JCE Online Journal of Chemical EducationDivision of Chemical Education, American Chemical SocietyAmerican Chemical Society
 | Subscriptions  | Software Orders  | Support  | Contributors  | Advertisers  | 

JCE Print
   Current Issue
 Previous Issues
 Supplements
 Search JCE Index

JCE Digital Library
   ChemInfo
 DigiDemos
 Featured Molecules
 LivTexts
 LrnCom
 QBank
 SymMath
 WebWare

JCE Software
   Latest Releases
 Software & Video
 Downloads
 Support

Only@JCE Online
   JCE Online Store
 JCE HS CLIC
 JCE Discussion Forums
   Biographical Snapshots
 ChemEd Resource Shelf
 Featured Molecules
 Hal's Picks
 Project Chemlab
 Reviewed WWW Sites
 "Web-Ed" Articles

About JCE
   Features
 Publications
 Operations
 Outreach
 Contact Us


  Home > JCE Print > Journal of Chemical Education > Issues > 2006  > October  >
In the Classroom
Introducing the Core Concepts of Nanoscience and Nanotechnology: Two Vignettes
Karl Sohlberg
Department of Chemistry, Drexel University, Philadelphia, PA 19104
Cover
October 2006
Vol. 83 No. 10
p. 1516
Abstract
The flourishing of nanoscience brings with it the need to instruct the next generation of scientists in its core concepts. A challenge to this pedagogical goal is that nanoscale systems often have properties that are determined by a large, but not effectively infinite number of fundamental atomic and molecular building blocks. For this reason they are typically not amenable to description with simple analytical forms. Computational methods therefore play a critical role in the theoretical description of nanoscale systems and consequently it is useful to employ computational methods to introduce the core concepts of nanoscience and nanotechnology. Here we present two numerical implementations of theoretical calculations that are relatively simple to implement using standard spreadsheet software, are suitable for discussion at the undergraduate level, and directly demonstrate the core concepts of nanoscience and nanotechnology. The first example is suitable for first-year college students. The second example is more advanced and is appropriate in the context of a third-year physical chemistry class.
Supplement
Sample spread sheets for the two examples are available.
*
 Download
Contents
JCE2006p1516W.zip
Folder JCE2006p1516W containing JCE2006p1516W_1.xls and JCE2006p1516W_2.xls (Microsoft Excel)
More Information
*
Citation
Sohlberg, Karl. J. Chem. Educ. 2006 83 1516.
*
Keywords
Computational Chemistry; Computer-Based Learning; First-Year Undergraduate / General; Nanotechnology; Physical Chemistry; Theoretical Chemistry; Upper-Division Undergraduate
*
History
Created:
Last Updated:
8/23/2006
8/28/2006
<< Previous Article Table of Contents Next Article >>
  Home > JCE Print > Journal of Chemical Education > Issues > 2006  > October  > Page 1516


Subscriptions
 Subscription Info
 Order Forms

JCE HS CLIC

Our Secondary School editors work hard to distill all the JCE materials to produce a fraction of particular interest to high school teachers. We call it CLIC.
 JCE HS CLIC

Contributions Welcome
JCE welcomes your submission
 Contributors' Corner

Advertisers
In recent years we have worked hard to better match our advertisers with our readers. When shopping for chemistry education materials, visit our advertisers' WWW sites first.
 Recent Advertisers

Be An Ambassador
Take JCE along on your outreach missions. Copies of the Journal, guest access to JCE Online, our publications catalog, and more are available for your participants.
 Outreach with JCE

Comments to
jceonline@chem.wisc.edu		 Copyright © Division of Chemical Education, Inc., American Chemical Society.
All rights reserved.