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Interactive Nano Visualization for Science and Engineering Education-Scanning Probe Microscope on the Web

Published online by Cambridge University Press:  02 July 2020

B.L. Ramakrishna
Affiliation:
Center for Solid State Science, Arizona State University, Tempe, Arizona 85287-1704
A. Razdan
Affiliation:
Center for Solid State Science, Arizona State University, Tempe, Arizona 85287-1704
J. Sun
Affiliation:
Center for Solid State Science, Arizona State University, Tempe, Arizona 85287-1704
E. Ong
Affiliation:
Center for Solid State Science, Arizona State University, Tempe, Arizona 85287-1704
A. A. Garcia
Affiliation:
Center for Solid State Science, Arizona State University, Tempe, Arizona 85287-1704
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Extract

The integration of nano-science and technology concepts into upper-division high school and lower-division college curricula will require innovative educational approaches that will help students understand the structures and properties of matter on a scale below 100 nanometers, i.e., the nanoscale. This Interactive Nano-Visualization in Science and Engineering Education (IN-VSEE) project will create a consortium of university and industry researchers, community college and high school science faculty, computer scientists and museum educators with a common vision of creating an interactive World Wide Web (WWW) site to develop a new educational thrust based on remote operation of advanced microscopes and nanofabrication tools coupled to powerful surface characterization methods. The centerpiece of this project is the web-based operation of the revolutionary scanning probe microscope (SPM), which has evolved rapidly into a relatively simple, yet powerful, technique capable of imaging and manipulating materials at resolutions down to the atomic scale.

Type
Advances in Remote Microscopy, Instrument Automation and Data Storage
Copyright
Copyright © Microscopy Society of America

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References

This work is supported by a grant from the National Sciecne Foundation’s Research, Evaluation and Communication division —Grant # NSF/REC 9632740.Google Scholar