Introducing Nanotechnology to Mechanical And

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Copyright 2010 American Scientific PublishersAll rights reservedPrinted in the United States of America

Journal ofNano Education

Vol. 2, 1326, 2010

Introducing Nanotechnology to Mechanical and

Civil Engineering Students Through Materials

Science Courses

Marwan Al-Haik1, Claudia Luhrs2, Zayd Leseman3, and Mahmoud Reda Taha4

1Department of Engineering Science and Mechanics, Virginia Tech, Blacksburg, VA 24061, USA2Department of Mechanical and Aerospace Engineering, Naval Postgraduate School Monterey, CA 93943, USA

3Department of Mechanical Engineering, University of New Mexico, Albuquerque, NM 87131, USA4Department of Civil Engineering, University of New Mexico, Albuquerque, NM 87131, USA

Four junior faculty members from the Mechanical and Civil Engineering Departments at the Uni-versity of New Mexico (UNM) have developed new experiments and pedagogical methods that

introduce undergraduate students to the field of nanotechnology. Toward this effort, we introduced

Nanotechnology Discovery Courses that comprise two interlocking undergraduate engineering

materials science core courses enriched with three nanotechnology modules and four hands-on

nanotechnology experiments. Using this framework ensured continuous flow of nanotechnology con-

cepts to a senior level technical elective course that equips students with hands-on experience in

constructing nano/micro systems and devices. Between the two leading departments of the project

153 undergraduate students were exposed to the nanotechnology discovery courses by their junior

year during the academic years 20082009. The developed nanomodules, while familiarizing UNM

students with nanotechnology, did not strain the outline of classical material science courses nor

did it financially burden the students (for example, there were no extra lab fees). Affirmative survey

indicated that more than 67% of the students strongly favored the newly implemented nanomod-ules. Furthermore, 65% of the surveyed students preferred including nanotechnology in the core

courses rather than a standalone course. Students favored the hands on experiments that required

minimal calibration (Scanning electron microscopy) compared to experiments that required inten-

sive calibration and post analysis of data (for example, nanoindentation). Based on the success

of this pilot research, several undergraduate students participated in nanotechnology research at

UNM. The major finding of this investigation is that nanotechnology education can be introduced

to the engineering curricula by incorporating nanotechnology modules in core courses, mentor-

ing undergraduate students in nanotechnology research, and introducing a standalone senior-level

nanosytems course.

Keywords: Undergraduate Education, Microstructure, Nanomaterials, Carbon Nanotubes,

Ceramics Nanoparticles, Microelectromechanical Systems, Nanoindentation,Nanomodules, Nanodevices.

1. INTRODUCTION

The idea of introducing nanotechnology to the engineer-ing curriculum is as old as the nanotechnology field itself.

One of the first standalone nanotechnology undergraduate

degrees in the world was established at Flinders Univer-sity (Australia) in 2000. The pioneers at Flinders raised a

valuable concern: The field (nanotechnology) is currently

in its infancy and is incredibly broad, spanning chemistry,physics, biology, mathematics, and engineering. This is in

Author to whom correspondence should be addressed.

fact probably an incomplete list but it makes the point.

How do you possibly teach all these areas to students in

a four year honors degree?. Alternatively, other investi-

gators have proposed utilizing lower division courses as

a departure course to familiarize undergraduate students

with the concepts of nanotechnology.

There has been several nanotechnology courses devel-

oped at other universities as well. Loyola Marymount

University developed a new course (Introduction to Nano-technology) toward biological applications. Faculty in

Northwestern Universitys Materials Science & Engineer-

ing Department introduced a new nanotechnology course

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Introducing Nanotechnology to Mechanical and Civil Engineering Students Through Materials Science Courses Al-Haik et al.

to senior undergraduate and junior graduate students and

reported the experience as a successful practice. Instructors

at the University of Nevada introduced five blocks to teachthe core principals of nanotechnology to audiences with

varying levels of understanding. All these successful pio-

neering experiences developed new undergraduate courses,but most offered these new courses only as optional or

technical electives. Additionally, most of these courseswere developed by a single department, although offeredto several other departments.

The authors of this article believe that in order for a

nanotechnology program to flourish it must take root in acurriculums core courses and be taught by a multidisci-

plinary group of instructors. A current successful exam-

ple of a multidisciplinary effort is at Union College inSchenectady, New York. A National Science Foundation

(NSF) grant was awarded to this predominately liberal arts

campus of 2,000 students (15 percent of whom are engi-

neering students). With prerequisites of calculus, physics,and chemistry, the investigators have developed Frontier

of Nanotechnology and Nanomaterials that was offered tosophomore science and engineering majors.

All efforts to teach nanotechnology to undergradu-

ates can be broken into two main types of approaches:strictly virtual (i.e., simulated) and hands-on. Proponents

of the strictly virtual (hands-off) approach, argued that

nanotechnology experiments are delicate, limited inavailability, and expensive to set up and maintain. The use

of a web-based approach circumvents these drawbacks and

enables the experiment to be run securely, safely, and ona 24/7 basis. Meanwhile, other investigators highlightedthe importance of bringing hands-on experience to inte-

grate nanotechnology into the undergraduate curriculum.

For example, a group at the University of Nevada-Renohas carried out an experiment to move nanotechnol-

ogy/microtechnology to the undergraduate and graduate

classroom in related fields of scanning-probe micro-scope (SPM) technology. Another example is Polla et al.,

who brought hands-on microelectromechanical systems

(MEMS) fabrication into the undergraduate curriculum.

Our own experiences, a published students opinion,and other engineering and science educators experiences

are all in favor of introducing hands-on experimentalmodules.

Despite the difference in the methods and tools, most of

the cited literature and the current group of authors sharethe NSF view that Adding nanoscale perspectives in

teaching leads to better fundamental understanding, shar-

ing similar concepts and courses in various disciplines and

areas of relevance (combining the depth of nanoscience

with the breath of all affected areas), and broader acces-

sibility to science and technology. Keeping this viewin focus, the subsequent sections detail a plan that was

carried out to integrate nanotechnology into existing core

courses in the Mechanical and Civil Engineering curricula

at the University of New Mexico (UNM). This was accom-

plished by adding new lecture components to two materials

science core courses to introduce the students to particular

aspects of nanotechnology. Reinforcement on these top-

ics was planned by hands-on experiments that utilize the

UNMs existing nanotechnology infrastructure. These dis-

covery courses are prerequisites for an additional newly

developed course on the theory, fabrication, and charac-terization of nanosystems/devices. This course also has a

laboratory component where students fabricate nanosys-

tems/devices in the clean room. The rest of this article

outlines the newly developed nanomodules and providessome preliminary results together with proposed future

work to improve the ongoing nanotechnology education at

the UNM.

2. GOALS, OBJECTIVES, AND INTENDED

EDUCATIONAL OUTCOMES

As future scientists and engineers, students should be

prepared to enter a workforce that requires knowledge of

nanotechnology. Four junior faculty members from two

engineering programs at the University of New Mexico,a

Albuquerque, NM, have employed their collective knowl-

edge in nanotechnology to develop new experiments and

pedagogical methods to help introduce undergraduate stu-

dents to this field of cutting-edge research by no laterthan their junior year. Our goal was to cultivate a cul-

tural change in engineering undergraduate education atthe UNM by tying the material science curriculum across

the school of engineering (SOE) through a group of

integrated learning modules focused on nanoscience and

nanotechnology.

We envisioned creating a series of interlocking courses

for undergraduate nanoscience education. This develop-

ment leveraged two programs at the UNM: Mechani-

cal Engineering and Civil Engineering. This investigation

developed and tuned Nanotechnology Discovery Courses

that comprised two interlocking undergraduate Engi-

neering Materials Science core courses (ME370/CE305)enriched with three nanotechnology modules (Introduction

to Nanotechnology, Nanostructures and Nanosynthesis andNanocharacterization) and two materials science labora-

tories (ME352/CE305) that employ four hands-on nano-

technology experiments (e.g., use of electron microscopy,

X-ray diffraction (XRD), and nanoindentation).

This approach carries the following novel aspects: While familiarizing student with nanotechnology, it does

not strain the general outline of classical materials science

course for being introduced as a set of separate modules.

aAll four authors were at UNM at the time of the implementation of

the nanotechnology modules (20082009), two of the authors moved to

other institutions in 20102011.

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Al-Haik et al. Introducing Nanotechnology to Mechanical and Civil Engineering Students Through Materials Science Courses

Utilizing core course for the introduction of nanotech-

nology into the curriculum will not financially burden

the students; for example, no extra lab fees will benecessary. The proposed integration of nanotechnology into mate-

rials science core courses and interdepartmental technicalelectives will readily provide students with different back-

grounds from crosscutting programs (mechanical and civilengineering) with nanotechnology experience that is natu-

rally interdisciplinary. As an alternative to web-based computer interactivemodules, we use state-of-the-art facilities at the disposal

of engineering students at UNM to introduce experimental

modules that are robust, easy to grasp, and depict practicalapplications.

3. ENGINEERING MATERIAL SCIENCEUNDERGRADUATE CORE COURSES

Starting in the spring semester 2008, two exist-

ing UNM materials science courses were revised byincluding mutual nanotechnology components/modules

both theoretically and experimentally. The Mechanical

Engineering Department at the UNM typically offers itsupper-division undergraduate materials science (ME370

Engineering Materials Science, 3 credit hours) and its lab

course (ME352 Experiments in Materials Science, 1 credithour) in the format of one-semester themed modules. The

former outline of the course covers the structure of mat-ter and its relation to mechanical properties: the mechani-cal behavior of structural materialsmetals, ceramics, and

polymers. Its prerequisite is general chemistry. This courseis typically taken by students during their junior year

and is required of all senior-level mechanical engineering

students. It is also a prerequisite for the upper-divisiondesign course ME460. The course and the laboratory are

offered twice a year (during both the spring and fall

semesters). The course is taught using two 90-minute lec-tures every week. Lectures are typically delivered using

Microsoft PowerPoint presentations; sample problems aresolved on a weekly basis. The textbook in use for this

class is the book by Callister. The Materials Laboratory

(ME352L) course covers the effects of microstructure,processing, composition, and thermal treatment on the

physical and mechanical properties of engineering mate-

rials. The laboratory is taught on a weekly basis, con-sisting of three-hour sessions. The students are divided

into teams of 34 students. The lab manual was written

by the authors and posted to the students via the lab-oratory web page. The laboratory consisted of classical

modules dealing with topics such as grains-microstructure(polishing and light microscopy), Brinell and Vickers hard-

ness tests, the Charpy impact test, and the tension test.

The class lectures, problem solutions, and handouts were

maintained at a dedicated web page developed by theauthors.

The Department of Civil Engineering at the UNM cur-

rently offers an undergraduate civil engineering materialsclass and laboratory (CE305). This 4-hour credit courseincludes two 90-minute lectures and one 3-hour weeklyexperiment. This core course is required for all civil engi-

neering students and is a prerequisite for all 400-level civilengineering courses. CE305 provides the basis for materialscience to civil engineering students as well as the funda-mental background on civil engineering materials, such asthe fundamentals of bonding of materials, phase diagrams,and the behavior of materials under stress including frac-ture and fatigue. The course also covers basic construc-tion materials such as steel, Portland cement, aggregate,concrete, masonry, wood, and asphalt. Lectures also intro-

duce the microstructure of major civil engineering mate-rials such as concrete and cover how this microstructure

affects the macroscale behavior. Lecture notes and solu-tions to sample problems are available to students via thecourse website as the course integrates a number of text-books that cross the area between material science, civilengineering materials behavior, and testing. CE305 is thefirst place where CE students realize the multi-scale linkbetween a materials atomic structure, microstructure, andits macroscale behavior. On its classical formprior tothe nanomodulus implementationmost laboratory exper-iments focus on macroscale phenomena. The CE305 lab-

oratory introduces to students the stressstrain curves for

materials, determining the properties of concrete usingdestructive and non-destructive testing methods and thebehavior of wood and aluminum.

These two courses/laboratories are required for allsenior students majoring in Mechanical and Civil engineer-ing and are offered twice a year. On average, 2530 stu-dents take the ME370/352L course every semester. CE305is offered once annually and typically has a class size of3540 students.

4. NEW EDUCATIONAL NANOTECHNOLOGYMODULES

We have integrated three nanotechnology modules intothe two materials science courses. The lecture portionsof this class, ME370/CE305, were redesigned to include

three nanotechnology modules. While a sole instructortaught the classical parts of the courses, the newly devel-oped modules were co-taught concurrently by all the fourauthors. The developed modules are:

4.1. Module 1: Introduction to Nanotechnology

This module defines a framework in terms of the mate-rials/dimensions considered for study and describes dif-ferent types of nanomaterials that have been synthesized

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for applications in nanotechnology (nanoparticles, nano-tubes, and thin films). It further explains the superior prop-erties of nanomaterials as a result of the reduction ofdimensions (an almost defect-free structure). The modulealso explains the size-dependent properties (mechanical,optical, and electricalferroelectric and ferromagnetic).The module concludes by describing the current and

future novel prospects of nanomaterials: mechanical andstructuralcarbon nanotubes electronics (semiconductors)and energy (photovoltaic, ceramic nanoparticles), amongothers.

4.2. Module 2: Nanostructure and Nanosynthesis

In this module the structure of the materials is explainedusing a bottom-up approach. While this is usuallythe case for the classical treatment of the microstruc-ture of metals (atom-crystal-grain), cement composites

(crystals-transition zones-composite), ceramics (molecule-crystal), and polymer (atom-mer-molecule-chain), themodule explicitly introduces nanomaterials with usefulstructure/properties at the nanoscale, such as increasedtensile strength, enhanced fracture toughness, and fatiguelife. The concept of nanoscale is bound to the currentlytaught concepts of bond energy and principles of fractureand the long-sought defect-free materials. The top-downapproach is also introduced although not explored in detail.

This module is divided into two parts: Part I: CarbonNanostructures and Part II: Ceramics and Nanoparticles.

Part I discusses the nature of the carbon bond and inter-atomic potentials. This part also introduces briefly somecarbon allotropes (different molecular configuration; atomsare bonded together in a different manner) that pure car-bon can take, including diamond, graphite, lonsdaleite,C60, C540, C70, amorphous carbon, and carbon nanotubes(CNTs) as shown in Figure 1. The module elaborates onCNTs (chirality, single wall, and multiwall CNTs). Themodule also discuss different CNT fabrication methodsand current applications: mechanical reinforcement, fieldemission, fuel cells, and chemical sensors.

Part II focuses on ceramics and nanoparticles wherethe students get introduced to the generation process ofnovel ceramic nanoparticles and some of their applica-tions as catalysts, coatings, sensors, and fuel cells. Systemssuch as SiO2, TiO2, Ce/Zr oxides, Al2O3, metal-ceramiccomposites, and complex oxides are reviewed. The newlyintroduced nanosilica and nanoalumina particles and theirinfluence on the strength and microstructure of cementi-tious composites are also discussed.

4.3. Module 3: Nanomaterials Properties and

Characterization

This module introduces undergraduate students tocommonly used equipment and techniques for charac-terization of materials at the nanoscale. The theoretical

Fig. 1. Some carbon allotropes that pure carbon can take: (a) diamond,

(b) graphite, (c) lonsdaleite, (d) C60, (e) C540, (f) C70, (g) amorphous

carbon, and (h) carbon nanotube.

background for some electron microscopy techniques

(scanning electron microscopy (SEM) and transmission

electron microscopy (TEM)) is demonstrated and their

uses explained from the aspects of studies on size, mor-phology, internal structure, and chemical composition. The

most commonly used method for mechanical characteri-

zation of materials at the nanoscalenanoindentationis

also described in one full lecture. Finally, a lecture on

the electrical properties of nanomaterials is given in the

prospect of materials of microelectromechanical systems

(MEMS) and devices, emphasizing the length scale effect

on electrical properties, with special attention given to

CNTs.

Module 3 is also divided into three parts: Part I is

focused on electron microscopy, Part II is dedicated tomaterial characterization, and Part III examines electronic

properties. The students in a typical materials science class

are fascinated and intrigued when they see (in the text-

book or course notes) images produced by TEM and SEM,

such as famous images showing fault stacking or vacan-

cies, interstitial voids, and calcium hydroxide (CH) crys-

tals stacked at the transition zone. However, the students

usually are not taught how a TEM and SEM can produce

such images at a very small scale. The purpose of Part I in

this module is to provide the student enough background

about the principles of how TEM and SEM function. Inthis module we provide a description of electrical lenses,

electron beam generation, vacuum chamber, and so on.

The TEM and SEM are both located in user facilities at the

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UNMs main campus, steps away from both the Mechan-

ical and Civil Engineering Departments.Furthermore, in Part II the students are directed to

examine methods of mechanical characterization usingnanotechnology. Since its inception in 1992, nanoinden-

tation has quickly become the workhorse for determin-ing nanomechanical properties. This method is commonly

used to find a materials elastic modulus and hardnessvalues. The theory of nanoindentation for metals, poly-mers, and ceramic is introduced with an emphasis on its

advantage over its macroscopic counterpart. For example,nanoindentation can be utilized to test materials that are

not necessarily precast or machined in a specific shape (forexample, mechanical testing of a human tooth (Al-Haik

et al., 2008)) such as the famous dog bone-shaped tensiletest sample. Also nanoindentation can be used to test very

thin materials or materials that are too brittle (for example,testing the micro beams on a MEMS chip (Trinke et al.,

2009)). The methods of obtaining the Youngs modulusand hardness values, and reproducibility of data also arediscussed. The challenges in linking these observations to

macroscale properties are explained.In Part III, students examine electronic properties. One

lecture is planned to introduce fundamental concepts aboutthe electrical properties of materials. Using these basic

concepts, the electrical properties of CNTs and their usein field effect transistors are discussed.

A schematic representation of how the three modulesand their parts are integrated in both ME370 and CE305 is

shown in Figure 2. The rationale in selecting the modulesto be incorporated in each course is to accommodatespecific discipline needs while emphasizing the multi-

disciplinary nature of the integrated materials. Students ofboth classes will be sharing these modules in both lectures

and the laboratory experience.Beside the in-class and hands-on nanomaterials mod-

ules, students also were asked to prepare a term paperdiscussing a specific application of nanotechnology and/or

nanomaterials and their role in society. The term papers

Fig. 2. Nanoscience educational modules being used to integrate mate-

rials science classes across the School of Engineering at UNM.

were submitted individually and covered topics such as

ethics in nanotechnology, nanomaterials for energy, and

biomedical applications of nanomaterials. Each student

had to read at least five refereed scholarly articles in topics

related to his or her term paper to be aware of the state of

the art.

5. INTEGRATING NANOTECHNOLOGYMODULES TO THE MATERIALS SCIENCELABORATORIES

The laboratory component ME352 and the lab for CE305

were modified to include four experimental nanotechnol-

ogy modules that were co-taught by the four authors.

While all four experimental nanotechnology modules were

adopted in mechanical engineering ME352L, only three

experimental nanomodules were adopted in the lab of civil

engineering CE305. The choice of the modules adoptedin the CE305 lab was governed by the parts adopted on

the nanotechnology lecture modules in CE305 and the

specific needs for the CE305 laboratory to cover other

specific experiments related to civil engineering materials.

The plan for the experiments adopted in both laboratories

is shown in Table I. All laboratory work in both ME352L

and CE305 was arranged using laboratory teams with eth-

nic and gender diversity taken into account. We present

here two sample nanoexperiment modules for clarifying

the nature of the revised lab modules.

5.1. Lab Module 1: Nanoindentation Experiment

Examining material properties using hardness tests has

been used as non-destructive tests for metals for the last

100 years. Indentation depends on pushing a hard indenter

into the surface of the material and recording the load and

indentation depth. In traditional experiments students in

ME370/CE305 learned about determining material hard-

ness, which is a measure of a materials resistance to sur-

face penetration by two hardness tests: macro hardness

(using Rockwell and/or Brinell) and micro hardness (usingVickers microindentation with a diamond pyramid). In the

newly developed experiments, the interest lies in determin-

ing nanoscale hardness. Researchers showed that material

nanoscale hardness could be related to material stiffness

(elastic modulus) and energy absorption (toughness andresilience) (Oliver & Pharr, 1992).

The recent advances in hardware control and

load/displacement measurements at the nanoscale trans-

formed nanoindentation into a technology that is both

robust and reliable for materials mechanical characteriza-

tion. Nanoindentation experiments comprise loading thespecimen to a specific load (usually in the range of micro

to milli Newton (mN)), keeping the load constant for a few

seconds to realize materials creep (strain growth with time)

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Table I. Integrated nanotechnologymaterials science laboratories (ME352L and CE305).

Week ME352 (the lab for ME370) NEU modules CE305 lab

1 Labs tour and safety procedures Measurements and technical reports

2 Technical writing, measurements Compression and bending tests of wood

3 Metallography: Molding, grinding,

polishing, and light microscopy

Tension test of mild steel. Torsion test of

aluminum

4 Module 1: SEM dislocation in brass Module 1: Electron scan microscopy (SEM) Module 1: SEM of cement morphology

5 Hardness: Brinell, and Vickers Charpy v-notch impact test, Brinell and

Vickers hardness tests

6 Module 2: Nanoindentation of brass Module 2: Nanoindentation Module 2: Nanoindentation of cement

7 Charpy impact testing Aggregate gradation, unit weight and voids

in aggregate

8 Tensile testing: Elasticplastic deformation Cement mortar, setting time, blain fineness

9 Heat treatment: Annealing and quenching Concrete batching and fresh concrete

testing

10 Module 3: Nanoindentation: Effect of heat treatment on steel modulus and hardness

11 Module 4 Module 4: Transmission electron microscopy

(TEM) of alumina nanoparticles, carbon

nanotubes

Asphalt experiments: gyratory compaction,

rice specific gravity, resilience modulus

12 Ductile to brittle transition in metals Concrete testing, Youngs modulus &

Poissons ratio of PCC

and unloading the specimen leaving an indentation impres-

sion. A picture and schematic representation of the nanoin-

denter (NanoTest) that was used for nanoindentation tests

are shown in Figure 3. The NanoTest system is capable

of measuring hardness, modulus, toughness, adhesion, and

many other properties of thin films and other surfaces. The

NanoTest is a fully modular system that allows users to

configure the system to meet their individual needs. Alter-native nanoindentation machines are available with differ-

ent working mechanisms, but all nanoindenters provide

a time-dependent, load-indentation depth response of the

material and can also provide a three-dimensional image

of the indentation impression using an atomic force micro-

scope (AFM) or a high resolution digital camera typically

available with the indenter.

In this experiment, students indented four samples using

the nanoindentation: 4340 steel that was heat treated and

left to cool at different cooling rates by changing themedium (furnace, air, oil and water). Sample nanoinden-

tation curves of the heat-treated steel samples are shown

in Figure 4. Students indent 5 samples at a 50-mN load

and will find the nanoscale properties of the different sam-

ples using the load versus nanoindentation depth curves.

While the theory of nanoindentation was covered previ-

ously in the lecture modules added to the materials science

courses, students learned how the Youngs modulus and

hardness values can be obtained using the OliverPharr

method through a built-in Java template with the Nano-

Test system. Finally, students also learned how tone canuse an instrumented AFM attached to the NanoTest sys-

tem to locate the trace of indentation they performed on

the samples surface. Civil engineering students (CE305)

used nanoindentation to test concrete as an inhomogeneousmaterial with different phases.

5.2. Lab Module 2: Scanning Electron

Microscopy (SEM)

In this module, students in each discipline are directed

to use the SEM to investigate one material of interest.While the mechanical engineering students were mentored

to use the SEM to identify carbon nanostructures, stu-dents in civil engineering utilized the SEM to identify

the nano- and microstructure of cementitious composites.The SEM sessions for mechanical engineering students are

devoted to the study of carbon-based nanomaterials: nano-tubes, nanofibers, and metal-carbon composites. Nanosized

carbon tubes, fibers, and particulates are analyzed at var-

ious degrees: their shape, size, and composition are thefocus of the practices. Alignment operations of the micro-

scope and sample preparation techniques were demon-strated. Students have the opportunity to introduce samples

into a microscope chamber and perform basic functions toacquire images under supervision.

On the other hand, civil engineering students study

cement and its hydration under the SEM. Students examinethe factors affecting the reactivity of cements. For exam-

ple, high tricalcium silicate (Ca3SiO5; also known as aliteor C3S) content yields a high early strength gain, while

high gypsum content yields even higher early strengths;The microstructure of aggregates also plays a role in dic-

tating the mechanical properties of concrete. For exam-ple, finer aggregates lead to more exposed surfaces towater contact, which in return facilitates a higher rate

reaction of cement leading to higher early strengths. This

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Fig. 3. Layout and schematic of the NanoTest system used for the

nanoindentation lab module.

module introduces different cements pastes to civil engi-neering students with the intention of studying the phasepresent in the samples by SEM. Figure 5(a) shows anSEM micrograph of the calcium silicate hydrate (CSH),which is a colloidal gel that is a very complex, poorly crys-talline material. Figure 5(b) shows an SEM micrographof (monosulphoaluminate) Ettringite, which forms in the

early stages and later converts to a plate-like microstruc-ture when gypsum is used and water is available. Finally,Figure 5(c) shows calcium hydroxide (CH) crystals, whichtake the form of a plate-like material and are responsi-

ble for the low strength and non-durable performance ofconcrete and mortar.

Regardless of whether the experiment was classical or anew nanoexperiment, for ME352 there were 3 lab sections

every week, each lab had 4 groups of students (34 stu-dents) performing the same experiment. For civil engineer-

ing students there were 2 lab sections every week and thestudents were divided into 4 groups for every experiment.

Because we wanted the new nanoexperiments to behands-on we carried out specific arrangements to ensurethe students interactions with several instruments while

maintaining the instruments in operational mode. In theSEM module, usually the instructor or a graduate studentplaces the samples inside the microscope chamber andgets the machine to the running mode prior to the exper-iment. The students usually were divided into groups of4 each, and each group got the instrument for a halfhour

to capture an image. Given that the students had not usedthe instruments before and the instruments are dual usage,the students supervision was strict. For example studentswere not allowed to change the hardware setup or ventthe chamber. We just focused on getting the students to

be able to control the spot size; focus on a single feature;and control the contrast brightness fine-focus and stigmata;then capture an image. The TEM experiments were solelyrun by the instructors considering the level of sophisti-cation needed to run the instruments. However, studentswho participated in the investigators research group were

able to learn the full operation of the TEM and some ofthem were successful in obtaining highquality images forpublications, presentations and posters.

For the nanoindentation experiments, the instruc-tor/graduate students usually install the sample and cali-

brate the instrument (this might take 2 hours, so usuallythe machine was kept running 6 hours prior to the exper-iment). As the machine is fully computer-controlled, stu-dents did not need to open the NanoTest enclosing cabinet.And since the cabinet is made of plexiglass it was easyfor the students to observe the experiment: stage move-ment, engaging and disengaging of the indenter tip and

the sample. For the nanoindentation students were allowedto use the sample stage controller/motor to bring the sam-ple within 25 micron from the indenter tip. A pre-writtenindentation test template was carried outusually for less

than 5 minutesand the students used the NanoTest analy-sis software to get the final results of interest: elastic mod-ulus and hardness. Simplified instructions to perform thesetasks were handed to students prior to the lab. After thestudents performed one nanoindentation cycle and ana-lyzed it they were handed data from 25 nanoindentationtests that were carried out by the instructor/teaching assis-

tant so they could perform statistical analysis.

6. NEW COURSE DEVELOPMENT

We introduced a new course, ME461-E, on the the-ory, fabrication, and characterization of nano/micro-electromechanical systems (NEMS/MEMS). This coursewas offered twice in the fall semesters of 2008 and 2009.

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(a) (b)

(c) (d)

Fig. 4. Nanoindentation curves (loading-unloading) for different samples of 4030 steel that were heat treated at different cooling rates: (a) slow

cooling in furnace, (b) cooling in air, (c) quenching in oil, and (d) quenching in water.

This course is a laboratory course on the physical the-

ory, design, analysis, fabrication, and characterization

of nanoelectromechanical systems (NEMS) and micro-

electromechanical systems (MEMS). The main objective

of this course is the fabrication of important types of

nano/microstructures used in NEMS/MEMS devices and

systems by multi-disciplinary and multi-ethnicity teams.

Therefore, the emphasis was on techniques used in the

synthesis and fabrication of NEMS/MEMS. Basic tech-

niques were discussed separately and then sequenced inorder to build up these commonly used processes. Exam-

ples of the fabrication techniques discussed are photo-

lithography, nanolithography, deposition and growth of

thin films and CNTs, dry and wet chemical etching, and

alignment and bonding techniques.

With the funding from another NSF grant, we were

able to add classroom modules on using focused ion beam

(FIB) technology for nanolithography and nanopattern-

ing of substrates as well as new modules on CNTs. A

chemical vapor deposition furnace for growth of CNTs

was designed, built, and operated by undergraduate stu-dents using support from the current grant. Figure 6 shows

some of the CNTs that were grown. We envision that

this experiment module will be a permanent part of future

laboratories, barring any unforeseen circumstances such ashappened in the first semester we attempted this module.In addition to the CNT modules, students also performedexperiments where they make nano-thickness membranesused as pressure sensors and MEMS actuators. A pic-ture of an MEMS actuator that was made in ME461-E isshown in Figure 7(a), and a photograph of students work-ing on the fabrication experiment in the UNM clean roomis shown in Figure 7(b). For ME461-E there was one lab

session every week with roughly 4 groups of students.

7. RESULTS FROM IMPLEMENTATIONOVER TWO YEARS

The developed nanomodules were delivered at the UNMin 2008 and 2009. The new modules contributed heavilytoward tailoring the mechanical and civil engineering cur-ricula toward nanomaterials through a series of seven classlectures and four hands-on experimental modules togetherwith training through undergraduate research.

To accommodate the new modulus in the ME370/CE305we modified the class curriculum by removing topics suchas diffusion, which is covered later in the senior year alongwith courses such as heat transfer and thermodynamics.

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(a)

(b)

(c)

Fig. 5. SEM micrographs of cement components: (a) CSH com-

pound, (b) ettringite, and (c) CH crystals.

Also we removed the manufacturing aspects of materialsas there was a dedicated course that covers the manufac-

turing processes offered by the department of MechanicalEngineering. Finally we eliminated the materials selec-tion lectures, as the ME department introduced a dedicated

course for materials selection in design.

For the laboratory, we switched one of themacro/microscale hardness tests with the nanoindentation.Also instead of utilizing the Charpy test to measure the

brittleness of steel as a result of different cooling rates we

Fig. 6. SEM and TEM images of single walled carbon nanotubes

(SWCNTs). (a) and (b) are SEM images of SWCNTs aligned to their

(100) Si substrate. (c) and (d) are TEM images of SWCNTs.

utilized nanoindentation to measure the hardness, modulusand qualitative measure of toughness. Also we got rid ofa lab session that was a dedicated statistical analysis ofexperimental data because the students are exposed to thisin the measurement course and as a standalone course instatistics. However we kept the writeup for the statisticalanalysis posted on the lab web page.

By the end of each semester, upon finishing the deliv-ery of all the nanotechnology lectures and experiments, asurvey was conducted to probe students opinion and sug-gestions regarding the nanomaterials modules. The surveyconsistent of 17 questions asking the student to rank dif-ferent aspects of the nanomodules (substance, relevance,content, instructor, background preparation, etc.). Roughly,

110 students from Mechanical Engineering and 53 studentsfrom Civil Engineering participated in the survey. The sur-vey was conducted anonymously, and students were pro-vided extra space to provide additional comments as theysaw fit. The survey questions together with the accumu-lated results are shown in Table II.

Based on feedback from the survey, the studentsresponses were very positive and encouraging in termsof continuing to improve the modules. Sample statisticson the response to three questions from the survey areshown in Figure 8. Overall the majority of the students

(67%) ranked the nanotechnology experience gained bythe enriched materials courses as very good to excellent.About 8% of the students did not have a positive opinionfor the nanomodules. Unfortunately, students who gave a

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(a) (b)

Fig. 7. (a) A MEMS actuator fabricated by students involved in the NUE program. (b) Students fabricating MEMS inside a University of New Mexico

clean room during the NEMS/MEMS class.

poor evaluation of the program did not provide any con-structive written feedback or suggestions to improve theprogram in the future.

The fact that students with construction manage-

ment background represent about 3040% of the civil

Table II. Results of the survey conducted after the implementation of Nanomodules in ME370/ME352L and CE305.

1 What is your opinion of the ME340/CE305 course material in general (lectures, handouts, and lab experiments)?

Excellent (39%) V-Good (32%) Good (21%) Fair (8%) Poor (0%) No opinion (0%)

2 What is your opinion of the nanomaterials lectures?


3 What is your opinion of including the nanoexperiment; nanoindentation, SEM, TEM, and XRD?


4 On a scale of 51, were the learning objectives of the new nanomaterials modules clear to you?

(5) Perfectly clear (22%) 4 (31%) 3 (39%) 2 (5%) (1) Very unclear (0%) No opinion (3%)

5 On a scale of 52, did you have enough knowledge from earlier courses that you found to be useful for this course?(5) Very much so (44%) 4 (26%) 3 (21%) 2 (9%) (1) Not at all (0%) No opinion (0%)

6 Did the nanomaterials modules provide enough knowledge of what nanomaterials are, their applications, and the impact of

nanotechnology on society?

Yes I think so (34%) Just enough knowledge (27%) Fair level of knowledge (31%) Very little knowledge (8%) Not at all (0%)

7 Do you believe the introduction of the nanomaterials to ME370/CE305 helped you get a better understanding of the nanomaterials area?

Strongly agree (23%) Agree (45%) Disagree (21%) Strongly disagree (5%) No opinion (6%)

8 Should the nanomodules be taught in a separate standalone course? Or should they be kept in the current modules form in ME370/CE305?

Keep it as modules in ME370/CE305 (65%) Offer it as a standalone course (31%) No opinion (4%)

9 Which of the following laboratories did you like the most or the least?

Nano Indentation SEM/TEM XRD

Most (26%) Least (44%) Most (48%) Least (22%) Most (26%) Least (34%)

10 Which specific topic would you would to have covered in more detail in this course?

Nanostructures and Nanosynthesis (56%) Carbon Nanotubes (26%) Ceramics Nanoparticles (9%) Nanocharacterization (9%)

11 Generally, are you interested in taking other courses in nanotechnology, if provided as technical electives?

Very interested (67%) Interested (13%) Little interested (11%) Not interested at all (9%)

12 Given your experience in ME370/CE305, would you be interested in taking ME461-E (Theory, Fabrication and Characterization of

Nano/micro Electromechanical Systems (NEMS/MEMS))?

Yes (61%) Possibly (26%) No (10%) No opinion (3%)

Note: Students were provided with the syllabus in advance

13 Given your experience in ME370/CE305, would you be interested in taking ME462 (Nanomaterials Preparation and Characterization)?

Yes (44%) Possibly (34%) No (13%) No opinion (9%)

Note: Students were provided with the syllabus in advance

14 Do you see the term paper as a useful experience that assisted you in exploring and identifying useful and societal applications of nanomaterials?

Strongly agree (61%) Agree (30%) Disagree (9%) Strongly disagree (0%)

15 Would you recommend ME370/CE305 with nanomodules to your colleagues at the UNM College of Engineering?Yes (63%) Possibly (18%) No (15%) No opinion (4%)

16 Please explain briefly why you took this course (ME70/CE305).

17 Please provide any remarks, suggestions to improve the nanomodules.

engineering materials class might have an impact on theresults of that survey. Construction management studentsenroll in the civil engineering materials class to gainmaterial science knowledge necessary for their degree

requirements. However, most of construction management

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Fig. 8. Sample students evaluation of the nanotechnology modules

introduced to ME370 and CE305.

students lack the major engineering background. Thesignificance of background difference on students perfor-

mance in civil engineering materials class have been dis-cussed elsewhere.

The majority of the students (70%) have indicated thatthey had some helpful background from earlier courses

(mainly chemistry) that they found to be useful in thenewly introduced nanomodules. As an outcome of theimplementation, 61% of the students have indicated thatthe nanolectures and experiments have equipped them with

a high to satisfactory level of knowledge on what qualify

as nanomaterials and their impact on society. Despite therushed approach in the first semester, by the end of thetwo years implementation a significant percentage (65%)

of the civil and mechanical engineering undergraduates

who took the materials science course felt strongly that

the nanomodules should be employed in the two mate-

rials science courses (ME370/CE305); only 31% of thesurvey population suggested offering these modules as a

standalone course. As far as probing the students inter-

ests in specific modules, mostly the students preferred tofocus more on nanosynthesis, nanostructures, and CNTs,

as compared to nanocharacterization or ceramic nanopar-ticles. In general 67% of the students expressed that theyare very interested in another course in nanotechnology,

some of them indicated that they are somewhat interested

(13%) given that this will count as a technical electivereplacing one of the classical technical electives courses.

Specifically, 61% of the students expressed serious inter-

est in taking the ME461-E course. In actuality 34 studentshave enrolled for ME461-E (NEMS/MEMS). The desire

to take another course in nanomaterials preparation and

nanocharacterization was not as assertive, only 44% of the

students expressed a strong interest in that course.The survey also indicated that the students also pre-

ferred to learn more about nano applications, nanoma-terials, and nanotechnology societal implications through

the term paper mechanism. The term papers reflected the

student awareness of the importance of nanotechnology,nanomaterials, and systems in the society. Roughly 91%

of the students favored this mechanism as a means to

learn more about how nanotechnology affects an applica-

tion of their choice, such as energy, biomedical, imaging,and sensors.

The survey also asked the students to provide sug-gestions/critiques to improve the nanomodules. Studentswho evaluated the nanomodules as good to excellent

asked for more hands-on exposure in smaller groups (typ-

ically nanoexperiment groups consisted of 46 studentsper group) and earlier exposure to nanotechnology (both

courses are senior level). In response to this comment in

later semesters we involved the students more in operat-ing the instruments. The demand of earlier exposure to

nanotechnology will be implemented in the renewed NSF-

REU proposal 20112012, where a freshman course will

be developed toward this purpose.Some students suggested that an instrumentation and

measurement course be placed as a prerequisite prior totaking the courses with nanomodules. This suggestion was

posed based on the fact the nanoindentation experiment

was demanding many calibration steps and data acquisitionusing LabView software. The survey reflected this opin-

ion as 44% of the students indicated that they were less

interested in the nanoindentation, while 22% indicated thatSEM was the least interesting module. This suggestion

was communicated to the undergraduate curricula commit-

tee in the civil and mechanical engineering departmentsfor consideration. Other students suggested reducing the

number of modules, considering that classical experiments

needed to be covered as well. The investigators considered

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alternating the nanoexperiments each semester by intro-

ducing the TEM microscopy experiment in the spring and

the XRD experiment in the fall semester. As an update(both hardware and software) of the NanoTest is currently

underway, we hope to make it more user-friendly and less

demanding for the calibration so it could be received morefavorably in the future.

Based on the success of the nanomaterials modules 34students have enrolled in ME461-E (MEMS). This courseaided them in the theoretical and experimental knowledge

of nanosystems. This course was appealing to minority

students, in particular 13 students were from underrepre-sented groups (Hispanic, Native American and Asian) and

9 were females.

The investigators have mentored several studentswho finished two of the nanotechnology courses

offered through the NUE program (ME370/ME352L and

ME461-E). Eighteen undergraduate students have partic-

ipated in nanomaterials and nanosystems research. Thestudent participation resulted in 4 honors theses and 11

refereed journals publications.The recruiting of undergraduate students to participate

in the research aspects prepared them to play teaching

assistant roles in the following semesters especially for theSEM and nanoindentation modules. Some students became

involved in the investigators research groups to work

on other research projects with a nanotechnology theme.

Eighteen undergraduate students have participated in nano-materials and nanosystems research. The student partici-

pation resulted in 4 honors theses and 11 refereed journalspublications. Some of these research projects: synthesisof WS2 ( Tehrani et al., 2011), nanoindentation of den-

tal materials (Al-Haik et al., 2008), nanocreep behavior of

cements (Reinhardt et al., 2009) and growing CNTs oncarbon fibers (Al-Haik et al., 2009; Luhrs et al., 2009).

Figure 9 provides images produced by undergraduate stu-

dents during some of these projects. The education throughresearch involvement offered the students more guided,

formal and comprehensive training on SEM, TEM, nanoin-

dentation and XRD. Therefore some of the undergradu-

ate students involved in this research experience becamecapable of running these instruments on their own with-

out supervision. We utilized some of this newly gainedtechnical expertise in the form of teaching assistance in

the nanoexperiments that required SEM/TEM/XRD and

nanoindentation.Several students expressed an interest in graduate stud-

ies in nanomaterials-based research. Nine students (6 ME

and 3 CE) who participated in the undergraduate researchprojects with the investigators enrolled in graduate pro-

grams at UNM. The nanotechnology education of under-

graduates through our program at UNM has leveraged anexisting graduate program in nanotechnologythe Nano

Sciences and MicroSystems (NSMS) program. This NSF

IGERT program at UNM is strictly a graduate program

Fig. 9. Sample projects that involved participation of undergraduate stu-

dents: (a) SEM image of hybrid carbon fiber with surface grown CNTs

(Jeremy Chavez), (b) (SEM) micrograph of WS2 (Juanita Trevino), and

(c) Optical micrograph of a thermal actuator (Ian Young and Dylan

Wood).

granting only MS and PhD diplomas. In the investigatorsresearch groups the number of U.S. students in generaland those who are from minority groups in particular hadimproved.

The activities implemented during this nanotechnologyprogram at the UNM had an impact on under-representedgroups in science and engineering. The ethnic and genderdistribution of these courses are shown in Figure 10.

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Fig. 10. Accumulative statistics of the ethnic and gender distributionsof the three courses employed in the investigation (ME370, CE305, and

ME461-E).

UNM is the only Carnegie, Very High ResearchUniversity in the country designated as a Minority and

Hispanic-Serving Institution (MHSI). Most of the under-graduate students at the School of Engineering at UNMcome from New Mexico, and the demographics reflect the

multicultural character of the state. UNM School of Engi-neering graduation rates for Hispanic and Native American

students are among the highest in the U.S. Currently40% of engineering undergraduates come from under-

represented groups (American Indian and Hispanic) and20% of our students are female, on par with the nationalaverage.

One major challenge throughout the nanotechnol-ogy program has been improving the recruiting of

undergraduate students from minority groups to doresearch in nanotechnology or even research in general.

UNM is surrounded by several federal and industrialentities that, rightfully, are trying to diversify their work-

force by appealing to the large Hispanic students com-munity at UNM through summer internships. From theinvestigators personal attempts to attract the undergrad-

uates from minority groups, students usually preferred

internships at Sandia National Labs, Los Alamos NationalLabs, Intel Corporation, and Kirtland Air force Base. To

their credit, all these entities have aggressive on- and offcampus recruiting programs. We believe that the intern-ships made possible to the students through the NSF-NEU grants to the investigators together with the hands-onencounter with nanotechnology through the materials lab-

oratories, assisted significantly in attracting minority stu-dents to conduct research in nanotechnology.

8. CONCLUSIONS AND FUTURE WORK

A new group of nanotechnology modules for undergradu-ate engineering education was developed and introduced toengineering students at the UNM. The new modules wereestablished in materials science courses serving mechan-ical and civil engineering students. A preliminary surveyshowed that the majority of students are in favor of the

nanotechnology modules.The core curricula of the Mechanical and Civil Engi-

neering Departments were not altered. Nanotechnologymodules were strategically inserted in the core classes andan elective course on nano and micro systems was taughtin the senior year.

Based on the survey results, the authors will continuethe format of stand-alone modules and nano experiments.Improvements based on the student surveys conducted sofar will include more hands-on experiments (for exam-ple, synthesis of nanomaterials). We also plan to intro-

duce term projects where students will still go through allthe nanomodules and nanoexperiments, but will be trained

exclusively on an instrument of their choice (SEM, TEM,XRD nanoindenter, etc.) to fulfill their project.

Finally, the authors will continue to mesh the nano-education and research via incorporating undergraduates intheir current research activities in nanotechnology. As evi-denced by the investigators own experience, this approachappealed to the large community of minority students atUNM.

With nanotechnology becoming part of so many core

courses and also having dedicated stand-alone coursesin nanotechnology, we envision that a critical masswill have been reached to create a concentration inmicro/nanotechnology at UNM.

Acknowledgments: The authors acknowledge the sup-port of the National Science Foundation support throughthe Nanotechnology Undergraduate Education (NUE)grants #0936412 and 0741525. The authors would like

to thank Prof. Adrian Brearley for granting access to theelectron microscopy facilities at the University of New

Mexico and Prof. John Wood for granting access to theclean room facility at the Manufacturing Training andTechnology Center (MTTC), University of New Mexico(UNM). Finally, we would like to thank Prof. Jonathan

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Phillips (Los Alamos National Laboratory, retired) andProf. Hamid Garmestani (Georgia Institute of Technology)for acting as external evaluators of the current NUE pro-gram at UNM.

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