In the Classroom
The Story of Nanomaterials in Modern Technology:
An Advanced Course for Chemistry Teachers
Ron Blonder
Department of Science Teaching, Weizmann Institute of Science, Rehovot, 76100 Israel;
ron.blonder@weizmann.ac.il
Nanoscience is an important new scientific field. Nano-
technology is the ability to create materials, devices, and systems
having fundamentally new properties and functions by working
at the atomic, molecular, and supramolecular levels (1). These
new properties are used as the basis for the development of new
technology in electronics, magnetics, optoelectronics, medical
diagnostics, alternative energy, and more. Roco emphasized the
importance of education for the future developing of this field
(2, p 1247): “One of the `grand challenges' for nanotechnology is
education, which is looming as a bottleneck for the development
of the field”.
Incorporating Nanoscience and Nanotechnology in the
Curriculum
Trying to deal with this challenge led to the creation of
many educational programs, curricula, and modules in nano-
technology. Walters and Bullen (3) developed a nanomaterials
one-week intersession course, aimed at introducing students to
nanomaterials through synthesis and characterization of nano-
materials and understanding the potential implications of nano-
materials on society. Samet (4) described a capstone course in
nanotechnology for chemistry majors. This course was based on
four laboratory projects. Porter (5) described a course that
emphasized the interdisciplinary nature of nanoscience and
nanotechnology. In a different work by Ambrogi et al. (6), high
school students learned about nanotechnology and prepared a
slide presentation to introduce nanochemistry and nanotechnology
to younger students. Educational efforts to master nanoscience are
needed to present this new science in such programs.
Educators are faced with a problem: Most nanoscience
researchers received their training in disciplines other than
nanoscience, and are faced with difficulties when teaching
nanoscience (7). Conversely, it is challenging for teachers to
keep up-to-date on advanced topics such as nanoscience, as they
completed their training before the advent of nanoscience, and
will naturally find it difficult teaching content they do not know
well (8). Our course was designed to provide teachers with basic
concepts and knowledge in nanoscience, to arouse their enthu-
siasm for modern chemistry and its applications, and allow them
to teach advanced topics in nanochemistry.
Much literature on improving teaching and upgrading the
professional status of teachers focuses on teachers' knowl-
edge (9, 10). The idea of a knowledge base for teachers was
derived from Shulman's categories of knowledge (11, 12). Shul-
man distinguished between three categories of teachers' knowl-
edge: (i) subject matter content knowledge; (ii) pedagogical
content knowledge (PCK); and (iii) curricular knowledge.
Research findings on the effectiveness of teachers' professional
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10.1021/ed100614f Published on Web ’’’
development indicate the importance of their knowledge and
professional enthusiasm. Many teachers in the education system
completed their training over 10 years earlier. As a result, their
science knowledge and acquaintance with important develop-
ments in science teaching is limited.
To incorporate the three knowledge categories (content
knowledge of nanoscience, pedagogical content knowledge, and
curricular knowledge) into the structure of the course, our course
was designed by a chemistry professor together with a science
education researcher. Reshef Tenne, holder of the Drake Family
Chair in Nanotechnology, Weizmann Institute of Science, and
Director of the Helen and Martin Kimmel Center for Nanoscale
Science teamed with the author, a researcher in the Department
of Science Education at the Weizmann Institute of Science.
Aims of the Course
Introduction to Materials and Nanotechnology was de-
signed to expose high school teachers to modern research topics,
introduce teachers to nanoscience, generate teacher interest, and
increase chemistry teachers' nanoliteracy by providing them with
the basic principles of nanoscience.
The course is structured accordingly: First, the instructor
teaches fundamental knowledge essential to understand topics in
nanoscience and advanced materials characterization. Then, the
students (who are high school teachers) apply this knowledge
while independently studying one topic that they select them-
selves. Here they integrate newly learned content with their PCK
while presenting their selected topic to the other teachers and
then writing a scientific report. Research lab experiments that
follow provide the course participants with an additional op-
portunity for knowledge integration. Here they experience an
authentic research experiment and apply their knowledge to the
research methods and to understanding the results.
Course Setting
The course was part of a special M.Sc. program for science
teachers, The Rothschild-Weizmann program for Excellence in
Science Teaching, which will be described elsewhere. In this
program, teachers participate in advanced courses related to their
main field of teaching, courses in pedagogy, and courses in science
education research. The current course, Introduction to Materi-
als and Nanotechnology, was given as one of the advanced
courses in chemistry. The lectures were given by Weizmann
Institute faculty members specializing in the various subjects
related to the course.
Seven high school chemistry teachers studying for this
special M.Sc. degree program and one M.Sc. chemistry student
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 In the Classroom
participated in this course. The 48-h course focused on the
science content of materials and nanotechnology, and an addi-
tional 28 h focused on pedagogy and its connection to educa-
tional field. In this paper, we shall concentrate only on the
scientific part of the course.
Course Structure and Content
Structure Rationale
The first two modules;qualitative quantum mechanics,
and advanced characterization methods in materials research;
provide participants with the basic concepts of nanoscience. In
the remaining modules, participants apply this acquired knowl-
edge. The course's structure guides participants to connect
physical principles, chemical materials, and technological appli-
cations in the field of nanoscience. This connection is imple-
mented in subsequent modules: students in the course present
lectures on selected topics in materials science and nanotechnology,
and participate in authentic research in the laboratories of the
Weizmann Institute. The fifth module, connection to education,
focuses on the educational applications of nanoscience.
Introduction
The introduction was planned to give participants a general
idea about the course and its aims. The first meeting began with a
historical survey of material science from ancient times to present
day, and an explanation on the structure of the course. This was
followed by a brief description of 14 chosen topics in nanotechnol-
ogy: blue (white) light-emitting diodes; ferroelectricity; carbon
fullerenes and nanotubes; giant magneto-resistance; magnetic sto-
rage and spintronics; nano optoelectronics and nanosensors; nano-
composites; organic light-emitting diodes; photovoltaics; quantum
dots; quasicrystals; shape memory alloys; superconductivity; and
superhard coatings. These subjects, representing important research
and technological applications, were chosen to provide participants
with various options to choose from for their presentations, which
they delivered later in the course.
Module 1: Qualitative Quantum Mechanics
On the basis of quantum effects, materials in the nanoscale
acquire new properties. The first module of the course aims to
provide participants with a background on quantum mechanics.
The module opens by demonstrating that classical physics failed
to address certain problems. Quantum mechanics provides an
explanation and an alternative and comprehensive description
for those unexplained physical phenomena. We discuss quantum
mechanics as a wave theory, the Schrodinger equation, and
selected predictions of the Schrodinger's equation. Finally, the
connection between quantum mechanics and chemistry is em-
phasized by presenting chemistry as a many-electron quantum
problem. This module is taught by L. Kronik, whose research
focuses on the quantum theory of materials.
Module 2: Characterization Methods
The second module is designed to make the participants
nanoliterate. Six characterization methods are introduced:
scanning probe microscopy (AFM, STM); transmission electron
microscopy (TEM); scanning electron microscopy (SEM); X-ray
photoelectron spectroscopy (XPS); X-ray diffraction (XRD);
and transport measurements. These methods were selected for
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two reasons: the importance of each method in nanoscience and
the availability of the equipment and expertise at the Weizmann
Institute. Each method is presented by a lecture and a visit to the
corresponding laboratory. Both the lectures and lab visits are
guided by the scientific staff member (senior research associate)
who works with the equipment on a daily basis. The operating
principles and the data that can be obtained using these methods
are explained, and examples of real experimental results are
discussed. In Modules 3 and 4 of the course, participants are
required to read research papers and to understand experimental
lab results.
Module 3: Selected Advanced Topics in Materials Science
and Nanotechnology
Each student chooses a topic presented in the introduction.
The course assignments were designed to have participants apply
their understanding of the first two modules, as they were now
more nanoliterate. After choosing a subject, participants receive a
file of initial literature resources including three-four scientific
papers and reviews on their chosen subject (as shown in the
online supporting information). First, participants read about
the topic, find additional scientific papers on the topic, and then
write their questions. Next, the participants receive two kinds of
personal guidance: general guidance, and scientific guidance. The
general face-to-face guidance helps participants understand the
scientific terms used in the papers, guides them during library
searches for more papers in the relevant topic, and assists them in
building a slide presentation. The scientific face-to-face guidance
includes a discussion on the chosen scientific topic, focusing on
individual participant's written questions. Participants present
their topics as 50-min lectures followed by 10 min for general
discussion. The topics chosen by the students are presented in
Table 1 and appear as the first eight topics in the online
supporting information. The subjects cover different aspects of
nanoscience and different applications in electronic and optical
properties, mechanical properties, energy, and magnetism. A list
of the initial references for the different topics is presented in the
online supporting information. The important criteria for
choosing the subjects was the relevance to both materials science
and nanotechnology in the broader sense of the word, and their
relevance to contemporary science and technology.
Students' Lectures
Students in the course (high school teachers) present
lectures on different topics in nanoscience, all sharing the same
format. The lectures begin with the historical development of the
topic, then proceed with the technological goals of that topic.
Most of the lecture is devoted to the physical and chemical
aspects of the topic and its technological applications. The
summary includes relevant Israeli contributions to the specific
subject, technological advances related to the topic, future
expectations, and criticism. Each student also submits a written
report at the end of the course.
Module 4: Research Lab Experiments
During the last scientific module, participants take part in
two ongoing experiments in nanochemistry research labs, thus,
performing authentic experiments together with the institute's
chemistry research students. The first experiment is called
Drawing with Nanotubes (13, 14). In this experiment, the
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 In the Classroom

Table 1. Structure for the Course: Introduction to Materials and Nanotechnology

Course Modules Nanoscience and Nanotechnology Topics Time Allotted

0. Introduction First look on nanotechnology

A short description of 14 advanced topics in 2h
materials science and nanotechnology
1. Qualitative quantum mechanics Difficulties with classical physics
Quantum mechanics as a wave theory
Schrodinger's equation
Selected predictions of Schrodinger's equation
Chemistry as a many-electron quantum problem 12 h
2. Characterization methods: AFM; STM;Atomic force microscope; Scanning tunneling microscope
Each of these methods was introduced through TEM;Transmission electron microscope
a lecture (2 h) and a lab demonstration (1 h) SEM;Scanning electron microscope
XPS;X-ray photoelectron spectroscopy
XRD;X-ray diffraction
Transport measurements 18 h
3. Students' lectures: Selected advanced Superconductivity
topics in materials science and nanotechnology Photovoltaic cells
Light-emitting diodes (LED)
Organic light-emitting diodes (OLED)
Shape memory alloys
Quantum dots
Carbon fullerenes and nanotubes
Nanocomposites 18 h
4. Research lab experiments Drawing with nanotubes (13, 14)
Electrospinning nanotube-reinforced composites (15, 16) 8h
5. Connection to education How to write a scientific report
The structure of a good presentation
Transferring content to the teacher's classroom 28 h

students perform electrodeposition of gold on carbon nanotubes
that are grown onto quartz substrates. They study the effect of
gold ion concentration in solution on the resulting density and
size of electrodeposited nanoparticles, using both optical micro-
scopy and AFM. Participants also use AFM to check the
diameter-size distribution of the nanotubes grown, using ferritin
as a catalyst.
The second experiment is called Electrospinning Nanotube-
Reinforced Composites (15, 16). In this experiment, participants
are introduced to the preparation and mechanical test of carbon
nanotube (CNT)-reinforced composites. First, the participants
are introduced to the principle of electrospinning and prepared
electrospun poly(methyl methacrylate) (PMMA) fiber under
high voltage (7 kV). They observe the resultant fibers collected
on glass slides using optical microscope. The fibers have a high aspect
ratio, that is, submicrometer diameters and lengths of a few
centimeters. Second, they learn the principles of tensile tests and
the meaning of the results, and watch videos of tensile tests of
electrospun PMMA and PMMA/MWCNTs. Participants are then
given dog-bone specimens of neat epoxy and of CNT-reinforced
epoxy: they tensile-test the specimens and analyze the results.
Module 5: Connection to Education
Participants met among themselves every week for 2 h to
discuss different aspects of nanochemistry. They were guided by
the author, a researcher in science education who received
her Ph.D. in chemistry in the field of nanochemistry (17). This
module was presented throughout the entire course.
The discussion was based on the participants' questions
related to the course, and included three different types of
questions: (i) questions about the scientific lecture contents;
(ii) questions pertaining to the topics that were selected by the
students and their presentations; and (iii) questions about the
course's connection to teaching. This part of the course was
continuously assessed by educational researchers and will be
discussed elsewhere.
Students' Responses to the Course
After the introductory meeting, participants responded in
two ways: they were excited to learn about the appealing subject
of nanochemistry and also had some trepidation. Both senti-
ments are found in these comments from the first workshop they
participated in (pseudonyms are used).
Sara: I always wanted to know what nanochemistry is and
about its applications.
Shir: I tell my students that nanotechnology is an amazing
field, but although I teach the program of nanotechnology in
school, I am never quite sure that I understand it well enough.
Participants' enthusiasm was countered with deep concerns,
and they expressed them:
Yael: The course assignments, like preparing a lecture and
writing a scientific report on a selected topic may be too
difficult for us; I don't think that I am up to it.
After concluding the last course session, participants were
asked to complete a questionnaire containing a knowledge test
and requesting their feedback regarding the course. The knowl-
edge test was given twice, at the beginning of the course and then
again at its end. Participants were asked to explain a list of
concepts related to nanochemistry. Comparing the participants'

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 In the Classroom

that serve us in everyday research all over the world. I feel that
you are now more literate than before... My hope is that you
will transfer what you have learned here to your own students.
Science educators who would like to consider teaching this
course in their institution are welcome to contact the author for
additional details regarding the course and its curriculum.
Acknowledgment
I am especially grateful to Reshef Tenne for his profession-
alism and kindness and for many hours of guidance. I am also
grateful to the scientists who took part in this project in-
cluding: Leeor Kronik (teaching the first module); Hagai Cohen
(XPS); Yishai Feldman (XRD); Sidney R. Cohen (STM, AFM);
Konstantin Gartsman (SEM); Eyal Shimoni (SEM); Ronit
Popovitz-Biro (TEM); Gregory Leitus (transport measurements);
Figure 1. Profiles of students' knowledge in nanotechnology before
XiaoMeng Sui and Noa Lachman (Daniel H. Wagner's research
participating in the course (PRE) and after it ended (POST), by nano-
science topic.
lab experiment: Electrospinning Nanotubes Reinforced Compo-
sites); and Nitzan Shadmi and Tohar Yarden (Ernesto Joselevich's
achievements in the pre- and posttests showed a remarkable research lab experiment: Drawing with Nanotubes). The course
improvement in their conceptual understanding of nanochem- is part of the Rothschild-Weizmann program for Excellence in
istry (Figure 1). The participants' answers were graded as Science Teaching and was supported by the Rothschild-Caesarea
following: 0, for a wrong answer or no answer; 1, for partial Foundation.
answer; and 2, for a full answer. Figure 1 presents the average
scores for each item in the pre- and posttests. Literature Cited
The Wilcoxon signed rank test was applied to the overall 1. Roco, M. C. J. Nanopart. Res. 2001, 3, 5.
difference between the average pre- and posttest scores (p < 0.05). 2. Roco, M. C. Nat. Biotechnol. 2003, 21, 1247.
Results show that in the posttest the participants achieved 3. Walters, K. A.; Bullen, H. A. J. Chem. Educ. 2008, 85, 1406.
average scores quite close to the full answer (maximum). Inter- 4. Samet, C. J. Nano Educ. 2009, 1, 15.
estingly, no correlation emerged between the pretest and the 5. Porter, L. A. J. Chem. Educ. 2007, 84, 259.
posttest scores, that is, the posttest scores are not related to 6. Ambrogi, P.; Caselli, M.; Montaltic, M.; Venturic, M. Chem. Educ.:
students' preexisting knowledge. Res. Pract. 2008, 9, 5.
The participants were also interviewed and asked to describe 7. Drane, D.; Swarat, S.; Light, G.; Hersam, M.; Mason, T. J. Nano
their learning experiences during the course. They enthusiasti- Educ. 2009, 1, 8.
cally described what they gained from the course and how it 8. Tomasik, J. H.; Jin, S.; Hamers, R. J.; Moore, J. W. J. Nano Educ.
influenced their teaching, as reflected by these comments: 2009, 1, 48.
Samira: Before I took this course I knew nothing about 9. Borko, H. Educ. Researcher 2004, 33, 3.
nanochemistry, except for the fact that nano is very small. I 10. Munby, H.; Russell, T.; Martin, A. K. In Handbook of Research on
learned a lot during the course but the most exciting part for Teaching, 4th ed.; Richardson, V., Ed.; American Educational
me was self-learning of a whole new topic in nanotechnology: Research Association: Washington, DC, 2001; p 877.
its history, the chemistry and the physics related to it and its 11. Shulman, L. S. Educ. Researcher 1986, 15, 4.
applications... I even told my son that he should specialize in
12. Shulman, L. S. Harv. Educ. Rev. 1987, 57, 1.
nanotechnology when he grows up.
Shir: In school, I told my students about the new topics I 13. Ismach, A.; Kantorovich, D.; Joselevich, E. J. Am. Chem. Soc. 2005,
learned about during the course, telling them also about the 127, 11554–11555.
subject I studied in depth. I am now clearly aware that some 14. Geblinger, N.; Ismach, A.; Joselevich, E. Nat. Nanotechnol. 2008, 3,
concepts in nanochemistry were unclear to me even though I 195–200.
was teaching a nano program. Now I feel that I have acquired 15. Vaisman, L.; Wachtel, E.; Wagner, H. D.; Marom, G. Polymer
greater knowledge and deeper understanding in this field. 2007, 48, 6843–6854.
As reflected from the participants' statements as presented 16. Wagner, H. D. Nat. Nanotechnol. 2007, 2, 742-744 (News & Views).
above, the goals set for the course were fully achieved. The course 17. Blonder, R. Control of Structure and Function of Biomaterials by
provided them with the basic tools and knowledge to become External Triggering Signals. Ph.D. Thesis, The Hebrew University
nanoliterate. of Jerusalem, Israel, 1999.
I end this paper quoting Reshef Tenne when he summarized
the course: Supporting Information Available
Science is not only textbooks. The genuine research work Initial references given to the students as an introduction material
happens in the laboratories, and is described in research for learning of the 14 topics in materials and nanoscience. This material
journals. In this course we exposed you to the scientific tools is available via the Internet at http://pubs.acs.org.

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