Nanotechnology has impacted modern societies’ way of life with its applications spanning a wide range of industries, from consumer goods and pharmaceuticals to semiconductor manufacturing. Most people interact with nanotechnology every day whether they are aware of it or not. Nanofabrication, the technique through which nanotechnologies are created, is a process that involves manipulating materials at the nanoscale (10-9 meters). To make nanotechnology more appealing to the inexperienced, we are interested in developing laboratory and teaching modules that make the nano seeable. To achieve this target, we utilize a nanofabrication tool called the NanoFrazor, developed by Heidelberg Instruments Nano, where we believe that observation leads to understanding.
The NanoFrazor system is a nanofabrication tool that utilizes thermal scanning probe lithography (t-SPL) to generate and observe nanopatterns in real time. The NanoFrazor tool does this by relying on three main technology pillars: the thermal cantilever, the thermally sensitive resist, and the closed-loop lithography (CLL) operation. Briefly, the thermal cantilever has an ultrasharp tip (< 5 nm in radius) with a resistive heating element, a topography sensor, and a capacitive platform for electrostatic actuation integrated directly into the cantilever. The thermally sensitive resist is a polymer that undergoes direct thermal modification at a modest temperature. Finally, the CLL operation completes the nanofabrication process of the NanoFrazor by offering a software solution to pattern and measure nanofeatures in real time. This is how the NanoFrazor turns seeing into believing and allows us to tackle nanofabrication education.
Despite its prevalence in today’s world, educational opportunities in the field of nanofabrication are scarce. Our goal in this work was to develop educational and training materials for nanofabrication centered around the NanoFrazor tool to specifically make nanofabrication topics more accessible. For this work, we targeted undergraduate and graduate students with no prior experience with nanotechnology. To accomplish our goal, three objectives were put in place. First, effective teaching methods for nanofabrication needed to be determined. Secondly, education and training materials were created based on the NanoFrazor tool which was tailored for undergraduate and graduate students with no prior knowledge of nanotechnology. Finally, the effectiveness of the proposed training materials for increasing participants’ basic knowledge of nanofabrication was evaluated.
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