r2010 American Chemical Society and Division of Chemical Education, Inc._pubs.acs.org/jchemeduc_Vol. 87 No. 10October 2010_Journal of Chemical Education 103110.1021/ed1000922 Published on Web 09/14/2010Chemistry for EveryoneArt as an Avenue to Science Literacy: TeachingNanotechnology through Stained GlassKimberly A. Duncan*Materials Research Science and Engineering Center, University of Wisconsin-Madison,Madison, Wisconsin 53706, and Center for the Environment, Plymouth State University,Plymouth, New Hampshire 03264*kaduncan@plymouth.eduChris Johnson, Kyle McElhinny, Steve Ng, Katie D. Cadwell, andGreta M. Zenner PetersenMaterials Research Science and Engineering Center, University of Wisconsin-Madison,Madison, Wisconsin 53706Angela JohnsonMaterials Research Science and Engineering Center, University of Wisconsin-Madison,Madison, Wisconsin 53706, and Madison Children's Museum, Madison, Wisconsin 53703Dana HoroszewskiMaterials Research Science and Engineering Center, University of Wisconsin-Madison,Madison, Wisconsin 53706, and Northern Virginia Community College, Alexandria,Virginia 22311Ken GentryMaterials Research Science and Engineering Center, University of Wisconsin-Madison,Madison, Wisconsin 53706, and Department of Bioengineering, University of Illinois,Urbana-Champaign, Urbana, Illinois 61801George LisenskyDepartment of Chemistry, Beloit College, Beloit, Wisconsin 53511Wendy C. CroneDepartment of Engineering Physics, University of Wisconsin-Madison, Madison,Wisconsin 53706Nanoscale science and engineering (NSE)and nanotechno-logy are emerging fields that have captured the attention of scientistsand engineers, as well as mainstream media. However, NSE is nottypically addressed in K-12 classrooms (1), and only recently havecolleges and universities begun to offer coursework in this area (2).Withlimitededucational opportunitiesavailabletolearnaboutNSE, it is not surprising that a large percentage of the public has notheard of nanotechnology (3-5). Nevertheless, despite their lack ofknowledge, consumers are already requiredto make decisionsregardingthe800products onthemarket that claimtobenanotechnology-enhanced(6). Tohelpfill this voidinpublicunderstanding, national efforts are being made to increase studentandpublicawareness of nanotechnology(e.g., theNationalCenter for Learning and Teaching in Nanoscale Science andEngineering, http://www.nclt.us/; and the Nanoscale InformalScienceEducationNetwork, http://www.nisenet.org/; bothsitesaccessed Jul 2010).One of the largest barriers to increasing public awareness may befinding an enticing hook to draw in students and members of thepublic to learn more about this new field of science and engineering.Often,approachingatopicfroma seeminglyunrelatedangle canengagestudentsormembersof thepublicwhomightotherwisebe uninterested. These interdisciplinary approaches have used topicsas diverse as literature (7), poetry, (8, 9), chemical magic shows (10),holiday-themed chemical demonstrations (10, 11), art history(12-14),and artistic composition (15, 16) to effectively conveyscientific concepts. The October 2001 issue of this Journal, andNational Chemistry Week of that same year, brought nationalattention to the interdisciplinary connections of science and art.In efforts to increase public scientific literacy, arguably animportant task in a democratic society (17, 18), educators mayencounter audiences who describe themselves as not interested inscience, possibly even as hating science. Even for those audienceswho do express interest in science, the subject matter may seemesoteric, dry, or unrelated to their everyday lives. Evaluation, bothformal(8, 19, 20)andanecdotal(9, 11, 21), hasshownthatinterdisciplinary approaches to teaching science are successful atincreasing the target audience's interest inscience andtheirunderstanding of the nature of science, the social relevance, andthe relevant content. Alternative approaches have succeeded atengaginggirls (19) insciencelearning,and preliminary surveydata indicate that art may be a successful pathway to engaging1032 Journal of Chemical Education_Vol. 87 No. 10October 2010_pubs.acs.org/jchemeduc_r2010 American Chemical Society and Division of Chemical Education, Inc.Chemistry for Everyonewomeninscience(22). Inthisarticle, wedescribeaseriesofinterdisciplinaryactivitiesthat highlight theconnections bet-ween medieval stained glass artistry and nanotechnology.CombiningArt andCutting-Edge Science ToServe aRange of AudiencesThe nanoparticle stained glass program described is a suiteof activities and materials that can be used in a wide range ofeducational settings, suchasmuseums, undergraduatecourses,secondary-school classrooms, and other venues. The versatility oftheprogram stems fromadaptable learning objectives and thevarietyofactivitiesfromwhichaneducatorcanchoose. Themultiplevariationsall canprovideaninterdisciplinary, highlyinteractive experience for students or members of the public.The learning objectives for the suite of nanoparticle stainedglass activities include these three main concepts:1. Nanoparticles of gold and silver behave differently than bulkgold and silver2. There is an interconnection between science and art3. NanotechnologyhasbeenusedsincetheMiddleAges, eventhoughstainedglassartisansdidnotknowtheyweretakingadvantage of this technologyTheselearningobjectivesareeasilyadaptedtosuittheintended audience. For example, to serve young learners(K-2), theobjectivescanbesimplifiedandalignedwiththelearners' developmentalstage. Forexample, objective1canbealtered to: Very small particles of gold and silver are a differentcolor than silver and gold jewelry, removing difficult vocabularyas well as contextualizing the normal color of gold and silver forthe learner. Middle school and high school students prepared tolearnadvancedtopicsinphysicsandmaterialssciencecanbechallenged to explore why nanoparticles interact differently withlight because of plasmon resonance and to research other ways artandscienceareconnected(detailsareprovidedintheonlinesupporting information). Programming intended for the generalpublic can provide societal relevance by expanding objective 3 toinclude current uses and applications of nanotechnology.The nanoparticle stained glass program can be successfullyusedindiversevenues, rangingfromclassrooms, workshops,laboratories, summer camps, and public outreach events, becauseof the variety of activities available to educators. The availableactivities can be separated into three basic categories: Introduction to the connections between science and art(specifically, nanotechnology and stained glass) Synthesisof nanoparticlesolutionscontaining4%poly(vinylalcohol) (PVA) Use of the nanoparticle-PVA solutions or dried solid shapes tocreate artEachof thesecategories has several variants that canbechosenandimplementedindifferentways, dependingontheaudienceandvenue. Thefollowingsectionsprovidebrief ex-planations of the activities available in each category, as well assuggested modifications for specific audiences and venues.Connections between Science and ArtThroughout history, science and art have been interwovenin a symbiotic relationship. Practitioners of these two seeminglydisparatefields havereliedononeanother's skills, tools, andepistemological approaches in a variety of ways to advance andevolve their own field. For example, art forms, such as drawingsor paintings, are frequently used to convey scientific or medicalinformation. As early as 13,000 BCE, cave drawings of body partsaidedEgyptians duringthemummificationprocess (23). Thisconnection linking art and medicine continued through the ages,highlighted more recently in early modern Europe by theexquisitely detailed drawings by Andreas Vesalius and others ofthe human figure and anatomy (23).Advances in scientific knowledge can also impact the actualpracticeof art and, therefore, its products. Duringthe19thcentury, advancements inpigments, paint matrices, anddyesprovided artists with nontoxic paints that could be used outsidethe studio. These practical modifications helped to give rise tothe Impressionist movement andare still influencingartists'materialstoday(24). Morerecently, computerscientistshavetransformed graphics design, and even movie production,through advancements in digital design programs and computergenerated imagery (CGI). Artist Stephen Hilyard relied on theseadvancements inCGI technology tocreate Inconsolable, anexhibitoffictional photographsthatchallengestheviewertoquestion the reliability of digital photography (25).In some cases, scientific discoveries become forms of art them-selves,through photography, drama,and other media (26, 27).Aunique collaborationat the University of Wisconsin-Madisonmadethis thefocus of their exhibit Tiny: Art fromMicroscopes atUW-Madison. Jointlycuratedbyuniversityresearchers andauniversity-affiliated printmaking studio, the show features researchimages as works of art (28).Finally, art is oftenused as a pedagogical method forencouragingstudent engagement andunderstanding, suchasobservational drawings during a laboratory experiment or otheractivity.Theprojects discussedinthis paper represent several ofthesesymbioses ofartandscience. Themetallicnanoparticlesimpart the colors used in the artistic objects, and artistic activitiesareusedas hookfor helpingtostudent toengagewiththecomplex natural phenomenon of plasmon resonance.When presenting to students or participants, drawing outthese connections betweenart andscience, andcontinuallyreiterating the connection between nanotechnology and medie-val stained glass artistry, is an important part of the activity. Thepresentation can vary in length, ranging from2 to 30 min, as wellaslevel ofcomplexity. Shorterpresentationsaresuggestedforyoungeraudiencesandlargeoutreacheventsdesignedforthegeneral public. Settings that aremorestructured, likeahighschool classroomor science summer camp, allowfor longer, morein-depth discussions of the relationships and overlap between artand science. Emphasis can also be placed on different portions ofthe presentations to achieve the desired learning outcomes. Forexample,an art educator may wish to extend the stained glassartistry section of the core presentation to introduce students tothe methods used by medieval artisans for constructing stainedglasswindowsortothechangesthatstainedglassartistryhasundergone over time.A science educator,using the same corepresentation, couldusethisactivitytointroducetheTyndalleffectorthepropertiesoflight. Whenfeasible, theinterdisci-plinarynature of nanoparticle stainedglass alsoprovides anexcellent opportunity for cross-departmental collaboration bet-ween educators.r2010 American Chemical Society and Division of Chemical Education, Inc._pubs.acs.org/jchemeduc_Vol. 87 No. 10October 2010_Journal of Chemical Education 1033Chemistry for EveryoneSynthesis of Nanoparticle/PVA SolutionsThese syntheses serve as excellent avenues for middle and highschool teachers to incorporate nanotechnology into their classroomswhile addressing state and national curricular standards; for exam-ple, structureandproperties of matter, chemical reactions, andhistory of science (1). The nanoparticle stained glass extension oftheselaboratoryexperiments takes thepublishedsyntheses onestep further by adding poly(vinyl alcohol) (PVA, 95% hydrolyzed,averagemolecularweight95,000, crystalline), anontoxic, water-soluble polymer, available through Fisher Science Education. Thispolymer was selected for use inthe activity because it is commerciallyavailable in the polymerized state. While other polymers may bepossible, additional safety measures are required to polymerize thecommercially available monomers. Evaporationof excess waterfrom the nanoparticle/PVA solution results in hard plastic pieces,or nanoparticle stained glass, with the gold or silver nanoparticlesembedded in the polymer matrix.Asynthesis methodfor creating the nanoparticle/PVAsolutions has beendevelopedandtestedfor reliability. Thesynthesismethodisasfollowsandisshowninvideoforminan online lab manual:(31, 32)1. Synthesize solutions of gold and silver nanoparticles followingthe video lab manual instructions (31, 32).2. Weigh 1 g of PVA for each 25 mL of nanoparticle solution.3. While stirring vigorously, heat nanoparticle solution to a tem-perature of 80-85 C. Then, add the PVA.4. Continue to heat the solution, maintaining the temperature at80-85 C to dissolve most of the PVA. Note: Not all of thePVAwill dissolve. Avoidoverheatingthesilvernanoparticlesolutions, as it may cause the nanoparticles to aggregate.5. Decant the nanoparticle/PVA solution into a clean container,leaving any undissolved PVA in the beaker.At this point, the nanoparticle/PVA solutions can be usedin three distinct ways using these options: Solutions can be used immediately to create nanoparticle stainedglass windows, as described below. Solutions can be poured into molds and dried to create nanopar-ticle stained glass pieces for use in sculptures or other activities.While silicone bakeware molds are recommended,solutions canalso be dried inother types of molds. Drying time canbe reduced byheating the solutions in a standard toaster oven. Solutions canbe storedintightly sealedbottles for upto6 months for use at another time.Thesynthesis process is well suitedfor students ingrades9-12, and can be adapted for middle school students who will haveappropriatesupervision. As indicatedintheonlinelabmanual(31, 32), basic safety precautions (i.e., wearing safety goggles andchemical resistant gloves) should be taken during the synthesis ofthe goldandsilver nanoparticles. These basic precautions willadequately protect participants from chemical exposure. The nano-particle/PVAsolutions and nanoparticle stained glass pieces canalsobepreparedaheadof timebyteachers, museumstaff, orotherpersonnel. Premaking the solutions is desirable in several instancesand is recommended when: Contact time with participants is limited Participants do not have the necessary lab skills to complete thesyntheses The selectedvenue is not equippedwiththe necessary labequipment or space The educator wishes to limit participant exposure to theprecursor reagents The activities do not require use of the solutions (e.g., makingnanoparticle stained glass suncatchers, take-away cards, orsculptures)Art Activities Using Nanoparticle Stained GlassOnce the nanoparticle/PVAsolutions andnanoparticlestained glass pieces have been synthesized, they can be used toengage students andparticipants ina variety of creative artactivities. Some audiences will enjoy using the solutions to makenanoparticle stained glass windows, while other audiences maybe more interestedinusing premade pieces of nanoparticlestainedglasstocreateatake-awaycard, suncatcher, orcolla-borativesculpture. Thesuiteof activities gives educators theopportunity to tailor the experience for the intended audience,venue, and learning goals.Nanoparticle Stained Glass WindowsUsing an overhead transparency and simulated liquid lead-ing(awater-based, nontoxicmaterial available at most craftstores), students can create their own nanoparticle stained glasswindow, usingprovidedpatterns oronetheydesignthem-selves. The simulated liquid leading takes the place of the leadcame, themetal channels medieval artisans usedtoassemblestained glass window. After allowing the simulated liquid leadingtodryfor anhour (or overnight), students usedroppers orpipettes to fill in the different segments of their window patternwith the nanoparticle/PVA solutions (Figure 1).After students complete filling in their patterns,the win-dows are left to dry overnight. Once all the excess waterevaporatesfromthenanoparticle/PVAsolutions, athinlayerof colored plastic remains on the transparency (Figure 2). Thenanoparticles of gold and silver embedded in the plastic cause theobserved color.This variant of the activity works best for events that haveextended contact time with participants, because the simulatedliquidleading andthe completed nanoparticle stainedglasswindows require extending drying time.The nanoparticle stained glass windowactivity canbeadaptedfor use during programs withshorter contact time.Instead of making individual nanoparticle stained glass windows,participants can make one large collaborative nanoparticlestained glass window. The desired window pattern is pretracedFigure 1. A student creates a nanoparticle stained glass window usingnanoparticle/PVA solutions.1034 Journal of Chemical Education_Vol. 87 No. 10October 2010_pubs.acs.org/jchemeduc_r2010 American Chemical Society and Division of Chemical Education, Inc.Chemistry for Everyonewith simulated liquid leading by the educator on a large piece ofplexiglass and allowed to dry prior to its use. Avariety of patterns,ranging fromorganizational logos, artisticdesigns, or mascots,can be traced.Educators are strongly encouraged to tailor thisaspect of collaborative stained glass window to their event andanticipated audience. Examples of patterns used by the authorsare showninFigure 3. As inthe classroomactivity above,participants use droppers or pipettes tofill inthe differentsegments of their window pattern with the nanoparticle/PVAsolutions. Oncethewindowpatterniscompletelyfilledin, theexcess water is allowed to evaporate from the nanoparticle/PVAsolutions. Generally, the water in nanoparticle/PVA solutions willcompletelyevaporate overnight, leavingbehindathinlayer ofcolored plastic in each segment of the traced pattern (Figure 3A).The collaborative nanoparticle stained glass window can be framedandplacedondisplayforfuturevisitorstoadmire. Ifthesamepattern and piece of plexiglass needs to be used again, the nano-particle solutions can be rinsed off the plexiglass before they dry.Nanoparticle Stained Glass Pieces for Take-Away Cards,Sun Catchers, and SculpturesAs mentioned above, the nanoparticle/PVA solutions canbe dried to create hard plastic pieces that are embedded with goldand silver nanoparticles. These plastic pieces can be made usingthe following procedure:1. Pour thenanoparticle/PVAsolutionintosiliconebakewaremolds, using enough solution to cover the bottom of the mold.Ifsiliconemoldsarenotavailable, othermoldscanbeused.Silicone molds were chosen because of durability and ease ofcleaning.2. Set the molds with the solution in them out overnight so thatthe water in the solution will evaporate. This step may requiremore than 12 h, depending on the temperature and humidity ofthe work area. Drying time can be reduced by gently heating themolds in a toaster oven for an hour.The resulting nanoparticle stained glass pieces can be used tomake a take-away card, a sun catcher, or an artistic sculpture.Take-Away CardsTake-away items frominformal education events giveeducators a way to reinforce the learning goals after participantshave left the event. The nanoparticle stained glass program uses atake-away card, equal in size to a quarter sheet (5.5 in. by 4.25 in.)of paperthat is 8.5in. by11in., containinga1-in. circularwindow (Figure 4). The circular window is created using a largecircular craft punch available at most craft stores. Participants usecontact paper, or clear round stickers, to laminate small pieces ofnanoparticle stainedglass inthe circular window. The cardprovides bothvisual andtextual reminders of the program'sgoals. The text included on the front of the card reminds visitorsand students that: For hundreds of years, artists have used nanosized particles ofsilver and gold to create colored pieces of stained glass. Because of their small size, the nanoparticles behave differentlythan the metals we see in jewelry or coins. Color is one way nanoparticles behave differently. Dependingonthesizeoftheparticles, nanoparticlesofgoldcanappearorange, purple, green, or red, while nanoparticles of silver canappear yellow, red, or blue.The back of the card provides a brief historical timeline ofstainedglassandanexampleofprairie-stylestainedglassthatvisitors areencouragedtocolor usingthedifferent colors ofnanoparticles of silver and gold.Figure 3. (A) Completed collaborative nanoparticle stained glass pa-nel, created by attendees at the Fall 2007 Materials Research SocietyMeeting. (B) Panel featuringtheUWmascot tobeusedat alocaloutreachevent. (C) Visitors helptocompleteacollaborativepanelfeaturing the NanoDays logo in spring 2009.Figure 2. A completed nanoparticle stained glass window.r2010 American Chemical Society and Division of Chemical Education, Inc._pubs.acs.org/jchemeduc_Vol. 87 No. 10October 2010_Journal of Chemical Education 1035Chemistry for EveryoneThetake-awaycardactivityworksverywell withawiderange of ages and settings, except for very early learners(preschool). The vocabulary on the card is too advanced for thisaudience, and the small size of the circular window in the cardrequires a degree of fine motor skills that many very early learnershave not yet developed.Sun CatchersTo extend the reach of the take-away card to the preschoolaudience, the activity was scaled up in size. Instead of a small 1-in.circular window,3 in. 5 in.lamination sheets were used tomake nanoparticle stained glass sun catchers. For this variation oftheactivity, participantsusesmall, precutpiecesofthenano-particle stained glass pieces and then arrange them in a desiredpattern on one lamination sheet. A second lamination sheet isthen used to seal in the nanoparticle stained glass pieces. A smalltag can be added to the sun catcher to reinforce the simplifiedlearning goals of the program: gold nanoparticles can appear red;silver nanoparticles can appear yellow (Figure 5).Nanoparticle Stained Glass SculpturesThenanoparticlestainedglasspiecescanalsobeusedtocreatesculptures. Again, several variationsareavailabletotheeducator when selecting this component of the suite of stainedglass activities. A large suspended sculpture, crafted from irriga-tion tubing or metal conduit (available from a local hardware orhome supply store), can be decorated using nanoparticle stainedglass pieces (Figure 6A). The sculpture can be built prior to anevent, acting as a spectacle to draw visitors to participate in thenanoparticle stained glass activities being showcased during anevent. The sculpture can also be built collaboratively by visitorsduring the event, with each visitor hanging a piece of nanopar-ticle stained glass on the irrigation tubing or metal conduit frame.For a more individualized activity, students and visitors cancreate tabletop sculptures fromlarge sheets of nanoparticlestained glass. (Large sheets of the nanoparticle stained glass canbe obtained by using larger molds, e.g., 9 in. 13 in. silicone bakemolds.) Usingglueandwire, thesheets canbecraftedintodifferent shapes (Figure 6B).Putting It into PracticeWith such a range of activities available, the nanoparticlestained glass suite of educational materials can be used in a varietyof settings, with a variety of audiences, to achieve a core set oflearning goals. To illustrate this point, Table 1 describes severaldifferent approaches the authors have taken with the nanopar-ticle stained glass activities.HazardsBasicsafetyprecautions, namely, wearingsafetygogglesandchemical resistantgloves, shouldbeusedwhilesynthe-sizinggoldandsilvernanoparticlesandwhilehandlingthenanoparticle solutions during the art-based activities. See theonline supporting information; the student-friendly synthesismethods of gold and silver nanoparticles previously publishedinthisJournal (29, 30);andvideolabmanualsbaseduponthesepublications availableonlinetoaidteachers andstu-dents withthelaboratoryexperiments (31, 32). Chemicalsafety officers have instructed the authors that nanoparticle/PVAsolutions canbeflusheddownthedrainwithexcesswater. However, institutions shouldcontact local officialsbecause of the geographical variance in regulations regardingnanoparticles.Figure 4. A completed take-away card and associated supplies.Figure 5. A completed nanoparticle stained glass sun catcher.Figure 6. Nanoparticle stained glass sculptures can take many forms.(A) LargesuspendedsculptureondisplayontheUWengineeringcampus. (B) Smaller, table-sized sculpture created by UW Internship inPublicScienceEducationinternandart educationgraduatestudent,Angela Johnson.1036 Journal of Chemical Education_Vol. 87 No. 10October 2010_pubs.acs.org/jchemeduc_r2010 American Chemical Society and Division of Chemical Education, Inc.Chemistry for EveryoneTable1.ExamplesofEventsWheretheComponentsoftheNanoparticleStainedGlassActivityWerePresentedEventEventandVenueDescriptionAudienceActivitiesPresentedPEOPLEprogramworkshopFour-tofive-hoursummerworkshopduringprecollegeprepprogram.Middleschoolandhighschoolstudents1.Extendedprimerpresentationgivenbyinstructor.2.Labsynthesisofnanoparticle/PVAsolutionsbystudents.3.Individualstainedglasswindowscreatedbystudents.UWScienceExpeditionsThree,30-minpresentations,givenaspartofalargeoutreacheventheldontheUWcampus.Generalpublic1.Shortprimerpresentationgivenbyinstructor.2.Individualtake-awaycardscreatedbyvisitors.3.Collaborativestainedglasspanelcreatedbyvisitors.MadisonChildren'sMuseumOne-hourworkshopduringsummerartcamps.Youngchildren(ages6-9)1.Shortage-appropriateprimerpresentationgivenbyinstructor.2.Collaborativestainedglasspanelcreatedbyworkshopparticipants.3.Individualtake-awaycardscreatedbyworkshopparticipants.4.Individualsuncatcherscreatedbyworkshopparticipants.MadisonChildren'sMuseumDrop-inprogramduringopenartstudiotimeatthemuseum.Youngchildren(ages4-6),accompaniedbycaregivers1.Shortage-appropriateprimerpresentationbyinstructor.2.Individualsuncatcherscreatedbyvisitors.MaterialsResearchSocietyFallandSpringMeetingsTabletopdemonstrationduringcoffeebreaksatlargeprofessionalsocietymeeting.Adultsinthescientificcommunity1.Facilitateddiscussionwithmeetingattendeesledbypresenter.2.Individualtake-awaycardcreatedbymeetingattendees.3.Collaborativestainedglasspanelcreatedbymeetingattendees.4.Collaborativesculpturecreatedbymeetingattendees.MadisonSeniorCenterThree,one-hourclassesofferedaspartofanartandscienceworkshop.Generalpublic(seniorcitizens)1.Extendedprimerpresentationledbyinstructor.2.Individualstainedglasswindowscreatedbyworkshopparticipants.3.Individual2-dimensionalsculpturescreatedbyworkshopparticipants,laterusedinpublicinstallationattheSeniorCentercreatedbyinstructor.MadisonChildren'sArtFestivalTabletoppresentationduringalargepublicartsfestivalheldataMadison,WIartmuseum.Youngchildren(ages2-8),accompaniedbycaregivers1.Age-appropriatefacilitateddiscussionbyinstructor.2.Individualsuncatcherscreatedbyvisitors.r2010 American Chemical Society and Division of Chemical Education, Inc._pubs.acs.org/jchemeduc_Vol. 87 No. 10October 2010_Journal of Chemical Education 1037Chemistry for EveryoneFormal EvaluationWe used an iterative evaluation process in the developmentoftheseeducational materials. Asprocessesandcontentweredeveloped, feedbackwasobtainedatseveral stagesfromcolla-borators andother educators, including Nanoscale InformalScienceEducationNetwork(NISENet)programdevelopers,and the revised materials were presented to audiences in a rangeof venues. Witheachiterationof the educational materials'design, an opportunity to test the new materials with audienceswas sought. Theseiterations includingtestingwiththeUWPEOPLEProgram(a week-long college access programforunderrepresented middle school students), the MaterialsResearch Society Meeting attendees (Fall 2007 and Spring2008), the Madison Senior Center, and the Madison Children'sMuseum. Resultsofaformal evaluationconductedatalargepublicevent heldontheUniversityof Wisconsin-Madisoncampus are described below.The version of the activity presented at Science Expeditions2008 (see Table 1), a large, campus-wide science outreach eventthatdrawsover2000membersofthepublictocampus, wasformally evaluated via voluntary, anonymous attitudinal surveys(approved by Institutional ReviewBoard). Over 200 members ofthepublicattendedthethreescheduledpresentationsof thisactivity. Of these, 46 attendees opted to complete an anonymoussurvey. Survey data reveal that 95% of the respondents found theprogramboth interesting and enjoyable (with 60%of therespondentsselectingthehighestpossiblerankingforinterestor level of enjoyment).Inadditiontogauginglevel of enjoyment andinterest,surveyresponses indicatethat 75% of participantsunderstoodthat the color of nanoparticles is size dependent, with six of the31 respondents who addressed this question providing thedistinct colors exhibitedbythegoldandsilver nanoparticlesused in the hands-on activity.When asked what the program was trying to show, nearly30%of respondents citedthe historical connectionbetweennanotechnologists and medieval artisans. Other common themescitedbyparticipants wereapplications (22%) andproperties(16%) of nanoparticles, and nanotechnology's relevance to theirlives (19%). A portion (32%) of survey respondents opted not toanswer this question of the survey. While the public perceptionof the main idea of the program did not completely overlap withtheproposedlearninggoals, therewas strongindicationthatparticipants increased their overall knowledge and understand-ing of nanotechnology.ConclusionEngaging nonscience enthusiasts in informal science learn-ingoftenrequires findinganappropriatehookortopictopique learners' interest. To engage these learners, we created andevaluateda multifacetedactivity connectingscience andart:specifically nanotechnology and stained glass. The highly inter-activenanoparticlestainedglassactivityhas beensuccessfullyadaptedtoa wide variety of audiences andvenues andtheinterdisciplinary nature engages a broad base of learners. Evalua-tion, via anonymous survey, showed that participants found theactivitybothinterestingandenjoyable, andthat participantsunderstoodtherelationshipbetweenthesizeofnanoparticlesand the color they appear.AcknowledgmentThis material is based upon work supported by the NationalScience Foundationthroughthe University of Wisconsin-Madison's Materials Research Science and Engineering Centeron Nanostructured Interfaces (DMR-0520527), the Internshipsin Public Science Education program (DMR-0424350), and theNanoscale Informal Science EducationNetwork (ESI-0532536).Any opinions, findings, and conclusions or recommendationsexpressedinthismaterial arethoseof theauthorsanddonotnecessarily reflect the views of the National Science Foundation.The authors would also like to thank our numerous collaboratorsand participating venues for their valuable feedback and generosityduring the development process. 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Thismaterial isavailableviatheInternet at http://pubs.acs.org.