Category: Nanotechnology Background Unit

Fellowship in Action

This month has been very busy with putting all I learned into action. In my classroom my students have been learning the basics of electricity with snap circuits and squishy circuits. We also have been utilizing many lab books I have on electricity and other materials Dr. Jur and the ASSIST Center purchased for us. After the students finish learning the basics we will move on to a utilizing sensors and building a wearable device.

I was able to find a volunteer, Kelli Whelan, an Environmental Engineering Doctoral Student who comes weekly to our classes to teach the students more about pollution. This is a nice treat and the students are learning lots about pollution.

We went on a wonderful field trip this month to the Hunt Library, where we had a tour of the robot, technologies and library. We then went to the Textile Department and students saw how cloth, thread and clothes were made. Next we headed to the ASSIST Center, where students learned about nanotechnology and wearable devices and completed an engineering challenge. We ended the field trip with a visit to the solar house and learning how all its technologies worked. The students really enjoyed the field trips and learned lots. The Field Trip was sponsored by ATT Pioneers so the students could attend free, since 90% of my students qualify for Free/Reduced lunch rate and all could attend.

We have two other field trips planned this year to: National Institute of Environmental Health where students will learn about environmental research and nanotechnology. In addition we will also participate in a Tech Expo in the spring.

My students will participate in One World One Health Conference and we have found a school to partner with in Monrovia Liberia. Students will develop a wearable device to help these students in this area which will help solve an environmental/health issue. We will utilize Google Docs and we are excited for the students to also learn more about life in Africa. I am excited that my students who have disabilities also learn they have much to give and can help “save the world”.

I also plan to have the ASSIST Center Staff work with my high school students in Catalyst: Creating Opportunities in STEM for Students with Disabilities. They will come to some of our Saturday Sessions to teach the kids about nanotechnology, wearable devices and careers.

I am really grateful to all the opportunities this Fellowship has given me to increase my knowledge and teaching skills. I am daily utilizing what I learned to help my students.

I am excited to share all I learned with others to improve their skill set and students knowledge, in the upcoming conferences which I am presenting: Bridging the Gap and NSTA Conference in Philadelphia. I also will be having Dr. Merrill, WCPSS Superintendent visit my classroom next week and see all the kids have learned from my Kenan Fellowship. I am also trying to change educational policy and all I learned through my Fellowship by: the article I published in EdNC, talking to central office staff at WCPSS, as part of NSTA Special Education Advisory Board and also as part of NC Science Leadership Association. I continue to grow and learn from the Kenan Fellowship daily and look forward to our upcoming PD.

How the Kenan Fellowship Will Change Me as a Teacher

The Kenan Fellowship has given me new inspiration to work harder and that we can make a difference! It was so wonderful to be in the room with educators that still love teaching and have so many great ideas that have led to positive changes in their students. This has inspired me all over again to work harder and do more for the kids. I also learned more ideas I plan to use in the classroom from; a new lab template format to websites. These ideas will help me provide high quality instruction to my students. I plan to add more Engineering Design Process to my labs which I think will be a great benefit to my students. It also has inspired me to keep on learning and seek out more PD opportunities so I can learn more science content, technologies and educational tools to continually improve as an educator. I also plan to incorporate more real world jobs in each unit not just real world examples to help students see the connection to what they are learning to future opportunities. I have so many ideas I plan to add to my classroom. I developed two units which have 7 lesson plans on Wearable Technologies which I plan to use in my classroom. I also plan to have Dr. Jur visit our classroom, plan a field trip to NCSU and EPA. My students will participate in the One World One Health Competition too. The Kenan Fellows has become my new Team to help me throughout the year with ideas and support. I think the changes will be great and I look forward to utilizing all I learned throughout the year.

Nanotechnology Background Unit Day 13 Field Trip to Blue Jay Point: One World, One Health

My Science Classes, went on three Field Trips this year. The last one, on Friday June 5th was to Blue Jay Point a Wake County Park. We hiked a trail, had two classes on Animal Tracks and also Pond Ecosystems. The kids looked for animal signs on the trail, looked under logs, used their nature eyes.. and had a great time in the woods. Most of my students do not get out in the woods often. We also made animal tracks with molds to take home. We then did pond dipping and found tadpoles, salamanders and a variety of invertebrates. The kids enjoyed this.

We also talked about how we can use nanotechnology to monitor the environment. My students did a project this year with a school in Singapore on Water Quality and water use. We leaned about water usage in products and then how in Singapore waste water is recycled for drinking and they really wanted to learn more about water quality and water pollution. I also used many lessons from Project Wet: http://www.projectwet.org/ . We also did a project on the Ecosystem Within Us: The Microbiome and learned lots about bacteria and our health. I think these project raised their interest in water, water quality and bacteria. I think this background helped my students come up with some of the ideas about how nanotechnology could be used in environment. The ideas they came up with are:

1. monitoring pollution using: plants, animals and hikers/people having wearable devices/monitors

2. measuring acid rain

3. measuring CO2 Levels

4. measuring fertilizers or other pollutions in the water from local sources, since the park was near houses

5. measuring water quality in the pond through seasons

6. measuring bacteria content in soil or water

Some articles we looked at:

http://www.nanowerk.com/nanotechnology-and-the-environment.php

http://www.understandingnano.com/environmental-nanotechnology.html

Although we did not use the NSTA Book: Welcome to Nanoscience: Interdisciplinary Environmental Explorations: Andrew Madden et al, I would recommend it. This book has lessons on Nanoscience in : water, mineral and bacteria science, metal transport. it had 5 investigations including: Water Pollution and Bacterial Transport in Ground Water.

I am glad I did this Background Unit on Nanotechnology, to give my students and myself a platform which to work on to start the Fellowship and learn more about nanotechnology. I teach my students science, in Grades 6, 7 and 8 so I will at least have my Grade 7 and 8 Students with some background next year to implement what lessons we develop. It will also gave me an idea of projects we can create as a Fellowship Team that fit well with the curriculum, and will engage the students and what areas students will need more background on, in order to understand Nanotechnology, its applications, wearable devices and one world one health. Students also learned about future careers and educational pathways in Nanotechnology which will help engage students to be the next generation of researchers. This unit also utilized the “extra time” we have after EOGS but before school ends in a very productive and engaging way and hopefully help me utilize my Fellowship better too.

Nanotechnology Background Unit Day 12: Unit Cell and Crystal Structures

This labs was from Nanolinks:

http://www.nano-link.org/component/docman/cat_view/2-nanotechnology-curriculum/14-nano-link-modules/18-unit-cells-crystals

We had worked with crystals before when we looked at; Rocks/ Geology Unit Grade 6 , Ice Crystals in Weather Unit, Grade 7, Chemistry Units Grade 8. We reviewed first by seeing Brainpop on crystals:

https://www.brainpop.com/science/earthsystem/crystals/

We had made previously crystals with borax and pipe cleaners, rock candy, salt crystals and we discussed ice crystals: http://www.ducksters.com/science/crystals.php

I would also suggest making models of crystals with old tennis balls. I learned this at a Chemistry PD with Dr. Martin:

http://www.light-science.com/glasschange.html (about Dr. Martin)

http://adhunter.people.ysu.edu/CrystEd/CrystalsandmodelsK-4.htm (same as these but with tennis balls)

http://www.hometrainingtools.com/a/crystal-science-projects (lab information)

http://www.yale.edu/ynhti/pubs/A5/vanwagner.html (more crystals)

http://www.iucr.org/__data/assets/pdf_file/0009/3123/Class.pdf (from paper)

This lab we first looked at the power point: http://www.nano-link.org/component/docman/cat_view/2-nanotechnology-curriculum/14-nano-link-modules/18-unit-cells-crystals

We discussed what a unit cell was and how all unit cells are not alike. This video made the power point clearer:

This unit contained chemistry concepts that were difficult for my middle school students but it was good to expose them to these concepts. They did enjoy watching the crystals from using as super saturated solution. We did not complete Part 2 of the Activity due to time, but we previously made crystals from borax, salt and sugar. The students did understand the basic crystal structure, what a unit cells is, and what a super saturated solution was.

We then discussed applications of crystals used in science and engineering such as integrated circuits.

These videos helped the students see some future applications of nanotechnology including using crystals. (The other pictures I took in my class for this lab did not come out due to low battery, sorry you can not see the crystals…)

Nanotechnology Background Unit Day 11 Ring Polymers and Classroom Resources

We completed the Ring Polymer Lab and Power Point from Nano-links: http://www.nano-link.org/component/docman/cat_view/2-nanotechnology-curriculum/14-nano-link-modules/16-cross-linked-polymers

This lab also uses a form of Sodium Polyacrylate that is in diapers. We reviewed vocabulary with pictures for the terms:mer, monomer, polymer and degree of polymerization. We also discussed attractive forces between atoms and the interactions in water molecules that are ring polymers and can capture and hold a thin film of water and absorb large amounts of water for a small amount of ring polymer. The students could not believe how much weight the material would gain after the water they added was absorbed. We watched this and added salt too to reverse the process.

We also tried other liquids to see if they would absorb too, like rubbing alcohol, vinegar and a salt solution.

Great Resources with lessons and free materials on Nanotechnology in the Classroom

https://nanohub.org/resources/animations

http://www.nnin.org/education-training/k-12-teachers

http://nano.gov/education-training/teacher-resources

http://www.nanooze.org/ free magazine hard copies or online for kids

Background Unit on Nanotechnology Day 10 Cross Linked Polymers

This labs was from the Nano-links;

http://www.nano-link.org/component/docman/cat_view/2-nanotechnology-curriculum/14-nano-link-modules/16-cross-linked-polymers

We learned about ringed versus cross-linked polymers, the atomic structure and intermolecular bonds. This lab fit well with Grade 8 Chemistry. We have done other labs with polymers when we made slime. This can be done before this lab to give background to the students:

http://chemistry.lsu.edu/Outreach/item1739.pdf

The students were amazed how much water could be absorbed by a little amount of sodium polyacrylate. The powerpoint was also great in teaching about the molecular or atomic level structure of materials and why if it important and how bonds effect properties of a molecule or atom. They also learned bout the difference between crosslinked and ringed polymers. We discussed the applications of cross linked polymers and applications of sodium polyacrylate.

This also was a great video clip. We also added salt when we completed the lab to see what would happen too.

Nanotechnology Background Unit Day 9: One World, One Health

I introduced the students to the website and concept of: One World One Health;

http://www.onehealthinitiative.com/

The concept of linking: human, animal and environmental health. We looked at the website and discussed how animal and human health is connected and discussed disease spread. We also discussed how the environment impacts health. These topics fit well with Grade 6 Earth Science, Grade 7 Body System and Grade 8 Disease Spread and Ecology Units. It is good for the student to look at the interconnection of things.

http://www.qmed.com/mpmn/article/10-nanotech-breakthroughs-you-should-know-about-updated

We read the article above. We looked at what was done at NCSU ASSIST Center: http://charge.ece.ncsu.edu/2015/05/wearable-sensors-to-monitor-triggers-for-asthma-and-more/#sthash.NkZLMSlT.dpbs

and what is the Assist Center:

http://assist.ncsu.edu/

We then talked about chickens. We recently incubated and hatched chicks for student to take home and raise. We discuss daily how the chicks develop and we dissected last year, chick embryos at various stages of development. I asked the students to come up with wearable devices for chickens. Some of their thoughts were:

1. One that detected diseases like avian flu virus (we had discussed).

2. One that monitors it’s temperature/weight

3. One that could detect fat content, weight gain to monitoring feeding amounts

We also discussed wastes such as feathers and nanotechnology: http://www.nanowerk.com/news/newsid=11324.php

http://phys.org/news/2011-04-chicken-feathers-biodegradable-plastic.html

We did discuss packaging with nanotechnology too that might used in the future and scanned with a smart phone to tell shelf life, nutrition, recipes too. We will go to Blue Jay Point Park for our last field trip and students will brainstorm more ideas for wearable devices.

Naotechnology Background Unit Day 8: Thin Film Interference

This lab students learned bout optical properties of thin film. It worked well with Grade 6 since we studied light this year. I reviewed with Grade 7 and 8. We first did the simple lab of putting a pencil in a cup of water looking at the refraction of light.

We then watched:

This film did not have engaging speaking but had great diagrams, so I would use it but show the one below first, it made it easier for the 2nd to be understood.

We completed the lab and

http://www.nano-link.org/component/docman/cat_view/2-nanotechnology-curriculum/14-nano-link-modules/25-thin-films

and looked at the PowerPoint too. The students liked making a “rainbow”. We also discussed applications for cameras, eye glasses and other optical lens.

We saw:

I think the students were amazed how many thin films we use and they did not know what they were too. Although the lab was simple it was a great way to introduce this topic to the students and how nanotechnology works in this area.

Nanotechnology Background Unit Day 7: Nanoparticle and Sunscreen

https://www.brainpop.com/health/personalhealth/sunprotection/https://www.brainpop.com/health/personalhealth/sunprotection/In this lab modular from Nano-Link:

http://www.nano-link.org/component/docman/cat_view/2-nanotechnology-curriculum/14-nano-link-modules/23-nanoparticles-and-sunscreenles/23-nanoparticles-and-sunscreen

We first watched a Brainpop video on Sun protection:

http://https://www.brainpop.com/health/personalhealth/sunprotection/

We also watched:

The students learned how nanoparticles can be used in sunscreen to protect people from UV radiation. They compared regular sunscreen, no sunscreen and nano sunscreen using photochomatic paper and looking at exposure of pennies. This worked will with Grade 6 who already learned about the Electromagenetic Spectrum. We also worked well with Grade 7 Body Systems we learned about the skin and Grade 8 Environmental Unit on Exposure to toxins. Part one of this lab worked well in having students see what exposure time meant with a visible example and how different sources can result in different results for the same exposure time. We also discussed difference in light sources from indirect sunlight in our window to florescent bulbs.

In Part 2 the student liked being outside and also developing the photo papers. Students understood both the differences between nanoscreens and regular sunscreens in how they work using the power point of this unit, What UV Effects are on our health, how sunscreens work and what SPF Means. I think this was a great lab since our students can see its applications easily in their lives. We also discussed the cons of utilizing this sunscreen, if the nanoparticles penetrate into their blood stream, what happens to fish etc.. when they are washed off in the water. We also discussed that there has been an increase in Fish Skin Cancers and due to ozone depletion and what this could mean for us too. We also discussed as consumers how we complete a risk analysis of if we should utilize a new product. The students were also amazed about how level of SPF matters when looking at exposure. We also saw:

This is a great video to make people want to wear sunscreen! We also talked about skin color and skin cancer and sunburns using this link:

http://www.skincancer.org/prevention/skin-cancer-and-skin-of-color

Nanotechology Background Unit Day 6: Superhydrophobicity; A Balance Between Forces

We completed this lab from Nano-links which the students learn about cohesive and adhesive forces, hydrophilic and hydrophobic surfaces and interactions and observed effect of liquids on surface characterizes and related this to new nanotechnologies used today. The link for the lab and PowerPoint is:

http://www.nano-link.org/component/docman/cat_view/2-nanotechnology-curriculum/14-nano-link-modules/11-superhydrophobicity

We first reviewed the vocabulary of cohesive, adhesive, hydrophilic and hydrophobic with using comics. The student drew a comic for each word. I use:

http://www.makebeliefscomix.com/

To save time and due to limited time, I pre-printed some pictures so the students wrote the captions.

The students were excited to use Magic Sand and see what it could do. We tested water, oil and alcohol on all three squares. They also liked activity two with the pepper sand. I think the students understood these concepts using the labs. The PowerPoint did a great job relating this to real world examples. We watched the video on real world application of Clear n Clean: