

Students must learn

• to identify intersecting disciplines• to acquire necessary knowledge base• to synthesize an acceptable accomplishment• to assess needs for further progress• to contextualize the accomplishment

Students must learn

End-of-semesterEnd-of-yearEnd-of-school EXPERIENCES

(JITE)

JITE Experience• Spans > 1 science/math disciplines• Single-member• Team-based• Apportionment of tasks• Deadlines• Oral/written reports

• 4 Crucial elements

JITE Experience• Spans > 1 science/math disciplines• Single-member• Team-based• Apportionment of tasks• Deadlines• Oral/written reports

• 4 Crucial elements

JITE Experience• Spans > 1 science/math disciplines• Single-member• Team-based• Apportionment of tasks• Deadlines• Oral/written reports

• 4 Crucial elements

• Crucial Element No. 1Not all information be supplied to

students

Students will• search school books• search extracurricular books• search the web• interview practitioners• undertake site visits

• Crucial Element No. 2Introspection and reflection by students

Students will• keep a journal of activities and ideas• prepare a statement of personal

growth

• Crucial Element No. 3Socioethical contextualization

Students will reflect on relevance of projects to• their political unit and culture• the world• ecology, sustainability & diversity

• Crucial Element No. 4Dispersal of acquired knowledge

Students will • create project websites• write for newspapers and magazines• participate in local, provincial and

national conferences

Teaching staffs’ responsibilities:1. Form interdisciplinary teams to guide

JITE experiences2. Mathematics and sciences staffs must

learn about humanities and social sciences

3. Humanities & social sciences staffs must learn about mathematics and sciences4. Become lifelong learners

Teaching staffs’ responsibilities:1. Form interdisciplinary teams to guide

JITE experiences2. Mathematics and sciences staffs must

learn about humanities and social sciences

3. Humanities & social sciences staffs must learn about mathematics and sciences4. Become lifelong learners

Teaching staffs’ responsibilities:1. Form interdisciplinary teams to guide

JITE experiences2. Mathematics and sciences staffs must

learn about humanities and social sciences

3. Humanities & social sciences staffs must learn about mathematics and sciences4. Become lifelong learners

Teaching staffs’ responsibilities:1. Form interdisciplinary teams to guide

JITE experiences2. Mathematics and sciences staffs must

learn about humanities and social sciences

3. Humanities & social sciences staffs must learn about mathematics and sciences4. Become lifelong learners