How could we use nanotechnology to optimize our energy usage?
http://tips.uark.edu/using-blooms-taxonomy/
Nanoscience Objectives
Size and Scale- Learners will be able to relate the size of nano sized objects to objects encountered in daily life (macroscale).
Structure of Matter- Learners will compare surface-area-to-volume ratios of different sized objects and explain that surface-area-to-volume ratios play a role in the unique properties of objects at the nanoscale.
Forces and Interactions- Learners will be able to identify characteristics of both gravitational and electromagnetic forces, identify which of the two forces dominates at the nanoscale, and explain why.
Forces and Interactions- Learners will be able to explain why (intensive) properties of matter can change at the nanoscale (for example: properties like boiling point, reactivity, malleability, fluorescence, magnetism).
Indiana State ICP Objectives
Learners will be able to explain and calculate gravitational and electrostatic forces at the nanoscale. 1.3, 6.1
Learners will be able to explain how size-dependent properties (surface-area-to-volume ratio, forces) change at the nanoscale through macroscopic models. 3.1, 3.3, 3.4, 5.6, 6.1
Learners will be able to explain and demonstrate how energy is converted into different forms (thermal, light, etc.). 5.7
Learners will be able to determine the needs and uses of energy in a community. 8.1, 8.5, 8.6, 8.7
Learners will be able to develop practical and optimal energy sources for a group of people (business, city, country, school, etc.). 8.2, 8.3, 8.4
21st Century Skills Objectives
Communication and Collaboration: Learners will be able to contribute equally to the end product.
Productivity and Accountability: Learners will be able to use work time effectively to accomplish assigned tasks.
Information Literacy:Learners will be able to determine whether information is quality and useful.
http://www.p21.org/our-work/resources
Related Higher Order Thinking Skills
Remember/Understand/Apply/Analyze
Remember/Understand/Analyze
Remember/Understand
Understand/Apply/ Analyze
Indiana State ICP Standards
1.3: Describe how Newton’s Law of Universal Gravitation and the laws of motion together explain the motions of objects on earth and of the moon, planets and stars. 3.1: Describe how we use macroscopic properties of matter to model microscopic processes. 3.3: Understand how thermal energy (the microscopic motions of the atoms, molecules or both) is related to the macroscopic concept of temperature. Examine the differences in these concepts by measuring the temperature changes and determining specific heat capacity of water as it is heated or cooled. 3.4: Understand how the microscopic kinetic molecular theory explains observations of macroscopic gas behavior in terms of temperature, volume, pressure and the number of particles (using the mole concept). 5.6: Identify key indicators of a chemical change and classify simple types of chemical reactions. Differentiate among covalent, ionic, hydrogen and Van der Waals bonding. Write formulas for and name compounds of each type. 5.7: Explain that in exothermic chemical reactions chemical energy is converted into other forms such as thermal, electrical, light and sound energy. 6.1: Explain that objects that carry a net charge will exert an electric force (attractive or repulsive) on other objects. 8.1: Describe how energy needs have changed throughout history and how energy needs are met in modern society. 8.2: Describe the benefits and risks of the development of non-renewable forms of energy such as coal, oil, natural gas and uranium fission sources. 8.3: Describe the benefits and risks of the development of renewable forms of energy such as solar energy, wind-energy, geothermal energy, fusion energy and biofuels. 8.4: Describe how efficient use of renewable and non-renewable energy sources is essential to maintaining an acceptable environment. 8.5: Describe how the availability of energy resources is essential to the development of an economically viable society. 8.6: Contrast the dependence on and use of energy and other natural resources in the economies of industrial nations, of developing nations and of undeveloped nations. 8.7: Describe the energy needs of a modern urban city. Compare and contrast these needs with those of a modern rural community.
How can you and your students communicate standards?
It is important that students be able to express what they are learning and how they are learning it. One way that we will ensure students make the connection between the project and the standards/objectives is through a living “Know/Need to Know” document. If you have access to Google Drive, you can create a Google document at the beginning of the project which contains all of the students’ “knows” and “need to knows.” If you don't have access to Google Drive, then you should find some other central/visible location to display and update this list. This document will be used as a refocusing tool at the beginning of every lesson during the debriefing time to make sure that you are addressing all of the student questions. It also gives the teacher an opportunity to introduce "just in time" instruction with the objectives coming directly from the students' needs. Since students have access to this document, they will also be able to articulate the objectives at all times. By sharing this document with the students, they will see it changing in real time, and with older and/or responsible students, you can give editing privileges so they can contribute to the document directly. Students will also be given a handout, which contains a list of all objectives and standards to be covered in the unit, on the first day.
As a daily reminder, when used properly, a Need to Know document or Inquiry List can be a great iteration of standards and objectives. An even further iteration of those standards/objectives will be to place them at the top of every required and optional activity students will do throughout the project to support their needs. The more opportunities students have to view the standards/objectives, the more likely they will be to make connections between them and what they are doing and be able to express them on their own. In addition to greater visibility and transparency of the standards by introducing them at the beginning of the proper days and including them on the activities, students will also have exit tickets and other formative assessments throughout the project to test their understanding of the material in addition to their knowledge of the objectives and the driving question. Teachers will monitor student understanding by having students explain their understanding of objectives on Day 6 and 11 exit slips. At the end of the project, students will complete an individual summary of the nanoscience content, which will address each of the objectives covered in the project. Students will be required to demonstrate understanding and make connections to the project for each of the objectives.