PNPA a transformative approach to nanoengineering education

PNPA - a Transformative Approach for Learning and Practicing Nanoengineering Robert D. Cormia Foothill College

Training for Success
Workplace effectiveness
Extensible careers
Supporting innovation
Learning platform
PNPA - nanomaterials engineering framework
Bill Mansfield, a technician at the New Jersey Nanotechnology Center at Bell Labs in Murray Hill, N.J., holds a reflective 8-inch MEMS (micro-electro-mechanical system) disk in a "clean" room of the nanofabrication lab at Bell Labs.

SRI/Boeing Study
What do technicians do ?
What do technicians know ?
What don’t they know how to do ?
Need relevant experience
Solve relevant problems
Nanotechnology, Education and Workforce Development - AIAA Technical Conference 2007 Vivian T. Dang, Michael C. Richey, John H. Belk (Boeing) , Robert Cormia (Foothill College), Nora Sabelli (SRI), Sean Stevens, Denise Drane, Tom Mason and …NCLT and Northwestern University

Nanotechnician Competencies
Measurements
Fabrication / process
Modeling / simulation
Knowledge of nanoscale
Work in teams (SETM)
Deb Newberry Dakota County Technical College – University of Minnesota

Nanomaterials Engineering
Challenging applications
Novel properties
Novel structures
New processes
New structure – property relationships
http://tam.mech.northwestern.edu/joswald/

Scenario Based Instruction
Industry context
Energy
Medicine
Information storage
Biotechnology
Transportation
What are the problems?
What are the materials?
What are the processes?

Nanomaterials for Energy
CIGS – Copper Indium Gallium (di) Selenide
CZTS – Copper Zinc Tin Sulfur / Selenide
Carbon nanotubes
Graphene
Lithium iron phosphate
Carbon nanotubes are proposed as a novel storage vessel and carrier for hydrogen gas

CIGS Solar PV Module Stack Nanoco’s advanced PV-QDs comprise a proprietary organic ‘capping agent’ or ‘ligand’, which allows for ease of printing utilizing a variety of printing techniques. Once printed, the organic capping agent is removed via heating providing an inorganic photoactive layer of the desired phase.

Chalcopyrite Structure

Ten Key Nanostructures
Thin film and amorphous silicon (PV) – solar energy
Carbon nanotubes (CNT) / carbon composite materials (aerospace & transportation)
Surface coatings and SAMs (Self Assembled Monolayers) Sensors and bionanotechnology
Nitinol™ (biomedical stents) / electropolished alloys
Thin film and plasma coatings (polyester film) / high performance glazing
Particles (coated particles) biomedicine / powder metallurgy (lithium batteries)
Dendrimers (nanochemistry) – biomedical drug delivery
Polymers and composites / nanoparticle filler - lightweight automotive and aircraft materials
Silicon materials Micro Electro Mechanical Systems - (MEMS), Lab-on-a-Chip (LOC), DNA microarrays
Ceramics and electro ceramics / fuel cells - (stationary / mobile power)

Nanoflowers

PNPA Rubric
Application driven process (A)
Properties (P)
Nanostructures (N)
Fabrication (P)
Characterization (N-P)
The ‘Nanoengineering Method’
A Rubric for Post-Secondary Degree Programs in Nanoscience and Nanotechnology

PNPA Rubric as a Compass
As you work, as you learn, as you read:
What are the applications? (A)
What properties are needed? (P)
What are the (nano)structures ? (N)
How do you fabricate / process it? (P)
Use characterization tools to develop structure property relationships (N-P)
Fine tune process (P) to fine tune (N-P)

PNPA / 4-D Compass Process (P) Applications (A) Properties (P) Nano- Structure (N)

PNPA – Example Curriculum
S elf A ssembled M onolayers (SAM)
Surface coatings
Surface properties
Derivatized surface structure
SAMs structure / wetting
Coating process and XPS characterization
Correlate spectroscopy with performance
Partner – Asemblon http://asemblon.com/

Deeper Learning Outcomes
Can PNPA help students learn better?
Understand / consider application needs
Visualize structures / properties together
Ask how a material is made / processed?
Think about methods / tools to characterize
Use PNPA to ‘connect’ topics in the four-course series – from A to PNPA
Can PNPA help technicians work better?

NSF Project 2009-2012
Develop a four course program
Rewrite curriculum using PNPA
Integrate scenario / contextual purpose
Develop Linked Learning Outcomes (LLO)
A dozen key nanostructures and themes
Train and test how this affects technicians
NanoNoteBook® Semantic Wiki course journal
Employer interviews – did PNPA matter?

Four Course Nano Program
NANO51 – Survey of Nanotechnology (A)
NANO52 – Nanostructures (N-P, N-P)
NANO53 – Nanocharacterization (N-P)
NANO54 – Nanofabrication (P, N-P)
Internship – practice PNPA / industry
P = Properties N = Structures P = Processing A = Applications N-P = Structure-Properties N-P = Structure-Processing

Discovery
Needed an ‘on ramp’ to the program
NANO50 for high school students
Big picture Nanoscience concepts
Industry supports ‘integrated model’
Nanomaterials engineering method
Nanostructures to nanosystems
Understanding how networks affect properties
Helps foster structure => properties insights

NANO 50 - Nanoscience
High school students
AS degree / transfer
Incumbent workers
Displaced workers
Workshop: ‘Big Ideas of Nanoscale Science and Engineering’ (SRI and NCLT 2006-2008)

PNPA Rubric - Applied
In the workplace…
Think broadly about devices / applications
Visualize structures and their properties
Understand fabrication / processing
Think about characterization – constantly
Are structure-properties characterized?
Can structure-processing be improved?
Apply PNPA in every ‘working discussion ’

Program Learning Outcomes (PLOs)

Nanomaterials Engineering PLOs
For nanomaterials engineering, the overarching learning outcomes are:
What did you make? ( characterize structure )
How did you make it? ( micro-process )
How can you make it better? (optimize process => structure for structure => properties
How do make it consistently? (process variance of process => structure relationship

SETM – Extensible Technicians
We don’t train for multidimensional thinking required in a workplace
S cientific knowledge
E ngineering process
T echnology know-how
M anufacturing competencies
Technicians need to think from all four corners of SETM – just like PNPA (rubric)

SETM / 4-D Technicians Engineering (E) Technology (T) Science (S) Manufacturing (M)

Nanostructures to Nanosystems => PNPA-2
(N) nanostructure => nanosystem
(A) archetype ( network structure )
(P) process ( network interactions )
(P) (emergent) properties (at scale)
PNPA-2 helps explain the emergence of properties at scale by extending a nanostructure to a nanosystem, and understanding properties as a result of extended network interactions (e.g. electrical conductivity and magnetism)

Graphene

Graphene as a Network Lattice constants m and n Delocalized pi e - bonding network pi-stacking interactions from a ‘ structure ’ to a ‘ system ’

Networked Carbon Structures From the network architecture, add interactions, observe emergent properties

Biomimicry – PNPA 2.0?

Summary
PNPA – nanoengineering method
Train technicians for multidimensional work
Four course nanoengineering program
PNPA - LLO with structures and context
Create a course notebook (Semantic Wiki)
Test for deep learning / working outcomes
Develop the ‘ extensible technician ’ SETM

Acknowledgements
George Bodner
Neha Choksi
Vivian Dang
Denise Drane
Mark Hersam
Gregory Light
Tom Mason
Michael Richey
Nora Sabelli
Shawn Stevens
Boeing Corporation
Evans Analytical Group
NASA-Ames Res. Center
NCLT – National Center for Learning Technologies
Northwestern University
Purdue University
SRI International
Stanford University
University of Michigan

PNPA a transformative approach to nanoengineering education

by Robert Cormia

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