Proposal

Title: STEM Education with Scanning Tunneling Microscope

Introduction and Purpose:

This project aims to implement Scanning Tunneling Microscope (STM) in selected classes of pre-service elementary teacher training at Florida Atlantic University to improve their understanding of science, technology, engineering and mathematics (STEM) through nanoscale and nanotechnology and to use STM to promote STEM awareness among school students in selected FAU service areas.  

Science, technology, engineering and mathematics (STEM) are subjects of critical importance and motivating students to learn and comprehend these subjects still remains a challenge to teachers.   “We all have a stake in ensuring our kids are ready to compete in today’s technology-based economy” (US Secretary of Education Arne Duncan Discusses STEM at Wheeling High School, 2013).  Teachers play a very important role in classroom learning and according to the National Commission on Teaching and America’s Future (1996) teachers’ knowledge and their teaching skills impact students. 

Integrating disciplines enables dissolving man-made discipline- boundaries and enhances the richness of the learning context.  The field of nanotechnology is a true STEM field and helps to achieve macro-context based STEM teaching and learning (Kumar, Ridener & Bindu, 2013; OmniNano, 2013; Kumar, 2010).   For example, in an Ewing Marion Kauffman Foundation study at Florida Atlantic University fourth graders in a south Florida public school were able to successfully solve a consumer decision making problem involving sunscreens containing nanoparticles and regular particles, and most students were able to successfully apply the concepts learned to selected academic and real-world situations (e.g., societal issues and clean energy) (Kumar, 2011).  However, post-student-interview results indicated difficulty in comprehending the “nano” scale upon which the nanotechnology is being developed.  Kumar (2007) in a survey of prospective elementary school teacher’s knowledge of nanotechnology found that the “physical scale” of things was an area of concern.  For example, respectively only 26% and 7% answered the following two questions correct. (1) "If a nanometer were about as big as the width of a pinhead, about how long would a meter be”? (2) “How many hydrogen atoms lined up “shoulder to shoulder” would fit in a one nanometer space”?  Similarly, Albe (2011) identified size and scale as the areas needing attention in teachers’ knowledge in STEM education involving nanotechnology.  Adequate technological support is necessary to help students visualize nano-scale and gain a clearer understanding of nanotechnology in STEM education.  Scanning Tunneling Microscope (STM) is one such technological tool that is capable of enhancing visualization and improving understanding of the nanoscale of the nanotechnology.  Exposing prospective teachers to STM will not only have an impact of their knowledge of nanoscale, increase their ability to teach STEM with nanotechnology but will have an effect on the students they teach.

Scanning Tunneling Microscope (STM):

STM was developed in the early eighties by IBM scientists Gerd Binning and Heinrich Rohrer later who later won the Nobel Prize (Bonnell, 1993; Kane, 2006).  A small conducting tip is scanned across the surface of a sample at a distance of approximately 1 nano meter.  This allows the flow of a quantum mechanical tunneling current facilitating the study of atomic arrangements (topograms) of metallic surfaces.  The images produced by STM can be viewed using laptop computers.  Over the years research and development STM instrumentation led to STM that are very small, portable and usable in  school settings.  The NanoSurf NaioSTM™ by the nanoScience Instruments, Phoenix, Arizona is an example of a STM for preservice teachers in training and for students in schools.  Some of the classroom advantages of NaioSTM™ are ease of use allowing teachers to present demonstrations to students, easy operation by teachers and students, STS tips made out of Pt/Ir wire without etching in hazardous chemicals, controller and scan head integrated in a single device, and easy to display STM images on laptops (Windows XP/Vista) with USB port (nanoScience Instruments, n.d.).  The NaioSTM™ is transportable weighing around 3.5 kg, easy to install and resistant to vibration, all features suitable for classroom settings.    

Method of Implementation:

The Scanning Tunneling Microscope (STM) NanoSurf NaioSTM™ here after referred to as STM will become an integral part of preservice teachers enrolled in selected K-9 Science Methods classes at Florida Atlantic University.  During the first year, using the STM students will be exposed to nanoscale, nanotechnology education, and encouraged to integrate nanotechnology into their lesson plans.  Efforts will be also made to visit selected local K-12 classrooms to present demonstrations with the STM.  During the second year a pilot study will be designed and implemented among the students in selected K-9 Science Methods to measure the effect of learning with the STM.  Also visit selected local K-12 classrooms will be arranged to promote STEM through STM demonstrations.  Study outcomes and other experiences with the STM will be disseminated through state/regional/national professional meetings and refereed journal publications.

Alignment of this Project with FAU Strategic Plan (2012-2017):

Goal I:  Enrich the Educational Experience

Objective: Enhance the quality of undergraduate academic programs

Create and maintain campus life programs and experiences that support student success

Most students in the elementary education program at FAU are first time college students, and the Scanning Tunneling Microscope (STM) will enhance opportunities for them to improve their understanding of scaling necessary to visualize and understand nanotechnology resulting in more meaningful integration of STEM disciplines necessary to be successful in their future classrooms and contributing towards overall graduation rate.

Goal II:  Inspire research, Scholarship and Creativity

Objectives: Involve students at all levels in research, scholarship and creative activity.

Increase scholarship and creativity

Increase funded research

The proposed project with STM will provide not only an opportunity for research among undergraduate students but also will open up avenues for undergraduate students to get involved in research in STEM education.  The latter has implications for Quality Enhancement Program involving undergraduate research at Florida Atlantic University.

Goal III: Increase FAU’s Community Engagement 

Objectives: Enrich the educational and cultural experiences for students, faculty and the surrounding communities

Focus resources on increasing FAU’s support to the communities it serves

STEM promotion visits to local classrooms with the NaioSTM ™ is an appropriate way to reach out to students and teachers in local communities and raise their awareness of STEM through nanotechnology education with potential impact on future academic decisions and career choices in STEM fields and workforce.  Also, may help to increase the number of community partnerships with schools, pave the way for more open opportunities for job placement for FAU teachers in training graduates, and collaborative funding proposals.  

Goal IV: Leverage momentum toward achieving FAU’s strategic goals by being good stewards of its human, technological, physical and financial resources

Objective:  Build and sustain a state-of-the–art Information Technology Infrastructure

The use of Scanning Tunneling Microscope in teacher preparation courses in science will expand FAU’s visibility, and contribute towards augmenting university infrastructure in the innovative use of technology to train elementary teachers.

The NaioSTM ™ uses laptop computers for real-time displaying of STM images and projecting them on screens providing FAU teachers in training a unique opportunity for enhancing their proficiency in the use of technology for teaching and learning.

Plans for Sustainability of the Project Beyond the Initial Project Period:

Federal/State funding will be sought to sustain the project beyond the initial project period.

Also funding from local businesses will be sought through FAU-College of Education Development Office.

Efforts will be made to integrate the project based STEM activities into the preservice science methods courses at FAU.

Project research findings and materials will be shared with colleagues across disciplines at FAU.

Project information will be disseminated to local schools and teacher education institutions.

References:

Albe, V.  (2011).  Nanoscience and nanotechnologies education: Teacher’s knowledge.  In Viiri, J., & Couso, D. (Eds.).  Part 13: In-service science teacher education.  European Science Education Research Association.

Bonnell, D. A.  (1993).  (Ed.).  Scanning tunneling microscopy and spectroscopy:  Theory, techniques, and applications.  New York: VCH Publishers, Inc.

Kane, S. A.  (2006).  Scanning Tunneling Microscopy Lab.

Kumar, D. D., Ridener, B., & Bindu, R. L.  (2013).  Teaching nanoscale through integrated science and mathematics.  In Sinha, M. (ed.), Redefining education: Expanding horizons. New Delhi: Alfa Publications.  

Kumar, D. D. (2010).  Science education with nanotechnology.   Pedagogics, 8(1), 6-9.

Kumar, D. D., Lapp, S. I., Marinaccio, P., & Scarola, K. K. (2008).  Science literacy strategies anchored in nanotechnology.  School Science Review, 89(329), 63-73.

Kumar, D. D. (2007).  Nanoscale science and technology in teaching.  Australian Journal of Education in Chemistry, 68, 20-22.

nanoScience Instruments. (n.d.).  NanoSurf NaioSTM.  Your all-in-one STM for nanoeducation. Available at: www.nanoscience.com.

OnmiNano.  (2013).  Nanotechnology will affect your life – sooner than you think.  Available at: http://www.omninano.org/index.php/nano/our-future-and-nanotech

The National Commission on Teaching, and America’s Future. (1996).  What matters most: teaching for America’s future. Author, New York.

Federal/State funding will be sought to sustain the project beyond the initial project period.

Also funding from local businesses will be sought through FAU-College of Education Development Office.

Efforts will be made to integrate the project based STEM activities into the preservice science methods courses at FAU.

Project research findings and materials will be shared with colleagues across disciplines at FAU.

Project information will be disseminated to local schools and teacher education institutions.