Art as an Avenue to Science Literacy: Teaching Nanotechnology through Stained Glass

Duncan, Kimberly A.; Johnson, Chris; McElhinny, Kyle M.; Ng, Shu Hang; Cadwell, Katie; Petersen, Greta M. Zenner; Johnson, Angela; Horoszewski, Dana; Gentry, Ken; Lisensky, George C.; Crone, Wendy C.

doi:10.1021/ed1000922

Cited by 38 publications

(40 citation statements)

References 18 publications

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showing different color in reflection and transmission, to the inspiring coloration of ancient church windows, [2] and modern effect pigments [3] that use sparkle, luster, and color travel to create vivid coloration. Aesthetics and function are often intimately linked in modern materials.

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confidence: 99%

The Optical Janus Effect: Asymmetric Structural Color Reflection Materials

et al. 2017

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Structurally colored materials are often used for their resistance to photobleaching and their complex viewing-direction-dependent optical properties. Frequently, absorption has been added to these types of materials in order to improve the color saturation by mitigating the effects of nonspecific scattering that is present in most samples due to imperfect manufacturing procedures. The combination of absorbing elements and structural coloration often yields emergent optical properties. Here, a new hybrid architecture is introduced that leads to an interesting, highly directional optical effect. By localizing absorption in a thin layer within a transparent, structurally colored multilayer material, an optical Janus effect is created, wherein the observed reflected color is different on one side of the sample than on the other. A systematic characterization of the optical properties of these structures as a function of their geometry and composition is performed. The experimental studies are coupled with a theoretical analysis that enables a precise, rational design of various optical Janus structures with highly controlled color, pattern, and fabrication approaches. These asymmetrically colored materials will open applications in art, architecture, semitransparent solar cells, and security features in anticounterfeiting materials.

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confidence: 99%

The Optical Janus Effect: Asymmetric Structural Color Reflection Materials

et al. 2017

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“…For shape-tuned nanoparticles, dissolution in PVA did not counterbalance the shift caused by centrifugation; thus the LSPR of nanoparticles in the film remained at shorter wavelengths than the LSPR of nanoparticles in the mother solution ( Figure 4b). It was previously reported that in order to entrap colored nanoparticles in PVA polymer, solid PVA was dissolved at 80 ºC in a yellow solution of silver nanoparticles for several hours [20]. However, heating resulted in loss of color as PVP does not provide protection from thermal reshaping of nanoparticles [41].…”

Section: Optical Stability During Preparation Of Filmsmentioning

confidence: 99%

“…to the nanocomposite to alter the morphology or coupling of nanoparticles [13,14,15,16]. While, these complex modifications have produced colored films, the simple embedding of silver nanoparticles in films generally produces a single color, yellow [17][18][19][20][21][22][23].…”

Section: Introductionmentioning

confidence: 99%

Optical Properties of Nanocomposite Films: Size-tuned vs. Shape-tuned Silver Nanoparticles

Roca¹,

Skipper²,

Ndrianasy³

2019

AJN

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Color change is a desirable response when designing user-friendly chemical sensors. However, when preparing colored nanocomposites sensors, it can be challenging to transfer the color from solution into films. This work demonstrates that films of various colors can be prepared by blending premade nanoparticles with poly(vinyl alcohol) (PVA); however, the color in solution differed from the color in film. While, this color discrepancy and the appearance of the films depended on how the optical properties of nanoparticles were tuned, UV-visible spectroscopy and Transmission Electron Microscopy (TEM) showed that changes in nanoparticle's morphology was not the cause of the color discrepancy. Reflecting the polydispersity of nanoparticles in solution, more homogeneous colored films were obtained by controlling the size of nanoparticles rather than their shape. This work shows how to readily prepare silver-PVA nanocomposite films of various colors, which may facilitate the design of nanocomposites intended for chemical sensing based on the optical properties of silver nanoparticles.

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“…In other words, educational objectives represent what is required for students to learn (Anderson et al, 2001). Science outreach programmes list educational objectives within their reports, which range from introducing new concepts (DeWaters and Powers, 2009) to developing inquiry skills through hands on activities (Slezak et al, 2010) and increasing scientific literacy (Duncan et al, 2010). A common point is that they all have the objective 'to enhance students' scientific education'.…”

Section: Educational Objectivesmentioning

confidence: 99%

“…Some science outreach programs were developed to introduce new science concepts or in response to concepts that were poorly assimilated in school (Crane et al, 1994). Duncan et al's (2010) science outreach programme aims to introduce the concept of nanotechnology to primary level students, a concept that is not part of the students' science curriculum. There are also common objectives in outreach programs which promote the re-learning of concepts that are perceived by outreach developers as poorly assimilated by students (Munn et al, 1999).…”

Section: Literacymentioning

confidence: 99%

Dialectical dividends: fostering hybridity of new pedagogical practices and partnerships in science education and outreach

Gomes

McCauley

2016

International Journal of Science Education

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Internationally, science literacy has become socially and economically very important. Many European countries, including Ireland, stress that science and technology graduates are fundamental for economic growth. Nevertheless, there is a recognized trend of diminishing interest in science by students. In response, there has been a call to change the way science is taught in schools which focuses on inquiry methods rooted in constructivism, and for further encouragement of students to pursue science degrees. Specifically at primary level, there is a recurrent view that teachers lack the confidence and pedagogical knowledge to teach science by inquiry. Universities and other organizations have responded by developing science outreach programmes to improve student engagement in science, and to promote inquiry in the classroom. Given this context, there is a necessity for research in this area to ascertain if this new relationship between outreach and education is worthwhile, and therefore the analysis and comparison of both fields warranted. This study examines and compares primary teachers' and outreach practitioners' understanding and perceptions of constructivist science pedagogy in an effort to understand the potential of the teacher-outreach symbiotic partnership. A mixed-methods approach was employed. The Constructivist Learning Environment Survey was completed by 149 teachers and 89 outreach practitioners and semi-structured interviews, presenting constructivist dilemmatic cases were carried out with 31 teachers and 30 outreach practitioners. The results obtained contradict the view that teachers do not have a strong science pedagogical sense, and are resistant to constructivist approaches. Both teachers and outreach providers revealed favourable views in relation to constructivism, despite recognizing barriers to its implementation. These results move the mind-set away from one that assumes the teacher lacks this pedagogical knowledge towards one that supports the teacher-outreach symbiotic partnership and the realisation of the hybrid role of each participants. The results obtained have also revealed an important gatekeeper dynamic in outreach access to schools. The study ends with implications and recommendations derived from these conclusions. vi Papers and Conference Proceedings Gomes, D. and McCauley, V. (2014). Why do we teach science: four arguments for teaching science and the role of science outreach. Chemistry in Action. 2 (103) pp. 24-6.

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Art as an Avenue to Science Literacy: Teaching Nanotechnology through Stained Glass

Abstract: In this article, we describe a series of interdisciplinary activities that highlight the connections between medieval stained glass artistry and nanotechnology.

Cited by 38 publications

References 18 publications

The Optical Janus Effect: Asymmetric Structural Color Reflection Materials

The Optical Janus Effect: Asymmetric Structural Color Reflection Materials

Optical Properties of Nanocomposite Films: Size-tuned vs. Shape-tuned Silver Nanoparticles

Dialectical dividends: fostering hybridity of new pedagogical practices and partnerships in science education and outreach

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