Lesson Plan

The following are outlines of lesson plans in which I will integrate the knowledge I gained from my RET Nano experience:

Biology: Living or Nonliving
When discussing what it means to be living, students will observe in real time the following:
-Plant
-Raisin in carbonated water
They will also see a video of worm micelles and vesicles.
Students, working in groups, will write down which items they thought were living and why and which they think are not living and why. From this, there will be further questioning, as a class, of what constitutes what is living, introducing students to the main features of all living things.

Biology: Metric Units
Students will have to know metric units from Tera all the way down to atto. Students will do dilution activity (similar to the one RET Nano did on the first day), from which students will have to identify the appropriate units, what has happened to the original substance qualitatively, and what extensions the activity has for science.
Students will then go to this website: http://learn.genetics.utah.edu/content/begin/cells/scale/. They will answer questions about differing sizes of items of biological importance. Within groups of students (2-4), students will then individually research nano applications in biology in the areas of medicine, sun protection, alternative energy, and water quality. Students will then share info and regroup for class discussion.

Biology: Surface Area and Cells
When talking about cells after talking about their parts and functions, cell size is discussed before mitosis and meiosis.
Surface area will be investigated through an inquiry lab on ice. Students will design and execute an experiment to test whether a larger block of ice or a group of smaller pieces of ice cool water quicker.
There will be discussion and analysis of cell’s duties relating to size will be equated with ice’s duties related to size.
Discussion of nano surface area properties peppered into questioning and analysis of lab.

Biology: Sunscreens
As an introduction to the cancer research project students complete, students would do a lab similar to the one carried out in RET Nano by checking different sunscreens for effectiveness and what the results mean as far as how they affect the skin of an organism.

General Science: Filtration
When discussing water quality, students will conduct an inquiry lab into how well three substances -- sand, rocks, fish tank charcoal -- filter out impurities in water. Analysis of data will involve assessing how filtration substances relate to metric sizes from macro to nano scale and how differing sizes impact environment.

General Science and Biology: Copolymer Delivery
In conjunction with research from the summer, students would learn in both biology and general science about the ability to reduce drug and pesticide amounts given to organisms -- during a cancer research project portion of biology and food chains/webs in general science.
*Cancer -- Students would have to investigate the differences of drug applications with or without copolymer delivery.
*Food Chains/Webs -- When talking about bioaccumulation and biological magnification, students will research how pesticides relate to the concepts and how copolymers can help.

Future
When and if grant monies are received and/or additional funding is provided by the school, the following will also be done:
-Manufacture and testing of Lego Atomic Force Microscope
-Hydrogel production and testing of diffusion of materials
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