Development of nanotechnology experimental modules using ferrofluids for high school classrooms
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Development of nanotechnology experimental modules using ferrofluids for high school classrooms Nitin Chopra1,2,*, Wenwu Shi1, Nikita R. Peramsetty3, Victoria L. Evans4 1
Metallurgical and Materials Engineering Department, Center for Materials for Information Technology (MINT), The University of Alabama, Tuscaloosa, AL 35487, U.S.A. 2 Department of Biological Sciences, The University of Alabama, Tuscaloosa, AL 35487, U.S.A. 3 Holy Spirit Catholic High School, 601 James I. Harrison Pkwy, Tuscaloosa, Al 35405, U.S.A 4 High School Physics Teacher, Northridge High School, 2901 Northridge Road, Tuscaloosa, AL 35406, U.S.A. *Corresponding Author E mail: [email protected], Tel: 205-348-4153, Fax: 205-348-2164 ABSTRACT Nanotechnology and nanoscience have a strong potential to impact society and the commercial sector. It is critical to introduce this area to high school classrooms as a teaching tool. Here, we report the development of ferrofluid-based experimental modules in a team effort including a high school student and a high school teacher. The basic experimental modules were developed as follows: A) Electric motor-based patterning of magnetic nanoparticles and carbon nanotubes on a silicon wafer. Electromagnetically activated or ‘spiked’-ferrofluid was utilized here. B) Basic concepts of wettability, hydrophobicity, and oleophilicity were demonstrated by combining hydrophobic CNTs, water, and ferrofluids. C) Finally, the utility of ferrofluid-based environmental remediation was demonstrated for oil removal from oil-water mixture and organic dye separation from water-dye mixture. It is envisioned that the integration of the developed experimental modules into high school curriculum will motivate high school students to pursue degrees in science, engineering, and nanotechnology. Thus, this will assist in the development of future workforce in the area of nanotechnology and materials science. INTRODUCTION As an emerging field, nanoscience and nanotechnology holds potential for various applications in renewable energy [1], environmental remediation [2], nanomedicine [3], miniature devices [4], and sensors [5]. This fast-growing field is highly interdisciplinary and its impact on human society would be significant [6]. For example, graphene, a two dimensional nanomaterial is composed of hexagonally packed carbon atoms, has a remarkably high electron mobility at room temperature (>15,000 cm2·V−1·s−1) which will potentially extend Moore’s law in a post-silicon era [7]. Meanwhile, gold nanostructures (nanoparticles, nanowires, and nanostars) have unique plasmonic, catalytic, and electronic properties, and are promising for the fabrication of sensitive biological/chemical sensors, efficient catalysts, and smart drug delivery systems [8,9]. In addition, extensive research efforts have been devoted all over the world to explore the properties of materials at nanoscale [10]. Considering the significance of this discipline, it is critical to educate younger generation about the basic concepts of nanoscience and nanotechnology. T
