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ASTM E3089-17

(Guide)

Standard Guide for Nanotechnology Workforce Education in Material Properties and Effects of Size

Standard Guide for Nanotechnology Workforce Education in Material Properties and Effects of Size

SIGNIFICANCE AND USE
5.1 This guide establishes, at the undergraduate college level, the basic education structure for understanding the unique properties and applications of nanoscale materials as compared to bulk properties and applications of macroscale materials.  
5.2 Workers may transition in their roles in the workplace. Participants in such education will have a broad understanding of material properties and the effects of size, thus increasing their marketability for jobs within as well as beyond the nanotechnology field.  
5.3 This guide is intended to be one in a series of standards developed for workforce education in various aspects of nanotechnology. It will assist in providing an organization a basic structure for developing a program applicable to many areas in nanotechnology, thus providing dynamic and evolving workforce education.
SCOPE
1.1 This guide provides a framework for a basic workforce education in material properties at the nanoscale, to be taught at an undergraduate college level. This education should be broad to prepare an individual to serve within one of the many areas in nanotechnology research, development, or manufacturing.  
1.2 This guide may be used to develop or evaluate an education program for unique material properties and their applications in the nanotechnology field. This guide provides listings of key topics that should be covered in a nanotechnology education program on this subject, but it does not provide specific course material to be used in such a program. This approach is taken in order to allow workforce education entities to ensure their programs cover the required material while also enabling these institutions to tailor their programs to meet the needs of their local employers.  
1.3 While no units of measurements are used in this guide, values stated in SI units are to be regarded as standard.  
1.4 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety, health, and environmental practices and determine the applicability of regulatory limitations prior to use.  
1.5 This standard does not purport to address all of the techniques, materials, and concepts needed for material properties and applications. It is the responsibility of the user of this standard to utilize other knowledge and skill objectives as applicable to local conditions or required by local regulations.  
1.6 This international standard was developed in accordance with internationally recognized principles on standardization established in the Decision on Principles for the Development of International Standards, Guides and Recommendations issued by the World Trade Organization Technical Barriers to Trade (TBT) Committee.

General Information

Status
Historical
Publication Date
31-Aug-2017
ICS
03.180 - Education
07.120 - Nanotechnologies
Technical Committee
E56 - Nanotechnology
Drafting Committee
E56.07 - Education and Workforce Development
Current Stage
Ref Project

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ASTM E3089-17 - Standard Guide for Nanotechnology Workforce Education in Material Properties and Effects of SizeASTM E3089-17 - Standard Guide for Nanotechnology Workforce Education in Material Properties and Effects of Size
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ASTM E3089-17 - Standard Guide for Nanotechnology Workforce Education in Material Properties and Effects of Size
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NOTICE: This standard has either been superseded and replaced by a new version or withdrawn.
Contact ASTM International (www.astm.org) for the latest information
Designation: E3089 − 17
Standard Guide for
Nanotechnology Workforce Education in Material Properties
1
and Effects of Size
This standard is issued under the fixed designation E3089; the number immediately following the designation indicates the year of
original adoption or, in the case of revision, the year of last revision. A number in parentheses indicates the year of last reapproval. A
superscript epsilon (´) indicates an editorial change since the last revision or reapproval.
1. Scope 2. Referenced Documents
2
1.1 This guide provides a framework for a basic workforce 2.1 ASTM Standards:
education in material properties at the nanoscale, to be taught E2456 Terminology Relating to Nanotechnology
at an undergraduate college level. This education should be E2996 Guide for Workforce Education in Nanotechnology
broad to prepare an individual to serve within one of the many Health and Safety
3
areas in nanotechnology research, development, or manufac-
2.2 Other Standards:
turing. ISO/TS 80004-2 Nanotechnologies – Vocabulary – Part 2:
Nano-Objects
1.2 This guide may be used to develop or evaluate an
education program for unique material properties and their
3. Terminology
applications in the nanotechnology field. This guide provides
3.1 Definitions:
listings of key topics that should be covered in a nanotechnol-
3.1.1 For definitions of terms related to nanotechnology in
ogy education program on this subject, but it does not provide
general, refer to Terminology E2456 and ISO/TS 80004-2.
specific course material to be used in such a program. This
approach is taken in order to allow workforce education
4. Summary of Guide
entities to ensure their programs cover the required material
4.1 This guide designates a list of subject areas related to
while also enabling these institutions to tailor their programs to
material properties and the effects of size that are relevant to
meet the needs of their local employers.
nanotechnology workforce education. Selection of the areas is
1.3 While no units of measurements are used in this guide,
based on inputs from industry, nanotechnology educators and
values stated in SI units are to be regarded as standard.
subject matter experts.
1.4 This standard does not purport to address all of the
4.2 Within each subject area, important topics to be covered
safety concerns, if any, associated with its use. It is the
are listed specifically.
responsibility of the user of this standard to establish appro-
priate safety, health, and environmental practices and deter- 4.3 This approach provides both a broad education as well
mine the applicability of regulatory limitations prior to use. as in-depth emphasis for key subjects within the time con-
1.5 This standard does not purport to address all of the straints of an instructional course or program.
techniques, materials, and concepts needed for material prop-
5. Significance and Use
erties and applications. It is the responsibility of the user of this
standard to utilize other knowledge and skill objectives as
5.1 This guide establishes, at the undergraduate college
applicable to local conditions or required by local regulations.
level, the basic education structure for understanding the
unique properties and applications of nanoscale materials as
1.6 This international standard was developed in accor-
compared to bulk properties and applications of macroscale
dance with internationally recognized principles on standard-
materials.
ization established in the Decision on Principles for the
Development of International Standards, Guides and Recom-
5.2 Workers may transition in their roles in the workplace.
mendations issued by the World Trade Organization Technical
Participants in such education will have a broad understanding
Barriers to Trade (TBT) Committee.
2
For referenced ASTM standards, visit the ASTM website, www.astm.org, or
contact ASTM Customer Service at service@astm.org. For Annual Book of ASTM
1
This guide is under the jurisdiction of ASTM Committee E56 on Nanotech- Standards volume information, refer to the standard’s Document Summary page on
nology and is the direct responsibility of Subcommittee E56.07 on Education and the ASTM website.
3
Workforce Development. Available from International Organization for Standardization (ISO), ISO
Current edition approved Sept. 1, 2017. Published September 2017. DOI: Central Secretariat, BIBC II, Chemin de Blandonnet 8, CP 401, 1214 Vernier,
10.1520/E3089-17. Geneva, Switzerland, http://www.iso.org.
Copyright © ASTM International, 100 Barr Harbor Drive, PO Box C700, West Conshohocken, PA 19428-2959. United States
1

---------------------- Page: 1 ----------------------
E3089 − 17
of material properties and the effects of size, thus increasing 8.3 Physical Properties:
their marketability for jobs within as well as beyond the 8.3.1 Su
...

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Standard Guide for Nanotechnology Workforce Education in Material Properties and Effects of Size

SIGNIFICANCE AND USE
5.1 This guide establishes, at the undergraduate college level, the basic education structure for understanding the unique properties and applications of nanoscale materials as compared to bulk properties and applications of macroscale materials. It helps to describe the minimum knowledge base for anyone involved in nanomanufacturing or nanomaterials research and can be used by organizations developing or carrying out education programs for the nanotechnology workforce.  
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1.1 This guide provides a framework for a basic workforce education in material properties at the nanoscale, to be taught at an undergraduate college level. This education should be broad to prepare an individual to serve within one of the many areas in nanotechnology research, development, or manufacturing.  
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1.3 While no units of measurements are used in this guide, values stated in SI units are to be regarded as standard.  
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Standard Guide for Workforce Education in Nanotechnology Health and Safety

SIGNIFICANCE AND USE
5.1 This guide is to provide, at the undergraduate college level, a basic educational structure in the health and safety aspects of nanotechnology to organizations developing or carrying out education programs for the nanotechnology workforce. This guide helps to describe the minimum knowledge base for anyone involved in nanomanufacturing or nanomaterials research.  
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5.4 Because nanotechnology is a rapidly developing field, the individual educated in nanotechnology needs to be cognizant of changing and evolving safety procedures and practices. Individuals should be aware of how to keep current on the technology, and have a base education that enables synthesis of emerging safety procedures and practices.  
5.5 Workers may transition in their roles in the workplace. Participants in such education will have a broad understanding of the health and safety aspects associated with working in a manufacturing or research setting, thus increasing their marketability for jobs within as well as beyond the nanotechnology field.  
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1.6 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety, health, and environmental practices and determine the applicability of regulatory limitations prior to use.  
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SIGNIFICANCE AND USE
5.1 This practice establishes the basic structure for education in the characterization of nanoscale materials at the undergraduate college level. The approach taken is to classify specific characterization methods into two tiers, with a minimum number of methods to be selected from each tier and taught at an in-depth or introductory level. This offers the flexibility of tailoring to regional industry needs while still retaining a high degree of equivalency in educational depth and breadth across geographical boundaries.  
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SIGNIFICANCE AND USE
5.1 This guide establishes, at the undergraduate college level, the basic education structure for understanding the unique properties and applications of nanoscale materials as compared to bulk properties and applications of macroscale materials. It helps to describe the minimum knowledge base for anyone involved in nanomanufacturing or nanomaterials research and can be used by organizations developing or carrying out education programs for the nanotechnology workforce.  
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SIGNIFICANCE AND USE
5.1 This guide is to provide, at the undergraduate college level, a basic educational structure in the health and safety aspects of nanotechnology to organizations developing or carrying out education programs for the nanotechnology workforce. This guide helps to describe the minimum knowledge base for anyone involved in nanomanufacturing or nanomaterials research.  
5.2 The basic education should prepare an individual for varied roles in the nanotechnology workplace. The material in this guide may require a post-secondary two-year science or technology background to be understood sufficiently. Depth on the topics should be sufficient to transfer between various applications of nanotechnology such as nanomaterial fabrication, nanomaterial characterization, nanolithography, and patterning.  
5.3 Nanoscale materials might present unique health and environmental hazards due to their unique properties. The hazards, if any, presented by nanomaterials can be very different from those presented by bulk/macroscopic materials.  
5.4 Because nanotechnology is a rapidly developing field, the individual educated in nanotechnology needs to be cognizant of changing and evolving safety procedures and practices. Individuals should be aware of how to keep current on the technology, and have a base education that enables synthesis of emerging safety procedures and practices.  
5.5 Workers may transition in their roles in the workplace. Participants in such education will have a broad understanding of the health and safety aspects associated with working in a manufacturing or research setting, thus increasing their marketability for jobs within as well as beyond the nanotechnology field.  
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SIGNIFICANCE AND USE
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1.5 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety, health, and environmental practices and determine the applicability of regulatory limitations prior to use.  
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This specification covers hot- and cold-worked precipitation-hardenable nickel alloy rod, bar, forgings, and forging stock for high-temperature service. Chemical analysis shall be performed on the alloy and shall conform to the chemical composition requirement in carbon, manganese, silicon, phosphorus, sulfur, chromium, cobalt, molybdenum, columbium, tantalum, titanium, aluminum, zirconium, boron, iron, copper, and nickel. The material shall follow recommended annealing treatment, solution treatment, stabilizing treatment, and precipitation hardening treatment. Tension testing, hardness testing and stress-rupture testing shall be performed on the material and shall comply to the required tensile strength, yield strength, elongation, reduction in area, and Brinell hardness.
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SCOPE
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SCOPE
1.1 This guide covers the use of oil spill dispersants to assist in the control of oil spills. The guide is written with the goal of minimizing the environmental impacts of oil spills; this goal is the basis on which the recommendations are made. Aesthetic and socioeconomic factors are not considered, although these and other factors are often important in spill response.  
1.2 Spill responders have available several means to control or clean up spilled oil. Chemical dispersants should be given equal consideration with other spill countermeasures.  
1.3 This is a general guide only. Oil, as used in this guide, includes crude oils and refined petroleum products. Differences between individual dispersants or between different oil products are not considered. The dispersibility of the oil with the chosen dispersant should be evaluated.  
1.4 The guide is organized by habitat type, for example, small ponds and lakes, rivers and streams, and land. It considers the use of dispersants primarily to protect habitats from impact (or to minimize impacts).  
1.5 This guide applies only to freshwater and other inland environments. It does not consider the direct application of dispersants to subsurface waters.  
1.6 In making dispersant use decisions, appropriate government authorities should be consulted as required by law.  
1.7 This guide does not address getting regulatory approval.  
1.8 The values stated in SI units are to be regarded as standard. No other units of measurement are included in this standard.  
1.9 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety, health, and environmental practices and determine the applicability of regulatory limitations prior to use.  
1.10 This international standard was developed in accordance with internationally recognized principles on standardization established in the Decision on Principles for the Development of International Standards, Guides and Recommendations issued by the World Trade Organization Technical Barriers to Trade (TBT) Committee.

  • Guide
    3 pages
    English language
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  • Guide
    3 pages
    English language
    sale 15% off