Serving Nanoscale Science, Engineering & Technology
Subject: Biology, General Science, Science and Society, Tools and Technology
Audience: Middle School, High School
This lesson examines a new inexpensive diagnostic technology and the societal impact it might have.
Subject: General Science, Physical science
Provides opportunity for students to develop a working knowledge of the SI system of measurement as well as learn about the nanoscale and nanotechnology.
Subject: Physical science, Physics
Audience: High School
Students will observe the diffraction behavior of light waves from a CD and DVD and examine AFM images of the two disks
Subject: Chemistry, General Science, Physical science
Exploring size and scale and the size effect in chemical reactions.
Lesson that has students expand what they know about magnetism through study of a liquid magnetic material called a ferrofluid.
Subject: Biology, Chemistry, Science and Society
This is a four part unit covering solubility, emulsions, the skin, and ethical issues related to nanotechnology in consumer products.
Subject: Biology, Chemistry, General Science, Physical science
Lessons has students determine how the ratio of surface area to volume changes with shape and size.
Subject: Biology, Chemistry, General Science, Physical science, Physics, Science and Society
Lesson that has students compare how nanotechnology is addressed in fiction and nonfiction literature.
Subject: Biology, Chemistry, General Science, Physics, Science and Society
Students extend their understanding of how nanotechnology is being used today by examining currently available consumer products
Subject: Biology, Chemistry
Introduces students to the engineering of an interfacial surface at the nanoscale to demonstrate the concepts of hydrophobic and hydrophilic behavior.
The National Nanotechnology Infrastructure Network is supported by National Science Foundation Cooperative Agreement EECS-0335765 and by support from the member institutions.
Any opinions, findings, conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.