We have designed three nanotechnology experiments that are vertically integrated for an undergraduate chemistry curriculum. They are an evolving set of experiments for sequential courses in an undergraduate chemistry program. These experiments are designed to match the student's level of understanding for each particular course. The participating student is involved in a "research" project that progresses in both theory and experimental technique. Students benefit from these vertically integrated experiments by being involved in multiple facets of a simulated research project. This mimics a traditional research project under an advisor's supervision without the undesired drawback of an unknown outcome.

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Post-print Article

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Copyright © 2007 The Chemical Educator. Article first published online: 22 FEB 2012.

DOI: 10.1333/s00897072021a.

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