Methodical features of the presentation of the modern sections of physics and nanotechnology in the university course of physics
Actual standards of higher and special vocational education are focused on specific practical types of professional activity. The article is devoted to the methodological features of the presentation of the modern sections of physics and nanotechnology in the university course. A modern bachelor's degree program should contain a relatively large proportion of elective courses, the content of which should reflect current knowledge in various branches of physics and related sciences. In this paper, the features of the introduction of such important concepts as “nanotechnologies” and “nanoparticles”, types of nanomaterials and the main directions of research in the physics of low-dimensional structures are considered in detail. In addition, one of the most common misconceptions (myths) concerning new technologies is presented: the myth about the founder of nanotechnology, the myth of waste-free technology, the myth of nanomachines, the myth of nanorobots and others. The existence of these myths became possible due to a lack of understanding of the fundamental principles of nanotechnology. Physics, mathematics, computer science, chemistry, biology, medicine, and technology combine in nanotechnology to simultaneously understand each other more deeply, to identify the most significant interdisciplinary connections. There is a large number of arguments that convince us that today the methodological presentation of modern physics is not at a sufficiently high level and requires increased attention and study. It is proposed to introduce the physical foundations of nanotechnology within the blocks of various branches of physics.