Search: 15 and up

"NanoSense Activities" has 4 curriculum units to help high school teachers and students understand nanoscale science. Each unit includes background materials, directions and instructional materials. Units include: Size Matters - Introduction to Nanoscience, Clear Sunscreen - How Light Interacts with Matter, Clean Energy - Converting Light into Electricity, and Fine Filters - Filtering Solutions for Clean Water

"NanoVenture: The Nanotechnology Board Game" explores the connections between science, specifically nanotechnology, and society. In this game, players become leaders of a new country. The leaders are challenged to make decisions regarding their country's use of nanomaterials and nanotechnology for industrial expansion, military applications, economic security and basic scientific research, while maintaining a high approval rating from the citizens of the country. These decisions require players to carefully analyze the interplay of technological advances, regulations, public perception and risk, while also learning about the emerging field of nanotechnology.

Demonstrations that the NNIN Education Office at Georgia Institute of Technology uses with visiting groups A demo that introduces encapsulation, diffusion and osmosis is on page 17.

"Biotoxicity" is an experiment that explores the antimicrobial properties and biotoxicity of nanoscale particles of silver. Students first produce nanosilver and then use the rate of respiration of yeast in the presence of different forms of silver to compare their biotoxicity.

"Experiment with Superhydrophobic Materials" is a hands-on activity that tests highly water repellent materials. In this experiment the degree of hydrophobicity is measured and explained. The tested materials are highly water repellent thanks to their surface nano-engineering. The materials have been developed using nature as an inspiration, since some plant leaves have exceptional properties due to their surface composition. The activity includes an educator guide, PowerPoint, laboratory worksheet and background information.

This activity developed by NNIN explores how nanotechnology can be used to change the properties of a copper surface so that it either attracts or repels water. It is appropriate for middle school and high school students.

This 50-minute program includes an introduction to the nano-scale science, conversation time for the participants and 2 ten-minute plays that stimulate conversation about the impact the field of nanoscale science may have on our lives. It also gets the audience thinking about how we should respond -- both individually and collectively -- to those potential impacts. This program was performed at the Science Museum of Minnesota and as an outreach program. The plays have also been performed individually as part of forums.

The NISE Network, in collaboration with the Center for Nanotechnology in Society at Arizona State University, developed a series of posters and related reference sheets to engage adults and older youth in informal educational experiences related to the societal and ethical implications of nanoscale science, engineering, and technology. The posters are intended to initiate conversations exploring the relationship between nanotechnology and society. They can be presented as a stand-alone exhibit, or paired with suggested activities as an educator-facilitated experience.

Dye Sensitized (Raspberry Juice)Solar Cells is a hands-on activity adapted for classroom by UW MRSEC. This solar cell was invented by Michael Grätzel and Brian O'Regan at the École Polytechnique Fédérale de Lausanne in 1991. They are also known as Grätzel cells. In this activity students build a dye-sensitized solar cell using nanocrystalline titanium dioxide and raspberry juice. They then test the response of these solar cells to light (overhead projector or sun light). They also explore the effects of different 'dyes' on the performance of the solar cell.

Every time we use a credit card, swipe a subway pass, or send an email we are sharing personal information about ourselves. Just how is the information used? How do we balance an individual’s right to privacy vs. community safety? What do you consider a civil liberty? And who ultimately sets these standards? This forum asks participants to consider and discuss several nanotechnology application scenarios and the possible opportunities, impacts, risks, and benefits. Forum participants will deliberate in small groups and create a group response to the overarching question, “how can nanotechnology affect someone’s privacy”. Finally, each group will make a brief report to everyone on the group’s thoughts and recommendations.