Math and Science Education Module for Introducing Nanotechnology, Light and Energy for Middle School Classrooms
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Math and Science Education Module for Introducing Nanotechnology, Light and Energy for Middle School Classrooms Karen Boykin1, Shanlin Pan1, Dee Goldston2, and Elizabeth Allison2 1
Department of Chemistry, The University of Alabama, Tuscaloosa, AL 35487, U.S.A. 2
College of Education, The University of Alabama, Tuscaloosa, AL 35487, U.S.A.
ABSTRACT The introduction of nanotechnology in early classroom pedagogy is becoming a high priority in education. However, the concepts of nanotechnology can be difficult to conceptualize due to the esoteric nature of the subject. Inquiry-based nanotechnology modules are one way to help visualize nanomaterials to deliver the concepts of nanotechnology. We present the implementation and effectiveness of a newly developed module tying existing light and energy curriculum in middle school to nanoparticles, introducing the concept of a photocatalyst and energy. The module is part of a five year teacher professional development program in the Alabama Black Belt through a Math Science Partnership award from NSF (0832129) to increase students’ interests at the middle school level for pursuing continued math and science education and creative research activities in the future. Students impacted by the program are from low income rural communities where it is critical in preparing the next generation scientists and engineers for our nation’s future energy challenges. INTRODUCTION The introduction of nanotechnology in the classroom, especially early on, would help students gain an interest and improved understanding of sub-microscopic world in preparation of their future career in science education and research. Notwithstanding, nanotechnology concepts can be perplexingly difficult to conceptualized into middle school pedagogy due to their esoteric nature. A simple search for nanotechnology lesson plans or inquiry-based modules yields few results, with a small number of repositories holding most of these materials. Therefore, it is important to broaden teaching toolkits to include new modules that would both reflect advancements in nanotechnology, and form a basis for quality teaching to enhance the student centered learning outcomes. Inquiry-based nanotechnology modules typically fall into four categories: comparisons of scale; analogs of measurement techniques; analogs of chemical effects; and analogs of surface effects. For example, the size of a nanoparticle can be envisioned by repeatedly clipping a strip of paper in half. At some point the paper can be cut no more and it is relayed that if it were possible, it would take some factor of cuts more to reach “nanoscale.” Nanomaterials and their optical and magnetic characteristics can be simply demonstrated using laser light scattering, mirrored strips and responses to rare-earth magnets. Certain plants, such as kale, are hydrophobic due to nanostructures on the surface of the plant’s leaves. However, these examples do not contain dynamic chemical reaction activities at the microscopic scale and cannot represent the real chemical and p
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