Universitat Internacional de Catalunya
Micro and Nanotechnology
Other languages of instruction: Catalan, Spanish,
Teaching staff
Hours agreed with the teacher at the beginning of the academic year (Tuesday from 11:00 to 12:00). In any case, you can make an appointment and arrange a face-to-face tutoring with the teacher by writing to the email ecastro@uic.es.
Introduction
Micro and nanotechnologies are today one of the most transformative tools in the field of bioengineering, with applications of great impact in diagnosis, treatment and health monitoring. Their relevance also extends to the development of advanced materials, sensors and devices that contribute to improving the sustainability of healthcare systems and driving innovation in multiple industrial sectors.
The course is aligned with the Sustainable Development Goals (SDGs), especially with SDG 3 (Health and Well-being) - by exploring applications in nanomedicine, tissue engineering and development of safer and more effective therapies-, SDG 4 (Quality Education) - by offering students advanced skills in an emerging field that favors their comprehensive training and employability in strategic sectors-, SDG 9 (Industry, innovation and infrastructure) -by fostering knowledge of techniques and processes that support technological innovation and the transfer of knowledge to society- and SDG 12 (Responsible production and consumption) -by reflecting on the ethical, environmental and sustainability challenges linked to the manufacture and application of nanomaterials.
Therefore, the study of micro and nanotechnologies not only allows us to understand the scientific and technical foundations of this field, but also to place this knowledge in the global framework of current social, environmental and health challenges, contributing to bioengineering with a positive impact on health, innovation and sustainability.
Pre-course requirements
Subjects: Materials, Biomaterials and biocompatibility, Advanced materials and selection of materials, Shaping techniques of materials.
Objectives
- Know the fundamentals of micro and nanotechnologies and their application to the design and development of chemical sensors, biosensors and microchips.
- Understand the principles, design and cutting-edge applications for analysis and detection based on micro and nanotechnologies.
- Understand the principles and applications of advanced characterization techniques of chemical systems consisting of nanomaterials of high current interest.
Competences/Learning outcomes of the degree programme
- CN01 - Describe aspects related to bioengineering based on subject-specific books together with scientific publications at the forefront of knowledge.
- CN06 - Define the fundamental principles of the technologies used in the design and manufacture of micro- and nanosensors in biotechnology areas.
- CP01 - Interpret relevant data (normally within their area of study) and issue judgements that include a reflection on relevant issues of a social, scientific and ethical nature.
- CP04 - Produce fixed and removable structures in medical device applications.
- CP08 - Apply biotechnological methodologies and tools for research, development and production of products and services.
- HB01 - Convey information, ideas, problems and solutions to both specialised and non-specialised audiences.
- HB04 - Assess the social and environmental impact of technical solutions through the analysis and application of quality principles and methods.
- HB05 - Integrate a third language, usually English, in a multilingual and multidisciplinary environment, with an adequate oral and written level and applying the terminology of bioengineering
- HB07 - Relate well-being with globalisation and sustainability, achieving skills for the use of technique, technology, economy and sustainability in a balanced and compatible way.
- HB12 - Evaluate manufacturing systems and processes, metrology and quality control.
- HB14 - Identify engineering concepts that can be applied in the field of biology and health.
Learning outcomes of the subject
Upon completion of this course, students will be able to:
• Distinguish the conceptual and methodological foundations of the various platforms that make up bioengineering: biotechnology, nanotechnology, pharmacology, immunology, microbiology, modeling, proteomics and genomics, drug delivery, project management...
• Apply the fundamentals of bioengineering in fields such as tissue engineering, orthotics, dental prosthetics, start-up creation, sustainability, and the design, manufacturing, and characterization of new medical devices.
• Define the characteristics of implants, dental prosthetics, radiological and surgical splints, relating them to osseointegration, prosthetic rehabilitation, and medical prescription.
• Define the materials and processes used in the manufacturing of implants, dental prosthetics, radiological and surgical splints.
Syllabus
- Introduction and historical review of micro and nanotechnology. Feynman's vision.
- Emerging technologies. Nanotechnology Market. Technological revolution.
- Classification of nanomaterials.
- Characteristic quantum phenomena. Electron confinement.
- Current state of the art. Nanotechnology applications: Nanomedicine and Nanobiotechnology. Biomimetic nanostructures and molecular motors.
- The micro and nanoscale. Specific surface area.
- Beyond Moore's law.
- Scaling laws. Superparamagnetism in nanoparticles. Size dependence on coercitive force, saturation magnetization and Curie temperature.
- Size dependence as nanomaterial property. The basics of quantum mechanics. Influence of morphology on the optical properties of nanoparticles.
- Nanotechnology applications: Nanoelectronics and nanorobotics. Quantum confinement. Band gap of nanomaterials. Electrical properties of nanomaterials.
- Definition of nanotechnology (EU versus USA).
- Definition of nanomedicine.
- Definition of nanomaterial – Size distributions.
- Need of bioengineering nanotechnology.
- Benefits of micro and nanotechnologies in tissue engineering.
- Nanomaterials. Self-assembled colloidal particles. Wires. Carbon fullerenes and nanotubes. Dendrimers. Amphiphilic micelles. Graphene. Nanocomposite materials.
- Nanoscaffolds. Hydrogels. Implanted bio-MEMS. Nanotechnology and cáncer: Discovery, detection, delivery and destruction. Micro and nanobots.
- Medical nanoparticles. Nanoshells. Lipid-based nanoparticles. Polymer-based nanoparticles and polymer therapeutics. Nanoparticles for drug delivery. Nanoparticles in the clinics.
- Microscopical characterization of nanomaterials. Magnification. Resolution and resolving power. Transmission and Scanning Electron Microscope (TEM and SEM). Atomic Force Microscope (AFM).
- Diffraction methods for nanomaterial characterization. Structure in nano-sized materials. Light scattering.
- Spectroscopical characterization of nanoparticles.
- Lithographic tools: Photolithography. Clean rooms. Resolution.
- Recent developments: Immersion lithography.
- Emerging technologies: Nanoimprint lithography and Dip-Pen Nanolithography.
- Thin film deposition.
- Sputtering, Chemical Vapor Deposition (CVD) and spin coating.
- Fluids at the nanoscale. Microactuators.
- Applications of nanofluidics: analysis of biomolecules. Biochips.
- Methods of preparing nanoparticles.
- Synthesis of nanoparticles using chemical reactions: MNPs.
- Property control of nanoparticles by setting experimental conditions during synthesis: Ag NPs.
- Industrial applications of NPs.
- Definition of nanosensors.
- Manufacture methods.
- Types of nanosensors.
- Nanostructures and nanomaterials in sensors.
- Applications of nanosensors.
Teaching and learning activities
In person
During the face-to-face classes, the fundamental aspects of each topic will be exposed so that they can be developed individually by each student through the use of selected bibliography and with the support of tutorials. Innovative educational methodologies such as Peer instruction, Flipped Classroom, LegoTM Serious Play will be followed in the course.
During the course, students will be asked to complete the following training activities:
Peer Instruction - Short questions thrown by the teacher at the beginning or end of the virtual or face-to-face class on the subject being treated in the subject at that time to which students must answer individually through a forum of Question and Answer (Q&A) evaluable enabled for it in Moodle, in such a way that among the students cooperatively construct the correct answer to the short question (which may fall in the examination of the subject) - the teacher will indicate the answers of those students That they are correct and this will allow them to score points for the evaluation of active participation.
Modelling (Do it yourself - DIY) - Construction of models and models in a group, during a practical seminar-type classroom, allowing students to learn by doing (such as a carbon fullerene / nanotube model or atomic force microscope model with Lego bricks) in a Lego Serious Play type learning methodology. Once the model or model has been built, students will be asked to use that model or model to carry out an activity that allows them to deepen their knowledge of the technology, technique or modelled material following a script provided by the teacher.
Treasure Hunt (Reading Promotion) - Divide the classroom into two groups, each with a spokesperson who goes to the library to look for a book indicated by the teacher (different for each group), in such a way that each one of the groups, look for a series of data or explanations requested by the teacher in the indicated book and cooperatively build a document with those data and explanations taken from the book and to be delivered, through the spokesperson, via the Moodle task, to the teacher at the end of class. The teacher will give points of active participation in the evaluation of the subject to the group that does it best.
Flipped Classroom - The teacher will post a link to a YouTube video in the Moodle about some aspect of the subject's syllabus that the students will visualize either as homework before the corresponding non-face-to-face class or during the break of the face-to-face class projecting it on the class screen. After viewing the video, the teacher will propose to the students to take a quiz through a tool like Socrative or Kahoot using their mobile phones, tablets or computers to check the assimilation of the concepts covered in the video. The teacher will give active participation points in the subject to students who answer correctly and more quickly to the quiz questions.
Laboratory practices - Learning based on small research projects in which they individually develop the script of the proposed practices themselves from a basic bibliography of consultation and a list of equipment available in the laboratory of degree practices, work cooperatively to obtain experimentally in the grade practice laboratory, some nanoparticles or a microfluidic device and present / explain to the rest of their classmates and the teacher their work procedure, materials used and results obtained as a research seminar.
Evaluation systems and criteria
In person
The structure of the subject in theoretical and practical sessions involves the evaluation of the knowledge and skills acquired in a differentiated and complementary manner. In the case of the contents of the theoretical sessions, they will be evaluated in a partial and in a final test, both written and that will take into account both the ability to relate the contents of the different topics in a transversal way, as well as the development of one´s own thinking. Regarding the practical part of the subject, the evaluation will be continue, considering the following aspects with different relative weight: active participation in class, final course work and peer evaluation, laboratory practices, debate after the reading of the complementary bibliography. In order for both parts of the subject to be able to average and thus obtain the final grade for the subject, it will be necessary for both parts of the subject to be passed independently.
The student´s qualification will be:
1st call
|
Assessment type |
Evaluation system |
Weighing |
|
Summative evaluation |
Final exam |
30 % |
|
Summative evaluation |
Midterm exam |
25 % |
|
Formative assessment |
Oral presentation – Science Friday - Podcast |
15 % |
| Authentic evaluation | Lab notebook | 10 % |
|
Authentic evaluation |
Gemini AI Test | 10 % |
| Authentic evaluation | Exit ticket - Problem bulletin |
10 % |
2nd call
|
Assessment type |
Evaluation system |
Weighing |
|
Summative evaluation |
Final exam |
70 % |
|
Formative assessment |
Oral presentation – Science Friday - Podcast |
15 % |
| Authentic evaluation | Lab notebook | 10 % |
| Authentic evaluation | Exit ticket - Problem bulletin | 5 % |
Important considerations:
- Plagiarism, copying, or any other action that could be considered cheating will result in a zero in that section of the assessment. Doing so in exams will result in immediate failure of the course.
- In the second exam session, it will not be possible to obtain a grade of “Honors,” so the maximum grade will be “Excellent.”
- No changes will be accepted to the calendar, exam dates, or the evaluation system.
- Exchange students (Erasmus and others) or repeat students will be subject to the same conditions as the rest of the student body.
- Students may not enter the classroom 10 minutes after the lesson has begun (nor leave) unless there is a justified reason.
- The use of generative artificial intelligence tools (e.g., ChatGPT, Claude, Gemini, etc.) is permitted and encouraged in the preparation of classwork, assignments, and activities, provided that their use is declared transparently.
- When using a Generative AI tool, students must include the following in an appendix to their submission:
a. the tool used (e.g., ChatGPT, free or subscription version),
b. the main prompt or instruction used,
c. the type of assistance received (e.g., brainstorming, initial drafting, bibliography summary, outlines, translation, image creation, etc.). - The use of Generative AI tools is not permitted in face-to-face exams or individual assessments unless expressly authorized by the instructor.
- The use of Generative AI tools does not exempt students from academic responsibility: students are ultimately responsible for the accuracy, rigor, and originality of the content submitted.
- Failure to attribute the use of these tools will be considered plagiarism or serious academic misconduct.
Bibliography and resources
(1). Rogers, B. (2017). Nanotechnology: understanding small systems. CRC Press.
(2). Mendelson, M.I. (2013). Learning bio-micro-nanotechnology. CRC Press.
(3). Abdullaeva, Z. (2017). Nano- and biomaterials: compounds, properties, characterization, and applications. Wiley-VCH.
(4). Binns, C. (2022). Introduction to nanoscience and nanotechnology. Wiley Blackwel.
(5). Poinern, G.E.J. (2020). A laboratory course in nanoscience and nanotechnology. CRC Press.
(6). Contera, S. (2019). Nano comes to life: how nanotechnology is transforming medicine and the future of biology. Princeton University Press. [eBook]
During the course, innovative articles and reviews on specific aspects discussed in it will appear in scientific journals and we will discuss some of them.
Evaluation period
- E1 16/01/2026 P2A02 12:00h