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The Chemical Educator

ISSN: 1430-4171 (electronic version)

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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,, Department of Chemistry, Gottwald Center for the Sciences, University of Richmond, Richmond, Virginia, 23173
Received June 9, 2006. Accepted September 10, 2007.

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:

Article in PDF format (51 KB) HTML format

Supporting Materials:

Laboratory Documentation is included as supporting material (323 KB).

Issue date: June 1, 2007

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