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

Y

6

Teachers

Teaching Methods; Science Instruction; Physics; Scientific Concepts; Quantum Mechanics; Laboratory Equipment; Simulation; Technology Integration; Engineering Education; Science Process Skills; Concept Formation; Laboratory Experiments

0036-8555

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

2020

EJ1276279