Identification, Development and Implementation of Nanoscience Activities for Alabama K-12
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Identification, Development and Implementation of Nanoscience Activities for Alabama K-12 Martin G. Bakker1,4, Katrina Staggemeier1, Amy Grano1, Aaron Kuntz2, Jim Gleason3, Leigh McKenzie6, Brenda O’Neal5 and Rachel Pace7 1 Departments of Chemistry, 2Educational Research, and 3Mathematics, and 4Center for Materials for Information Technology, The University of Alabama, Box 870336, Tuscaloosa, AL 35487. 5 Admiral Moorer Middle School, Eufaula, AL 36027, 6Eufaula High School, Eufaula, AL 36027 7 McWane Science Center, 200 19th St N., Birmingham, AL 35203. ABSTRACT We report on a pair of MSP (Mathematics & Science Partnership) START pilot projects designed to identify nanoscience experiments that will fit within the Alabama course of study for use in Alabama K-12 classrooms. As part of the first project we are testing the development, refinement and evaluation of an activity already partly developed. The form of this activity has had input from a focus group of RETs who were tasked to provide input into the activity and how it can be matched to components of the Alabama Course of Study. This activity consists of using sparks generated by abrasion of misch metal by sand paper of different grit size. Different grit sizes produce metal particles of different sizes, resulting in sparks of different size and length. If done in a dry box no sparks are produced and the powder left is not pyrophoric, demonstrating that high surface area, heat and oxygen are all required to produce sparks. SEM characterization of the powder allows the particle sizes to be determined, giving the correlation between size, grit size and spark track length. The activity was tested on groups of middle school science campers at McWane Science Center, and after evaluation, further modified to increase student interest and impact. The activity was then tested on grades 6-8 in a middle school classroom by a graduate student/undergraduate student team. INTRODUCTION Alabama context The impact of No Child Left Behind in Alabama includes rigorous adherence to the Alabama Course of Study which does not (currently) include Nanoscience or Nanotechnology. The level of funding for science education also means that few teachers have physical science backgrounds and that there is little funding for classroom resources. The state of Alabama does however provide internet and computer facilities, and supports science and mathematics through the Alabama Mathematics, Science and Technology Initiative (AMSTI) and Science In Motion (SIM) programs. The former provides sets of classroom sets of experiment kits which are sent out to participating schools. The latter provides single experiments including equipment such as gas chromatographs which are delivered to high schools. Both programs provide in-service training for teachers on the kits and equipment as well as back up support. However, neither program has a component focused primarily on nanoscience or nanotechnology. MSP START In order to increase the quantity and quality of nanoscience in K-12 Alabama
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