Teacher Kit – Teachers guide 2Suggestion to integrate nanOpinion teaching tools into

school curricula

Final version – V 1.0

This work is licensed under a Attribution-NonCommercial-ShareAlike 4.0 International

Introduction

This Teacher Kit is provided to you as a teachers, to inspire you to teach nanotechnology in your classes. The Teacher kit is a guideline on how to carry out activities using the different nanOpinion tools in an integrated way to the curriculum. The lessons are based on tools that are available on the nanOpinion portal.

The proposed activity kits can have a duration from 1 class session to a full quarter or a whole semester.

Table of Content

1. Teacher Kit: Flexible, Wired-in & Smart! Pages 4 – 10

2. Teacher Kit: Light and Matter - Interaction at the Nano-scale Pages 11 – 19

3. Teacher Kit: Improved Sport Gear Pages 20 – 24

4. Teacher Kit: Nano and Biology Pages 25 – 30

5. Teacher Kit: Nano and Chemistry Pages 31 – 34

6. Teacher Kit: Nano Inside us - Drug Delivery Pages 35 – 46

7. Picture sources Page 47

1. Teacher Kit: Flexible, Wired-in & Smart!

Intro Flexible, Wired-in & Smart!

This toolkit gives a taste of different nanotechnology fields: From smart houses to the Internet of Things, electronics rush to miniaturisation, embedding and integration is going hot!

Here we present a didactical path on « new electronics » through on-line learning and experimental activities.

Accordingly the same qualities as stated in the title are requested from « pupils »

Details Subjects: Physics, Chemistry, English, ICT

Age group: 14-19

Level: Medium to difficult

Duration: from 5 to 8 lessons (depending on how long you want to stretch the experimental activities)

Tools: Experiment B - Nanoscale thin films; 1 Moodle mini-course on Flexible electronics; and video on DNA Origami

Prerequisites: Basic knowledge of circuits and main electronic components. Basics of programming is an advantage but not a must.

N.B. 60’ = 1 lesson

Teacher kit 1

Process This teacher kit consists of 5 lessons with the following activities:

Execution and design of Science experiments (mostly in inquiry based modality) and demonstrations including use and programming of microcontrollers.

Activities in English: nanOpinion Moodle mini-courses (mostly used in flipped classroom modality); discussion of a nano dilemma: watching the nanOpinion video (with the aim of making the students listen and comprehend and discuss).

Pedagogical Objectives

Pupils learn to:

I.In terms of competences: a) do organised and systematic foreword research before or in-between attending lessons; b) work together sharing tasks; c) document and share their work, using ICT tools; d) work in an experimental inquiry based modality; e) brainstorm and implement innovative ideas going through the actual designing steps f) Active involvement and Critical Thinking

II.In terms of curricula: a) widening their perspective on traditional topics such as charge transport mechanisms, electrical devices and applications with a look into materials, science cutting edge research; b) applying ICT competences (programming microcontrollers) and sharing and comparing results.

Teacher kit 1

First lesson Towards printed/flexible electronics: graphite circuits –circuits and charge transport (60 minutes and homework)

Activity description

S.O.S from the Arctic: pencilled resistors

Introduction: Many of you may have watched the movie Red Tent. It is based on a true story about the Nobile Expedition trying to reach the North Pole on board of the airship Italia (1928). The dirigible due to a violent storm suffered a crash over the frozen waters of the arctic circle. The radio operator was after many failed attempts able to repair the damaged radio by substituting one broken carbon resistor with a small piece of pencil graphite. This allowed the 9 MHz weak SOS signal to be heard by a Russian amateur radio operator thus activating the rescue. The rest is history.

Experiment: Carry out Experiment B on Graphite conductivity: http://nanopinion.eu/sites/default/files/experiment_b_teacher_document_final_v4.pdf

In this experiment you are asked to draw on paper and test different kinds of resistors R.

Equipment needed: different types of paper sheets, different hardness graphite stylus (from pencils and art design materials), paperclips (to make the contacts), electrical connecting cables, a multimeter as ohmmeter. You may choose to vary the length, thickness and shape of the resistance or either the substrate or a kind of pencil. Carefully and systematically record in your laboratory note book the change in R output.

Homework: With the same technique you can make even more sophisticated components such as piezoresistive sensors, microphones, antennas, etc. But first you have to document yourself. See the following links and choose at least one component to manufacture and experiment with. Bring it to the classroom at your next lesson. Examples:

1)http://www.troelsgravesen.dk/graphite.htm; 2)http://web.media.mit.edu/~plusea/?p=346 ; 3)http://web.media.mit.edu/~plusea/?p=1496; 4)http://www.bareconductive.com/

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Teacher kit 1

Second lesson

Flexible electronics (120-180 minutes)

Activity description

Structure matters

Introduction: When it comes to designing extremely water-repellent surfaces or flexible and less fragile objects like e.g. smartphones the shape and size of the molecular structures matter. That's the finding of a group of scientists at the U.S. Department of Energy's Brookhaven National Laboratory, who investigated the effects of differently shaped nanoscale textures.

Getting started: Use the moodle mini course Flexible electronics: http://nanopinion-edu.eu/course/view.php?id=5&section=5 so your students learn about the use and properties of crystalline silicone and the possibilities in using other and more flexible materials.

Group work: Students are separated into groups of 2-4 pupils. They go through the Virtual Experiment with the aim of preparing a presentation on how to replace crystalline silicone with other materials in order to make future transistors smaller. Students should make a presentation that explain the development process of building a molecular transistor. What method and technical equipment are needed:

http://www.eltaller.net/pruebas/nanopinion/html/index.html

To conclude: Debate on the virtual experiment and make 2 groups present their explanations. The discuss how flexible electrons in new products benefit/affects your daily life. The teacher can provide background information on flexible electronics and then invite the students to debate the related risks and opportunities.

Teacher kit 1

Third lesson Printed Electronics (120’ + homework)

Activity description

Printed Rewritable Memory

Introduction: Thin film technology is bringing intelligence to applications where electronics have never been possible. This trend is known as “The Internet of Things” and envisions a world driven by embedded intelligence, filled with smart, interactive objects, each capable of providing information about itself, its users and its environment. An exciting but somewhat also disquieting perspective.

Scaling up to mass production: To know more about printed electronics your students can e.g. explore and see ‘downloads’ on these websites: http://www.oe-a.org/ and http://www.lope-c.com.

Experiment (ICT + Physics): Despite being a widely advertised theme with lots of demonstrators and exhibitions all over the world the printed electronics components are not yet off the shelves easily purchasable components. In this experiment you will get a demonstration of how to write and rewrite a printed memory sticker with the help of a microcontroller. You can find the kit at https://www.inventables.com/technologies/printed-rewritable-memory-development-kit. To carry out the activity you will need to by the device, the actual price is 49$ plus shipping + customs. N.B. The suggested microcontroller Arduino Nano 3.0 may be purchased in Europe at http://store.arduino.cc. The producer of thin film memory is located in Norway.

Discussion: (English lesson) Discuss costs and benefits of a widely diffused connectivity. As more and more everyday objects are connected to the Internet, how can we minimize privacy risks? The Internet of things NanoDilemma (http://www.nanopinion.eu/it/node/317)

Teacher kit 1

Fourth Lesson

E-textiles and wearable electronics (180’ + homework)

Activity description

Wearable electronics

Introduction: Lightweight, low cost and easily embedded electronics opens up to “wearable electronics” benefitting from a series of conductive substrates including textiles, and fabric based sensors and components

Research: Students at home will research the topic. Basic concepts, examples of projects, and last but not least materials and equipment suppliers.See for instance http://www.kobakant.at/DIY/ ; http://www.plugandwear.com/ ; http://www.talk2myshirt.com/blog/ ; http://www.plusea.at/ http://www.eeonyx.com/

Lab: Make and then calibrate and test your own bend-sensor.

See: http://www.instructables.com/id/neoprene-Bend-Sensor-IMPROVED

Homework: (alternative to homework 2 of the third lesson) At the end of the month Physics/ICT - discuss and implement with your group at least one of the possible uses for e-textiles and other similar materials and devices (see Research). You may reproduce a wearable electronics project shown in one of the websites or design your own application.

Teacher kit 1

Fifth lesson 135 minutes: 15’ test and discussion + 120’ for the experimental activity; activities linked to the subject “organic electronics “

Activity description

A Melanine - based thermistor

Introduction: We live in a time where the “time of use” of electronics is becoming shorter, now approaching an average of several months. This poses a growing environmental problems due to potentially dangerous waste disposal plus shortage of rare metals employed in such devices. Therefore scientist are looking for organic and even biodegradable electronics. Organic conducting materials also show unique advantages combining mechanical robustness with flexibility, exhibiting nontoxicity and not being prone to inflammatory or immune responses. Due to their ability to behave as both ionic and electronic conductors, they are incredibly suitable to interface electronics with the protonic and ionic currents present in biological systems. Finally DNA electronics could lead to bottom-up electronics and DNA computing which could become the computing of the future.

Video (at home) : nanOpinion Video A - DNA Origami http://nanopinion.eu/en/video/dna-nanotechnology-nanopinion-video. Listening and comprehension activity. Students will watch the video in English at home (so they can rehearse it as many times as they need. They will be provided with a comprehension sheet to fill (Science/English teachers ca help produce this).

Homework: Download & Read the article «Green and biodegradable electronics» https://www.jku.at/JKU_Site/JKU/ipc/content/.../2012-021.pdf then make a digital map summarising the content (suggestion: use Pearl trees and keep the map updated throughout the module work) and share it with the class.

short test (in mother tongue) and discussion of the video.

Lab http://www.lapaillasse.org/news/1120/diy-bio-based-electronics/: In this lab you will be asked to download and follow the instructions to build a Melanine-based thermistor (= an organic device changing resistance with temperature and therefore indirectly acting as a thermometer). It is a proof of principle device starting from materials that are abundant on the Earth and assembled by bacteria; Pre-Lab work: 1) carefully read the protocols and write down what is not clear to discuss it further with the teacher; 2) the instructions on the website are very basic: write down a protocol for calibration and accurate testing of the sensor (range, sensitivity, accuracy etc); 3) collect all the required equipment / consumables and write down what is missing; Lab work: 4) move on to the experimental part. Does the device work? Could it be used only as a switch (on/off) or as a real temperature probe?

Intro Light and matter at the nanoscale

2015 is declared the “ Year of Light “by UNESCO. The demonstrations proposed in this teacher kit are meant to be part of an exhibition on “light” designed by students. It will be held at the school and open to other schools and general public in the local community. Within the exhibition a specific area will be dedicated to light an matter interaction at the nanoscale. Actually when light wavelength becomes comparable to objects and their features and interaction becomes more and more intriguing.

Details Subjects: Physics, Chemistry, English

Age group: 14-19

Level: medium

Duration: According to how long you want to stretch the experimental activities .

Originally meant for 2-3 months (if students have to design and implement demonstrations and related exhibits + explanatory posters) it can be easily squeezed in a few lessons.

Tools: Experiment B; 1 Moodle mini-courses: Smart surfaces;

Prerequisites: basic knowledge of circuits and main electronic components

2. Teacher Kit:Light and Matter - Interaction at the nanoscale

Teacher kit –Part 2

Process This teacher kit consists of 4 (or more ) lessons with the following activities:

Execution of Science experiments (mostly in inquiry based modality) and design of exhibits

Activities in English: Moodle mini courses (mostly used in flipped classroom modality).

Pedagogical Objectives

Pupils learn to:

I.In terms of competences: a) work together sharing tasks; b) develop communication and presentation skills and strategies; c) facilitate cutting edge science topics to peers and general public d) work in an experimental inquiry based modality; e) active involvement and critical thinking.

II.In terms of curricula: a) widening students perspective on traditional topics: light and electromagnetic spectrum, wave interference and diffraction, with a look into cutting edge research of materials science;

Teacher kit 2Light and matter interaction at the nanoscale

First lesson 150’ minutes – activities on light and matter interaction, electromagnetic spectrum

Activity description

Nanoscale Thin Films   

Getting started: the teacher should divide the students into small teams and discuss about nano-scale thin films, innovative nano-materials for consumer products and methods used in industry to test nano-materials’ properties.

Hands on experiment: Make the students carry out experiment B You can as a teacher find more details on the experiment here: http://nanopinion.eu/en/hands-activity-kit/nanopinion-lab-experiment-b-%E2%80%93-nanoscale-thin-films-teacher-document-14-19While students carry out the experiment based on the description and questions in the student sheet:http://nanopinion.eu/en/hands-activity-kit/nanopinion-lab-experiment-b-%E2%80%93-nanoscale-thin-films-student-document-14-19

Compare results: After the experiment has been carried out the experimental sheets are shared and discussed among the students.

Teacher kit 2

Second lesson

30’ + homework–Smart surfaces: thermo responsive windows

Activity description

Smart surfaces

Mostly used in flipped classroom modality: students will browse and complete the Moodle mini course «Smart surfaces» http://nanopinion-edu.eu/course/view.php?id=5&section=8 at home. At school they will have tests, discussion and receive further informations from the teacher.

Class discussion: At the end of the lesson the class gathers to discuss what was learned during the moolde course. You can eventually also make a short test (10’ min) for your students in you mother tongue to ensure pupils have done their homework and digested informations.

Just before lab activity (see next slide) students are asked to browse through the introduction (cartoon) and to only look at the part of the moodle course that concerns thermo-responsive windows part with the purpose of completing it all. Physics and English teacher can work together producing a listening and comprehension sheet to fill in after watching the video.

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Teacher kit 2

Third lesson Long version: 1 week of data collection or more. Alternatively short version (only demonstrative) 1-2 hours

Light and matter interaction/electromagnetic spectrum /energy saving/green house effect

Activity description

Windows thin films for Green House control

Introduction: At some latitudes and in some buildings having solar light penetrating the building can be very important for both comfort and energy saving. Windows thin films are competitive against green house effect allowing visible light wavelengths to pass through while “selecting” harmful ultraviolet and heat producing infrared wavelengths to absorb and block at the window. Some types of films use nanoparticle technology

Lab: you need samples of different thin films (and at least one nano-film), two identical thermally insulated boxes with glass pane (one box is the control); 2 temp probes, 2 UV probes , 2 IR lamps. You will let your students collect data throughout the whole day recording temperature and UV intensity within the boxes.

Examples:

http://solutions.3m.com/wps/portal/3M/en_EU/RenewableEnergy/Home/ and http://www.serisolar.com/

Teacher kit 2

Third lesson 60 minutes – Light and matter interaction at the nano-scale. Scattering, interference, diffraction. Light color and vision.

Activity description

Light, color and vision

Introduction: There are a few interesting aspects related to light and matter interaction at nano-scale which are made clear in all 4 NANOYOU demonstrations used in this lesson. You will be introduced to them all below. Have the students go quickly through some experiments within the lab. Set up 4 stands and let students experience them all 4 at their own speed. A few selected students (2 for each stand) will be in charge of the demonstrations (trained for this in advance). If you chose to go through each experiment in details in this case you need at least 120 min.

Stand 1: Red gold & laser with milkSet up the NANOYOU experiment C http://www.nanopinion.eu/en/hands-activity-kit/nanoyou-lab-experiment-c-teacher-document-14-18 and the NANOYOU experiment A http://www.nanopinion.eu/en/hands-activity-kit/nanoyou-lab-experiment-a-teacher-document-14-18.We usually think of colors as an intrinsic property of materials however at the nanoscale color actually depends on both size and shape. Particles may be differently scattered as it goes through a solution (Tyndall effect in colloids is demonstrated in both C and A experiments). Wave length of the absorbed light is directly proportional to particles dimension therefore leading to the use of gold nanoparticles as colorimetric sensors.

Stand 2: Visual temperature Set up NANOYOU experiment B http://www.nanopinion.eu/en/hands-activity-kit/nanoyou-lab-experiment-b-teacher-document-14-18. An example of thermocromic smart materials, liquid crystal molecules are very sensitive and twist, according to temperature modification. This change in molecular structure affects the wave lengths of light that are absorbed or reflected by the liquid crystals, resulting in an apparent change in the color.

Teacher kit 2

Third lesson continues

60 minutes – Light and matter interaction at the nano-scale. Scattering, interference, diffraction. Light color and vision.

Activity description

Light, colour and vision

Stand 3: Cagliostro’s (second best) dream: turning carbon into silver!Set up Experiment D from the NANOYOU project: http://www.nanopinion.eu/en/hands-activity-kit/nanoyou-lab-experiment-d-teacher-document-14-18. Superhydrophobic surfaces immersed in water exhibit a typical silvery sheen due to the air thin film trapped by the double hierarchy in surface roughness. The constructive interference of light waves produces a mirror like effect. This phenomena can be exploited and normally provide a wow-effect among the students.

Take a microscope glass slide, cover it with soot over the flame of a candle and plunge it into a clear glass filled with water slowly rotating it around the vertical axis. As the viewing angle changes the slide will turn from black to silver! See http://www.nanolab.unimore.it/en/?page_id=4705 “Extended didactical guide” page 9 for further physical explanation. The effect is even more astounding with a blackened sphere.

Stand 4: Structural colors When white light shines on objects whose structure is the same length scale as the wavelength of light, the interference patterns created are different for each wavelength. This means that each color will reflect, or not, at a different angle, leading to iridescence. It is caused by multiple reflections from two or more semi-transparent surfaces in which phase shift and interference of the reflections modulates the incidental light (by amplifying or attenuating some frequencies more than others). This process is known as thin-film interference exactly as it happens with soap bubbles. Chameleon flakes and color changing paints may be purchased at http://www.mindsetsonline.co.uk/

See also http://www.materialsworldmodules.org/ they have a refill kit with colloidal photonic crystals.

Teacher kit 2

Third lesson continues

60 minutes – Light and matter interaction at the nano-scale. Scattering, interference, diffraction. Light color and vision.

Activity description

Light, colour and vision

Stand 5: From Lycurgus cup to “cold mirrors“ technology. One of the first examples of nanotechnology is represented by Lycurgus cup whose color changes when light is reflected instead of being transmitted. The same effect although through a different mechanism (related to thin film technology) can be found in some thin films and in dichroic glass. This last one is widely known as “cold mirrors” because of the selectivity of wavelengths due to interference and not to absorption.

There are both dichroic glass (see www.instructables.com/) and dichroic thin films (see http://www.mindsetsonline.co.uk) on the market, which can be used to demonstrate this to your students.

Teacher kit 2

Fourth lesson

60 minutes – Measuring with light

Activity description

Who’s hair is this?

The width of human hair can be measured by diffraction with a LASER of known wavelength. Diffraction is the slight bending of light as it passes around the edge of an object. Its amount of bending depends on the relative size of the wavelength of light to the size of the object/opening. If the two are closer in size or equal, the amount of bending is considerable, and easily seen with the naked eye. There are some plastic substrates substituting ITO glass which seem completely clear, however as you shine a laser through it the typical diffraction pattern produced by a grating so thin as to be invisible to the naked eye. The diameter of human hair varies from 17 to 180 micrometers wavelength of electron = 5.5 microns . If you want to exploit diffraction to measure nano-scale objects you need to revert to electron diffraction.

Meassuring thickness: Use thin film transparency and interference (see experiment B http://nanopinion.eu/en/hands-activity-kit/nanopinion-lab-experiment-b-%E2%80%93-nanoscale-thin-films-teacher-document-14-19). Light transmission and Interference may both be exploited as a way to estimate thickness in films.

Stand 6: from PENROSE to DNA helixWith a good inkjet printer you can print on head projector plastic sheets sets of points and lines which by diffraction will produce beautiful diffraction patterns. It is also possible to mimic the discovery of the helix shape of DNA (X ray diffraction).

How to move a wall: Laser beams are commonly used in AFM to amplify and measure extremely tiny movements. A very catching demonstration can be found at https://nano-cemms.illinois.edu/materials

3. Teacher Kit: Improved Sport Gear

Intro This set will enhance the awareness of nanotechnology in students. Sport is a topic that young people enjoy and that are close to them.

Details Subjects: Physics, Chemistry, Ecology

Age group: 14-19

Level: Medium

Duration: 4 lessons ( 4x45 minutes )

(2 lessons - game, 1 lesson - moodle, 1 lesson - video)

Tools: NanOpinion Theatrical Discussion game

Moodle - Nano outdoors - Improved sport gear

Video: The environmental impacts of nanosilver

Teacher kit 3

Process This teacher kit will consists of 3 nanOpinion project tools. The best is to have 2x2 lessons (2 x 90 minutes) or 2 lessons (90 minutes) and 1 lesson (45 minutes) and 1 lesson (45 minutes). The first double lesson is the game that is meant like introduction to theme nanotechnology. Next activity is individual student work or student work in couple in Moodle. The last is video that raises questions which open the space for next discoveries in nanotechnology themes.

Pedagogical Objectives

Students take in new knowledge in an entertaining way. They learn to discuss and promote their opinion (discussion game). They try to work in pairs and via e-learning. They gain knowledge about nanotechnologies and their applications in real life.

Teacher kit 3

Instructions per lesson

First and second lesson

This activity is about 90 minutes long. It is important to have enough time for class discussion at the end of your lessons. You can incorporate it to Physics lessons as a sub-theme to Molecular physics and Thermodynamics or Atomic physics. You can also incorporate it to Chemistry lessons as a part of the theme Science of Carbon.

Activity description

Theatrical Discussion game

These two lessons introduce students to positives and negative aspects of nanotechnology. You prepare the Theatrical Discussion game to students that leads to the consideration of the given problem and the subsequent discussion. It is about acquiring new knowledge through active student participation .

Theatrical Discussion game:

http://nanopinion.eu/en/dialogue-activity-kit/nanopinion-theatrical-discussion-game

Teacher kit 3

Third lesson This activity is about 45 – 65 minutes long. It is better to put the third and the fourth lessons togehter. You can incorporate it to a physics lesson as part of the theme of Molecular physics and Thermodynamics or Atomic physics. You can also built it into a Chemistry lessons as a part of the Science of Carbon theme.

Activity description

What is Nanotechnology and what can it be useful for?

This lesson is suitable for a smaller class or laboratory work.

Introduce nanotechnology to your students: You need a PC or a tablet with the Internet connection for each student or pair and headphones for each student. Students can work individually or preferably in pairs. At the beginning of the lesson show students a short video What is nano? or What is nanotechnology? https://www.youtube.com/watch?feature=player_embedded&v=UAnA9K7hsjA#t=85 https://www.youtube.com/watch?feature=player_embedded&v=PiHdCyYF26U#t=150

e-learning: Then go to Moodle course Nano outdoors and choose Improved sport gear http://nanopinion-edu.eu/course/view.php?id=5&section=7

Click on the bicycle or skateboard and start the e-learning course.

Post test: After students pass the test “What have we learned?” they can also complete the Post test. The teacher monitors and helps students if they meet difficulties during the e-learning course. At the end of the lesson you can make the students summarise the new knowledge they have gained while you eventually write their points down on the blackboard.

Instructions per lesson

Teacher kit 3 Instructions per lesson

Fourth lesson

This activity is about 25 minutes long. It is good to join this lesson with the previous one. You can fit it in a Physics lesson as a theme of Molecular physics and Thermodynamics or Atomic physics. You can also incorporate it into the subject Chemistry as part of the theme science of carbon or as part of the science of silver. This lesson is also suitable for the subject Ecology.

Activity description

Nanotechnology and the environment

Introduce the subject in the classroom: Make your pupils watch the video that deals with the environmental consequences of nanosilver http://www.youtube.com/watch?v=_eMkwTwzTFI, which is contained for example in sports clothing. Subsequently start a discussion on the matter with your students and put the new gained knowledge in perspective with the knowledge your students have already gained in the former lessons.

Supplementary activates: If you have more time, you can also show and discuss these two videos about nano and sport:

https://www.youtube.com/watch?v=tU7LR-9imMY

https://www.youtube.com/watch?v=cgG6Y2M1f5s

4. Teacher Kit: Nano and Biology

Intro These lessons are interdisciplinary, combining knowledge from both physics, chemistry and biology. Students will understand that the development of nanotechnology is closely related to the knowledge of these subjects.

The subject of targeted drug delivery is interesting to work with since it brings in both the ethical and scientific dimension of nanotechnology.

Details Subjects: Biology (liposom, carrier of drugs, diffusion, self assembly)

Age group: 16-18

Level: medium

Duration: 3 lessons

Tools: Experiment A , Mini course – Drug delivery, Video 2 - DNA nanotechnology (DNA origami)

Teacher kit 4

Process This teacher kit consists of 3 lessons with the following activates:

Lesson 1 consists of a power point presentation, the video ”Drug delivery system”, Experiment A – work sheets (part 1)

Lesson 2-3 consists of a video “ Diffusion” (by youtube), discussion about “what is module” , what are the limitations of the drug delivery module. Demonstrating the Atom module. ”, Experiment A – work sheets (part 2+3+4), mini course-drug delivery.

Pedagogical Objectives

Pupils learn:

1 .Understanding of spontaneous assembly of molecules to form nano–structures

2 .How the cell membrane separates the inner and external environments.

3 .Understanding why the forming of beads is depended upon the existence of free Ca+ ions in a solution and therefore, not every liquid is suitable for the creating beads.

.Learning what a module is, when to use it and limitations of use (in releasing drugs). .Students will have lab-work expertise .

Teacher kit 4

Instructions per lesson

First lesson 45 minutes

Introducing basic concepts: Nano–meter, Carrier, liposome, Nano particle, Self Assembly,

Activity description

Controled drug release presentation

Introduction: Start introducing the subject of controled drug release to your students on the basis of this ppt :http://www.slideshare.net/erezalon/controled-drug-release-presentation-sharonAfter you have gone through the presentation you make your students look at the worksheets of the drug

delivery experiment that you will perform in this lesson :http://nanopinion.eu/en/hands-activity-kit/nanopinion-lab-experiment-%E2%80%93-controlled-drug-delivery-student-document-14-18

Introduce the drug delivery concept briefly: all students watch this video http://www.youtube.com/watch?v=yNX0FuXEFWw afterwards discuss the principles of nano-drugs by making your students explain what they understand from the video.

Experiment: start by carrying out "Experiment A – Controlled Drug Delivery“ but only part 1. "Can Milk\Tab water \ Sea water, create beads? You find the detailed teacher instruction here :

http://nanopinion.eu/en/hands-activity-kit/nanopinion-lab-experiment-%E2%80%93-controlled-drug-delivery-teacher-document-14-18

Teacher kit 4

Second lesson

Duration- 90 min

Concepts: Diffusion, Molecule, Module.

Activity description

Homework: Before this lesson you have asked your students to do a preliminary study of the moodle mini course on drug delivery systems. http://nanopinion-edu.eu/course/view.php?id=5&section=11

Video activity: Start by showing the YouTube video “Diffusion”: http://www.youtube.com/watch?v=H7QsDs8ZRMI to your students.

Debate about molecule size: You can ask your students to describe the video using terms like “light molecules" and “heavy molecules" and debate and demonstrate about "What is A Module " and what are the module "Drug Release" limitations, demonstrating the atom module.

Experiment: Performing the second part of experiment A:http://nanopinion.eu/en/hands-activity-kit/nanopinion-lab-experiment-%E2%80%93-controlled-drug-delivery-student-document-14-18Teacher’s can find detailed information about the experiment here: http://nanopinion.eu/en/hands-activity-kit/nanopinion-lab-experiment-%E2%80%93-controlled-drug-delivery-teacher-document-14-18

Follow up: Check students results and conclusions in a classroom discussion: Create a list of control questions and let your students answer.

 

Teacher kit 4

Third lesson Duration- 90 min - "wrapping", Chitin, Chitosen.

Activity description

Introduction: Start your class by explaining about Chitin \ Chitozin and their function for the organism and in the specific experiment A carried out in the previous lesson. Eventually find more information in the experiment A teacher's  guide on pages 9-10 and in http://en.wikipedia.org/wiki/Chitosan in Biomedical uses.

Make your students try to explain the influences of the warp on drug release in the light of the information about the role of  Chitosn in organisms: an insulating and binding layer. students can imagine Chitoasn prevent or delay the release of the drug.

Test: Make the students perform test 3 & 4 of the Experiment A: http://nanopinion.eu/en/hands-activity-kit/nanopinion-lab-experiment-%E2%80%93-controlled-drug-delivery-student-document-14-18

Check results: consult the results in a classroom discussion.

You can supplement the lesson further with information from: -The video “NanOpinion video 2- DNA nanotechnology (DNA Origami)”http://nanopinion.eu/en/video/dna-nanotechnology-nanopinion-video or/and - E-learning: the "Drug release mini course“:http://nanopinion-edu.eu/course/view.php?id=5&section=11

Teacher kit 4

Bibliography:

•1. www.nanosight.com

•2. Video - Liposome basics-part one: http://www.youtube.com/watch?v=jpQLTi8pt14

5. Teacher Kit: Nano and Chemistry

Intro The main objective is to encourage teachers to use experiments in the classroom to introduce the students to the various applications of science in their life. Secondly, another purpose is to attract young talents in the nanotechnology sector. The activities proposed in this nano-kit will bring additional knowledge to the students and will develop their capacity to use critical thinking and inspire their own reflections.

Details Subjects: nanotechnology in our daily life and in the lab

Age group: 14-18 years

Level: easy /medium

Duration: 3 lessons/ 6 x 50 minutes

Tools: videos, Moodle courses, experimental activities on NanOpinion project.

Teacher kit 5

Process This teacher kit consists of 3 lessons with the following activities: 1. Why are useful nanotechnologies in our daily life? 4 x 50 minutes2. Controlled drug delivery – experimental activity 3. Nanoscale thin films – experimental activity

Pedagogical Objectives

The main objective for the first activity is to inform students about nanotechnologies and the importance for our daily life, to increase students' basic understanding of nanotechnology and nanosciences. The activity is based on brainstorming and debating about all useful objects in our life, which are products of nanotechnology.For the experimental activities, the main objective is to increase the interest of students for nanotechnologies, to develop the work competences in the lab and the capacity to critical thinking about science phenomena.

Teacher kit 5

Instructions per lesson First lesson Duration: 4 x 50 minutes

Getting started, raising awareness on the role of nanotechnology research

Activity description

Why are nanotechnology useful in our daily life?

Setting up hypothesis: Start out the four lessons by making students formulate hypothesis about the importance of science for our daily life.

Follow up on their hypothesis: The students work on Moodle courses of nanOpinion project to provide basic knowledge on the multiple applications of nanotechnology. http://www.nanopinion.eu/en/educationMake them go through one Moolde course for each lesson:

1. “Air filters and purifiers”- Moodle course2. “Flexible electronics” – Moodle course3. “Food sensors” – Moodle course

In the last lesson debate and brainstorming about the benefits of nanotechnology in medicine. Make the students compare their initial hypothesis with their improved understanding.

To conclude, organising a debate on the nanotechnology and it’s benefits for our daily life. The teacher can provide background information on a specific domain of nanotechnology (e.g. medicine) and then invite the students to debate the risks and opportunities related to this sector of activity. http://www.medicalnewstoday.com/articles/244972.php http://www.understandingnano.com/medicine.htmlhttp://www.sciencedaily.com/releases/2013/05/130508123026.htm

Teacher kit 5

Second lesson

Controlled drug delivery – experimental activity2 x 50 minutes

Activity description

Nanotechnology and Medicine

Getting started: In the first lesson the teacher can divide the students into small teams and discuss about the importance of nanotechnology in general and controlled drug delivery in particular. You can ask questions: What makes the difference between traditional drugs and nanotechnology drugs? What kind of problems can be solved with nanotechnology in Medicine? Can you identify any risks? And etc.

Collecting and sorting information: Make your students try to answer the questions by looking for some information about nanotechnology drugs and drug delevery. Hands on experiment A: In the second lesson you follow up on the students answers and discuss shortly in the class. Then make your students perform this experiment. Students are divided into small teams and are provided with this instruction on how to carry out the experiment: http://nanopinion.eu/en/hands-activity-kit/nanopinion-lab-experiment-%E2%80%93-controlled-drug-delivery-student-document-14-18Teachers’ can find more detailed information about the experiment here: http://nanopinion.eu/en/hands-activity-kit/nanopinion-lab-experiment-%E2%80%93-controlled-drug-delivery-teacher-document-14-18

Exchanging information: The class will discus the outcome of the experiment and compare results. The experimental sheets, the explanations given to the initial answers and photos from the experiment can be made visible to the students, teachers, parents and local community.

6. Teacher Kit: Nano Inside us - Drug Delivery

Intro The objective of this course is to show the pupils that nano-science is general science that everybody needs to know about. It’s prepared for beginners, there are about equal amounts of theory and activities.

Details Subjects: Biology and Chemistry

Age group: 12-16

Level: Easy

Duration: 8 lessons

Tools: Video, experiments, moodle course, ethic discussion, concept map, quiz and swap

Teacher kit 6

Process This teacher kit consists of 8 lessons with the following activities: 1-2: Basic concepts: videos, activity with suger, concept map3-4: Moodle course: Nano inside us - Drug delivery simple activity about drug encapsulated5-6: Activity: Controlled drug delivery7-8: Video B: Nanosilver toxicology, The Environmental Impacts of nanosilver , quiz and swap, ethic discussion quiz and swap, ethic discussion

Pedagogical Objectives

The course is mostly based on the pupils working together in different situations: when they work with the concepts, the ICT tools, and the experiments.

It can be a good idea to encourage the pupils to take photos with their cellphone cameras, along the lessons and especially along the experiments, if the class is to make a report.

In terms of curricula it is modelling skills that are of focus. Different simple models are introduced, and the challenge for the pupils is to find the complex realities they represent. It can be a good idea, after each model to discuss, whether the model is a good model, is it to simple, does it show what is relevant?

Teacher kit 6

Instructions per lesson 1.-2. lesson Basic introduction to nanoscience

90 min.

Activity description

What is nano?

Start the lesson with the use of the Moodle mini course Basic concepts http://nanopinion-edu.eu/course/view.php?id=5&section=1 Here the students will know:About nanotechnology - What is it: What is a nanometer, Explore the scale of the universe Supplement by watching the Video: What is nanotechnology?http://www.youtube.com/watch?v=TuljCWV6gLU&gl=BEDissolve sugar (page 40)

Extra activity 1: The activity is a model of one of the properties, nanosubjects gets, because of the relative big surface. The big surface makes the subject dissolve faster.

Extra activity 2: Concept map (page 6)The purpose of the activity is to help the pupils to get an overview of the concepts they have met during these lessons.Concept map

Teacher kit 6

Extra activity 1: Dissolve sugar

1.-2. lesson 10 min. The activity is a model of one of the properties, nano-subjects gets, because of the relative big surface. The bigger the exposed surface is, the faster the subject dissolves.

Activity description

Sugar Experiment

Materials needed: Sugar cubesCaster sugarPlain water2 beakers 250 ml2 glass rodsDigital scale

Instructions:Begin with weighting the sugar cube, now weigh the same amount of caster sugar. Fill the 2 beakers with each 100 ml. Add the same amounts of the two types of sugar, in each beaker. Stir them both simultaneously. Notice which one of the two sugar types that dissolves first.

Teacher kit 6

Extra activity 2: Conceptual map

1.-2. lesson 15 min. The purpose of the activity is to help the pupils to get an overview of the concepts they have met during these lessons. It is a good idea to let the pupils work in pairs or groups, communication is essential.

Activity description

Conceptual map is a didactic tool that can be used to help students set connections between concepts. The chosen concepts can be written on the blackboard. The pupils write down concepts and organize the relations between them. The pupils make lines between the concepts and write single verbs between the concepts.

When the teacher preparers for the lessons, the teacher can choose which concepts should be in focus. On the page 42 there are some concept suggestions. On page 43 an example of a conceptual map, along with a link to a free tool.

Teacher kit 6

Extra activity 2: Suggestions to nano concepts, after the basic introduction

Nanotechnology Environment 1 metre

Nano size The scale of single molecules New properties

Health One billionth of a meter Nano particles in nature

Medicine Nanoscale Benefits

Information 1-100 nm Risks

Communication 1 nanometre

Technology 1 micrometre

Energy 1 millimetre

Teacher kit 6

Extra activity 2: Conceptual map, example

Get a free tool to cretate conceptual maps here: http://cmap.ihmc.us

Teacher kit 6

3.-4. lesson Drug delivery90 min.

Activity description

Drug Delivery Intro

Start introducing the theme and concept of nano-drugs by making the students study the Moodle mini course: Nano inside us - Drug deliveryhttp://nanopinion-edu.eu/course/view.php?id=5&section=11

Make the students take the pre-test with the aim of ensuring they have become familiar with some of the basic concepts in this domain.

Extra activity 3: See page 45 – it is a simple activity that illustrates how drug is encapsulated

Teacher kit 6Extra activity 3: A model of encapsulated drug

3.-4. lesson 20 min. By using oil, water and methylated spirit a simple encapsulation model can be made.

Activity description

Simple Encapsulated Drug Experiment

Materials needed:1 beaker 250 ml1 teaspoonPlain waterOil (plain cooking oil)Ethanol, 93%Paprika

Instructions: 1. Fill the beaker with approx. a third water2. Add a small drop of oil, which just covers the surface of the water3. Add half a teaspoon of paprika and stir4. Then add alcohol, but only in small quantities at a time.5. When oil is added, a round ball will be created, encapsulating the paprika in the beaker. Carefully add ethanol, it adjusts where in the water the encapsulated paprika is situated.enclosure will continuously move towards the bottom. When the correct ratio of water and alcohol, the "beast"will be in the middle

Teacher kit 6

5.- 6. lesson Drug delivery

90 min.

Activity description

Encapsulated Drug Experiment

Experiment: It is possible to supplement the extra activity 3, using a much more sophisticated experiment. It is more time consuming but helps the student gain understanding of the process of precision when perfoming experiments: Experiment A: Controlled drug deliveryhttp://nanopinion.eu/en/hands-activity-kit/nanopinion-lab-experiment-%E2%80%93-controlled-drug-delivery-teacher-document-14-18

Adjustments: For young pupils it is possible to simplify the laboratory worksheet and the teacher can choose to adapt the level of theory.

Instructions per lesson

Teacher kit 6

7.-8. lesson 90 minutes - Ethics and evaluation

Activity description

Nanotechnology and Ethics

Activities: Start by watching the video with your students “The Environmental Impacts of nanosilver” http://nanopinion.eu/en/video/environmental-impacts-nanosilver-earthworms-point-view-video-b

Discussions: Sum up the essence of the video with a sum of post test questions. Then Discussion about ethics: set the video in perspective to all the others aspects they have learned about nanotechnology.

Extra activity 4: eventually tray out the Quiz and swap (CL-activity) (see next slide) to sum up what they have learned in the course of this lesson plan.

Instructions per lesson

Teacher kit 6

Extra activity 4: Quiz and swap

7.-8. lesson 20 min.

Activity description

Quiz and swap

The purpose of this activity is that the pupils communicate their understanding of the concepts they have gained throughout the lessons on nanotechnology: Each pupil gets a card. On this card there is a question and an answer. They raise their one hand to signal that they are available. Students are split up in pairs, one ask the other a question, e.g. ‘How big is a nanometer?’ The answer is written on the bottom of the card, ‘a billionth of a meter’, the other ask a question, if the answer is unknown,the right answer will be read out loud. Now they swap questions, raise their hand make pair with someone else.

25 questions are available in Annex I

Picture sources

Page 5 Source: ORT, license: Attribution-NonCommercial-ShareAlike 4.0 International

Page 14 1) Source: ORT, Moodle mini-course «Smart surfaces», license: Attribution-NonCommercial-ShareAlike 4.0 International2) Source: ORT, Moodle mini-course «Smart surfaces» license: Attribution-NonCommercial-ShareAlike 4.0 International

Page 20 Source: nanOpinion, license: Attribution-NonCommercial-ShareAlike 4.0 International

Page 6 1) Source: Xenia Lauritsenlicense: Attribution-NonCommercial-ShareAlike 4.0 International2)Source: Luisa Filipponi license: Attribution-NonCommercial-ShareAlike 4.0 International

Page 15 Source: Xenia Lauritsen, license: Attribution-NonCommercial-ShareAlike 4.0 International

Page 25 Source: ORT, license: Attribution-NonCommercial-ShareAlike 4.0 International

Page 7 Source: Xenia Lauritsen, license: Attribution-NonCommercial-ShareAlike 4.0 International

Page 16 Source: Piercetheorganist at en.wikipedia, licence: public domain

Page 27 Source: Luisa Filipponi, license: Creative Commons Attribution 3.0 Unported License

Page 12 Source: ORT, license: Attribution-NonCommercial-ShareAlike 4.0 International

Page 18 Source: the british Museeum, licence: Approved use

Page 28 Source: Xenia Lauritsen, license: Attribution-NonCommercial-ShareAlike 4.0 International

Page 13 Source: Luisa Filipponi, license: Attribution-NonCommercial-ShareAlike 4.0 International

Page 19 Source: Xenia Lauritsen, license: Attribution-NonCommercial-ShareAlike 4.0 International

Page 32 Source: ORT, license: Attribution-NonCommercial-ShareAlike 4.0 International

Page 33 Source: ORT, Moodle mini-course «basic concept », license: Attribution-NonCommercial-ShareAlike 4.0 International

Page 38 Source: Xenia Lauritsen, license: Attribution-NonCommercial-ShareAlike 4.0 International

Page 34 Source: Xenia Lauritsen, license Attribution-NonCommercial-ShareAlike 4.0 International

Page 41 Source: Lotte Vett, license: Attribution-NonCommercial-ShareAlike 4.0 International

Page 35 Source: Aha-Soft http://www.aha-soft.com/ license: Free for commercial use (Include link to authors website)

Page 43 Source: Xenia Lauritsen, license: Attribution-NonCommercial-ShareAlike 4.0 International

Page36 Source: ORT, license: Attribution-NonCommercial-ShareAlike 4.0 International

Page 44 Source: inano (experiment A) license: Attribution-NonCommercial-ShareAlike 4.0 International

Picture sources