The Chemical Educator
ISSN: 1430-4171 (electronic version)
Abstract Volume 12
Issue 3 (2007) pp 155-158
Series of Vertically Integrated Nanotechnology Experiments for the Undergraduate Curriculum
Kevin W. Kittredge*, Lesley E. Russell,† and Michael C. Leopold†
*Department of Chemistry and Biochemistry, Morrell
Science Center, Siena College, 515 Loudon Road, Loudonville, New York
12211-1462, firstname.lastname@example.org, †Department of Chemistry,
Gottwald Center for the Sciences, University of Richmond, Richmond,
Published online: 4 June 2007
Abstract. We have designed three nanotechnology experiments that are vertically integrated for an undergraduate chemistry curriculum. They are an evolving set of experiments for sequential courses in an undergraduate chemistry program. These experiments are designed to match the student's level of understanding for each particular course. The participating student is involved in a “research” project that progresses in both theory and experimental technique. Students benefit from these vertically integrated experiments by being involved in multiple facets of a simulated research project. This mimics a traditional research project under an advisor's supervision without the undesired drawback of an unknown outcome.
Key Words: Laboratories and Demonstrations; organic chemistry; analytical chemistry; physical chemistry; nanotechnology
(*) Corresponding author. (E-mail: email@example.com)
Laboratory Documentation is included as supporting material (323 KB).
Issue date: June