Nanotechnology and Human Health

CONTENTS OF CURRICULUM UNIT 10.05.07

  1. Unit Guide
  1. Objectives
  2. Background – The Science
  3. Background – The Math
  4. Teaching Strategies
  5. Classroom Activities
  6. Appendix A - Teacher Resources
  7. Appendix B - Bibliography
  8. Appendix C - Implementing District Standards
  9. Notes

If You Can See It, It's Not Nano: Working with Numbers at the Extremes

Nancy Rudolph

Published September 2010

Tools for this Unit:

Appendix B - Bibliography

"Allotropes of carbon - Wikipedia, the free encyclopedia." Wikipedia, the free encyclopedia. http://en.wikipedia.org/wiki/Allotropes_of_carbon (accessed July 19, 2010). Excellent cartoons of carbon allotropes and description of different properties.

Bonner, John Tyler. Why Size Matters: From Bacteria to Blue Whales. Princeton: Princeton University Press, 2006. Great explanations from nature for size-dependent properties.

Booker, Richard D., and Earl Boysen. Nanotechnology For Dummies (For Dummies (Math & Science)). Indianapolis: Wiley Publishing, Inc., 2005. This book explains the science, the production process, the uses, the measuring devices, etc. of nanomaterials.

Delgado, C., S. Y. Stevens, N. Shin, M. Yunker, and J. S. Krajcik. "The development of students' conceptions of size." Paper presented at the National Association of Research in Science Teaching Conference, New Orleans, 2007. Excellent resource article about stages of development with relation to relative and absolute size.

"Golden ratio - Wikipedia, the free encyclopedia." Wikipedia, the free encyclopedia. http://en.wikipedia.org/wiki/Golden_ratio (accessed July 21, 2010). This site gives an explanation of the history of the golden ratio and its relation to the Fibonacci series.

Jones, M. Gail, Michael R. Falvo, Amy R. Taylor, and Bethany P. Broadwell. Nanoscale Science. Arlington: NSTA Press, 2007. This book has many activities for students in grades 6-12 categorized by math and science subject.

"Patterns in Nature." Cornell Center for Materials Research. http://www.ccmr.cornell.edu/education/modules (accessed July 19, 2010). This article presents a lesson with activities on the Fibonacci sequence in nature.

Pelesko, John A.. Self Assembly: The Science of Things That Put Themselves Together. Boca Raton: Chapman & Hall/CRC, 2007. This book defines and gives examples of self-assembly in nature and Nanotechnology.

Saunders, Nigel. "Creative Chemistry Interactive Molecular Models - Carbon Allotropes." Creative Chemistry - fun activities, worksheets, games and revision quizzes. http://www.creative-chemistry.org.uk/molecules/carbon.htm (accessed July 12, 2010).

"The Carbon Allotrope Group." Solar Power Facts: A Brighter, Cleaner Future. http://www.green-planet-solar-energy.com/allotrope.html (accessed July 12, 2010). This is another resource for carbon allotropes.

Stevens, Shawn, LeeAnn Sutherland, and Joseph, Krajcik. The Big Ideas of Nanoscale Science and Engineering: A Guidebook for Secondary Teachers (PB241X). Arlington, VA: National Science Teachers Association, 2009. This is an excellent resource outlining how to connect all of the high school sciences and mathematics courses.

Tretter, Thomas R., M. Gail Jones, and James Minogue. "Accuracy of scale conceptions in Science: Mental Maneuverings across many orders of spatial magnitude." Journal of Research in Science Teaching 43, no. 10 (2006): 1061-1085. www.interscience.wiley.com (accessed July 10, 2010). The study described in this article also describes weaknesses in estimating relative and absolute size.

Tretter, Thomas R., M. Gail Jones, Thomas Andre, Atsuko Negishi, and James Minogue. "Conceptual boundaries and distances: Students' and experts' concepts of the scale of scientific phenomena." Journal of Research in Science Teaching 43, no. 3 (2006): 282-319. http://www3.interscience.wiley.com/journal/31817/home (accessed July 10, 2010). This article is very similar to the previous one.

Zacharos, Konstantinos. "Prevailing educational practices for area measurement and students' failure in measuring areas." Journal of Mathematical Behavior 25, no. 3 (2006): 224-239. http://www.sciencedirect.com/science/journal/ (accessed July 10, 2010). This article suggests that the use of algorithms for calculating area limits students' understanding of the concept.

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