Detalls del sistema d'avaluació:

Evaluation:

10 minute presentation (Pruebas) - 30%

Class attendance and participation - 5%

Non-presencial activities - 65%

Class 1, Introduction to nanotechnology:

Non-presencial activities: (4 hours)

Each student should find 5 newspaper articles from the previous 6 months, which present nanotechnology in a positive light. Using these newspaper articles they should prepare a debate (written - maximum 2 A4 pages) on the pros and cons of nanotechnology as outlined in the newspaper articles, concluding with the student's own personal impression prior to starting the class.

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Specific Competency:

Students should be able to have a preliminary overview of what nanotechnology is and what are the potential beneficial applications and possible dangers associated.

Class 2, Techniques for 'top-down' fabrication of nanostructured surfaces:

Non-presencial activities (4 hours):

Each student should search the US and/or European patent databases and find a patent that uses microfabrication techniques for the production of a device with automotive/medical/electronic applications. A short summary of the techniques used and the final microsystem detailed in the patent should be prepared.

Specific Competency:

Students should be able to understand the advantages and applications of microsystems and microfabrication techniques. Students should be able to explain the different bulk and surface micromachining and deposition techniques and the relative advantages and disadvantages of each technique.

Class 3, Techniques for 'bottom-up' fabrication of nanostructured surfaces:

Non-presencial activities (4 hours):

Each student should choose one of the approaches of biological self assembly and should find (i) three scientific articles in peer reviewed journal, published in the preceding six months (ii) a patent and (iii) a start-up company working on the chosen self-assembly approach. Using the information found, students should prepare a short overview of the current state-of-the-art and the proposed future applications to be exploited by the identified start-up company.

Specific Competency:

Students should be able to understand the reasoning for self-assembly, the concepts of the various approaches of biological self-assembly and the potential applications of these approaches.

Class 4, Nanotools: Microsopic techniques for characterisation and manipulation on a nanoscale

Non-presencial activities (4 hours):

Each student should prepare a short essay detailing the progress in microscopy from its humble beginnings through to the development of AFM. The essay should include relevant citations and should outline the fundamentals of each technique as well as applications.

Specific Competency:

Students should have an fundamental understanding of the different microscopic

techniques and be aware of the specific applications of each of the techniques, as

well as the associated respective advantages and disadvantages.

Class 5, Nanoparticle fabrication and characterisation

Non-presencial activities (4 hours):

Each student should conceive an application for nanoparticles and design a route to produce, stabilise and functionalise these nanoparticles for industrial exploitation. Issues of mass production, cost, stability, storage and safety should be included in the production route.

Specific Competency:

Students should be able to understand the size-related properties of nanoparticles,

methods for production, stabilisation and biofunctionalisation of nanoparticles. Additionally students should have an understanding of the DLVO theory.

Class 6, Carbon nanotubes

Non-presencial activities (4 hours):

Each student should research the work and contribution of Buckminster Fuller to

society and prepare an overview of his life and inventions.

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Specific Competency:

Students should have an understanding of the properties and methods of producing carbon nanotubes as well as a concept of the potential applications for electronics and diagnostics.

Class 7, Biosensors and lab-on-a-chip for diagnostic applications

Non-presencial activities (8 hours):

Each student should prepare a document on how the microsystem used in the movie GATTACA, (where a blood sample is taken from a thumb prick, and based on this blood sample, the person can be identified and his/her biochemical profile and current and future medical conditions assessed), should be designed, fabricated and an explanation as to how it would function should be outlined. This system should incorporate knowledge gleaned from the all parts of the course. Maximum 5 A4 pages.

Specific Competency:

Students should be able to understand catalytic and affinity biosensors and should be able to design a microsystem that incorporates sample procurement, treatment and detection of the desired analyte for environmental, food control, biowarfare, and medical applications.

Class 8, Nanotoxicity and the environment

Non-presencial activities (4 hours):

Students should write a short debate (2 pages maximum) on the potential harms of nanotechnology, based on the seminar, movie and book discussion and propose methods for control and monitoring of the environment.

Specific Competency: Students should be able to understand the concept of nanotoxicity and nanotoxicology and the potential harm to the environment and human health that is posed by the uncontrolled release of nanosized structures. Students should also be aware of the techniques used to measure and monitor nanosized structures in the environment, as well as in human organs.

Class 9, Nanomaterials & energy

Non-presencial activities (4 hours):

Students should search for 4 examples of nanomaterials currently used for energy production/storage, and should write 0,5 page on each one, explaining the specific benefits of the nanomaterials used.

Specific Competency: Students should be aware of the limited supply of fossil fuels and the potential benefits nanotechnology has to offer for the production of energy. They should be able to understand the unique properties of nanomaterials and how they can address specific issues e.g. energy storage in a manner much more efficient than on a macroscale.