This summer, teachers were learning in the classroom. Each year, the Research Triangle Nanotechnology Network (RTNN), in partnership with NC State University, Duke University, UNC-Chapel Hill and the Joint School of Nanoscience and Nanoengineering, invites middle, high school and community college educators to participate in the Research Experience for Teachers (RET) Program. This year’s program, “Atomic Scale Design and Engineering,” let educators gain hands-on experience in the cutting-edge techniques and tools used in nanoscale science and engineering. Gail Jones, a senior faculty fellow at the Friday Institute for Educational Innovation and a University Distinguished Professor of Science Education in NC State’s College of Education, hosted the program on NC State’s campus this year, leading the weekly seminars focused on nanotechnology and innovative lesson planning.

“The Research Experience for Teachers summer program has been a great way for teachers to update their science knowledge and skills as well as develop new ideas for teaching science,” said Jones. “The new lessons these teachers have created are innovative and engaging. The scientists have learned a lot about education in schools and the teachers have learned more about advancements in science as well as new techniques for teaching science.”

Eight participants representing schools in Charlotte, Wake, Cumberland and Durham counties participated in weekly seminars, worked in lab groups, designed curricular materials for their classrooms and conducted research studies. During the year, participants will implement their lessons with students with support from the RET program. They will also have the opportunity to present their research and new lessons to other teachers at the NC Science Teachers Association Conference and other professional meetings.

Learn about three of RET’s educators and their projects below.

Mike Bowen

“I like to teach about things I’ve done rather than things I’ve read.”

Role: Science Teacher

School: Holly Springs High School

Classes: AP Environmental Science and Forensics

Years Teaching: 22

Lab: Dr. Michael Dickey’s lab studies rapid deposition of oxide-thin films. Through this project, teachers learned about liquid metals, oxides and material characterization.

Project: The research team was building thin-filmed nanosensors to put on plants to monitor them for carbon dioxide production, oxygen production, fertilizer or pesticide concentration, and overall leaf health. Bowen tested 23 1×1.5cm sensors on “sticky” temporary tattoo paper to see how well they held up to plants inside and outside. Researchers had never tested these sensors outside before, so Bowen wanted to test them in heat, humidity and rain to see if they would last 10 days.

Outcome: The paper did not last or hold up outside, but it can be used as a temporary sensor, especially on animals. They did well inside though and would work in greenhouse research.

Future Lesson Plans: Bowen has several lesson plans he’s created, including an introduction to nanoscale and thin-film solar, principles of nanoscale and plant physiology. 

Diona McLemore

“I feel like my students will be able to just make a real-world connection…everyone has somebody in their family who has diabetes that could benefit from a device like this.”

Role: Science Teacher

School: Cary High School

Classes: Physical science

Years Teaching: 11

Lab: Michael Daniele’s lab is researching biosensors and micro-bioelectronics, and aims to empower educators to engage students within the topics of microelectronics by demonstrating biosensor applications. Over the course of six weeks, teachers were guided through the fabrication and testing of electrochemical biosensors tailored for biomedical applications.

Project: Insulin monitoring using extended gate field transistor microsensor. Deposited insulin antibodies onto a sensor to detect amounts of insulin. 

Outcome: Results showed this method could be more cost and time-effective than current tests.

On Future Lesson Plans: “In a regular teaching environment, everything is so fast, so we’re not as detailed…kind of brought me back in on how to be a little bit more detailed with my lesson plan, [and] I appreciated that aspect. When you make it more detailed, you’re able to add in new things or take out certain things.”

Courtney Byrd

“I’ve only been teaching for three years, but I feel like you begin to miss lab work and thinking deeply about something. It’s kind of going beyond basic facts and thinking more about what’s being done every day. And all the cutting-edge research—it’s really cool to think about.”

Role: Science Teacher

School: Chapel Hill High School

Classes: Biology and AP Environmental Science

Years Teaching: 3

Lab: Dali Sun’s lab researches spintronics and optoelectronics of organic semiconductor optoelectronics, magnetic thin films and properties of specialized materials. Teachers developed basic nanofabrication skills, such as optical photolithography and metal deposition. 

Project: Fabricated and tested nickel titanium devices with ferromagnetic and non-magnetic bilayers. 

Outcome: Tested the components of the device and found properties that can halt magnetization.

Future Lesson Plans: A lesson on photovoltaic cells and having to remodel the flow of electrons with tennis balls through n-type and p-type silicon, examining how that movement is going to power a light bulb to turn on.