Conceptual Understanding of Nanoscale Self-Assembly

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Conceptual Understanding of Nanoscale
Self-Assembly UIC Investigators Tom Moher, Andy
Johnson, John Bell, Computer Science, Carmen
Lilley, Mechanical Engineering, Jim Pellegrino,
Psychology Prime Grant Support National Science
Foundation (Nanotechnology Center for Learning
Teaching,PI Robert Chang, Northwestern Grant
partners Northwestern, UIC, Michigan, Purdue,
UIUC)
Problem Statement and Motivation

• Developing capacity for research advances in
  nanoscale science and engineering is a critical
  national priority
• Nanoscale concepts are essentially unrepresented
  in todays middle and high school curricula
• Self-assembly is an accessible phenomenon that
  can be studied with context of design.
• Little is known about effects of representation
  and sequencing of instruction on learning at
  nanoscale

Technical Approach
Key Achievements and Future Goals

• Develop conceptual inventory (learning goals) of
  nanoscale phenomena
• Situate conceptual inventory within national
  (AAAS and NRC) standards for science learners
• Test effectiveness of tangible and computer-based
  models of self-assembly in virus detection
  applications
• Test effectiveness of design-first vs.
  domain-first instructional sequencing in
  molecular self-assembly
• Assess understanding of 2-d and 3-d electric
  field models for understanding dielectrophoresis

• Articulation of self-assembly conceptual
  inventory
• Developed tangible and computer simulations
  models of molecular self-assembly, virus
  detection, electric field strength and gradients
• Classroom testing in urban middle schools, UIC
  undergraduates (Spring, Fall 2007)
• Continued research on understanding of
  representational affordances and instructional
  sequencing on learners understanding of
  nanoscale self-assembly
• Development of K-16 instructional materials