Scott Kravitz' 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' 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
