SBIR Phase II: Development of a Scanning Electron Microscope (SEM) Simulator for Use in Education

SBIR第二期项目将开发一个低成本的基于PC的交互式扫描电子显微镜（iSEM）模拟器，并将其整合到模块中，以增强现有的科学课程。虽然扫描电子显微镜（SEM）是一种重要的科学工具，对我国的工业竞争力有重大影响，但它在教育中的应用一直不大。在美国，只有少数几所高中有机会使用这种性质的仪器，而学院和大学的本科水平的可用性是有限的。该项目的前提是，显微镜仪器的本质可以在个人电脑上运行的基于软件的模拟器中捕获，这样整个教室就可以成为虚拟实验室，每个学生都可以使用显微镜模拟器软件以及适当的图像和课程材料来探索课程。研究人员将使用FERA（聚焦、探索、反思、应用）学习周期模型来开发iSEM增强模块和支持材料，以扩展当前的课程，如国家科学资源中心的儿童科学技术（STC）和劳伦斯科学馆系列的全选项科学系统（FOSS），并将包括专业发展的组成部分。iSEM不仅可以让学校进行更复杂的科学实验，帮助学校达到标准要求，还可以帮助学生为在这个不断发展的纳米技术时代加入未来的劳动力做好准备。即将开发的项目的教育部分以探究为基础，鼓励探索，而且价格低廉，学校和学生都能买得起。

This SBIR Phase II project will result in a low cost PC based interactive scanning electron microscope (iSEM) simulator incorporated into modules to enhance existing science curricula. Although the Scanning Electron Microscope (SEM) is an essential scientific tool and has major impact on our nation's industrial competitiveness, its utilization in education has been modest. Only a handful of high schools in the U.S. have access to instrumentation of this nature, and availability at colleges and universities at the undergraduate level is limited. The premise of this project is that the essence of microscopy instruments can be captured in a software-based simulator running on a personal computer such that entire classrooms can become virtual laboratories, with each student exploring a lesson using microscope-simulator software coupled with appropriate imagery and lesson material. The researchers will use the FERA (Focus, Explore, Reflect, Apply) Learning Cycle model to develop iSEM enhancement modules and supporting materials to extend current curricula such as the National Science Resources Center's Science and Technology for Children (STC) and the Lawrence Hall of Science series of Full Option Science System (FOSS) and will include a component of professional development.The iSEM will not only enable schools to perform more sophisticated scientific experiments and help schools meet the standards mandate, it will also help prepare students for joining tomorrow's workforce in this evolving age of nanotechnology. The educational component of the project that will be developed is inquiry-based, encourages explorations and is inexpensive enough that schools and students can afford to purchase it.