Self-assembled monolayers into the 21st century : recent advances and applications

The modification of an interface on a molecular level with more than one molecular ‘building block' is essentially an example of the ‘bottom–up' fabrication principle of nanotechnology. The fabrication of such integrated molecular systems in electrochemistry has seen rapid progress in recent years via the development of sensing interfaces fabricated using self-assembled monolayers (SAMs). This review outlines recent advances and applications of self-assembled monolayers for modifying electrodes with an emphasis on the development of integrated molecular systems. First, some basic issues regarding fabricating integrated molecular systems, such as the role of the surface topography of the electrode and patterning surfaces, are discussed. Subsequently an overview of recent developments in pH, inorganic and bio sensing involving the use of SAMs is given. Finally emerging trends in using molecular building blocks in the fabrication of integrated molecular systems, such as nanotubes, dendrimers and nanoparticles, are reviewed.

Classroom teachers as co-researchers : the affordances and challenges of collaboration

The article outlines the aspects of the research design that engage with teachers in schools and discusses some of the challenges and affordances that the relationships (between the teachers, the schools, the research partners and the researchers) experienced in the project, Literacy in the 21st Century: Learning from Computer Games. The article has a particular focus on the teachers' work as co-researchers, their descriptions of working in the project and some of the issues for teachers and researchers in working in this way. The data used for the analysis includes the teacher writing, interview data and researcher observations. The teachers who participated in the project designed and delivered curriculum using computer games in various ways including making their own games, evaluating games, analyzing game structures, and examining the culture around games and the ways in which games and other technologies are merging. Some of these curriculum units are described elsewhere in this issue (Beavis & O'Mara, 2010). This article's purpose is to follow the teachers' professional learning experiences rather than detail these curriculum designs, which the teachers will describe elsewhere. The paper concludes with our personal reflections on the affordances and challenges of working this way for us in our different roles in the research team.