The NSF-sponsored NanoSense project was created to address the question of how to teach nanoscale science at the secondary level. This web site contains the materials developed by the NanoSense team, which include four comprehensive curriculum units to introduce teachers and students to nanotechnology. Each unit has been classroom tested and provides extensive content support. Users may download cost-free lesson plans aligned to national standards, Power Point lecture materials, student activity guides, and related assessments. The materials were developed in a modular fashion to enable use for a short classroom introduction or a longer experiential learning project. Topics include 1) introduction to nanotechnology, 2) light and matter interactions, 3) solar energy and nanoscience, and 4) the water crisis.
Nano, PBL, UV light, best practice, electromagnetic radiation, electromagnetic spectrum, experiential learning, high school unit, instructional unit, light, nanotechnology, problem-based learning, solar energy
Metadata instance created
June 5, 2009
by Caroline Hall
August 12, 2013
by Lyle Barbato
Last Update when Cataloged:
February 10, 2008
AAAS Benchmark Alignments (2008 Version)
3. The Nature of Technology
3A. Technology and Science
9-12: 3A/H1. Technological problems and advances often create a demand for new scientific knowledge, and new technologies make it possible for scientists to extend their research in new ways or to undertake entirely new lines of research. The very availability of new technology itself often sparks scientific advances.
4. The Physical Setting
4D. The Structure of Matter
9-12: 4D/H8. The configuration of atoms in a molecule determines the molecule's properties. Shapes are particularly important in how large molecules interact with others.
8. The Designed World
8B. Materials and Manufacturing
9-12: 8B/H4. Increased knowledge of the properties of particular molecular structures helps in the design and synthesis of new materials for special purposes.
11. Common Themes
6-8: 11A/M2. Thinking about things as systems means looking for how every part relates to others. The output from one part of a system (which can include material, energy, or information) can become the input to other parts. Such feedback can serve to control what goes on in the system as a whole.
6-8: 11A/M3. Any system is usually connected to other systems, both internally and externally. Thus a system may be thought of as containing subsystems and as being a sub-system of a larger system.
9-12: 11A/H1. A system usually has some properties that are different from those of its parts, but appear because of the interaction of those parts.
AAAS Benchmark Alignments (1993 Version)
4. THE PHYSICAL SETTING
D. The Structure of Matter
4D (9-12) #1. Atoms are made of a positive nucleus surrounded by negative electrons. An atom's electron configuration, particularly the outermost electrons, determines how the atom can interact with other atoms. Atoms form bonds to other atoms by transferring or sharing electrons.
This resource is part of a Physics Front Topical Unit.
Topic: Particles and Interactions and the Standard Model Unit Title: Teaching Nanoscale Science
The NSF-sponsored NanoSense project was created to address the question of how to teach nanoscale science at the secondary level. Includes four comprehensive curriculum units to introduce teachers and students to nanotechnology. Each unit has been classroom tested and provides extensive content support -- all designed to be adaptable for short introductions or longer classroom projects.
%0 Electronic Source %D February 10, 2008 %T NanoSense %I SRI International %V 2014 %N 7 March 2014 %8 February 10, 2008 %9 application/pdf %U http://nanosense.sri.com/
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