Sam Lohse, Curriculum Vitae
Assistant Professor of Chemistry
Physical and Environment Sciences Program
Colorado Mesa University
110 North Ave. Grand Junction, CO, 81501
[email protected], 970-247-1590
Education
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PhD Chemistry, University of Oregon (2011)
o Dissertation Title: “Direct synthesis of thiolate-protected gold nanoparticles using Bunte salts as
ligand precursors: Investigations of ligand shell formation and core growth”
M.S. Chemistry, Idaho State University (2005)
B.S. Chemistry, Idaho State University (2005)
B.S. Biochemistry, Idaho State University (2003)
Publications
In Preparation/Submitted
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Mahmoudi, M.; Lohse, S.E.; Murphy, C.J.; Suslick, K. S. An optoelectronic nose for the detection of
nanoparticles. 2014. In Preparation.
Lohse, S.E.; Zoloty, M.; Abadeer, N.; Newman, L.A.; White, J.C., Murphy, C.J. Fate and transport of
functionalized gold nanorods in different soil types. 2014. In Preparation.
Lohse, S.E.; Melby, E.S.; Park, J.; Hamers, R.J.; Pedersen, J.L.; Murphy, C.J. The role of the protein
corona in mediating the interactions between small gold nanoparticles and model cell membranes. 2014. In
Preparation.
4.
Jacobson, K.H.; Gunsolus, I.L.; Kuech, T.R.; Troiano, J.M.; Melby, E.S.; Lohse, S.E.; Hu, D.;
Chrisler, W.B.; Murphy, C.J.; Orr, G. Geiger, F.M.; Haynes, C.L.; Pedersen, J.A.
Lipopolysaccharides mediate nanoparticle interaction with supported lipid bilayers and live
bacterial cells. Chemical Science, 2014. Submitted.
5.
Dominguez, G.A.; Lohse, S.E.; Torelli, M.D.; Murphy, C.J.; Hamers, R.J.; Orr, G.A.; Klaper, R.D.
Differences in molecular interaction of nanomaterials with the gut of Daphnia magna: Changes in charge
and ligand surface chemistry impacts cellular, oxidative stress and gene expression. Aquatic Toxicology.
2014. Submitted.
In Press
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Torelli, M.D.; Putans, B.A.; Tan, Y.; Lohse, S.E.; Murphy, C.J.; Hamers, R.J. Quantitative determination of
ligand densities on nanomaterials by X-ray photoelectron spectroscopy. ACS Appl. Mater. Interfaces. 2014.
Accepted.
Troiano, J.M.; Olenick, L.L.; Kuech, T.R.; Melby, E.S.; Hu, D.; Lohse, S.E.; Mensch, A.C.; Donangun,
M.; Vartanian, A.M. et al. Direct probes of 4 nm-diameter gold nanoparticles interacting with supported
lipid bilayers. J Phys Chem C. 2014. Accepted.
Gunsolus, I.L.; Hu, D.; Mihai, C.; Lohse, S.E.; Lee, C.S.; Hamers, R.J.; Murphy, C.J.; Orr, G.; Haynes,
C.L. Facile method to stain the bacterial cell surface for super-resolution fluorescence microscopy. Analyst.
2014, 139, 3174-3178.
Bozich, J.; Lohse, S.E.; Torelli, M.; Hamers, R.J.; Murphy, C.J.; Klaper. R.D. Acute and chronic toxicity of
functionalized gold nanoparticles in D. Magna. Environ Sci. Nano 2014, 1, 260-270.
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Alkilany, A.M.; Boulos, S.P.; Lohse, S.E.; Thompson, L.B.; Murphy, C.J. Homing-peptide-conjugated gold
nanorods: The effect of amino acid sequence display on nanorod uptake and cellular proliferation.
Bioconjugate Chem. 2014, 25, 1162-1171.
Yang, J.-A.; Lohse, S.E.; Murphy, C.J. Tuning cellular response to nanoparticles via surface chemistry and
aggregation. Small. 2014, 10, 1642-1651.
Lohse, S.E.; Burrows, N.D.; Scarabelli, L.; Liz-Marzan, L.M.; Murphy, C.J. Anisotropic noble metal
nanocrystal growth: The role of halides. Chem. Mater. 2013, 26. 34-43.
Mahmoudi, M.; Lohse, S.E.; Murphy, C.J.; Suslick, K.S. Variation of protein corona composition
following plasmonic heating of gold nanoparticles. Nano Lett. 2014, 14, 6-12.
Lohse, S.E.; Eller, J.R.; Sivapalan, S.T.; Plews, M.R.; Murphy, C.J. A simple millifluidic benchtop reactor
for the high-throughput synthesis and functionalization of gold nanoparticles with different sizes and
shapes. ACS Nano 2013, 7, 4135-4150.
Lohse, S.E.; Murphy, C.J. The quest for shape control: A history of gold nanorod synthesis. Chem. Mater.
2013, 25, 1251-1260.
Lohse, S.E.; Murphy, C.J. Colloidal nanoparticle applications: from biomedicine to energy. J. Am. Chem.
Soc. 2012, 134, 15607.
Yang, J.-A.; Lohse, S.E.; Boulos, S.P.; Murphy, C.J. The early life of gold nanorods: Temporal separation
of anisotropic and isotropic growth. J. Cluster Sci. 2012, 23, 779.
Alkilany, A.M.; Lohse, S.E.; Murphy, C.J. The gold standard: Gold nanoparticle libraries to understand the
nano-bio interface. Acc. Chem. Res. 2012, 46, 650-661.
Hallaq, T.G.; Holman, R. W.; Lohse, S.E. Podcasts for pre-laboratory student preparation for organic
chemistry: a recipe for collaboration with university media specialists. The Chemical Educator 2011, 16,
152.
Stankus, D.P.; Lohse, S.E.; Hutchison, J.E.; Nason, J.A. Interactions between natural organic matter and
gold nanoparticles stabilized with different organic capping agents. Environ. Sci. Tech. 2011, 45, 3238.
Lohse, S.E.; Dahl, J.A.; Hutchison, J.E. Direct synthesis of large water-soluble functionalized gold
nanoparticles using Bunte salts as ligand precursors. Langmuir 2010, 26, 7504.
Lohse, S.E.; Rosentreter, J.J. Photooxidation of aqueous trichloroethylene using a buoyant photocatalyst
with reaction progress monitored via micro-headspace GC/MS. Microchemical Journal 2006, 82, 66.
Awards
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Best Talk Finalist. 3rd Annual Postdoctoral Research Symposium. Beckman Institute, University of Illinois
Urbana-Champaign. January 25, 2013.
NSF-IGERT Fellow. University of Oregon. 2008-2010
Idaho State University Graduate Research Symposium 2005- Outstanding oral presentation
Kasiska Distinguished Scholar Idaho State University 2002-2003
Patents
1. TF12093-US. Catherine J. Murphy; Samuel E. Lohse; Jonathan R. Eller. Continuous Flow Reactor and
Method for Nanoparticle Synthesis. July 25th, 2013. Submitted.
Selected Presentations
1.
Links Between Functionalized Gold Nanoparticle Surface Chemistry and Biocompatibility Compared in
Two Model Organisms D. magna and S. oneidensis. ACS Fall National Meeting. Indianapolis, IN. Sept.
2013.
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A millifluidic environment for high-throughput AuNP synthesis, functionalization, and monitoring.
Sustainable Nanotechnology Organization Conference. Arlington, VA. Nov. 2012.
The role of fluidic synthesis in nanoparticle production. Greener Nano Conference. Portland, OR. June
2010.
Functionalized gold nanoparticle synthesis in a microfluidic reactor. With Corey Koch. Oregon Material
Science Institute Symposium. Gleneden Beach, OR. December 2008.
Gold Nanoparticle synthesis in a microfluidic device. With Corey Koch. Greener Nano Conference.
Vancouver, WA. June 2008.
Identification of a shape-selective RNA aptamer for the synthesis of gold nanorods. ACS Spring National
Meeting. Salt Lake City, UT. March 2008.
Direct synthesis of functionalized gold nanoparticles from Bunte salts. ACS Fall National Meeting.
Philadelphia, PA. August 2008.
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Grants Submitted
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Lohse, S.E.; Murphy, C.J. Understanding Basic Aspects of Functionalized Gold Nanorod Uptake in vitro
Using Nanoprobe X-ray Fluorescence. Argonne User Proposal: Center for Nanomaterials. January 2012.
Not Approved.
Murphy, C.J. Understanding the Influence of Gold Nanorod Surface Chemistry and Aspect Ratio on
Environmental and Biological Interactions and Applications. Camille and Henry Dreyfus Foundation.
Postdoctoral Fellowship in Environmental Chemistry. August 2011. Not Funded.
Lohse, S.E.; Murphy, C.J. Investigations of Functionalized Gold Nanorod Formation. America Competes
in Chemistry. NSF. April 2011. Not Funded.
Haben, P.M.; Lohse, S.E.; Hutchison, J.E.; Kevan, S. Investigating the growth of thiol-stabilized gold
nanoparticles by SAXS. Advanced Light Source, Berkeley National Laboratories. December 2009-April
2011.
Lohse, S.E. Green Synthesis of Functionalized Gold Nanoparticles. NSF-IGERT Fellowship Application.
2008-2010.
Referees
1.
Postdoctoral Research Advisor:
Prof. Catherine J. Murphy
[email protected], 217-333-7680
University of Illinois School of Chemical Science
512 A Chemical and Biological Sciences
Urbana, IL, 61801
2.
Doctoral Research Advisor:
Prof. Jim Hutchison
[email protected], 541-346-4228
University of Oregon Chemistry Department
Eugene, OR, 97403
3.
Former Teaching Supervisor:
Prof. Gautam Bhattacharyya
[email protected], 864- 656-1356
Clemson University Chemistry Department
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Clemson, SC, 29634
4.
Masters Research Advisor:
Prof. Jeffrey Rosentreter
[email protected], 208-282-4444
Idaho State University Department of Chemistry
Pocatello, ID, 83204
5.
Director of Center for Sustainable Nanotechnology:
Prof. Robert Hamers
[email protected], 608-262-6371
University of Wisconsin-Madison, Department of Chemistry
Madison, WI, 53706
Research Experience
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July 2011-present. Postdoctoral Researcher. University of Illinois at Urbana-Champaign. Chemistry
Department, Murphy Laboratory. Research focuses on understanding the biological and environmental
interactions of functionalized AuNRs, and the development of AuNR sensors for pathogens in drinking
water.
Sep. 2012-present. Participant in the Center for Chemical Innovation: Sustainable Nanotechnology (NSFFunded CCI involving collaboration between University of Illinois, University of Wisconsin-Madison,
Northwestern University, University of Minnesota, University of Wisconsin-Milwaukee, and Pacific
Northwest National Laboratory). Research focuses on understanding the molecular origin of functionalized
nanoparticle toxicity/biocompatibility.
o Contact: Prof Catherine J. Murphy, [email protected], 217-333-7680
2006-2011. Research Assistant. University of Oregon Chemistry Department, Hutchison Laboratory.
Research focused on developing new syntheses for functionalized anisotropic and spherical gold
nanoparticles, and the investigation of thiol-stabilized AuNP growth mechanisms.
o Contact: Prof Jim Hutchison, [email protected], 541-346-4228
Summer 2010. Internship with Nike International. Research focused on understanding the potential
applications for engineered nanomaterials in sporting goods. Special focus was on the performance of the
nanomaterials and the potential hazards associated with their synthesis and production.
o Contact: John Frazier, Director Nike Considered Chemistry, [email protected]
2004-2005. Research Assistant Idaho State University, Rosentreter Lab. Research focused on investigation
of a photochemical remediation technique for wastewater contaminated with trichloroethylene.
o Contact: Prof Jeff Rosentreter, [email protected], 208-282-4444
Teaching Experience
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October 2011. Guest lecturer for Introduction to the Chemistry of Materials course (CHEM 584) at the
University of Illinois: Urbana-Champaign, under the direction of Ralph Nuzzo.
June-July 2008 and 2009. Idaho State University. Consultant and curriculum developer for online
Organic Chemistry Laboratory lecture (Chem 303-304) series. Over the course of this project, we
developed two semesters worth of online lectures to prepare organic chemistry students for their organic
laboratory experiments. Duties included writing and performing scripts and visual media for each lecture,
as well as designing quizzes and visual aids for the experiments.
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Contact: Prof Robert Holman, [email protected], 208-282-4444, Department of Chemistry,
Idaho State University, Pocatello, ID, 83209
2005-2006. Teaching Assistant, University of Oregon. Teaching assistant for the Organic Chemistry
Laboratory series in the University of Oregon Chemistry Department. Duties included laboratory
supervision, grading, and short pre-lab lectures.
o Contact: Prof Gautam Bhattacharyya, [email protected], 864-656-1356, Department of
Chemistry, Clemson University, Clemson, SC, 29634
2003-2005. Teaching Assistant Idaho State University. Teaching assistant for general chemistry, organic
chemistry, and introduction to chemistry laboratory courses. Duties included lab supervision, pre-lab
lectures, and grading.
Skill Set
As a result of my research experience, I have expertise in a variety of gold nanoparticle synthetic methods,
nanoparticle characterization, investigating the nano-bio interface, and quantitative organic analysis techniques. My
experience and level of expertise in each area are detailed below.
Nanoparticle Synthesis. I have extensive expertise in the synthesis of gold nanoparticles including the synthesis of
thiolate-protected gold nanoparticles using Bunte salts as ligand precursors, direct synthesis of functionalized gold
nanoparticles using thiols, the Turkevich citrate synthesis, and the Murphy/Mulvaney/El-Sayed preparation for gold
nanorods and anisotropic shapes. I also have experience studying the interaction of biomacromolecules such as RNA
aptamers and proteins with gold surfaces both with macroscale surfaces and gold nanoparticles.
Nanoparticle/Surface Characterization. I am familiar with transmission electron microscope operation and its use
in determining nanoparticle core diameter, aspect ratios, and high-resolution TEM. I am a certified user at various
Universities on several different TEM instrument models (Philips CM-12, FEI Titan, FEI Tecnai, JEOL 2100
w/cryo stage) I have passing familiarity with the use of TEM-based electron-diffraction, and compositional analysis
techniques such as EDS for advanced nanoparticle structure and compositional analysis. I am also a capable thermo
gravimetric analysis operator, and am familiar with nanoparticle characterization using a combination of TGA, XPS,
FTIR, DLS, ζ-potential analysis, and associated techniques to determine the nature of the interaction of the ligand
shell with the core, etc. I also have some familiarity with AFM and SEM.
Semiconductor Processing. I have some expertise in basic semiconductor processing and device fabrication
techniques. I have used photolithography and substrate patterning techniques to prepare customizable patterned
TEM grids from silicon wafers. In addition, I have successfully functionalized a variety of substrates using
functionalized siloxanes to prepare these grids for TEM, SEM, and AFM analysis of nanoparticles. I also have
experience preparing patterned metal substrates by evaporation.
Organic Quantitative Analysis. I am familiar with organic quantitative analysis methods, particularly GC-MS for
the quantitation of volatile organics in aqueous and organic media, both by direct-injection and headspace GC-MS.
Molecular Biology/Biochemistry. I am familiar with many basic molecular biology and biochemistry basic
laboratory techniques, including the maintenance of cell lines, protein digestions, biomacromolecule separations
techniques (electrophoresis, size exclusion chromatography, density gradient centrifugation, etc.). I am also a
specialist in investigations into chemical behavior at the bio-nano interface, such as the formation synthesis of
protein/nucleic acid gold nanoparticle complexes, in vitro studies of NP behavior, etc. I also have experience using
high-resolution fluorescence microscopy (SIM) to track NPs transport through cells in vitro.
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General Instrumental Expertise. With regard to standard chemical instrumental analysis techniques, I am
comfortable with the operation of absorption and emission spectroscopy, basic 1H-NMR, FTIR, and ICP.
Specialized Techniques and Expertise.
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I have successfully adapted a number of gold nanoparticle synthetic methods for use in flow reactors (both
microfluidic devices and millifluidic systems).
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I have participated in Small-Angle X-Ray Scattering (SAXS) data collection on gold nanoparticles grown
in a capillary flow reactor, with a specially engineered observation cell, at the Advanced Light Source,
Lawrence Berkeley National Labs in Berkeley, CA.
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Upkeep and maintenance of human cell lines. In vitro and in vivo studies of the interaction of
functionalized nanomaterials with biological systems and biomacromolecules.
Statement of Teaching Philosophy
Teaching Philosophy. My ultimate teaching goal is to develop students who have a mastery of
fundamental chemistry principles, the ability to interpret and communicate scientific information
effectively to a variety of audiences, and who can function as independent problem solvers within a
research setting. Ideally, students who possess all these skills can find great success in a variety of
scientific careers and will be able to fully appreciate how applied chemistry influences many aspects of
human society.1,2 Even students who do not choose to pursue a career in science will ideally be more
scientifically literate and better informed about the role applied science plays in our society if they
possess these skills.1 In order to meet my ultimate teaching goals, I utilize a teaching approach that
motivates students to engage with course materials by contextualizing chemistry, while structuring class
activities to help students develop expertise in communicating scientific information and chemistry
problem-solving strategies.
I believe that contextualizing chemistry problems and research is an effective way to motivate
students to engage with chemistry course materials and better master the fundamental chemistry
principles required in their course work. I favor contextualizing chemistry by making reference to specific
“real-world” chemistry problems and current, ground-breaking research that will benefit society prior to
introducing new chemistry principles whenever possible in the classroom. By bringing this human
element to the study of chemistry, I hope to better engage students on an intellectual and emotional level.
This type of context-enhanced chemistry teaching approach has been shown to improve student
motivation and concept retention in a number of different classroom settings,1,2,3 but for me, the choice to
use chemistry in context to motivate student learning is a deeply personal one. The primary reason I chose
to study chemistry is because I was impressed and inspired by the contribution chemistry has made to the
development of human civilization (and distressed by the harm that the irresponsible use of industrial
chemistry has done and is doing to human society and the environment). As a consequence, in many
ways, I try to teach chemistry the way I would love to have it taught to me. In addition to using stories
and examples of applied chemistry principles in lectures, I like to include at least one short answer
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question on exams or word problem on homework sets that ask students to answer questions about
fundamental chemistry principles within the context of a hypothetical real-world problem. In upper
division classes, I also like to integrate opportunities for students to give short reports or participate in
group discussions regarding the application of chemistry principles we have discussed to solve real-world
problems, using examples that appear in the mainstream media or C&E News as a jumping off point.
In the modern world, it is essential that students develop scientific literacy and communication skills
as early as possible in order to make informed decisions about the role they would like applied science to
play in society and to critically analyze new scientific ideas.4 Unfortunately, it is all too common for
students to achieve mastery of fundamental chemistry principles without being able to communicate the
importance of scientific accomplishments or being able to critically examine scientific methods and data
effectively.4,5 As a result, I prefer to incorporate basic training in interpreting scientific data and scientific
communication into my chemistry courses whenever possible. Fortuitously, specific training in scientific
literacy dovetails nicely with my interest in using contextualized chemistry in teaching. Generally, I
would focus more on scientific literacy and communication skills in upper division classes, where I would
like to include a number of assignments in which students have to make written or oral reports about
specific topics we are studying, and ensure that students are exposed early and often to the manner in
which scientific data is presented in the primary literature. In addition, I often integrate online scientific
content (short archived presentations, TED Talks, etc.) into lectures, so that students gain an early
appreciation for how different scientific professionals use different techniques to communicate science
effectively.
I strive to structure lectures, course work, and online supporting activities in ways that will support
student growth as independent scientific problem solvers. If students understand that successful chemistry
research is based on using established models to solve well-defined problems, and can successfully
determine and employ an appropriate strategy to solve a given problem, they will have success in their
undergraduate course work, their professional research environment, and even be able to translate these
problem-solving skills to entirely unfamiliar situations.6,7 In order to deeply ingrain problem-solving
strategies, it is not sufficient to simply show students new problem solving strategies. They also need
frequent practice and exposure to different kinds of challenges in the classroom to develop confidence
and reflexively access an appropriate strategy. Even in lower division courses, I prefer to slow down
lectures and make full use of example problems to guide students in strategies for analyzing and solving
problems (What information is required to solve the problem? Are we looking for a comparative answer?
A numeric answer?).6,7 My goal in this context is to make students aware of not only how they can get an
answer for the problem, but also to understand the process of problem solving, and develop a library of
problem-solving strategies that play to their strengths. Unfortunately, even in small classes, there is rarely
enough time to work with each student personally to fully develop their problem-solving expertise, so the
use of office hours/study session hours, and posted answer keys that emphasize a preferred problem
solving approach are essential to success in these cases. A possible method to maximize contact hours
with students that I may choose to incorporate (but have not tried before) is the use of online study
sessions (in addition to standard study sessions and office hours) run through a Google chat or
GoToMeeting environment that would allow students and professors to interact and discuss homework,
quizzes, example problems, etc. on a slightly more flexible schedule.
References
1.
2.
Marks, R.; Eilks, I. Research-based development of a lesson plan on shower gels and musk fragrances
following a socio-critical and problem-oriented approach to chemistry teaching. Chem. Educ. Res. Pract.
2010, 11, 129-141.
Feierabend, T.; Eilks, I. Teaching the societal dimension of chemistry using a socio-critical and problemoriented lesson plan based on bioethanol usage. J. Chem. Educ. 2011, 88, 1250-1256.
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Overton, T.L.; Potter, N.M. Investigating students’ success in solving and attitudes towards context-rich
open-ended problems in chemistry. Chem. Educ. Res. Pract. 2011, 12, 294-302.
Krajcik, J.S.; Sutherland, L.M. Supporting students in developing literacy in science. Science 2010, 328,
456-459.
Cole, K.E.; Inada, M.; Smith, A.M.; Haaf, M.P. Implementing a grant proposal writing exercise in
undergraduate science courses to incorporate real-world applications and critical analysis of current
literature. J. Chem. Educ. 2013, ASAP.
Graulich, N.; Hopf, H.; Schreiner, P.R. Heuristic thinking makes a chemist smart. Chem. Soc. Rev. 2010,
39, 1503-1512.
Sawrey, B.A. Concept learning versus problem solving: Revisited. J. Chem. Educ. 1990, 67, 253-254.
Richmond, G.L. Reflections on this 100th anniversary of Marie Curie’s Nobel prize in chemistry. J. Chem.
Educ.2011, 88, 679-680.
Walczak, M.M.; Walczak, D.E. Do student attitudes toward science change during a general education
chemistry course? Chem. Educ. Res. 2009, 86, 985-991.