New Nano-Science, Engineering and Technology Course at the Rochester Institute of Technology

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1 Session 55 E.5 New Nano-Science, Engineering and Technology Course at the Rochester Institute of Technology Sergey E. Lyshevski 1, John D. Andersen 2, Stephen Boedo 3, Lynn Fuller 4, Ryne Raffaelle 2, Andreas Savakis 5 and Gary R Skuse 6 1 Department of Electrical Engineering 2 Department of Physics 3 Department of Mechanical Engineering 4 Department of Microelectronics Engineering 5 Department of Computer Engineering 6 Department of Biology Rochester Institute of Technology, Rochester, NY Sergey.Lyshevski@rit.edu ABSTRACT Engineering and science encompass a continuously evolving set of diverse technological areas. In response to these changes, engineering and science curricula also need to evolve. By integrating various disciplines and tools, nanotechnology can provide a multidisciplinary approach to these needed curricula changes. Extensive technological advances in biotechnology, electronics, energy sources, information technology, and nanosystems, have brought new challenges to academia. As a result, many engineering schools have revised their curricula to offer relevant courses. At the Rochester Institute of Technology (RIT), a cross-listed (Electrical Engineering and Physics) multidisciplinary sophomore-level Nano-Science, Engineering and Technology (NanoSET) course has been developed with support from the National Science Foundation. This course is offered as a restricted science elective within the Electrical Engineering curriculum, while students from various science and engineering departments can take the course as a science or free elective. This paper reports the course goals, emphasis, and coverage developed to ensure the overall objectives of engineering and science curricula. Strategies for interactive team-teaching and delivering nanotechnology basics have been developed. In particular, we articulate our strategies for teaching nanotechnology inside and outside of the classroom through lectures, workshops, and nanotechnology-relevant laboratories. 1. INTRODUCTION Recent advances and envisioned developments in nanotechnology provide challenges to academia to educate and train a new generation of skilled engineers and competent scientists with an ability to apply knowledge of mathematics, science, and engineering to design, analyze and fabricate nanoscale devices and systems [1-10]. Nanosystems are radically different when compared with microsystems. This creates major challenges when trying to provide students with an interdisciplinary education which encompasses a broad coverage of cornerstone science in addition to its application in engineering design and fabrication at the atomic/molecular level.

2 Our goal is to integrate the major components of nanotechnology education into mainstream undergraduate engineering and science curricula. In addition to the course developments, this paper emphasizes those aspects of the undergraduate nanotechnology curriculum that may improve the structure and content of engineering programs, recruit the best students, as well as enhance the knowledge, learning, critical thinking, interpretation of results, integration, application of knowledge, motivation, commitment, creativity, enthusiasm, pride, and confidence of students. Engineering and science curricula integrate general education, science, engineering and technology courses. They typically have some deficiencies in various aspects of quantum physics, advanced engineering mathematics, chemistry and biology. Multidisciplinary courses represent a major departure from those in conventional curricula. The necessity for basic and life sciences has not been diminished, but rather it needs to be strengthened. In addition, radically new paradigms and fabrication technologies have emerged. The unified studies of engineering and science can be performed through nanotechnology. It is gratifying to see that nanotechnology has been enthusiastically explored and supported by a variety of educational-oriented and research-oriented universities. However, there is a need to develop and implement the long-term strategy in nanotechnology education, define its role, as well as to commercialize and market the nanotechnology courses and programs. Some of the planned activities mentioned above have been materialized at RIT. 2. CURRENT STATUS OF NANOTECHNOLOGY Micro- and nanotechnologies are profoundly different. These differences are due to distinct phenomena (effects), system organization (architecture), fabrication technologies, etc. Novel phenomena and effects observed at nanoscale, as comprehended, can be uniquely utilized. Though novel technologies have emerged to fabricate nanodevices, limited progress has been achieved and significant challenges remain. The debate continues even in defining nanotechnology and its scope, as well as in classification of nanosystems, devices, and structures. The following definition was given in [11]: Nanotechnology is a combined research, engineering and technological developments at the atomic, molecular or macromolecular levels to: 1 provide a coherent fundamental understanding of interactive phenomena and effects in materials and complexes at the nanoscale, 2 devise, design, and implement new organic, inorganic and hybrid nanoscale structures, devices and systems that exhibit novel properties that are due to their basic physics and/or fabrication technologies, and utilize these novel phenomena and effects, 3 provide a coherent fundamental understanding of controlling matter at nanoscale, and develop paradigms to coherently control and manipulate at the molecular level with atomic precision fabricating advanced and novel complex devices and systems. The definition of nanobiotechnology can be formulated as a co-product of the reported nanotechnology definition by adding biostructures, devices and systems. A nanodevice is a nanotechnology-based fabricated integrated nanoscale electronic, motion, motionless, electromagnetic, radiating energy, or optical nanoscale device that: (1) converts physical stimuli, events, and parameters to electrical, mechanical, and optical signals and vice versa; and (2) forms these nanoscale features form the basis for their synthesis, operation, design, analysis, and fabrication. Nanotechnology deals with benchmarking engineering science, emerging engineering and far-reaching technologies. This reflects obvious curriculum changes in response to the engineering

3 enterprise and entreaties of steady evolutionary industrial demands. Nanotechnology, as a breakthrough concept in design of nanosystems, was introduced to attack, integrate and solve a great variety of emerging problems in engineering, science and technology. Since a consensus has yet to be reached within the research community for a definition of nanotechnology, the education community has different visions for what to target and cover. Different approaches have been pursued by various engineering, liberal art, science and other schools and departments [12]. Many nanotechnology-aimed courses have been offered as undergraduate and graduate courses. The material covered in these courses is quite diverse. Some nanotechnology-named courses embed and cover traditional quantum physics, microscopy, and other conventional science and engineering topics using nano as a prefix. From the delivery prospective, courses have been designed as conventional lecture-, seminar- and laboratory-oriented. Some courses were designed to engage students in individual class and research projects. We believe that in order to prepare students to solve nanotechnological challenges, the education of nanotechnology should be incorporated into the mainstream undergraduate engineering curriculum by coherently integrating nanotechnology within traditional science engineering courses as well as developing new courses. The need for traditional courses, such as Biology, Calculus, Chemistry and Quantum Physics is not eased, but is rather strengthened. In fact, nanotechnology coherently integrates many disciplines such as biology, chemistry, engineering, material science, neuroscience, physics and other. The nanotechnology-oriented research and education initiatives require close collaboration between departments in order to provide viable educational and training opportunities to students. 3. NANO SCIENCE, ENGINEERING AND TECHNOLOGY COURSE It seems that four-year baccalaureate of science degree curricula have already been filled nearly to capacity. The major rationale of our educational developments is to further engage and reach out to undergraduate students providing additional knowledge, background, skills, breadth and tools in emerging areas. To educate and train our students in nanotechnology, the following educational goals are considered: Provide basic engineering science and technological knowledge; Provide understanding, characterization, and measurements at nanoscale; Provide ability for synthesis, processing and fabrication of nanostructures and devices; Provide ability for design, analysis and simulation of nanostructures and devices; Prepare students to conduct research and developments. In order to achieve these goals, the NanoSET course is fully integrated into undergraduate engineering and science curricula. The fundamental goal of this course is to ensure that students are uniquely prepared to be valuable, successful and leading professionals in the new emerging fields of nanotechnology. The course expands traditional engineering education. We have fostered the development of a cross-disciplinary, modular-based, undergraduate nanotechnology and microsystems curriculum at the Kate Gleason College of Engineering and College of Science at RIT. A multidisciplinary team of faculty from different departments is focused on the following tasks: 1. Refining and enhancing the engineering and science curricula to attain the desired courses and program outcomes and objectives; 2. Recruiting and motivating students; 3. Increasing teaching effectiveness;

4 4. Improving the material delivery; 5. Fostering undergraduate nanotechnology curricula and research in RIT; 6. Performing course assessment and evaluation; 7. Nanotechnology-related planning activities; 8. Disseminating this course and course materials for implementation, adoption and adaptation nationally and internationally. The NanoSET course coherently integrates and covers engineering and science incorporating liberal arts components as documented in Figure 1. Engineering NanoSET Course Ethics Social Implications Leadership Impact Design Analysis Modeling Simulation Fabrication Liberal Arts Ethics Social Implications Leadership Impact Science NanoFab and NanoCAD Laboratories Nanosystems Biomimetics Fundamentals Nanoelectronics Nanoscale Physics and Chemistry Nanomaterials Nanofabrication Ethnics, Impact, Implications Figure 1. Modular NanoSET course integrates engineering, science and liberal arts delivering: (1) fundamentals of nano-science and engineering; (2) new physical and chemical phenomena at nanoscale; (3) nanomaterials and nanofabrication; (4) molecular-, carbon- and silicon-based nanoelectronics; (5) nanosystems and biomimetics; (6) hands-on nanofab and nanocad laboratories The fundamentals of nanoscience, basics of nanoengineering, and associated laboratories are covered in six basic study modules: Modules I and II cover basic fundamentals and engineering applications. Modules III and IV concentrate on nanomaterials and fabrication issues with a specific emphasis on molecular electronics and nanoelectronics. Module V covers analysis, synthesis and design of nanosystems using top-down and bottom-up paradigms. Biomimetics and nanoarchitectronics are applied to nanoscale systems and devices. Module VI concentrates on NanoCAD and NanoFab. A set of six laboratories have been developed in support of the modules listed above: Nanobiosystems, Nanoelectronics and Nanodevices, Carbon Nanotubes, Quantum Dots and Computational Nanotechnology. To guarantee a comprehensive, yet balanced coverage, ensure program objectives, and meet our goals, a course was developed and offered with a list of topics as given in Table 1. Step-by-step, the NanoSET course guides students through major aspects of nanotechnologyrelated engineering and science areas, e.g., from rigorous theoretical foundation to advanced

5 applications and deployment. The mathematical complexity does not tend to obscure the analysis and design of simple systems. A wide range of worked-out examples and qualitative illustrations, which are treated in-depth, bridge the gap between the theory, practical problems, and engineering practice. In addition to achieving a good balance between theory and application, use of state-of-the-art software is emphasized. Table 1. NanoSET course by topics Lecture Topics #1 Societal issues and implications of nanotechnology. Nanotechnology definitions. Introduction to nano-science, engineering and technology. Physical and chemical phenomena at nanoscale and their applications. Introduction to computational nanotechnology (MATLAB three special sessions) #2 Nanosystems and biomimetics: neurons, proteins, actuators and sensors. Atoms, molecules and chemical bonds: Energy levels, electron orbitals, chemical bonds, carbon molecular architectures, carbon skeleton, functional groups #3 Nanosystems, nanodevices and biomimetics: Micromolecules Proteins (primary, secondary and tertiary structures), nucleic acids, DNA #4 Nanosystems, nanodevices and biomimetics: Advanced topics. Laboratory # 1 DNA / Proteins #5 Atomic structure. Molecular orbitals (HOMO and LUMO) and quantum mechanics. Quantum theory: Basic principles and concepts #6 Quantum theory: Basic principles and concepts. Harmonic oscillator and Schrödinger equation. #7 Schrödinger equation. Particle in the box #8 Schrödinger equation: Applications #9 Engineering nanomaterials and nanofabrication: Carbon nanotubes, fullerenes and quantum dots #10 Laboratory # 2 Carbon Nanotubes Laboratory # 3 Quantum Dots #11 Applications of quantum theory in biosystems. Term Exam #12 Engineering nanomaterials, nanofabrication and electronics #13 Laboratory # 4 Microelectronics #14 Engineering nanomaterials and nanofabrication: Mechanics #15 Software in nanoscience and nanoengineering (ANSYS and MATLAB) #16 Laboratory # 5/6 NanoCAD: Mechanical / Electronic Characteristics #17 Imaging and spectroscopy. #18 Electronic nanodevices: Application of quantum theory #19 Nanoelectronics and molecular electronics. #20 Nanoelectronics and molecular electronics: Case-studies Final Exam The societal and ethical implications of nanotechnology are conveyed through this course. There have been demands to ban nanotechnology, however, they may be based on an unclear vision. This places additional importance on the way this course is taught. There is an increasing need to forecast and evaluate the social contexts, ethical implications, and environmental consequences of nano-science, engineering and technology. It is undeniable that nanotechnology raises important societal and ethical issues. Some may confuse false and real

6 nanotechnology implications and dangerously equate the nanodomain to evil. However, fire or water can cause tremendous harm if not properly used. Students must be aware that the abuse of high-end technologies (including nanotechnology and nanobiotechnology) can lead to the elimination of all living organisms on our planet or other unrecoverable effects. Students are taught to be responsible and accountable. 4. TEACHING STRATEGIES In the NanoSET course, nanotechnology is taught by creating both interactive knowledgecentered and learning-centered environments inside and outside the classroom. Because the technology is advancing very fast, activities that encourage creative thinking, critical thinking and life-long learning are emphasized. All real nanotechnology courses are multidisciplinary. In general, nanotechnology content can be introduced through chemistry, biology, physics, and freshman engineering courses required in the majority of engineering and science programs. This will provide a meaningfull starting point for students. An interdisciplinary curriculum encompasses a broad understanding of basic and engineering sciences pertinent to nanotechnology. Our introductory nanotechnology course is taught more from the perspective of concept development and qualitative analysis rather than mathematical derivations. Correspondingly, postrequisite courses are very important. Our intent is to introduce the concept of nanotechnology in the sophomore NanoSET course, and continue nanotechnology education throughout the subsequent engineering science undergraduate and graduate curriculum. With the absence other science/engineering nanotechnology undergraduate courses at RIT, two senior design courses (capstone design courses) are envisioned to be utilized. Interactive learning is a basis of the NanoSET course. Nanotechnology-related activities play a significant role in facilitating interactive learning both inside and outside the classroom. Students participate in nanotechnology research development projects and laboratory experiments at RIT to obtain hands-on experience. Our students have opportunities to conduct undergraduate research with established nanotechnology scientists at RIT and elsewhere, as many students plan to perform their co-op at research centers, high-technology industry, government laboratories, and universities. The NanoSET course instructors associate with industry and government educating and training students. The teaming arrangements between engineering and science students, as well as between faculty, have been made. The inclusion of guest speakers from industry and research centers enhances the quality of current courses. It is important to educate students within far-reaching engineering, science and nanotechnology. It should also be emphasized that the NanoSET course is developed and taught using problem-based active learning techniques combined with interactive computer-aided instruction delivery utilizing virtual reality. The homework assignments, laboratories and projects foster greater inclusion of active learning methodologies in this active-learning-centered course. This creates, promotes, and supports, viable undergraduate research activities. The unique modular course design provides team-teaching and student-faculty research opportunities across disciplinary boundaries. 5. DEVELOPING A NANOTECHNOLOGY CURRICULUM The NanoSET course is envisioned as a core prerequisite course for senior-level Nanotechnology (to be developed) and graduate-level Nanoengineering (existing) courses as documented in Figure 2. These courses have improved and enhanced the overall engineering and science curricula. The NanoSET course can be straightforwardly integrated into engineering and science curricula ensuring feasible implementation, adaptation and dissemination.

7 Figure 2. Courses flow-chart: Sophomore NanoSET course is envisioned to be a cornerstone course of the nano-science, engineering and technology undergraduate and graduate curricula in RIT Colleges of Engineering and Science We propose to pursue the following strategy in the curriculum developments: 1. Commercialize and market nanotechnology program and courses; 2. Expand the currently existing nanotechnology horizon at RIT to molecular/nano electronics; 3. Emphasize nanotechnology as the center of the undergraduate curriculum rather than at the periphery; 4. Develop intellectually demanding progressing nanotechnology curriculum with laboratories; 5. Integrate computational nanotechnology and CAD tools; 6. Extend nanotechnology to senior design projects. 6. CONCLUSIONS Drastic technological advances in nanoscience and nanoengineering have brought new challenges to academia. As a result, many engineering and science schools have revised their curricula to offer relevant courses in nanotechnology. Attempts to introduce nanotechnology have been only partially successful due to the absence of coherent strategy and diverse views of what nanotechnology means. Therefore, coordinated efforts should be sought. It is necessary to educate engineering and science students with an ability to design, analyze and fabricate nanosystems. Nanotechnology education should be integrated into mainstream undergraduate engineering curricula. Government, industry and academia should foster collaboration in order to educate students in nanotechnology. The cross-listed sophomore NanoSET course emphasizes and covers fundamental principles with applications. Due to lack of time, it is impossible to comprehensively cover the material and thoroughly emphasize cross-disciplinary nature in one introductory course. To adequately serve the students professional needs, ensure program objectives, and meet mission goals, a nanotechnology curriculum should be and is currently being developed.

8 ACKNOWLEDGEMENTS The authors sincerely acknowledge the support from the NSF for the aforementioned course and curriculum developments under the NSF award EEC Disclaimer Any opinion, findings, and conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the National Science Foundation. REFERENCES 1. J. Choudhury, K. Rawat, G. Seetharaman, and G. Massiha, Initiating a program in nanotechnology through a structured curriculum, Proc. Conf. Microelectronic Systems Education, pp , E. K. Drexler, Nanosystems: Molecular Machinery, Manufacturing, and Computations, Wiley-Interscience, New York, R. P. Feynman, There s Plenty of Room at the Bottom: An Invitation to Enter a New Field of Physics, in Handbook of Nanoscience, Engineering and Technology, Ed. W. Goddard, D. Brenner, S. E. Lyshevski and G. Iafrate, CRC Press, Boca Raton, FL, pp , K. Hess, Room at the Bottom, Plenty of Tyranny at the Top, in Handbook of Nanoscience, Engineering and Technology, Ed. W. Goddard, D. Brenner, S. E. Lyshevski and G. Iafrate, CRC Press, Boca Raton, FL, pp , S. A. Jackson, Changes and challenges in engineering education, Proc. Conf. American Society for Engineering Education, Nashville, TN, N. Lane, The grand challenges of nanotechnology, J. Nanoparticle Research, pp , no. 3, M. A. Ratner and D. Ratner, Nanotechnology: A Gentle Introduction to the Next Big Idea, Prentice Hall PTR, Upper Saddle River, NJ, M. C. Roco, Worldwide trends in nanotechnology, Proc. Semiconductor Conference, vol. 1, pp. 3-12, Small Wonders, Endless Frontiers: A Review of the National Nanotechnology Initiative. National Research Council, Washington D.C., R. E. Smalley, "Of chemistry, love and nanobots - How soon will we see the nanometerscale robots envisaged by K. Eric Drexler and other molecular nanotechologists? The simple answer is never", Scientific American, vol. 285, pp , S. E. Lyshevski, Nano- and Micro-Electromechanical Systems: Fundamental of Nano- and MicroEngineering, CRC Press, Boca Raton, FL, D. L. Evans, S. M. Goodnick and R. J. Roedel, ECE curriculum in 2013 and beyond: vision for a metropolitan public research university, IEEE Transactions on Education, vol. 46, issue 4, pp , 2003.