Scott Kravitz’s Summary
In my five weeks working with the UT Chemical Engineering Department, I have done a variety of things under the tutelage of graduate student Shawn Coffee. In order to help him with his research in investigating the growth and nucleation patterns of nanoparticles, I have done a good deal of counting and measuring the size of both the particles and the pores in which they are contained. This part, which largely involved sitting in front of a computer for several hours, was not particularly interesting, although I understand that such tedious work is a necessary part of precision-driven research. In addition, I have observed the use of an SEM and handled other machines used in the growth of nanoparticles. I have calibrated some of the machines and helped Shawn run his experiments involving different growth conditions for the particles. Other duties I have had include taking an inventory of all the chemicals in Professor Ekerdt’s lab, compiling and updating Materials Safety Data Sheets for many of these chemicals, and conducting various safety measures such as making sure that the chemical eye wash is clean. The most enjoyable aspects of the project were helping run the experiments and learning their significance, as well as compiling and organizing into graphs the size distribution data I gathered from my counting and measuring. Overall, despite the admitted simplicity of many of my tasks, I believe I benefited from the project by gaining experience in working in a high-level field.
Robert Foster’s Summary
Dear Professor Demkov and Professor de Lozanne,
In order to reflect properly upon this program I believe a brief summary of my experience is in accordance, in support of the evaluation I will provide my thoughts on my different activities.
My first week was spent designing and coding the website for the group, as one who does enjoy computer work I found this task to be enjoyable, but rather pedestrian compared to the amazing scientific equipment (remember my only previous experience with lab equipment is our high school lab). To counteract my previous criticism, the webpage did provide me with an ample opportunity to familiarize myself with the lab. In order to produce the biographies and general information I was required to familiarize myself with the lab and the group members. Given the shock of this alien land I had found myself in starting with a familiar task did provide a comfortable transition.
My next two weeks were spent learning from the undergraduate Morgan, who served to teach me the processes involved in growing CNT and operating the SEM. As was quickly noted by Morgan, “If he is my assistant, I am no longer the bottom of the totem pole”, my work though not necessarily glamorous was pleasurable. The processing of the tungsten tips and producing the substrate were interesting tasks, but still reminiscent of high school science. The program hit its stride when we moved to those things that we never did in high school, such as the actually growing of the tips with a regulated gas flow and the furnace. Perhaps the most evidently “cool” procedure I learned was SEM operation. Professor de Lozanne had provided me with the manuals before I came to the lab, but no text could convey how to focus the SEM by adjusting the filament current, nor could it prepare me for the magnification levels. This was surely not my light microscope. Operating the SEM even if it meant merely taking pictures of CNT for days and then preparing more CNT was definitely a highlight of the program, and truly the two to three weeks we spent performing that task, was a good amount of time, for eventually any toil wears on a man.
My previous experiences were thoroughly enjoyable, but I believe the program should be modeled after my next experience rather than my former. Professor de Lozanne presented me and Morgan with the task of building an adapter to the SEM, this adapter would serve to flow a small amount of gas onto the surface of the sample in order to improve resolution by reducing the “burning” effect the SEM has on the viewing area. The task represented a challenge, represented free thinking, and took me away from the juvenile processes of simple task repetition. Even though many criteria were concrete from the start the processes and also the details were variable. The production of this piece led to many other highlights of the summer. The processing of aluminum to the third decimal place accuracy and use of the mill and lathe were undoubtedly “cool” and informative. Previously our high school shop class stressed accuracy to the tenth of an inch, and the material was almost exclusively wood. The production of a piece where it must form a perfect seal represented a much more daunting task. But daunting is exactly what this program was for me, and should be for others. Those who elect to spend their summer in a lab should not be looking for another line on their application, but should be here looking for a challenge. Our experience with laboratory science on the high school level is limited to a micron’s breadth, and depth that any freethinking in regard to scientific process is quite alien. I wish not to proclaim my greatness in my pursuit of my task as I was definitely not alone, Morgan and I both presented with an unexpected and unique task became more to the level of partners than boss and minion. I also must also thank Jeehoon and Professor de Lozanne as they were always available for answers and help with processes that we lacked the knowledge. I was very lucky to have someone like Morgan to help me and provide companionship through our task. Without doubt I needed a lot of monitoring and help through the lab work as most of the equipment and materials were quite foreign.
I know it would not be feasible or practical to acquire an undergrad for the assistance of next years students, but I really believe the positive experience I had was produced by the amount of helping people available in the lab. Even though as I sit here to write this letter the adapter sits finished, without any way of verifying its flow or effects, I feel I have accomplished a lot this summer, I have undoubtedly learned a tremendous amount and have had a very enjoyable time. My only fear is that I will now daydream of SEMs through the monotony of my senior year science courses.
As a new part of the program this year I believe the classes require a large amount of praise and perhaps a healthy serving of change. All of the classes were very well taught, very informative, and all of the students kept them fun. My only regret came from the fact that we saw breadth in subjects we had covered to similar depth in school. I stand here not to complain as I would never expect any person to be familiar with the curriculum of Mr. Pace’s AP Physics, but rather to inform. During school we covered quantum mechanics to some depth, so an introduction is not needed, but a very thorough explanation of Heisenberg’s would supplement the glossing over received at school. The computer processes and programs lecture was preaching to the choir, if LBJ is anything it is computer literate. My suggestion and request would be an introduction to Mathematica, with examples and displays. The most engaging lectures were the ones on new principles and topics such as solid state physics and the AFM/MFM. I must admit I did thoroughly enjoy being the only one in class on multiple occasions, but I am sad that the others missed out on the lectures, for that I would suggest a preliminary calendar to offered when recruiting or to be formed from the schedules of those attending.
In affirmation of my previous view on the importance of integrating problem solving into the program, two rather fun instances occur to me: Making a basket for the sonic bath and fixing the thermometer. Both of these tasks while rather simple provided me with an opportunity to attempt something new and also do some research, in the case of the thermometer, into the working of the device. The program does not have to be over the top nor exceedingly intricate it most only support the interest of the students: a love of science.
I hope this letter does not come off as critical, but rather appreciative. The program has given me so much and has been such a positive experience I hope only to contribute a fraction of the generosity you have shown me, by helping to improve the program. I hope the program enjoys a number of more successful years with an ever growing number of students. The program has taught me more about experimental science than eleven years of schooling. I only hope I was able to articulate my sincerest gratitude to Professor de Lozanne, Professor Demkov, Jeehoon, Morgan, and all the other members of the de Lozanne’s lab.
Robert Foster
