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Kerry Miller's Project Page |
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Teacher Intern: Kerry Miller
Mentors: Feng Wu & Jan Lofvander
Faculty Supervisor: Jim Speck
Department: Materials |
2003 Research Project: GaN Crystal Growth & TEM Sample Preparation
Galium Nitride (GaN) thin films are used to produce Light Emitting Diodes
(LEDs) and Lasers in the higher frequencies of the visible spectrum of
light. LEDs are used in flashlights, VCRs, watches, street lights, and many
many other applications, and are much more efficient, durable, and stable
than traditional light sources. GaN is also used to make transistors, which
are an integral part of the computer.
Many scientists are exploring ways to make GaN thin films more pure and at a
faster rate. In order to test the film quality, the Transmission Electron
Microscope (TEM) is utilized to produce high resolution images on the order
of nanometers. TEM samples must be prepared such that they are very thin
(~10 nm). This process of TEM sample preparation could take a few hours or
a few days. Manual sample preparation yeilds more control and sometimes
higher sample quality, while automated sample preparation using the Focused
Ion Beam (FIB) produces quick samples.
Download Research Project as a pdf file
2004 Curriculum Project: Improving Student Literacy in Science through
Critical Thinking Labs, Scientific Writing & Organizational Skills
During my first summer in the RET program I realized that the correct
approach to a scientific investigation was critical to my engagement,
understanding, ownership, and enthusiasm in the project. This summer, my
curriculum project was based on developing a structure in which my students
could conduct scientific experiments while maximizing their engagement,
understanding, ownership, and enthusiasm for the activity in addition to
improving their critical thinking and literacy skills.
Students will conduct labs that reflect a real-life, successful, and satisfying
scientific investigation by first being given sufficient background knowledge,
then being handed a set of equipment along with a scientific question. The
students are required to develop a hypothesis before proceeding with the lab,
and then are encouraged to tinker with the equipment. Then the students
designs their own experiment as they conduct the investigation using an
iterative process; students may initially decide to proceed one way and then
change course when they become more familiar with the equipment or realize any
limitations. The actual writing of the procedure section is one of the last
steps in the lab process (similar to the writing of the methods section for a
thesis or dissertation being done at the end of the graduate program).
To demonstrate their learning and adequate participation in the lab, students
are given a one to two paragraph writing assignment when they finish each lab.
Students rotate through writing each section of a scientific report, including
the introduction, methods, results, conclusion, and abstract sections.
One section is assigned for each lab. Students rewrite essays incorporating
teacher and peer-feedback, and log their essay improvements in an organized lab
notebook. This process of inviting more critical thinking skills in the scientific
investigation process has resulted in more focused group work, increased
student engagement, improved organizational and writing skills, an enhanced
impact of labs on student learning, and an increased enthusiasm for labs and
science in general.
Download Curriculum Project
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