Grade Level: 11 (9-12)
Choose From: 2 lessons and 4 activities
Subject Areas: Chemistry, Physics
SummaryThrough two lessons and four activities, students learn about nanotechnology, its extreme smallness, and its vast and growing applications in our world. Embedded within the unit is a broader introduction to the field of material science and engineering and its vital role in nanotechnology advancement. Engaging mini-lab activities on ferrofluids, quantum dots and gold nanoparticles introduce students to specific fields within nanoscience and help them understand key concepts as the basis for thinking about engineering and everyday applications that use next-generation technology—nanotechnology.
Working in the field of nanosciences involves the use of advanced techniques and a thorough understanding of material science and engineering. In addition, material scientists specializing in nanotechnology are posed with challenging problems that require a different thinking from conventional, "micro-scaled," materials thinking. This unit introduces and reduces these "advanced techniques" to a level appropriate for teenagers using the approach of teaching the basic principles of materials and colloids, including their magnetic, photoelectric and chemical properties. Current research on the examples investigated—ferrofluids, quantum dots and gold nanoparticles—shows that they have significant impacts in biomedical applications (biosensors), consumer products (electronic devices) and industrial applications (solar energy).
Lesson 1 provides an overview of nanotechnology as a new frontier in material science and engineering and how it has become important to technological advances in our society. Topics covered include an introduction to nanotechnology and its history, the nano-size length scale, types of nano phenomena and properties, real-world applications, research technologies and consumer goods that use nanotechnology and misconceptions about nanotechnology. A PowerPoint presentation is included to introduce the topics. In the associated activity, students make measurements of common objects and convert their units into nanometers, cultivating an understanding of the very small size of the nano world.
Lesson 2 introduces students to specific fields and applications in nanoscience through the use of three mini laboratory exercises. A teacher demo piques their interest in the odd and intriguing nano-material behaviors they witness with ferrofluids, quantum dots, and gold nanoparticles, before conducting three hands-on activities on those topics. Each activity includes a student worksheet.
Each TeachEngineering lesson or activity is correlated to one or more K-12 science,
technology, engineering or math (STEM) educational standards.
All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN),
a project of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics;
within type by subtype, then by grade, etc.
Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.
All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.
See individual lessons and activities for standards alignment.
Worksheets and AttachmentsVisit [ ] to print or download.
Unit Summary Team Poster: After completing the lessons and associated activities, assign student pairs or lab groups (~two students) to each create posters that summarize what was learned during the unit. The intent is for students to apply their newly acquired knowledge and supplement it with additional research. Evaluate team posters using the attached NanoTech Unit Poster Rubric. Require posters to include the following:
- Nanotechnologies: Have students pick one major nanotechnology to investigate, such as, carbon nano tubes, quantum dots, gold nanoparticles, gold nanoshells, ferrofluids, etc.
- Provide an introduction to the technology that includes:
- History of discovery or timeline of development
- Basic chemistry and physics principles that govern functionality
- Recap of applications with a thesis statement on a chosen focus application
- Provide a science background section detailing more in-depth concepts of chemistry and physics. Use equations, pictures and diagrams to illustrate and clearly communicate information.
- Provide an engineering applications section detailing the specific application chosen. Incorporate graphics (pictures, equations, diagrams) to clearly explain the information. Also provide descriptions of:
- How chemistry and physics theories and models are used to make this technology functionally meaningful\
- Any consumer, medical, industrial data that supports applications emergence into society and the impact this technology is expected to have in its field
- Advantages and disadvantages nanotechnology has over current/conventional technologies
- Any expected side-effects or environmental impacts of this technology when used for application chosen
- Provide a concise yet thorough summary of the nanotechnology and specific application information.
Other Related Information
See a concise, introductory 22-slide presentation by the National Cancer Institute called, "What is Nanotechnology?' that covers the nanoscale and its unique characteristics, potential benefits, various nanodevices including nanopores, quantum dots, and gold nanoshells, and designing nanodevices for the body and medical applications: http://www.cancer.gov/cancertopics/understandingcancer/nanodevices/AllPages
Copyright© 2013 by Regents of the University of Colorado; original © 2011 University of Houston
ContributorsSee individual lessons and activities.
Supporting ProgramNational Science Foundation GK-12 and Research Experience for Teachers (RET) Programs, University of Houston
This curriculum was created by the University of Houston's College of Engineering with the support of National Science Foundation GK-12 grant no. 0840889. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.
Last modified: September 24, 2019