NanoLeap: Nanoscale Materials and Their Properties

1. NanoLeap: Nanoscale Materials and Their Properties Field Test Trials 2007-2008

2. Welcome John Ristvey, PI, McREL 303-632-5620 jristvey@mcrel.org Christine Morrow, CoPI, SMART Bridges 303-735-2527 Christine.Morrow@Colorado.EDU Elisabeth Palmer, Evaluation Lead, ASPEN Associates 952-837-6243 epalmer@aspenassociates.org Suzanne Joyce, Evaluation Coordinator, ASPEN Associates 952-837-6256 sjoyce@aspenassociates.org

3. Goals of the Project Development Process Curriculum Fit Module Overview Materials Communication (Ecampus-Learning Street) Evaluation Overview

4. To explore where nanoscale science, technology, engineering, and mathematics concepts can fit into high school physical scienceand chemistry classes in a manner that supports students in learning core science concepts. To determine a viable approach for instructional materials development in the areas of nanoscale science, technology, engineering, and mathematics. Project Goals

5. Year 1 Year 2 Development Process Year 3 Year 4

6. Our Team

7. Nanoscale Materials and their Properties Chemistry: “How and why do the chemical and physical properties of nanosamples differ from those of macrosamples of the same substance?" Module Overview

8. Flow Chart Module Overview Lesson 1.1 What is Nanoscience? What is Nanoscience? Examine and Compare size: macro, micro, sub-micro (nano) SI prefixes Lesson 1.2 What makes nanoscience so different? What makes Nanoscience so different? Compare Newtonian and Quantum Chemistry Regimes as they relate to nanoscale science Lesson 1.3 What makes Nanoscience so important? Interdisciplinary science The development of new technologies and instrumentation applications whose risk and benefits have yet to be determined Poster Assessment Students will further investigate the essential question that they have considered throughout the module: How and why do the chemical and physical properties of nanosamples differ from those of macrosamples? Lesson 2.1Extendable Solids As the size of the sample decreases the ratio of surface particles to interior particles increases in ionic and metallic solids Lesson 2.2Extendable Solids: Reactivity, Catalysis, Adsorption The difference between the energy at the surface atoms and energy of the interior atoms results in increased surface energy at the nanoscale Higher surface energy allowing for increased reactivity, adsorption and catalysis at the nanoscale Lesson 2.3 Extendable Structures: Melting Point, Color Conductivity In Extendable Structures: Melting point decreases because surface energy increases Color changes because electron orbital changes with decreased particle size. Electrical conductivity decreases because electron orbital changes with decreased particle size. Lesson 3.1 Carbon Chemistry The molecular geometry is related to bond number and type of bond. (single, double, and triple) The requirement of four bonds and their alternate resonance structures is most significant in the formation of carbon allotropes. Different allotropes can have very different physical and chemical properties. Unit 3.2 Fullerenes and Nanotubes Fullerenes and nanotubes are a family of carbon allotropes. They can have different shapes (spherical and cylindrical), form endohedral, exohedral, SWNTs and MWNTs compounds, and demonstrate exceptional tensile strength. Possible applications are currently being explored.

9. Materials Teacher Scripts Teacher Resource Guide Student Handbook-Teacher Version PowerPoints and Multimedia Materials Kit Student Handbook

10. Student Learning Objectives At a Glance For the Teacher Estimated Time Chemistry Concepts Materials Advanced Preparation Teacher Guide

11. Teacher Script(Example)

12. Formative Assessment- Teachers Guides -scripted questions for teacher to use Making connections questions (between lessons)- can be used for a graded quiz Flow Charts Summative Multiple choice test (pre and post) Poster Assessment Assessments

13. Discussion Board (Optional) http://ecampus.learningstreet.org/login/index.php Follow on-screen directions to sign up for NanoLeap Field Test Enrollment Key: nanoleapA (case sensitive) For Assistance email Lisa Maxfield lmaxfield@mcrel.org Communication

14. Treatment & control groups Purpose is to assess impact of NanoLeap for Chemistry on: Student understanding of core science & nanoscale science concepts Student engagement Implementation Fidelity is Key! Evaluation Overview

15. Timing of Implementation Implementation Fidelity Informed Consent Confidentiality Data Collection Timely Submission of Data Evaluation Components

16. The NanoLeap for Chemistry module is intended to be implemented as the second to last unit in a first year chemistry course. Pre-test NanoLeap (Chemistry Applications) Post-Test Timing of Implementation

17. The success of the NanoLeap module in promoting student understanding and engagement assumes that: certain steps are necessary to bring about specific outcomes, and the steps must be implemented “as planned” to have the intended effect. Implementation Fidelity

18. Teachers are asked to implement all parts of the module and in sequence: Follow the “script” and “notes” in teacher guide Present all Power Point slides View all Multimedia Carry out all Student Activities Cover “Making Connections” Discussion Questions Review “Flow Chart” Complete “Fidelity Checklist” each day!! Implementation Fidelity

19. Each day, complete the “Fidelity Checklist” to document: what parts were covered, what parts were omitted and why, modifications or accommodations, and any supplemental materials that were introduced. Fidelity Checklist

20. All participants in a study must be informed about the study and consent to participation. Parents: You must send home the informed consent letter to inform parents about the study and allow them to request that their child not participate in the Student Survey. Keep a list of “non-consenting”parents and do not administer the survey to their child. Students: Even with parent consent, student participation in the student survey is encouraged, but must be voluntary. Students may opt out. Teachers: The letter attached to the teacher survey is your informed consent letter. By completing the survey you are giving your consent. Informed Consent

21. Each school, teacher, and student participant will be assigned an ID number and all identifying information stripped from data files. No individually-identifiable information will be kept in the data files. Participant-ID number lists will be kept in locked and/or password protected files and only released to authorized research team personnel. No individuals -- students, teachers, or schools -- will be identified in any report. McREL and ASPEN Associates will adhere state and federal processes and requirements for protecting human subjects and ensuring data privacy. Confidentiality

22. Pre-printed materials Data Collection Manual Instructions Parent Consent form Fidelity Checklist Teacher Survey Instructions for selecting sample Student Journals Copy of Student Survey Copy of pre and post assessments Copy of pre and post assessment answer sheets Postage paid return shipping label Data Collection

23. As soon as you complete the NanoLeap module, the post-assessment, student and teacher surveys, ship all of the required materials back to ASPEN. Once we log in your data to confirm that it is all there, we will be able to issue your stipend. Submitting Your Data