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Integrating SPM into research activities and chemistry laboratories for undergraduates

Integrating SPM into research activities and chemistry laboratories for undergraduates Jayne C. Garno Department of Chemistry Louisiana State University Baton Rouge, LA. Why introduce SPM in the undergraduate curriculum?.

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Integrating SPM into research activities and chemistry laboratories for undergraduates

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  1. Integrating SPM into research activities and chemistry laboratories for undergraduates Jayne C. Garno Department of Chemistry Louisiana State University Baton Rouge, LA

  2. Why introduce SPM in the undergraduate curriculum? • Because SPM instruments are becoming increasingly important and valuable for studying surface reactions and molecular properties • To give students a “hands-on” experience with molecules and nanoscience • Because many top universities have already demonstrated success with undergrad labs using SPM.. • For the “enthusiasm” factor – to help with undergraduate retention in a challenging science curriculum.. • To modernize our long-outdated teaching laboratories.. To provide our students with state-of-the-art technology • Because there is an emerging need for workers with SPM skills

  3. LSU Chem 3493, Spring 2007

  4. LSU Chem 3493, Spring 2007

  5. 1 nm Basic Concepts for SPM laboratories • Instrument operating principle of AFM and/or STM • Overview of forces that can be measured and mapped using SPM (ie magnetic, electronic, adhesive, frictional forces) • Principle of force-distance measurements • Views of molecularly resolved lattices such as Au(111), mica(0001), self-assembled monolayers, graphite. • Application of AFM for surface fabrication: nanografting with SAMs • Basic digital image processing skills with basic samples such as aluminum foil, nanoparticles, polymer films, latex films. (cursor profiles, height histograms, roughness measurements.

  6. Periodic arrays of polystyrene latex spheres Chem 3493, Spring 2007

  7. Periodic arrays of polystyrene latex spheres topography phase Chem 3493, Spring 2007

  8. Mickey-Mouse Nanoshaving Experiment topography friction Chem 3493, Spring 2007 undergraduate images

  9. Chem 3493 Physical Chemistry laboratory, Fall 2006

  10. Chem 3493 Physical Chemistry laboratory, Fall 2006

  11. Undergraduate Research Projects (Chem 2900, Chem 3900, Biol 3999)

  12. Microwave Synthesis of Metal Nanoparticles topography 20.0 17.5 15.0 12.5 height (nm) 10.0 7.5 5.0 2.5 0 0 200 400 600 800 1000 1200 1400 2500 nm 1250 nm 500 nm distance (nm) 2500 nm 1250 nm 500 nm phase Nick Flurry undergraduate junior Chem 3900

  13. Lithium battery separators: CelgardTM Andrew Fulks senior undergraduate Chem 3900

  14. Lithium battery separators: CelgardTM

  15. Recycling gold substrates for AFM Used gold film on mica(0001) - contaminated Edugie Omeregebee Senior undergraduate Biol 3999 Recycled template stripped gold substrates glued on glass 3 X 3 μm2 1 X 1 μm2 500 X 500 nm2

  16. Imaging and Annealing Aluminum Foil Kai Liu undergraduate junior AC-mode AFM in Air (tapping)

  17. Undergraduate research posters!

  18. Undergraduate Researchers Gretchen Henry Lauren Williams Rashonda Dukes Molly Hebert Mary Loftus Ishaneka Williams Patrick Igbokwe

  19. Undergraduates! Gretchen Henry Rashonda Dukes Richard Rucker Lauren Williams Lisa Brown Clint Bize Carissa Lanoue Andrew Fulks Mary Loftus Ishaneka Williams

  20. Undergraduates! Treva Brown Glenys Castro Lisa Brown Bryan Brown Craig Sabottke Nick Flurry

  21. Jayne, • I must mention the excellent work your team of three graduate students did last week with my PCHEM 3493 class. • Outstanding and highly professional ! • My students learned a lot.  I  believe we did  cover all aspects of AFM and some STM I had wanted. • Thanks to your team, my students were involved at all stations, almost all the time. • Considering that there were 18 students, one can imagine the effort it required to make them interested and busy. • And they were! • The moral of the story is also how important it is to introduce this type of instruments to our undergrads. • The questions they  asked and the experience they have now makes a significant step forward in their education. • We should continue this work and use this experience in the development of our curriculum and present the results  to other scientist/educators . • Thanks to all of you and please tell them they got a BIG  A+. • Dr KresimirRupnik March 19, 2007

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