Perspectives on Atomic-Force Microscopy Education

Nancy A. Burnham
2017 Microscopy and Microanalysis  
Based on the author's fifteen years of experience in education in atomic-force microscopy (AFM), current trends in AFM education will be summarized, challenges identified, and resources and recommendations given to people wishing to start their own AFM educational program [1] [2] [3] . Atomic-force microscopy (AFM) provides a window into the nano-world. Its principle of operation -a sharp tip on a flexible beam that is raster-scanned over a surface -is simple to understand. This simplicity,
more » ... g with the size scales involved, can appeal to scientists both young and old. As part of their degree requirements at Worcester Polytechnic Institute, two undergraduates researched what educators are doing to expose scientists and engineers to AFM [1]. They found that exposure to AFM has worked its way into grade schools and high schools, usually in the form of demonstrations with an actual AFM or with a macro-scale equivalent to show its operational principle. At the undergraduate level, if AFM is covered as a topic, it is usually restricted to one or a few laboratory exercises. In some cases, it is the topic of a full course [2] . At the graduate level, it has been given as a full course [2] or as an intensive short course during the summer [3]. Professionals typically attend short courses. Naturally, from the undergraduate to professional levels, one-on-one instruction is also common. After researching the ways in which AFM education is being delivered, the students created a resource webpage [4] and a survey to send to the educators. Table I lists the principle questions that were asked in the survey. The main hurdles that the educators faced were the cost of the equipment and consumables, proper educational tools and materials, teaching time for instructors, and time for students to learn theory. They generally did not have any hesitations about creating an AFM lab or course because the benefits to the students are so great. Concerning advice to prospective educators, the current educators advocate patience; there are many things that can and will go wrong. They also suggest a balance between theory and experiment, as well as trying to decrease overall cost by purchasing a teaching-oriented AFM that is less expensive and more robust than a research instrument. One can also decrease cost to the institution by writing proposals to funding agencies. The answers to the question about if and how exposure to AFM benefits students were a resounding "yes!" The respondents mentioned its widespread adoption by industry and research, as well as its value in physics and materials science. Furthermore, many educators thought that AFM skills gave their students an edge in competing for jobs or placement in graduate school. Moreover, educators saw how many of the concepts discussed dryly in classrooms came to life for the students as they applied them in an AFM lab. In contrast, the respondents did not agree on the future of AFM education. Some did not view AFM as special, instead, that it is one of many techniques that students should learn. Others thought that as AFMs become more robust and less expensive, more students will be exposed to them, and the future is bright for AFM education. 2298
doi:10.1017/s1431927617012156 fatcat:utulpm6f3nhajoutkadndcyf3e