Facilitating Week 2 Activities
Week 2
Monday
Discussion of possible dissemination tools with examples
Students will be reminded of possible dissemination tools as well as resources (“How To” videos) that explain how to use those tools. Students may be capable users of most of these tools, so the teacher should not explicitly show the videos to the class, but rather make students aware of their availability. The teacher may want to adjust which tools are allowed and/or suggested based on any compatibility or access issues. Groups should verbally communicate to the teacher which dissemination tool their group will use before the end of the class period.
Work Time
Check on different groups to make sure each group is getting off to a good start in researching how nanotechnology impacts their chosen category of energy. Teacher will be available to answer student questions. Teacher will make sure each group has chosen a dissemination tool and that the group knows how to use their chosen tool.
Tuesday
Self-Assembly: Gummy Capsule Activity
Students will do a short lab which helps them visualize self-assembly. The teacher should be prepared to have a short discussion with any students who have extra questions after the lab activity is complete. Students should gain the understanding that self-assembly means molecules put themselves together due to attractive forces between particles. Students should also learn that self-assembly or “building up” is the most efficient way to building nanomolecules and devices. The teacher should also be prepared for students to work on their projects with any leftover class time.
Molecular Workbench: Self-Assembly
Students have the opportunity to extend their experience with self-assembly, if they so choose, via the simulations on the self assembly activity within the Molecular Workbench program. The teacher should be prepared to discuss the ideas of charged particles and random/thermal motion of particles with students. Students do not necessarily need to understand the entire concept of atomic theory. Teachers may explain the material in a more qualitative manner and assure students that more details will be covered in the near future. This will of course depend upon when the teacher uses this PBL unit.
Objectives:
Wednesday
Work Time
The student work days will be mostly open for students to spend time gathering information and organizing their thoughts. The teacher will spend time helping students to question deep provoking thoughts. The teacher will have a set of questions we have available and also will have to develop their own questions that will fit directly to the groups topic.
At the end of the day Wednesday the students should be able to answer the question, What did you learn today that correlates to the driving question?
Thursday
Work Time
The student work days will be mostly open for students to spend time gathering information and organizing their thoughts. The teacher will spend time helping students to question deep provoking thoughts. The teacher will have a set of questions we have available and also will have to develop their own questions that will fit directly to the groups topic.
At the end of the day Thursday the students should be able to answer the question, What is missing in your project that still needs to be found?
Friday
Presentation Day
The teacher will have students present their information to the class. Presentation order will be on a voluntary basis. All groups will present. There is the hope that experts in the field will be able to come watch the presentations. We would like to invite those who were interviewed to come to the class to watch.
Objectives:
Monday
Discussion of possible dissemination tools with examples
Students will be reminded of possible dissemination tools as well as resources (“How To” videos) that explain how to use those tools. Students may be capable users of most of these tools, so the teacher should not explicitly show the videos to the class, but rather make students aware of their availability. The teacher may want to adjust which tools are allowed and/or suggested based on any compatibility or access issues. Groups should verbally communicate to the teacher which dissemination tool their group will use before the end of the class period.
Work Time
Check on different groups to make sure each group is getting off to a good start in researching how nanotechnology impacts their chosen category of energy. Teacher will be available to answer student questions. Teacher will make sure each group has chosen a dissemination tool and that the group knows how to use their chosen tool.
Tuesday
Self-Assembly: Gummy Capsule Activity
Students will do a short lab which helps them visualize self-assembly. The teacher should be prepared to have a short discussion with any students who have extra questions after the lab activity is complete. Students should gain the understanding that self-assembly means molecules put themselves together due to attractive forces between particles. Students should also learn that self-assembly or “building up” is the most efficient way to building nanomolecules and devices. The teacher should also be prepared for students to work on their projects with any leftover class time.
Molecular Workbench: Self-Assembly
Students have the opportunity to extend their experience with self-assembly, if they so choose, via the simulations on the self assembly activity within the Molecular Workbench program. The teacher should be prepared to discuss the ideas of charged particles and random/thermal motion of particles with students. Students do not necessarily need to understand the entire concept of atomic theory. Teachers may explain the material in a more qualitative manner and assure students that more details will be covered in the near future. This will of course depend upon when the teacher uses this PBL unit.
Objectives:
- NSO: Learners will be able to develop a definition of self-assembly reflecting the process and the role it plays in making nanostructures.
- CCO: Students will explain self-assembly of nanoparticles through the lens of particle charge
- Students will gain an understanding of self-assembly and the role it plays in synthesizing nanoscale materials synthetically as well as non-synthetic materials ranging from nano to macroscale. Students have the option for further exploration of self-assembly via the Molecular Workbench activity.
Wednesday
Work Time
The student work days will be mostly open for students to spend time gathering information and organizing their thoughts. The teacher will spend time helping students to question deep provoking thoughts. The teacher will have a set of questions we have available and also will have to develop their own questions that will fit directly to the groups topic.
At the end of the day Wednesday the students should be able to answer the question, What did you learn today that correlates to the driving question?
Thursday
Work Time
The student work days will be mostly open for students to spend time gathering information and organizing their thoughts. The teacher will spend time helping students to question deep provoking thoughts. The teacher will have a set of questions we have available and also will have to develop their own questions that will fit directly to the groups topic.
At the end of the day Thursday the students should be able to answer the question, What is missing in your project that still needs to be found?
Friday
Presentation Day
The teacher will have students present their information to the class. Presentation order will be on a voluntary basis. All groups will present. There is the hope that experts in the field will be able to come watch the presentations. We would like to invite those who were interviewed to come to the class to watch.
Objectives:
- 21st: Information, communication, and technology - Use technology as a tool to research, organize, evaluate, and communicate information
- Information, communication, and technology - Use technology as a tool to research, organize, evaluate, and communicate information
- CCO: Students will recognize and describe chemical and physical changes.
- Communicating Relationship of Energy and Nanotechnology using a Digital Tool