Synthesis of Iron Nanoparticles in Aqueous and Nonaqueous Solutions and Their Use in Simulated Waste Remediation: An Experiment for First-Year College Students

Winkelmann, Kurt; German, Helen; Hodes, Cory; Li, Jia; Price, Monica; Termini, Christina M.; Thiele, Catherine

doi:10.1166/jne.2011.1015

Cited by 3 publications

(2 citation statements)

References 10 publications

(13 reference statements)

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“…Nanochemistry based instructional materials in the discipline based education research (DBER) literature are plentiful (e.g. Keating et al, 1999;Haynes et al, 2005;Mulfinger et al, 2007;Oliver-Hoyo and Gerber, 2007;Rice and Giffin, 2008;Schnitzer et al, 2010;Soukupova et al, 2010;Muniz and Oliver-Hoyo, 2011;Winkelmann et al, 2011;Campbell et al, 2012aCampbell et al, , 2012bHajkova et al, 2013;Mauer-Jones et al, 2013;Simpson et al, 2013). The target audiences of these instructional materials range from introductory (e.g.…”

Section: Introductionmentioning

confidence: 99%

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On the use of analogy to connect core physical and chemical concepts to those at the nanoscale

Muñiz

Oliver-Hoyo

2014

Chem. Educ. Res. Pract.

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Nanoscale science remains at the forefront of modern scientific endeavors. As such, students in chemistry need to be prepared to navigate the physical and chemical concepts that describe the unique phenomena observed at this scale. Current approaches to integrating nanoscale topics into undergraduate chemistry curricula range from the design of new individual nano courses to broad implementation of modules, experiments, and activities into existing courses. We have developed and assessed three modular instructional materials designed to explicitly connect core physical and chemical concepts to those at the nanoscale. These modular instructional materials aim to be readily adapted to existing curricular format and have been designed based on an educational framework for analogy. The findings from a qualitative study involving undergraduate chemistry students indicate that analogical transfer from core physical and chemical concepts to those at the nanoscale can be facilitated through the use of these instructional materials. Conceptual challenges as well as evidence for analogical transfer are provided herein, along with recommendations for instructor implementation and future work.

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Section: Introductionmentioning

confidence: 99%

“…The target audiences of these instructional materials range from introductory (e.g. Winkelmann et al, 2011;Campbell et al, 2012aCampbell et al, , 2012b to advanced undergraduate levels (e.g. Rice and Giffin, 2008;Schnitzer et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

On the use of analogy to connect core physical and chemical concepts to those at the nanoscale

Muñiz

Oliver-Hoyo

2014

Chem. Educ. Res. Pract.

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A review of synthesis roots of iron nanoparticles

Anjam

Altaf

Ahmad

et al. 2020

IOP Conf. Ser.: Mater. Sci. Eng.

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Nanoscience is a standout amongst the most significant innovative work action in the outskirt of current science. From most recent two decades the nanotechnology and nanoscience have increased more significance in the field of research because of the enormous scale applications. The present work audits crafted by various researchers for the planning of iron nanoparticles by various procedures. Iron is a standout amongst the richest and generally utilized components on earth. Iron nanoparticles have a tremendous potential for various applications including magnetic liquids, magnetic resonance imaging (MRI) differentiate operators, catalyst for carbon nanotube development, nickel-iron batteries, and impetuses and sorbents for natural remediation. The preparation of iron nanoparticles by different methods, pulsed plasma, chemical reduction, chemical vapour condensation, one-step reduction, Green synthesis and Biosynthesis, its advantage over other processes are described. In this review article attempt has been made to compare each process by categorizing them specifically.

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Teaching a Multidisciplinary Nanotechnology Laboratory Course to Undergraduate Students

Zhu¹,

Tracy²,

Dong³

et al. 2013

J Nano Educ

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Here we report our efforts to teach the first multidisciplinary undergraduate nanotechnology laboratory course in the College of Engineering at North Carolina State University (NCSU). The course was designed to provide undergraduate students with hands-on experience in nanoscience and nanotechnology. The theme of this laboratory course is the integration of nanotechnology with microsystem technology, i.e., bottom-up synthesis meeting top-down fabrication. This course consists of seven carefully designed lab modules that bridge the major "pillars" of nanotechnologynanomaterials, nanofabrication, nanoscale characterization, and nanodevices. Final projects provide students opportunities to conduct nanotechnology research through problem-based learning and to improve their communication and presentation skills for educating the public about nanotechnology. A pedagogical approach that features problem-based learning, group learning, visual/tactile assistance and interdisciplinary interaction was employed during the offering of this course.

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Synthesis of Iron Nanoparticles in Aqueous and Nonaqueous Solutions and Their Use in Simulated Waste Remediation: An Experiment for First-Year College Students

Cited by 3 publications

References 10 publications

On the use of analogy to connect core physical and chemical concepts to those at the nanoscale

On the use of analogy to connect core physical and chemical concepts to those at the nanoscale

A review of synthesis roots of iron nanoparticles

Teaching a Multidisciplinary Nanotechnology Laboratory Course to Undergraduate Students

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