Nanoscale Science and Technology: Connections with K-12 Education

Nanoscale Science and Technology: Connections with K-12 Education

by Ethan Allen

Over the past few years, the popular media have devoted a great deal of attention to nanotechnology, yet for many people a clear idea of this rapidly growing field remains elusive. Many reports herald revolutions in manufacturing, medicine, and energy based on advances in nanoscale science and technology. A few writers warn of catastrophic environmental degradation from nanotechnology processes running amok. But despite the obvious potential importance of these projected changes, over 80% of respondents in a recent survey indicated they know "little" or "nothing" about nanotechnology.

While the products of nanoscale science and technology are already showing up in our daily lives, broad agreement exists that the major impacts from these advances are still years to decades away. This time scale means that nanoscale science and technology issues are of the most profound importance to today's youth. It is the children of today who will inherit as adults the majority of both the benefits and the costs of our current early explorations into nanoscale science and technology.

Given this impact on our children, it is worth considering the implications of nanoscale science and technology for K-12 education. In what ways can, should, and do nanoscale science and technology influence what and how we teach our students? What do the developments of these fields imply about the knowledge and skills our youth will need to survive and thrive in a changed world? Equally, but perhaps less obviously, we ought to examine the reciprocal question: What are the implications of K-12 education for nanoscale science and technology? How are the decisions we make today about our children's schooling likely to affect the development and maturation of these emerging fields?

The following paragraphs will first briefly define nanoscale science and technology and describe their importance. The remainder of this article will explore the interwoven nature of K-12 education and these endeavors that have such potential to re-shape our world.

What are nanoscale science and technology?

"Nano" comes from the Latin word "nanus" meaning dwarf and is used to describe very small quantities of mass, time, and length. The prefix "nano" indicates a scaling factor in exponential notation of 10-9 or one billionth. Thus a nanogram, nanosecond, and nanometer are one billionth of a gram, a second, and a meter respectively. Some sense of just how small these quantities are can be gained by considering the speed of light. While in one second light travels 186,000 miles, in a nanosecond it travels just 11 inches. Or consider that a typical adult stands a bit shy of 2 billion nanometers tall. Put another way a nanometer, abbreviated nm, is about 1/10,000th – 1/100,000th the diameter of a single human hair.

The terms nanoscale science and technology, nanoscience, and nanotechnology are used somewhat interchangeably in casual conversation and in the popular media. In general, nanoscience may be considered as the study of chemical and physical consequences of manipulating materials on the 1-100 nanometer (nm) length scale. In turn, nanotechnology is concerned with the developing of tools for characterizing and manipulating materials on this scale and exploiting these tools for the development of new products or processes. As the underlying science and derived applications are so often intermingled in this field, the more general term of nanoscale science and technology, covering both of these aspects, is often to be preferred.

Why are science and technology at the nanoscale important?

Materials' properties – physical, chemical, and electrical - depend on how their atoms and molecules interact with each other and with the other atoms and molecules near them. These interactions, in turn, depend in part on the quantity of material. In "bulk" form - that is, billions or more atoms, the scale on which we normally consider and confront matter - only a tiny fraction of the atoms are typically exposed on the surface of the material. Most atoms are inside and interact with only others of their own kind. Obviously this can vary depending on what shape the material takes; if hammered into a thin foil or drawn out into an elongated wire, for example, more of the atoms or molecules will be on the surface. But as a first approximation, the proportion of atoms on the surface varies inversely with the numbers of atoms.

In nanoscale quantities, a much higher percentage of atoms are exposed on the surface than is the case for bulk quantities. If you consider the case of atoms packing together in regular cubical or spherical arrays, then simple "ballpark" calculations reveal a marked difference in the percentage of atoms exposed on the surface of nanoscale vs. bulk quantities. A quantity of a billion to a trillion atoms typically will have less than one-half of one percent of its atoms exposed on its surface. But in quantities of less than 1,000 atoms, over 50 percent are likely to be exposed on the surface, available for interaction with the surroundings.

These exposed atoms are thus available to interact with atoms from the surroundings. Moreover, these atoms exposed at the surface are often bonded less stably to others of their own kind than are more deeply buried atoms. Also the arrangements of their electrons are changed, making them more likely to interact with the other atoms surrounding them.

For these reasons, the shift from bulk to nanoscale quantities can have major impacts on properties. For example, in bulk form gold is a shiny golden-colored, non-reactive metal; it does not readily tarnish or oxidize, making it ideal for use as jewelry as it does not interact with the oils, moisture, or acids from our skin. Yet nanoscale sized particles of gold will take on different colors from red to green as their particle size is reduced from about 100 nm to 50 nm. And, far from being chemically non-reactive, nanoparticles of gold may bond with certain other elements, becoming excellent catalysts.

Such dramatic shifts in physical and chemical properties are not specific to gold, but rather are typical on reducing the particle size of many different types of materials to nanoscale dimensions. These types of changes are enabling novel types of materials to be created. Materials that are "normally" (i.e., in bulk form) electrical insulators may become semi-conductors or conductors when reduced to nanoscale sized particles. Such shifts in properties can allow entirely new types of synthetic processes, enabling construction of precise and elaborate molecular architectures.

Why are nanoscale science and technology important for K-12 education?

The importance of nanoscale science and technology for K-12 education lies in two distinct areas – one being that of fundamental or theoretical impact and the other being that of applications or practical importance.

Within the realm of fundamental or theoretical impacts on education, nanoscale science and technology investigations are both expanding our understanding of the very nature of matter and also unifying a broad spectrum of the sciences. Our improved understanding of the nature of matter, revealed through nanoscale science and technology, implies changes in what we teach and how we teach about the matter that makes up our whole universe.

As we gain knowledge about how atoms and molecules actually interact and what types of environments and situations promote or inhibit certain types of interactions, we are moving toward a more accurate and comprehensive understanding of our universe. This kind of progressive learning about the universe lies at the core of science (recall that the root of "science" is the Latin "scio" – to know). The enhanced knowledge of matter derived through nanoscale investigations then has the potential to reveal new "laws" of science and to re-shape our conceptions of some core aspects of scientific understanding. It is certainly and obviously critical that such new knowledge and understanding be passed along to our students in their science education.

And the interdisciplinary and cross disciplinary thinking required by nanoscience suggest further needed changes in K-12 education, including greater emphasis on connecting fields of inquiry. The current "silo" organization of teaching the various branches of science as distinct and independent fields of physics, chemistry, and biology is becoming increasingly untenable. The advances of nanoscale science and technology are illustrating in dramatic ways that the frontiers of our knowledge often lie at the intersections of these traditional fields, and require knowledge, perspective, and methodologies from several of these simultaneously.

It is noteworthy, for example, that while materials scientists and chemical engineers may use the most sophisticated and complex of their modern tools to carry out relatively crude nanoscale manipulations, each and every cell in the world – ranging from individual microorganisms to those of all of our human tissues – routinely carries out much more complex operations on an ongoing daily basis. On the other hand, biologists searching for ways to overcome particular challenges may profit immensely from the tools in physicists' toolboxes.

In these fundamental ways, nanoscale science and technology should and must ultimately shape K-12 education processes. It is noteworthy that both of these suggested areas – revealing fundamental core knowledge and building connections among the branches of science - parallel the changes in science education suggested by recent investigations into learning (see, e.g., the National Research Council's 2000 book, How People Learn).

Beyond these core issues, there exist simple and practical reasons that nanoscale science and technology are important in K-12 education. In this realm, we have only to look around us. Nanoscale science and technology are already parts of our everyday lives and becoming more deeply intertwined with them with each passing day. Current applications and products of nanotechnology are already in use, for example, in the following commercial areas:

Electronics: Our computers, cell phones, etc. depend on ever smaller and therefore faster circuitry to carry out their increasingly sophisticated operations. Transistors have shrunk to a few tens of nanometers in size and research is ongoing to create switches and other circuit components as single molecules.

Textiles: Nanoparticle coatings on synthetic fibers have produced fabrics with multiple desirable properties: good "hand" (i.e., feels soft and luxurious), breathable but largely waterproof, resist stains, long-lasting.

Autos: Beyond the electronics increasingly integrated into our cars, lighter and stronger side panels and safer tires have been developed through nanotechnology

Sport: Tennis balls with a better (nanotechnology-based) seal and therefore longer life complement tennis rackets infused with nanoparticles to provide improved functionality.

Paints: The ability to now create color without pigments, based on size-sorted nanoparticles and enabling permanent, non-fading paints, is re-shaping the industry.

Cosmetics/sunscreen: Better penetration and balance of coverage and transparency is being offered by reducing the size of cosmetic constituents to nanoscale dimensions.

This list, by no means exhaustive, is growing every day. While it may not be necessary for every child to possess a sophisticated understanding of the science underlying all of these advances, it is certainly worthwhile that our children be provided with an education that enables them to understand the scientific bases for these phenomena. If one of education's purposes is to foster a better understanding of the world in which we live, and that world contains increasing numbers and types of nanotechnology-based products, today's education must provide our young learners with the tools to study and learn about nanoscale processes.

As future applications and practical impacts from nanoscale science and technology are likely to become ever more pervasive, it is vital that we begin the job of introducing the nanoscale to our students now. Many experts predict a nanoscience-based revolution in manufacturing and production, with entirely new materials and processes coming to market over the next decade. Nanoscale self-assembly is likely to enable innovations in medicine, impacting processes from diagnostics to drug delivery; preventative medicine, treating potential health threats before they impact patients, will likely grow and flourish. The ways in which we are able to capture, store, and use energy are virtually certain to advance rapidly thanks to our improved understanding of materials' properties; this will impact our lives in countless aspects. The current plethora of MEMS – microelectromechanical systems – devices are soon to be supplanted by NEMS – nanoelectromechanical systems – far more powerful and sophisticated. Already, planning is underway and significant funds are being invested in a space elevator to lift cargo into space and return materials from space via a nanotechnology-based earth-linked cable.

It is apparent that the impacts of nanoscale science and technology are spreading rapidly into virtually every aspect of our lives. It seems only sensible that today's school children should learn the basic science that underlies such pervasive technology. To fail to provide them with an education that does so will surely limit their capacity to explore their world, disadvantage them in a competitive global economy, and disenfranchise them from the potential benefits of twenty-first century life.

Why is K-12 education important for nanoscale science and technology?

Closely following on the question of why nanoscale science and technology are important for K-12 education is its converse - Why is K-12 education important for nanoscale science and technology? As today's schoolchildren will be not only the recipients of our explorations in nanoscale science and technology, but also the controllers, shapers, and users thereof, the education they acquire will surely shape the future of this immense, emerging field.

K-12 education is vital to the future of nanoscale science and technology in at least three distinct, yet interconnected areas:
· Interdisciplinary & Cross Disciplinary Learning
· Highly trained workforce
· Societal decisions

First, carrying out nanoscale science and technology requires people trained in and able to connect diverse branches of science and mathematics. Thus the manner in which we educate our children will profoundly impact the future of the larger nanotechnology enterprise. This need for interdisciplinary and cross disciplinary thinking goes hand-in-hand with having flexible, thoughtful workers, comfortable with a problem-solving approach; in nanotechnology, biological problems may well have physics-based solutions or vice versa. This need for interdisciplinary and cross-disciplinary learning is encapsulated by the Will Rogers' quotation: "There is nothing so stupid as an educated man, if you get him off the thing he was educated in." It is difficult for persons trained in one area or discipline to effectively contribute in another. Yet in the realm of nanoscale science and technology, such crossing over into different realms is not only desirable but also absolutely necessary. By their very nature, nanoscale phenomena impact physical, chemical and biological systems. The perspective of each of these disciplines, while useful within it, limits its applicability to solve problems the others.

Second, the vital nature of education's role in nanotechnology is highlighted by need for a highly trained workforce for an estimated one million jobs that are expected to emerge in the nanotechnology field over the next decade. These jobs will require workers with a wide range of post-secondary educational experiences, ranging from certificate programs and two-year community college degrees, to bachelors, masters, and doctoral degrees. As many of the nanoscale science and technology jobs of tomorrow do not even exist today, the educational opportunities we provide for our children in this arena must emphasize not only the multidisciplinary problem-solving strengths noted above, but also flexible, problem-solving, higher order thinking skills.

The third major area in which nanotechnology will depend on K-12 education concerns our increasing need for societal decisions on issues involving science. As our world is re-shaped by increasing adoption and infusion of nanotechnology in areas such as business, energy, medicine, law, and others, it is vital that we have a citizenry capable of making informed decisions about such nanoscience-based concerns. This is a huge area that merges into and incorporates such realms as ethics. The issues with nanotechnology are not so much unique to nanoscale science, but rather illustrate the broader concern of the societal requirement for science literacy among our citizens.

As a society, we must decide, for example, on how much of our limited resources we wish to spend on health care. Further, within the area of health care, we must as a society decide how our limited resources will be allotted. Do we want to support palliative, end-of-life support or should we emphasize pre-natal and peri-natal care? How do we balance individuals' rights to privacy with increasing access to information about their health? Can or should we compel preventative or "pre-emptive" treatment for a disease, based on a genetic marker that shows a pre-disposition for it? How do we balance the costs and benefits of such decisions?

On a larger scale, the increasing infusion of nanoscience into the fabric of society raises the issue of our societal tolerance for risk. From time immemorial, all new technologies have carried with them the potential for misuse and abuse, as well as for applications that advance the human condition. Nanoscale science and technology are no exceptions. Some of the emerging technologies will entail some costs – some of which may be unknowable in advance. How do we decide as a culture how we will evaluate the potential costs and benefits of new technologies and decide upon proper courses of action?

While specific answers may be elusive, it is clear that nanoscale science and technology will grow and flourish in manners that support and advance the nobler aspirations of humanity only if practitioners, policy-makers, and public at large have a firm grounding in the scientific underpinnings of nanoscale research.

Conclusion

Nanoscale science and technology are emerging arenas of research and development with tremendous potential to improve the human condition along with some real (albeit slight) possibilities of significantly worsening mankind's situation. The knowledge emerging from nanoscale science and technology is impacting K-12 education on both fundamental scientific and practical application levels. Equally, K-12 education will have profound effects on how nanoscale science and technology are carried out. The decisions we make as a culture about how we employ nanoscale science and technologies intimately involve scientific as well as ethical issues. In short, there exists a highly reciprocal relationship between K-12 education and nanoscale science and technology.

About the author

Ethan Allen is the Education and Outreach Manager for the Center of Nanotechnology at the University of Washington. He received his doctorate in neuroscience from the University of Oregon and did postdoctoral research both there and at the University of Texas, Austin. He then developed exhibits for Chicago's Museum of Science and Industry and designed and implemented science education renewal programs throughout Chicago's public schools. More recently, Ethan led science education partnerships at the UW's Department of Molecular Biotechnology and then at the Institute for Systems Biology. At the CNT, Ethan works with education programs for graduate, undergraduate, and pre-college students, as well as for broad public audiences. He can be contacted at ethana@u.washington.edu

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