http://www.nytimes.com/learning/teachers/lessons/20030410thursday.html?searchpv=learning_lessons
Think Small
An Introduction to Nanotechnology
Author(s)
Clayton DeKorne, The New York Times Learning Network
Javaid Khan, The Bank Street College of Education in
New York City
Grades: 6-8,
9-12
Subjects: Science,
Technology
Interdisciplinary
Connections
Overview of Lesson Plan: In this lesson, students explore current applications of nanotechnology in various industries, including medicine, space development, environmental protection, and defense.
Review the Academic
Content Standards related to this lesson.
Suggested Time Allowance: 1 hour
Objectives:
Students will:
1. Compare relative sizes to gain a tangible understanding of the size of a
nanometer.
2. Learn about various nanotechnologies currently under development by the
Department of Defense by reading and discussing "Frontier of Military
Technology Is the Size of a Molecule."
3. In groups, research current applications using nanotechnology in various
fields; list specific nanoscale products under
development and name the industry that would benefit most from this technology.
4. Summarize how one of the applications researched in class works, and
speculate on how it would benefit a particular field.
Resources / Materials:
-student journals
-pens/pencils
-paper
-classroom blackboard
-copies of "Frontier of Military Technology Is the Size of a
Molecule" (one per student)
-large pieces of construction paper taped together to form a sheet at least one
meter square.
-one meter stick
-metric rulers with millimeter marks (one per student)
-a wide-tip and a fine-tip marker
-computers with Internet access
-additional resources about nanotechnology (chemistry and physics textbooks,
library references)
Activities / Procedures:
1. WARM-UP/DO-NOW: Prior to class, draw a box one-meter-square on a large piece
of paper, using a meter stick and a wide-tip marker. Turn the paper over and
mark out another one-meter-square box. This will be used to introduce students
to the scale of a nanometer. Begin by passing out the metric rulers asking
students to compare a meter, a millimeter, and a human hair. Make sure that
students understand that a millimeter is 1/1000 of a meter..
Then ask them to speculate on the thickness a human hair (approximately 1/10,
or .1 mm). Explain that a nanometer is approximately the size of 1/100,000 the
thickness of a human hair, or one-billionth the size of the box. To demonstrate
how small this might be, direct a student to stand on the piece of paper, and
ask the students to imagine that the student standing in the box is standing in
an area the thickness of a human hair. Then, using the
fine-tipped marker, mark out a millimeter square box on the piece of paper.
If the box is the size of a human hair, the millimeter box represents the
approximate size of a human blood cell. Now turn the paper over to reveal the
second meter-square box, and ask the students to imagine this is now the
thickness of a human blood cell. Still using the fine-tipped marker, draw another millimeter-sized box, and explain that this is
starting to approach the scale of a nanometer.
Ask students to discuss: How would scientists and manufacturers building machines at this scale move objects so small? If students are stuck for ideas, suggest laser lights, magnets and chemical processes that shape molecules and atoms. Ask students to speculate on how they think these processes could be used to build nanoscale devices. What uses might such devices have?
2. As a class, read and discuss the article
"Frontier of Military Technology Is the Size of a Molecule," focusing
on the following questions:
a. After what is nanotechnology named?
b. How much money has the Defense Department invested in the development of
nanotechnologies?
c. What are some of the "dramatic visions" the Department of Defense
has for nanotechnology?
d. What current application does the Navy employ?
e. Why are coatings important to military researchers?
f. According to Dr. David Reisner, what benefits does
Nanox provide? g. How is the Company Arryx attempting to build nanoscale
products, according to the article?
h. How many Asian graduates received doctoral degrees in nanotechnology fields
in 2000?
i. How many scientific articles about nanotechnology
topics were published in 2000?
3. Begin by making sure that students are clear about the definition of
nanotechnology. According to Merriam-Webster Online ( http://www.m-w.com/home.htm),
nanotechnology is "the art of manipulating materials on an atomic or
molecular scale especially to build microscopic devices." More
specifically, Mihial Roco,
senior advisor to the National Nanotechnology Initiative, defines this
"art" as: "Basic research on man-made structures that:
--Have at least one dimension of less than 100 nanometers;
--Are designed through a process that exhibits fundamental control over the
physical and chemical attributes of the structures; and
--Can be combined to form larger structures."
(You may wish to post this definition on the board for easier student access.)
Next, divide students into small groups, and assign each group one of the
following categories: Nanoclays and nanocomposites; Nanocrystals and nanoparticles; Nanostructured
materials and nanocoatings; Nanotubes;
Nanocatylysts and nanofilters.
Ask students to research these nanotechnologies and complete the following
tasks (written on the board for easier student access):
--What are some specific products or applications that employ this type of
nanotechnology?
--What is the purpose of these products or applications?
--In your own words, describe how you think this technology works.
--What industry (medicine, space exploration, environmental protection,
defense, etc.) will benefit most from the development of this technology?
Students should begin their research at Nanotechnology Now's "Current Nanotechnology Applications" ( http://nanotech-now.com/current-uses.htm). Encourage students to look up the words that are unfamiliar to them in the descriptions, and research further the companies mentioned. Students should take careful notes about what they learn for use in completing their homework assignment.
4. WRAP-UP/HOMEWORK: Individually, students will write a summary of one nanotechnology application they researched in class, and briefly speculate on how this technology, or similar products and applications, might be used to advance one of the following fields: medicine, space exploration, environmental protection, or defense.
Further Questions for Discussion:
--Why do we now refer to "nanotechnology," and not simply to
"applied chemistry" or "applied physics"?
--What are some of the dangers associated with current nanotechnologies?
--Are you surprised that
Evaluation / Assessment:
Students will be evaluated based on initial class discussion, thorough and
accurate research about nanotechnology usage in an assigned field, and
thoughtful completion of a written summary of their research.
Vocabulary:
nanoscale, analyst, nanometer, fiscal, ambitious,
deployment, futuristic, propulsion, substantially, catalyst, unobtrusive,
surveillance, neutralize, contaminants, matrix, warily,
Extension Activities:
1. Explore the Web presentation "Understanding Nanodevices"
by the National Cancer Institute (
http://press2.nci.nih.gov/sciencebehind/nanotech/nano01.htm), then write an
article describing how these devices can be used to diagnose and treat
patients.
2. Explore some of the career opportunities in nantechnology fields described by the Foresight Institute ( http://www.foresight.org/News/JobsInNanotech.html) or at Zyvex ( http://www.zyvex.com/AboutUs/Jobs/home.html). Choose a job that interests you and write a career plan describing what would be required to become a successful applicant for this position.
3. Research the Manhattan Project, then write a script for a documentary describing this collaboration between science and government. How did researchers feel about their work? What motivated them to be successful? Do you think nanotechnologists today might have similar doubts about their work? Why or why not?
Interdisciplinary Connections:
Civics- Investigate the National Nanotechnology Initiative ( http://www.nano.gov/start.htm). What
branch of the government is responsible for organizing this project? How is it
funded? Summarize the breakdown of NNI's budget, and
explain how it operates with various government agencies.
Economics- Explore the Web sites of the companies mentioned in the New York Times article, or other companies dedicated to developing nanotechnologies, and write a series of brief company profiles that would help define the industry.
Other Information on the Web
The U.S. Department of Defense (http://www.defenselink.mil)
includes news, the Defense Almanac, and an introduction to the DOD.
NanoTechnology Magazine (http://nanozine.com/WHATNANO.HTM) offers an introduction to nanometer-level technology.
Academic Content Standards:
This lesson plan may be used to address the academic
standards listed below. These standards are drawn from Content Knowledge: A
Compendium of Standards and Benchmarks for K-12 Education: 2nd Edition and
have been provided courtesy of the Mid-continent
Research for Education and Learning in Aurora, Colorado.
In
addition, this lesson plan may be used to address the academic standards of a
specific state. Links are provided where available from each McREL standard to the Achieve
website containing state standards for over 40 states. The state standards are
from Achieve's National Standards Clearinghouse and have
been provided courtesy of Achieve, Inc. in
Technology Standard 3- Understands the relationships among
science, technology, society, and the individual. Benchmarks: Knows that
scientific inquiry and technological design have similarities and differences;
Knows that science cannot answer all questions and technology cannot solve all
human problems or meet all human needs; Knows that technology and science are
reciprocal; Knows ways in which technology and society influence one another
World History Standard 44- Understands the search for community, stability, and
peace in an interdependent world. Benchmarks: Understands influences on
economic development around the world; Understands in stances of political
conflict and terrorism in modern society; Understands the emergence of a global
culture
Connect to State
Standard
Geography Standard 13- Understands the forces of cooperation and conflict that
shape the divisions of Earth's surface. Benchmarks: Understands factors that
contribute to cooperation or conflict; Knows the social, political, and
economic divisions on Earth's surface at the local, state, national, and
international levels; Understands the factors that affect the cohesiveness and
integration of countries
Connect to State
Standard
Language Arts Standard 1- Demonstrates competence in the general skills and
strategies of the writing process. Benchmarks: Uses style and structure
appropriate for specific audiences and purposes; Writes persuasive
compositions; Writes in response to literature
Connect to State
Standard
Language Arts Standard 8- Demonstrates competence in speaking and listening as
tools for learning. Benchmarks: Plays a variety of roles in group discussions;
Asks questions to seek elaboration and clarification of ideas; Listens in order
to understand a speaker's topic, purpose, and perspective; Conveys a clear main
point when speaking to others and stays on the topic being discussed
Connect to State
Standard
Grades 9-12
Technology Standard 3- Understands the relationships among science, technology,
society, and the individual. Benchmarks: Knows that science and technology are
pursued for different purposes; Knows ways in which social and economic forces
influence which technologies will be developed and used; Knows that
alternatives, risks, costs, and benefits must be considered when deciding on
proposals to introduce new technologies or to curtail existing ones; Knows
examples of advanced and emerging technologies; Identifies the role of
technology in a variety of careers
World History Standard 44- Understands the search for community, stability, and
peace in an interdependent world. Benchmarks: Understands rates of economic
development and the emergence of different economic systems around the globe;
Understands the role of political ideology, religion, and ethnicity in shaping
modern governments; Understands the role of ethnicity, cultural identity, and
religious beliefs in shaping economic and political conflicts across the globe;
Understands the effectiveness of United Nations programs
Connect to
State Standard
Geography Standard 13- Understands the forces of cooperation and conflict that
shape the divisions of Earth's surface. Benchmarks: Understands how cooperation
and/or conflict can lead to the allocation of control of Earth's surface; Knows
the causes of boundary conflicts and internal disputes between culture groups;
Understands the changes that occur in the extent and organization of social,
political, and economic entities on Earth's surface
Connect to
State Standard
Language Arts Standard 1- Demonstrates competence in the general skills and
strategies of the writing process. Benchmarks: Writes compositions that fulfill
different purposes; Writes persuasive compositions that evaluate, interpret,
and speculate about problems/solutions and causes and effects; Writes
reflective compositions; Writes in response to literature
Connect to State
Standard
Language Arts Standard 8- Demonstrates competence in speaking and listening as
tools for learning. Benchmarks: Asks questions as a way to broaden and enrich
classroom discussions; Adjusts message wording and delivery to particular
audiences and for particular purposes
Connect to State
Standard