Senior High

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Science 10: Cycling of Matter in Living Systems

1. Powerpoint Introduction to Nanoscience

Student resourse produced by Nanosense (SRI International). Click on below image for link to Powerpoint presentation.

Click on below image for link to Teacher Notes (PDF) for the powerpoint presentation.

2. Learning Object

* Discussion as part of Unit C, Section 2.5. Ensure students understand cell transport and associated terminology.

1. Have students read Student Sheet: Biomarkers, Quantum dots, and nanoshells.

2. Think, Pair, Share: Other areas, beyond cancer that this nanotechnology could be used. Think inside the cell!

3. Learning Object

* Discussion as part of Unit D, awareness of limited fresh water.

1. Have students read Student Sheet: Membranes for water purification, desalination

2. Read article: http://nanotechnologytoday.blogspot.ca/2006/11/nanotech-water-desalination-membrane.html

In Groups of 3, come up with creative strategy to overcome the fresh water issue. 10 minutes to plan, 2 minutes per group to present, 2 minutes for class to determine pros and cons for that strategy.

Chemistry 20 - The Diversity of Matter and Chemical Bonding

1. Learning Object – Chemistry 20

* To be done with Chemical Bonding Unit when discussing intermolecular bonds.

**Reduce time and cost, if one class does gluing, that step may be skipped with future classes.

1. Review intermolecular and intramolecular bonding and discuss weaknesses

2. Using LEGO, magnets and super glue; glue magnets to various lego pieces.

3. Instructions are on Student Sheet on page 9.

Biology 30 - Cell Division, Genetics, and Molecular Biology

**Need to attach Quantum Dot Article and Appendix A from Grade 12 as printable sheets

Learning Object 1

1. Discuss ‘What are Quantum Dots’ and ‘How do they work’ (pg 3)

2. Watch Video: http://www.nanowerk.com/nanotechnology/videos/Kavli_Foundation_Introduction_to_Nanoscience.php

3. Quantum Dot Simulation (page 4)

4. In groups of 3, assign each group one of the following websites (10 minutes)

5. 2 minutes per group to present, 2 minutes for class discussion per presentation.

Learning Object 2

Simulation/model of how the microfluidic flow works in a Lab on a Chip (LOC)

You can do this as a demo (prepare the chip a couple of days in advance) or as a lab.

1. Discuss what LOC’s are. (as part of the ______unit)

2. Follow instructions on Appendix A.