2. Specific Arrangements of Atoms in the Cnts Determine the Properties Exhibited

Nanotechnology: Carbon Nanotubes

Preface Nanotechnology stands ready to revolutionize many current technologies in drastic ways. Stain-free clothing, TV screens, and sunblock have already been improved by nanotechnology. Carbon nanotubes specifically have great potential to revolutionize several industries.

In this lesson students will learn about carbon nanotubes, their current and future applications, and explore other emergent nanotechnologies.

Concepts 1. Carbon nanotubes (CNTs) are cylinders of carbon atoms arranged into tubes only a few atoms wide. 2. Specific arrangements of atoms in the CNTs determine the properties exhibited. 3. CNTs have many current and potential applications. 4. There are many other topics of research in nanotechnology that stand to have dramatic impacts on science & technology in the 21st century.

Standards and Benchmarks Addressed National Science Education Content Standards Addressed Science as Inquiry CONTENT STANDARD A: As a result of activities in grades 9-12, all students should develop  Abilities necessary to do scientific inquiry  Understandings about scientific inquiry Physical Science CONTENT STANDARD B: As a result of their activities in grades 9-12, all students should develop an understanding of  Structure of atoms  Structure and properties of matter  Chemical reactions  Motions and forces  Conservation of energy and increase in disorder  Interactions of energy and matter Principles & Standards for School Mathematics (http://www.nctm.org/standards/) Geometry (grades 9-12 expectations): Apply transformations and use symmetry to analyze mathematical situations. In grades 9–12 all students should understand and represent translations, reflections, rotations, and dilations of objects in the plane by using sketches, coordinates, vectors, function notation, and matrices. Standards for Technological Literacy Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.

BM J: Technological progress promotes the advancement of science and mathematics. Likewise, progress in science and mathematics leads to advances in technology.

Principles and Standards for School Mathematics

Geometry Standard: Instructional programs from pre-kindergarten through grade 12 should enable all students to analyze characteristics and properties of two- and three- dimensional geometric shapes and develop mathematical arguments about geometric relationships; and specify locations and describe spatial relationships using coordinate geometry and other representational systems.

Representation Instructional programs from pre-kindergarten through grade 12 should enable Standard: all students to create and use representations to organize, record, and communicate mathematical ideas; select, apply, and translate among mathematical representations to solve problems; and use representations to model and interpret physical, social, and mathematical problems.

Standards for the English Language Arts Standard 4: Students adjust their use of spoken, written, and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Performance Objectives It is expected that students will:  Compare and contrast the different allotropes of carbon.  Identify and describe the differences between armchair, zigzag, and chiral carbon nanotubes.  Understand and describe current and future applications of carbon nanotubes.  Understand and describe other nanotechnologies currently in development. Assessment Explanation 1. Students will explain the structure of carbon nanotubes. 2. Students will explain the different applications of carbon nanotubes

Interpretation 3. Students will post in a Moodle Forum about the applications that were presented. They will describe which two applications seemed most promising and urgent. In addition to their post, they must reply to 2 other posts and discuss technological issues or societal implications of these applications.

Application 4. Students will assemble models of carbon nanotubes using magnetic models. 5. Students will explore different properties and varieties of carbon nanotubes in simulation software.

Perspective 5. Students will reflect in a Moodle Journal on their own presentation skills.

Empathy 6. Students will post in a Moodle Forum describing which nanotechnology will have the largest technological and societal impact in the next century. They will also reply to two of their classmates, furthering the discussion. Self-knowledge 7. Students will reflect on their work by recording their thoughts and ideas in journals. They may use self- assessments as a basis for improvement. Ideas and questions students may pose and answer in their journals are: a. Today the hardest concept for me to understand was . . . b. When I work in a group, I find that . . . c. When I work by myself, I find that . . . d. What did I accomplish today? e. Now that I have completed this task, what is next?

Essential Questions 1. What are carbon nanotubes? 2. Why are carbon nanotubes useful and how can they be used? 3. How will nanotechnology affect society in the next century?

Day-by-Day Plans Time: 5 days Day 1:  Teacher presents Introduction to Carbon Nanotubes  Assign Activity 1: CNT Application Presentation  Students start researching CNT uses and applications Day 2:  Students work on Activity 2: Carbon Nanotube Modeling.  When complete, students research applications and work on presentations. Day 3:  Students present Activity 1: CNT Applications  Assign Activity 3: Nanotechnology & Society Day 4:  Teacher shows How to Make CNTs (5 min video)  Students research Nanotech topics. Day 5:  Students publish their topics on the class wiki and start discussion in the Moodle forums.  Teacher facilitates students’ discussion of nanotech’s impact on society in the coming century.  Carbon Nanotube Nano-test (Quiz)

Reference Sources JCrystalSoft. (2005-2010). NanoTube Modeler (Version 1.6.4) [Computer software]. Retrieved July 16, 2010, from http://www.jcrystal.com/products/wincnt/

University of Wisconsin. (2008). Carbon Nanotubes & Buckyballs. In Exploring the Nano World. Retrieved July 14, 2010, from University of Wisconsin website: http://www.mrsec.wisc.edu/Edetc/nanoquest/carbon/index.html

Weber, S. (2000, October). Project 26: J NanoTube [CNT Applet]. Retrieved from Jcrystal.com website: http://jcrystal.com/steffenweber/JAVA/jnano/jnano.html