| Competences |
| Type A | Code | Competences Specific |
| A1 | A1.1. Successfully studying and learning about the chosen research ambit: evaluating the technical and scientific importance, the technological potential and the viability of the nanoscience, design, preparation, properties, processes, developments, techniques and applications of materials. | |
| A7 | A2.1. Presenting results in line with the format of experimental scientific literature and in accordance with the commonly accepted standards. | |
| A8 | A2.2. Critically evaluating the results of research in the field of nanotechnology, materials and products and process design. | |
| Type B | Code | Competences Transversal |
| B9 | B1.1. Communicating and discussing proposals and conclusions in specialized and non-specialized multilingual forums in a clear and unambiguous manner. | |
| B14 | B3.1. Collaborative teamwork, with responsibility shared among multidisciplinary, multilingual and multicultural teams. | |
| B15 | B4.1. Continuously learning. | |
| B16 | B4.2 Learning autonomously and by using initiative. | |
| B17 | B5.1. Working autonomously whilst remaining responsible and using initiative, in a research and innovative context. | |
| B18 | B5.2. Solving complex problems in new environments and in innovative and multidisciplinary contexts. | |
| B19 | B5.3. Applying critical, logical and creative thought in a research and innovative context. | |
| Type C | Code | Competences Nuclear |
| C1 | Have an intermediate mastery of a foreign language, preferably English | |
| C2 | Be advanced users of the information and communication technologies | |
| C3 | Be able to manage information and knowledge | |
| C5 | Be committed to ethics and social responsibility as citizens and professionals |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1 |
A1.1 Have a broad knowledge of the field of science and technology, and are aware of the capacities, limitations and applications of the current techniques used to characterise nanostructures. | |
| A7 |
A2.1 Correctly interpret the information provided by characterisation techniques. A2.1 Use SEM/ESEM, TEM, AFM and confocal microscopy from a practical point of view. | |
| A8 |
A2.2 Can identify which technique or techniques need to be used to solve a particular problem of characterising nanostructures. A2.2 Make practical use of ESEM/SEM, TEM, AFM and confocal microscopy. | |
| Type B | Code | Learning outcomes |
| B9 |
B1.1 Can intervene effectively and transmit relevant information. B1.1 Plan their communication: generate ideas, seek information, select and order information, make schemes, decide on the audience and the aims of the communication, etc. B1.1 Prepare and deliver structured presentations, complying with the requirements. B1.1 Draft documents with the appropriate format, content, structure, language accuracy, and register, and can illustrate concepts using the correct conventions: format, headings, footnotes, captions, etc. B1.1 Use language that is appropriate to the situation. B1.1 Are aware of the strategies that can be used in oral presentations (audiovisual support, eye contact, voice, gesture, timing, etc.). | |
| B14 |
B3.1 Accept and comply with the rules of the group. B3.1 Take active part in planning the team’s work, distributing tasks and respecting deadlines. B3.1 Contribute to the positive management of any differences, disagreements and conflicts that arise in the team. B3.1 Make their personal contribution in the time expected and with the resources available. B3.1 Take active part and share information, knowledge and experiences. B3.1 Take into account the points of view of others and give constructive feedback. | |
| B15 |
B4.1 Autonomously adopt the appropriate learning strategies in every situation. B4.1 Set their own learning objectives. | |
| B16 |
B4.2 Ask the appropriate questions for solving doubts or open questions, and search for information with criteria. B4.2 Select a procedure from among the possibilities suggested by the lecturer. | |
| B17 |
B5.1 Analyse their own limitations and potential for undertaking a particular task. B5.1 Decide how to manage and organize the work and time required to carry out a task from the basis of a general plan. B5.1 Decide how to manage and organize the work and time. B5.1 Reflect on their learning process and learning needs. | |
| B18 |
B5.2 Direct the decision-making process in a participative manner. B5.2 Can draw up strategies for solving problems. B5.2 Can get support from others to guarantee the success of their decisions. B5.2 Can provide alternative solutions to the same problem and assess possible risks and advantages. B5.2 Select the information required to solve problems using objective criteria. | |
| B19 |
B5.3 Follow a logical method for identifying the causes of a problem. | |
| Type C | Code | Learning outcomes |
| C1 |
Express opinions on abstract or cultural topics in a limited fashion. Explain and justify briefly their opinions and projects. Understand instructions about classes or tasks assigned by the teaching staff. Understand routine information and articles. Understand the general meaning of texts that have non-routine information in a familiar subject area. Write letters or take notes about foreseeable, familiar matters. | |
| C2 |
Understand basic computer hardware. Understand the operating system as a hardware manager and the software as a working tool. Use software for off-line communication: word processors, spreadsheets and digital presentations. Use software for on-line communication: interactive tools (web, moodle, blogs, etc.), e-mail, forums, chat rooms, video conferences, collaborative work tools, etc. | |
| C3 |
Locate and access information effectively and efficiently. Critically evaluate information and its sources, and add it to their own knowledge base and system of values. Have a full understanding of the economic, legal, social and ethical implications of accessing and using information. Reflect on, review and evaluate the information management process. | |
| C5 |
Respect fundamental rights and equality between men and women. Be respectful of and promote human rights and the principles of universal accessibility, equal opportunities, non-discrimination and universal accessibility for th ose with special educational needs. Be respectful of the values of a culture of peace and democracy. |
| Contents |
| Topic | Sub-topic |
| 1. Introducció. Microscòpia òptica. Microscòpia confocal. Aplicacions i perspectives futures. | |
| 2. Microscòpia de sonda d’escombrat (SPM). Principi de funcionament. Microscòpia d’efecte túnel (STM). Principis bàsics. Determinació d’estructures per STM. Espectroscòpies d’escombrat i d’efecte túnel. Manipulacions atòmiques amb STM. Desenvolupaments recents i aplicacions. | |
| 3. Microscòpia de força atòmica (AFM). Principis bàsics. Modes de contacte i dinàmic. Mesura de propietats locals mitjançant AFM. Altres tècniques SPM. Aplicacions a materials en la nanoescala. | |
| 4. Microscòpia electrònica. Aspectes generals. Generació del feix d’electrons. Interacció dels electrons amb la matèria. Microscòpia d’escaneig electrònic (SEM). Microscòpia d’escaneig electrònic ambiental (ESEM). Anàlisi de raigs X en SEM/ESEM. Aplicacions. | |
| 5. Microscòpia de transmissió electrònica (TEM). Aplicacions. | |
| 6. Tècniques de difracció per a determinar estructures cristal•lines. Difracció per raigs-X (XRD). |
| Planning |
| Methodologies :: Tests | ||||||||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||||||||
| Introductory activities |
|
1.5 | 2.5 | 4 | ||||||||||||
| Lecture |
|
15 | 10 | 25 | ||||||||||||
| Laboratory practicals |
|
10 | 6 | 16 | ||||||||||||
| Assignments |
|
1 | 19 | 20 | ||||||||||||
| Presentations / expositions |
|
1.5 | 6.5 | 8 | ||||||||||||
| Personal tuition |
|
1 | 0 | 1 | ||||||||||||
| Extended-answer tests |
|
1 | 0 | 1 | ||||||||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||||||||||||||
| Methodologies |
| Description | |
| Introductory activities | Una sessió introductòria per tal de proporcionar una classificació de les tècniques de caracterització i el seu paper en el marc de la nanociència i la nanotecnologia. Prèviament a la classe, els estudiants llegiran un parell d'articles sobre el marc de les tècniques de caracterització i després de la sessió introductòria es discutiran els treballs a classe. |
| Lecture | Sessions cobrint els principis bàsics, modes d’operació, aplicacions i limitacions fonamentals de les tècniques de caracterització. |
| Laboratory practicals | Sessions pràctiques a les instal·lacions del "Servei de Recursos Científics" de la Universitat Rovira i Virgili. |
| Assignments | Exercicis individuals i petites presentacions a classe sobre un tema molt específic que els estudiants han de treballar i presentar individualment. |
| Presentations / expositions | Els estudiants es dividiran en grups i cada grup durà a terme una exposició oral sobre una de les sessions vistes durant el curs. |
| Personal tuition | Reunions amb els estudiants, ja sigui de forma individual o grupal, per tal de millorar el seu rendiment. |
| Personalized attention |
| Description |
| Jordi Riu Rusell Despatx 312, tercer pis Facultat de Química Telèfon: 977558491 Correu electrònic: jordi.riu@urv.cat |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||||||||||
| Assignments |
|
Exercicis individuals | 25 | ||||||||||||
| Presentations / expositions |
|
Exposició oral per grups | 25 | ||||||||||||
| Extended-answer tests |
|
Examen individual final | 25 | ||||||||||||
| Others | Participació individual activa (preguntes, discussió a classe, petites presentacions) durant les classes i sessions pràctiques. |
25 |
| Other comments and second exam session | |||
|
Es requereix un mínim del 35% a cada part per aprovar l'assignatura. L'assistència a les lectures i a les sessions pràctiques és obligatòria. A la segona convocatòria l'estudiant només s'ha de presentar a aquelles parts no superades a la primera convocatòria. Els criteris d'avaluació són els mateixos que en la primera convocatòria. Durant les proves avaluatives, els telèfons mòbils, tablets, altres aparells alectrònics i altres fonts d'informació que no siguin expressament autoritzats per la prova, han d'estar apagats i fora de la vista. |
|||
| Sources of information |
| Basic |
YAO, N., WANG Z.L., Handbook of Microscopy for Nanotechnology, Última edició disponible, Kluver Academic Publishers
KELSALL, R., HAMLEY, I., GEOGHEGAN M., Nanoscale Science and Technology, Última edició disponible, Wiley |
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| Complementary |
DI VENTRA, M., EVOY S., HEFLIN J.R., Introduction to Nanoscale Science and Nanotechnology, Última edició disponible, Kluver Academic Publishers
BHUSHAN, B, Handbook of Nanotechnology, Última edició disponible, Springer
WILLIAMS, B., CARTER, C.B., Transmission electron microscopy. A text book for material science., Última edició disponible, Plenum Press
BRIGGS, D., SEAH, M.P., Practical surface analysis: By Auger and X-Ray photoelectron spectroscopy, Última edició disponible, Wiley
BIRDI, K.S., Scanning probe microscopes: applications in science and technology, Última edició disponible , CRC Press
GOLDSTEIN, J.I., Scanning electron microscopy and X-Ray microanalysis, Última edició disponible , Kluver Academic, Plenum Press
SAMORI, P., Scanning probe microscopies beyond imaging: manipulation of molecules and nanostructures, Última edició disponible , Weinheim: Wiley-VCH |
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| Recommendations |
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.