Nanoparticles:

Really

Small Stuff with a Really BIG Impact

Learning about nanoparticles has been a big deal for me. Signing up for this two
week program now seems like a stroke of genius. I cant say that I will leave here in
a week with a great understanding of nanoparticles. But I will travel home with an
unlimited supply of resources and much more confidence in my PBL skills. Currently
my definition of a nanoparticle is a molecule that measure between 1 to 100
nanometers (nm) that can be nature made or manmade. But the definition is just
the beginning.
Nanoparticles have been around as long as atoms have been able to combine. But
scientists ability to measure and manipulate them is at cutting edge scientific
research. The term nanoparticle identifies any particle in the one to one hundred
nanometer size ranges. But understanding how small that is and how nanoparticles
are manipulated required some innovative activities and a lot of thinking and
discussion. Many activities were used to help us identify the properties of these
very small particles. Just to get an idea of the size of nano (nanometers), we had to
put, in order a group of known objects (pictures) by their size. This Size and Scale
activity was a great way to refresh our minds about some known objects that are
within nano dimensions. This activity also reminded us of objects larger
(micrometers) and smaller (atomic angstroms) than the nano range. To enhance
the wow factor, a scaffolding activity had us figure the number of nanometers of
one of the objects. Then determine how long an object would be if we used a small
object match or paperclip- to represent one nanometer. The concept of how small a
nanoparticle is was reinforced by all three nano speakers as well as Dr. Weaver.
Each scientist made a reference to how many nanoparticles would fit across the
width of on a human hair. These activities will give students a good understanding
just how small the nano scale is. Understanding or appreciating the small size of a
nanoparticle is just the beginning.
Next we look at surface area to volume ratio (SA:V). This is a difficult concept for
students but I have given instruction on this concept for many years. So I get it.
Small object have a large surface area compared to its volume. This is a good
thing for cells. But nanoparticles, much smaller than average cell, have large
surface areas and are highly influenced by forces that do not always have a large
impact on particles larger than nanometers. Two forces electromagnetic and
gravitational were examined by our group. Electromagnetic forces are the negative
and positive forces from molecules and/or atoms. Commonly known by high school
students, these forces cause opposite forces to attract and like forces to repel.
Balloons stick to a wall and powdered sugar sticks to the sides of the measuring cup
because of electromagnetic forces. Now consider that gravitational force is the force
exerted from the earth (or larger object) on all objects on the surface and within the
gravitational field of the earth. With gravitational force, the mass of the object

matters. Considering, a common misconception is that gravity is always stronger

than electromagnetic forces. To dispel this misconception, we tried to poor water
out of two different size test tubes. Even when completely inverted, the small test
tube did not let the water leave the tube. After discussion, we tried to make a
container would not allow water to pour out. Both of these activities will be good for
high school students to try. Both activities will surprise them and make them think
through what type of condition will cause electromagnetic forces to be able to
overcome gravitational forces. Objects we can see without a microscope are more
influenced by gravitational forces than electromagnetic forces. In contrast, when
looking at the nano scale of size, electromagnetic forces have a very strong
influence on nanoparticles. Gravitational forces have a very very small influence on
nanoparticles. Lets consider the size dependent properties concept. Small
particles, nanoparticles are not influenced by gravity as much as they are
influenced by electromagnetic forces. Electromagnetic forces will increase with a
large SA:V. Nanoparticles have a large SA:V and high electromagnetic force. These
properties directly correlated with the fact that nanoparticles range in from 1nm to
100nm. So when trying to manipulate a nanoparticle, you have to consider
electromagnetic forces. A simulation can be used to see how these forces can drive
how these particles will combine together. The simulation helps us gain the
understanding that temperature can effect nanoparticles. Dr. Bermel spoke of a
real world application for manmade nanoparticles. His research is about the
photonic crystal fabrication. He explains the difficult task of arranging silicon balls
to make a matrix that would allow a higher absorption of energy waves from the
sun. If this can be achieved, it would lower the amount of sunlight needed to power
solar panels. He and others are trying to manipulate nanoparticles. But
electromagnetic, temperature and SA:V of nanoparticles are making it difficult.
An additional property that aligns with nanoparticles is self-assembly. Self-assembly
is the order that nanoparticles connect to each other. These connections can be
caused by electrostatic forces, low temperatures and are influenced by the large
SA:V. These nanoparticles can be made from nature or in a laboratory. An example
of self-assembly in nature would be the formation of the phospholipid bilayer that is
the foundations of all plasma membranes of cells. Inspired by nature, scientists are
researching how to make nanoparticles for many real world problems. This research
is called nanotechnology. Dr. Bermel stated that nanotechnology can be used to
find new properties of materials that cannot be found in nature.
Our PBL projects driving question is How can Nanotechnology improve and sustain
our agricultural community? The students should focus on a way to make
nanotechnology improve some aspect of food that they are involved in. Students
will have many misconceptions. How small a nanoparticle is. That scientist can
measure something that small. How atoms interact. What are dipole dipole forces?
What it really means to see a nanoparticle. To help us and our students wrap our
heads around nanotechnology, all of the activities described above will be used to

explain these concepts. One of students biggest misconceptions is the idea of a

model. Students look at a model and assume that all of it is true. If you only show
them one model, students will be confused if given another model. (what a great
study that would be) Using many different models for the same idea helps to
dispel this model myth. Because nanotechnology is all about particles that cannot
be seen, I will have to scaffold what a model is and is not, multiple times before we
get to this unit. All of that being said, I really like the box activity where students us
a stick to measure what is inside a shoe box. I think that will be a big Aaah ha
moment for students. Then they will look at the pictures of nanoparticles with new
eyes. Using the PBL process and giving the students the autonomy to choose a
topic to explore, I cannot wait to learn more about how nanotechnology from my
students. But my burning question is, who will monitor how manmade
nanoparticles move through nature, by that I mean, How do nanoparticles move
through the food chain.

Resources
Text
The big ideas of nanoscale science & engineering: a guidebook for secondary teachers
Shawn Stevens - LeeAnn Sutherland - Joseph S.Krajcik - NSTA Press - 2009

Presentations
Overview of Nanotechnology by Dr. Ali Shakouri; 6/8/2015
Nano-Medicine: Science or Science Fiction by Dr. Alex Wei; 6/9/2015
Math and Physics of Solar Power by Dr. Peter Bermel;6/10/2015
Tour
Birck Nanotechnology Center tour by Dr. John Weaver;6/15/2015