Arizona STEM

Acceleration Project

Nanotechnology

Nanotechnology

Exploration - Part 2

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A HS Engineering STEM Lesson

Sara Howell

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1/7/2024

Notes for Teachers

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• Context: This lesson takes place in a classroom for 60 minutes
• Students should work in small groups (optimal sizes 3 - 4 students)
• Exploration and “play” is encouraged
• Facilitate discussions about applications of the scientific method
• A general understanding of atoms and the basics of nanotechnology is imperative to the completion of this activity and may require an additional lesson if students haven’t taken chemistry or physics

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List of Materials:

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• Liquid Crystal Sheets

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• Swatches of Stain Resistant Fabric

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• Swatches of Traditional Fabric

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• Small Group Presentation Platform
• Whiteboards w/ markers
• Google Slides & Projector
• Poster board w/ markers

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• General Craft Supplies
• Tape, scissors, glue, string, etc.

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• Optional Materials
• Pipette filled with water
• Pipette filled with food coloring
• Small cups of dirt and/or sand (crushed oreos would also work)

Arizona Science Standards

Science Standards:

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HS.P1U3.4: Obtain, evaluate, and communicate information about how the use of chemistry related technologies have had positive and negative ethical, social, economic, and/or political implications.

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Science and Engineering Practices

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• Ask questions and define problems
• Plan and carry out investigations
• Obtain, evaluate, and communicate information
• Engage in argument from evidence
• Analyze and interpret data

Arizona Ed Tech Standards

9-12.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

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9-12.4.d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

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9-12.6.b Students create original works or responsibly repurpose or remix digital resources into new creations.

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9-12.6.c Students communicate complex ideas clearly using various digital tools to convey the concepts textually, visually, graphically, etc.

I can explore the way materials made with nanotechnology behave in different situations.

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I can compare and contrast macroscale and nanoscale.

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I can collaborate and communicate effectively with my peers about different types of materials that use nanotechnology.

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• What is on your table?

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• Material Exploration

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• Collaborating about Nanotechnology

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• Show What You Know!

What’s on your table?

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Identify the materials!

Make Use of Materials

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Let’s Explore!

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1. How can you get your handprint to show on one of the materials?

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1. How are the materials different?

Linking Lenses & Light

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Let’s Summarize!

At your tables, create a “tweet” about the relationship between these materials and nanotechnology.

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• Pretend it’s 2016: you only get 140 characters!

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• How do each of these materials relate to nanotechnology?
• What is 1 image that you could include with your tweet?

Show What You Know!

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Let’s Share!

• What is your vision technology & how is your vision technology new?

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• What is your plan?

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• What materials do you intend to use?

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• What further research might you need to conduct?

Differentiation Notes

• Offer students who are having trouble getting started some examples from previous years
• Provide additional characters for the tweet (suggested: 280)
• Offer a video for students who have trouble understanding the differences between nanoscale & macroscale

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Remediation

Extension/Enrichment

• Students can evaluate/reflect on their original tweets and revise after the all-group discussion at the end of class
• Students can complete further research on the global impact of these materials
• Students can research specific companies using these materials
• Students might complete a cost analysis of using traditional fabric vs. stain resistant fabric when designing furniture