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INTRO TO NANOTECHNOLOGY AND BIOSENSORS 5E Inquiry Lesson Plans - Grades 7-12

Lesson Plan #1: Bacteria & Viruses: a threat to the existence of the human species? one 45-55 minute class period

Even though there is not any information here on how we detect bacteria and viruses, the video adequately shows the problems there are with bacteria and viruses. It is important to stop the video where they are shown collecting samples and explain what it currently takes to detect bacteria and viruses. The idea is to lead the students into the project of bacteria/virus detection and detection time. This is the definition of our problem! This is the basis and purpose of the entire program. ENGAGE: Have students generate a list on the board of all the bacteria and viruses they’ve ever heard about or experienced. What types of problems with bacteria/viruses have they heard about on the news or experienced in their lives? The teacher can have the list as detailed as the level of the students (i.e.: a high school biology class will differentiate between bacteria and viruses, whereas a 7th grade science class would just list them all together). EXPLORE: Show the first half of “Understanding Bacteria” movie (about 25 minutes long). Stop at appropriate times to have students comment on the following: Depending on the level of the students, you could have them answer these questions on paper for more accountability.

1. Could understanding more about bacteria and viruses be vital to the survival of the human species? 2. What do they do with the samples they’ve collected? Why? 3. How do we currently detect bacteria and viruses? 4. Since it takes 2 to 7 days to detect bacteria or viruses in your food, water or blood stream, what problems are there

with this lengthy wait time? 5. Why is it important to learn how to detect bacteria and viruses in less than 2 to 7 days? Why would it be beneficial to

you, your family & friends, your community and even your country? EXPLAIN: Either during the movie or after the movie (teacher judgment here), direct or explain the correct answers to the questions above in the explore stage. Students will have questions that need to be answered also. ELABORATE: After the movie and discussions have the students write a paragraph explaining what they think we should be doing about bacteria/virus detection and why we should be doing it. What are the consequences if we don’t? What ideas do you have on how to get detection time down? WO

EVALUATE: Evaluation is on any notes you may have had the students take for the questions in the explore phase and on the Elaborate paragraph they have written.

Michigan Benchmarks SCIENCE III.2.2. Describe the life cycle of organisms (in this case bacteria & viruses) associated with human disease. III.2.5. Describe technology used in the prevention, diagnosis, and treatment of diseases and explain its function in terms of human body processes. HEALTH/PE 1.9. Describes how research and medical advances influence the prevention and control of healthTask Objective Key WO: writing objective ReadO: reading objective MO: math objective ResO: research objective

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Appendix B: Inquiry Analysis on Movie

NAME________________________________ Hour______

Understanding Bacteria From www.unitedstreaming.com

1. Could understanding more about bacteria and viruses be vital to the survival of the

human species? Why? _________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

2. What do they do with the samples they’ve collected? Why? ___________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

3. How do we currently detect bacteria and viruses? ____________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

4. Since it takes 2 to 7 days to detect bacteria or viruses in your food, water or blood

stream, what problems are there with this lengthy wait time? __________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

5. Why is it important to learn how to detect bacteria and viruses in less than 2 to 7

days? Why would it be beneficial to you, your family & friends, your community and

even your country? ____________________________________________________

_____________________________________________________________________

_____________________________________________________________________

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_____________________________________________________________________

_____________________________________________________________________

6. Write a paragraph explaining what you think we should be doing

about bacteria/virus detection and why we should be doing it. What

are the consequences if we

don’t? What ideas do you

have on how to get detection

time down?

_______________________

_______________________

_______________________

_______________________

_______________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

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_______________________

_______________________

_______________________

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_______________________

_______________________

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FIGURE 1: Student Created Nano Tech Posters for Lesson Plan #2

8 Allotropes of Carbon

DIAMONDsDIAMONDsare forever!

h bl k b ll i bEach black ball is a carbon atomIt tends to form a cubic latticeIt’ th h d t k t lIt’s the hardest known natural

mineralIt has a high dispersion of lightIt has a high dispersion of light80% of mined diamonds are for

industrial use as they are not ofindustrial use as they are not of jewelry quality.

What do they use them for in industry?

Carbon doesn’t always form into the yshape of a cubic lattice.

• In Fact there are 8 different allotropes• In Fact, there are 8 different allotropes of carbon.

• In Greek: “to draw/write”Graphite

/• A conductor• The most stable• Is used in pencils• Carbon

forms in Hexagonal planesplanes

Lonsdaleite

• Identified in 1967 in a meteorite found ina meteorite found in an Arizonan crater

• Believed to be e e ed to beoriginally graphite

• due to the heat and pressure upon impact, it turned to diamond but kept thediamond but kept the crystal structure of graphite

FULLERENESFULLERENES• Discovered 1985 by

a team of scientistsa team of scientists from the US and England

• Shape of a hollow sphere

f• Referred to as “buckyballs”• Also known as C60. Why?• Use nano technology to combine• Use nano-technology to combine

the atoms in this way• Hopeful for use in tackling p g

melanoma and other tough cancers

C540 allotrope• Like all• Like all

fullerenes, C540 is a hollowis a hollow spherical shape created using gnanotechnology.

• How many yatoms of carbon are in it?

C70

A th• Another Nanotech

ticreation• What do

all Fullerenes have in common?

Amorphous Carbon (Coal & soot)Amorphous Carbon (Coal & soot)

• Does not have any visible crystal structurevisible crystal structure or atomic arrangement of carbon atoms

• Is found containing crystallites of graphite

d di d ( lland diamond (so small, it’s often nano size)

• Coal has different• Coal has different grades ranging from 55% - 90% pure

bcarbon

CARBONCARBON NANO-TUBESTUBES

Stronger than diamonds

Conduct heat wellCan be made as

either a conductoreither a conductor or semiconductor

CNT’s (Carbon NanoTubes) are now ( )used for or being researched for……• Clothes – waterproof, tear resistant cloth fibers• Military Combat Jackets – the ultra strong CNT fibers will

monitor the condition of the soldier• Concrete – increases tensile strength and eliminates cracks• Polyethylene plastics• Sports equipment – lighter & stronger equipment as seen

previouslyS El t ibl ! It’ i th l i t• Space Elevator – possibly! It’s in the planning stages

• Artificial muscles• Paper• LCD screens• Nano wires• Computer circuits• Air and water filters

Phase Diagram for Carbong

Carbon on the Periodic Table

REFERENCES• http://webmineral.com/specimens/picshow.p

hp?id=2926 (lonsdaleite image)p ( g )• http://en.wikipedia.org/wiki/Wikipedia:Featur

ed_picture_candidates/Six_Allotropes_of_Carbon

• http://en.wikipedia.org/wiki/Image:Eight_Allotropes_of_Carbon.png

• http://www.answers.com/topic/fullerene• http://en.wikipedia.org/wiki/Carbon_nanotub

e• http://en.wikipedia.org/wiki/Polyaniline

Assignment• Divide into 8 groups as listed on the lab• Divide into 8 groups as listed on the lab

tables• You will be then assigned an allotrope ofYou will be then assigned an allotrope of

carbon to make with the kinex or marshmallows (ck funding)

• You will be given the appropriate number of pieces to make your allotrope

• Present your allotrope with some information• Present your allotrope with some information on a poster board about it which you’ve researched on the internet!