Junior High

Grade 7 - Interactions and Ecosystems

Smart Dust

1. Review the terms ‘nano’ and ‘nanometre’

Nano: is the scientific term meaning one-billionth (1/1,000,000,000). It comes from the Greek word meaning “dwarf”.

Nanometre is one one-billionth of a metre. One centimetre equals 10 million nanometres (nm). A sheet of paper is about 100,000 nm thick. A human hair measures roughly 50,000-100,000 nm across. A fingernail grows at a rate of one nm per second.

2. Watch Video

View this video about motes (smart dust) to inspire ideas and activities.

3. Activity: Think, Pair, Share

Provide students with a copy of the student sheet to answer questions on motes (smart dust).

Grade 8 - Light and Optical Systems

1. Activity: Nanovision

Materials:

1. Magnifying glass

2. Dissecting microscope (either on projector or in groups)

3. Light Compound Microscope (ether on projector or in groups)

4. Student Sheet

5. Images from SEM (provided)

6. Ruler

7. Graphene

8. Pencil lead

9. Clear Tape

*This can be completed in shorter time if done as a class rather than in groups.

2. Review the following terms:

• Nano is the scientific term meaning one-billionth (1/1,000,000,000). It comes from the Greek word meaning “dwarf”.

• A nanometre is one one-billionth of a metre. One centimetre equals 10 million nanometres (nm). A sheet of paper is about 100,000 nm thick. A human hair measures roughly 50,000-100,000 nm across. A fingernail grows at a rate of one nm per second.

Review the terminology related to object size—centimetre, millimetre, micrometre, nanometre—and their relative relationship to each other. Magnifying glasses and microscopes are used to make smaller objects appear larger.

Even the simplest optical system, the human eye, depends on lenses and light-activated detectors. Depending on the sophistication of the optical system, smaller and smaller objects can be observed using magnifiers and microscopes. But just how small can optical systems allow us to see? This activity takes students through the technological steps from unaided vision to microscopes and beyond, introducing them to the science and technology associated with nanoscale objects. This activity may be used to introduce students to basic optical instrumentation while searching for the very small.

3. In groups of three:

1. Inspect small grains of graphite (Use a file or sandpaper to scratch off some pencil graphite mixture. Try to choose the smallest grains for observation.)

2. Estimate thickness of a grain. (Record on student sheet)

3. Students then examine the grain with a magnifying glass. They should observe that moving the magnifying glass further away from or closer to the sample will result in larger or smaller images, improving the magnification. At optimal magnification, students should again estimate the size of the hair and record it on the Student Sheet. If there is texture, this may be drawn as well.

4. Using dissecting microscope:

1. Using a dissecting microscope, students repeat their observation of the grain.

2. If the microscopes have calibrated eyepieces, then the size of the grain can be better estimated. Record any observations and the estimated size of the grain.

5. View the grain using a light compound microscope:

1. What other things can the student see using this piece of equipment?

6. Display image taken with SEM of single grains of graphite and record observations

7. Obtain a single layer of graphene.

Steps are in this video: Making Graphene 101

8. Observe the single layer of graphene under the dissecting microscope and discuss observations.

Alternatively, use these photographs of prepared graphene.

9. Observe same sample under a light compound microscope and discuss observations.

10. Display SEM images of single layer of graphene and discuss observations.

Grade 9 - Matter and Chemical Change

1. Watch Video - When Things Get Small

This is an Emmy Award winning video (28 minutes) that describes nanoscience in a fun and creative way, but also with outstanding science connections and accuracy.

What could a stadium-sized bowl of peanuts, a shrinking elephant, and a crazed hockey player have to do with nanoscience? Those are just a few of the goofy excursions that await you when witty host Adam Smith and wacky physicist Ivan Schuller take you on an irreverent, madcap, comically corny romp into the real-life quest to create the smallest magnet ever known.

2. Carbons Nanocaper

Discuss the following points prior to completing any of the learning objects.

1. Review the terms ‘nano’ and ‘nanotechnology’

2. Introduce the idea of carbon and carbon atoms

   1. Where is carbon found?

   2. Why is carbon so important?

   3. How can you put carbon atoms together to create different substances, allotropes, or forms?

   4. Show samples of different forms of carbon common to everyday experience (e.g. Graphite for pencils, charcoal, coal, and diamond).

Learning Object - Option 1

*Requires mini marshmallows and toothpicks

3. If time allows, a number of groups of students could connect their 6-ring structures to form a sheet of rings. This is a model of graphene that fits current evidence.

Learning Object – Option 2

Use the below Graphene Student sheet and Nanotube Student Sheet to complete the activity of creating a nanotube structure.

1. In groups of 3, create a ‘zigzag’ nanotube

2. Create an armchair nanotube

Learning Object – Option 3

*Requires copies of buckyball shapes

1. In groups of 3, complete either the pentagon or hexagon buckyball from the Smithsonian Institution

(Have half the groups do the pentagon and the other half do the hexagon).