Surface-X: Modeling Scanning Tunneling Microscopy (STM) in the Classroom

Autor/in	McKinney, Daniel
Titel	Surface-X: Modeling Scanning Tunneling Microscopy (STM) in the Classroom
Quelle	In: Science Teacher, 88 (2020) 2, S.48-53 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Leitfaden; Unterricht; Lehrer; Teaching Methods; Science Instruction; Physics; Scientific Concepts; Quantum Mechanics; Laboratory Equipment; Simulation; Technology Integration; Engineering Education; Science Process Skills; Concept Formation; Laboratory Experiments + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Quantenmechanik; Laborausstattung; Simulation program; Simulationsprogramm; Ingenieurausbildung; Concept learning; Begriffsbildung; Laboratory work; Laborarbeit
Abstract	Teaching the tools and concepts associated with modern physics can often be a daunting and difficult task for secondary science teachers. Classical physics is often perceived as intimidating and complex in its own right. Modern physics addressing quantum phenomena where Newtonian laws break down is even more abstract for learners. However, comprehending these concepts is critical to understanding modern technology and scientific instruments (Angell et al. 2004). One such instrument is the scanning tunneling microscope. Scanning tunneling microscopy (STM) is a method used to image surfaces at the atomic level. In order to simulate STM, the process had to be brought up to a much larger scale and integrate technologies that students were already familiar with. The learning objectives associated with this activity described in this article emphasize understanding the concepts of STM imagery, practicing science and engineering process skills, using data collection and analysis to build a model, and integrating technology to collect data and generate a 3-D computer model. It is intended to take two to three class periods (approximately three hours of instructional time) and uses materials and equipment that are inexpensive and readily available on any school campus. Additionally, students have a hand in building their own probes and composing their own surfaces, further cementing cross curricular concepts learned in other classes or disciplines. Students are also given the opportunity to create a three-dimensional rendering of a surface, giving them transferable experience in data entry and analysis. This process can be modified to include student participation at various points in preparing the materials. It can also be easily differentiated to address different concepts or ability levels. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01