Engineering Applications

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Engineering Applications

• Texas AM University Summit 2008

Nanotechnology Sustainable Energy
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• Can Nanotechnology Fit in My Curriculum?

Jalynn Chapman
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NanotechnologyIn The Classroom?
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How Does Nanotechnology Fit Into My Curriculum?
Benchmarks
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What is nanotechnology?
Where will I find the time?
What do I know about it?
How will I interest my students?
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• So where does Nanotechnology fit in the
  curriculum?   On one hand, it is not Physics,
  Biology, or Chemistry.  On the other hand, it is
  all of them !  Is nanotechnology a subject of its
  own, or is it just a way of thinking about other
  subjects?
• Source-http//www.nnin.org/nnin_k12teachers.html
• National Nanotechnology Infrastructure Network

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Bill Nye, The Science Guy Speaking at the
National Science Foundations 50th Birthday
Celebration
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"A point that should be made about the term
"nanotechnology" is that it does not apply to
just one discipline. Asking what nanotechnology
is is like asking what technology is. One needs
to be more specific, as there is technology (and
nanotechnology) in every discipline and in every
aspect of our lives. While "technology" is
generally defined as the improvement of a certain
process, procedure or product, nanotechnology is
the improvement of those things via an extremely
small scale."
Source  http//www.tc.umn.edu/bull0035/nanowebs
ite/nano-applications.htm A teacher's guide to
key concepts in the field of Nanotechnology
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The Cool Science

• Mathematics measurement
• Chemistry and Physics - explore conversions,
  valence, semiconductors, and the de Broglie
  wavelength of an electron
• Biology cancer research (diagnosis and
  treatment)
• Engineering design process (creating /
  designing based on standards)
• Computer Applications emerging technologies
• All curriculum areas real-world applications
  of nanotechnology

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• A Day in the Classroom with Nanotechnology

April Moon
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Making the Connection
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Powerpuff DYNAMO
Powerpuff DYNAMO
Powerpuff DYNAMO
Powerpuff DYNAMO
Dynamic Nanotechtronic Monobot
Dynamic Nanotechtronic
Dynamic
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Sci-fi vs. Reality
Spider Mite on Micromirror (Video)
Source The Sandia National Labs site for
micro-machines  movies http//www.sandia.gov/ms
tc/technologies/micromachines/movies/index.html
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Nanotechnology Project
Present Design Brief in a personal way that
excites your students about taking
ownership You were just recruited to work for
a secret engineering society that is researching
scientific breakthroughs that will change the
world as you know it! They are working on the
nanoscale and need your creativity and design
skills to accomplish the great challenges ahead.
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Nanotechnology Project
Give them a purpose behind all activities (e.g.
web quest) that models real world Your first
mission in the secret engineering society is to
obtain funding from the government for your
project, and at the present time, they have not
even heard of this new science! Therefore, you
must research nanotechnology and prepare a
presentation that will educate the President on
the basics. Assign Web Quest and possibly
essay questions related to benefits / risks of
nanotechnology
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Nanotechnology Project
Always allow and demand creativity with every
project! However, be sure to outline clear
requirements / constraints and provide a rubric
upfront. Once you obtain the funding, you must
design a nanobot in Inventor following the
defined constraints. You must present this
nanobot in an environment that defines its size
in proportion to a known object.
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Nanotechnology Project
Require professionalism in the presentation of
the final deliverable, and express the importance
of success. Your nanobot must have a
positive impact all across the globe because your
engineering society wants to use it as support
for the continuation of research in
nanotechnology. This could be a turning point
for not only you but the future generations to
come!
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Nanotechnology Project
Finally, ensure you have your students consider
the big picture when creating their
designs. Before unveiling your product, make
sure you identify how it will be mass produced
and packaged, specifically addressing the issue
of size. Also, you must have a business plan and
marketing strategy on how to educate consumers
and convince them to buy something on faith -
something they can not see nor touch
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• What About the 4 that Do
• Not See the Relevance?
• Daphne Fullmighter

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How do you make the connection?Three Approaches

• Make it real.
• Relate your lesson to objects, people, movies,
  and/or games that are relevant to your students.
  When possible and appropriate, share personal
  experiences or expertise.
• Promote ownership.
• Giving students options such as picking their lab
  partner, or when an assignment is due, and the
  use of rubrics are good for fostering ownership.
• Students can have increased motivation when they
  feel some sense of autonomy in the learning
  process, Kurvink, 1993 Reeve and Hyungshim,
  2006 (Perkins 2002)

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How do you make the connection?Three Approaches
contd

• Establish a sense of belonging.
• Be positive and confident. Present organized
  well thought out lessons that are rigorous and
  relevant.
• According to students, their sense of belonging
  is fostered by an instructor that demonstrates
  warmth and openness, encourages student
  participation, is enthusiastic, friendly and
  helpful, and is organized and prepared for class.
  Freeman, Anderman and Jensen, 2007 Anderman
  and Leake, 2005

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In Summary

• Be a positive role model. Be confident.
• CLEAR EXPECTATIONS Set a positive and
  openatmosphere with high expectations that are
  clearly stated.

• Assign tasks that will give opportunities for
  success.
• Help students find personal meaning and value in
  the material.
• Help students feel that they are valued members
  of a learning community.

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Questions and Answers
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Panel Contact Information
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Bringing Sustainable Energy and Transportation to
the classroom??

• What does that look, feel and sound like?

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A Day in the Classroom!

• Topic Biomass Build a Model of the Biofuel
  Refining Process.
• Engineering Course (Ex. Drafting CAD)
• Define and Diagram the refining process and
  explain what each component does.

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Biomass Project Continued

• What does this look like in the core classes?
• Social Studies/History
• Study the History of Fuels. Were alternative
  fuels a topic of choice a long time ago? Where
  are the crops grown that are used in the Biofuel
  process, what type of land/soil do they need?
• Chemistry/Biology
• Study the molecular structure of Ethanol. Study
  hydrocarbon reaction mechanisms.
• Can we make Ethanol?
• Understand the Biochemical and Thermochemical
  processes of Biofuels.
• Can Biomass be used in other ways?
• Study alcohol fermentation and distillation.

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Biomass Project Continued

• Math/Physics
• Study the energy output of Biofuels compared to
  Fossil FuelsRate of change, Slope. (Transfer of
  Energy TEKS)
• Study Energy Economics Net Energy Gained
  referring to a surplus condition in the
  difference between the energy required to harvest
  an energy source and the energy provided by that
  same source.
• Financial pros and cons to the everyday consumer.
  Map the cost of a trip both financially and
  environmentally using BioFuel as compared to
  Fossil Fuels.
• English
• Reading Technical Journals over the topic.
• Writing Creating Presentations and defending
  presentations.
• Students could write a fictional story and
  understand the characters in a fictional story by
  incorporating true green topics based on
  fictional characters that have conflict with
  other fictional characters.
• Students could write stories that pertain to
  green topics but their stories have to unitize
  writing techniques used on the TAKS test.

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Teacher Collaboration

• Why Collaboration?
• Students become engaged in the subject when it is
  centered around Project Based Learning. Instead
  of being separate, teach as a unit.
• Students are reinforced on an important topic in
  several if not all their courses throughout the
  day.

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Sustainable Energy Projects/IDEAS

• Technologies that meet our needs without
  hurting the future generations needs.
• Government and History
• Project Become an Environmental Lobbyist.
  What would you do and what would you stand up
  for?
• Elective Social Studies Science
• Designing a Green School. What materials in
  your school are harmful to the environment?
• School lunches served on Styrofoam? How about a
  company that makes lunch plates and products from
  biodegradable starch. It can be tapioca, corn,
  wheat, etc as long as it is a starch.  Just add
  water and its rotsville.
• Links http//www.sourcenetintl.com/Source_Net_In
  tl/Eatware.html
• Does your school recycle? Setting up a recycle
  team.

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Sustainable Energy Projects Continued

• Environmental Science
• Growing sustainable products on the school
  grounds, including the kiri tree.
• Recycling Clothes Get the clothing design
  elective to host a clothing party. Everyone
  bring clothes and swap, tear, re-sew clothes to
  make new clothes.
• Rooftop Garden How to take the land you build
  on and replenish it.
• The CARBON TAX debate
• GIS Class
• How to move people across town with out using a
  lot of energy.
• Where do you grow the crops, what States soils
  work best for what?
• Engaging in a discussion about building a city
  without or with a minimum of internal combustion
  engines, where people can live and work in a
  low-cost unpolluted environment. (Math, Social
  Studies, GIS, Etc.)
• CHEMSTRY
• Project on Batteries (laptop, cell phones, cars,
  toys,etc), Ink Cartridges,
• Analyzing the make up of Biofuel.
• Lets make alcohol. How would you do this, and
  what happens when it is burned?
• Geography, - where does the starchy food come
  from. Climate, growing season soils etc.
• Writing - proposal results
• Math proportions of starchy material per unit of
  product
• Studying Toxic Cities
• Electronics class
• Creating an electric car and/or outfitting a
  current car to Biofuel.

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Sustainable Energy Projects Continued

• Math/Physics
• Understanding the bicycle or the wheel. Learn
  the Math behind the movement and the way they are
  put together, why some bicycles are different.
• How can the student improve on the existing
  bicycle?
• WITH EVERY PROJECT
• SLOPE RATE OF CHANGE, make predictions and come
  to conclusions. Graph data on using a biofuel
  car/electric car compared to a combustible engine
  when traveling. Basically we could look at any
  rate of change when comparing a sustainable
  product to an existing product. (Studies show
  students consistently do not understand how to
  read graphs and charts)
• Biology/Chemistry
• Understanding digestion of foods with GMOs
  compared to Organic and NonGMOs. What happens to
  our body when we dont eat foods that are
  natural? Why do these foods cost more? Do a
  shopping comparison.
• Plant Biology for sustainable products used.
• Battery Chemistry, studying the toxic cities from
  computer, battery, and other electronic waste.
• Ecological Footprint (Carbon Footprint) The
  impact of your choices.

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Sustainable Energy Projects Continued

• More Projects
• The Green Death, understanding green burial.
  You could read and learn about the history or
  burials throughout time, map out history, build a
  green coffin, etc. http//www.greenburials.org/
• Create power from wind/solar. Power a small
  device using the wind or the sun. This could
  cover topics in Environmental Science, Chemistry,
  Physics, Math, English, History, etc.
• Community Based project to get people to recycle.
  Order bins for households, create flyers to
  educate the public. Hold open houses on what you
  can recycle.
• CAD Designing a Hybrid Car. (Math, History of
  Cars,)
• The Life of a flicked out cigarette. Study the
  chemistries of the filter and how they harm the
  environment. What can be done to get people not
  to flick them outside their cars. Study the
  impact on the environment of cigarette litter and
  smoking.
• SCHOOL BUSSES/CITY BUSSES to run on Alternative
  fuels?
• Can we make a fuel to run a lawn mower or other
  gas powered lawn device?
• CREATE POSTERS AND PRINTOUTS OF ALL PROJECTS TO
  GO UP AROUND THE SCHOOL OR ON THE SCHOOL WEBSITE.

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Quote I liked!

• We have been using energy since the discovery of
  fire. Interestingly, ancient civilizations used
  renewable energy harnessed from the earth to do
  work for them. By 500 B.C., Greeks were building
  what we now call passive solar homes, and by 85
  B.C., Romans were enjoying baths heated
  geothermally, from hot springs deep within the
  ground. And Holland has been using windmills for
  centuries to grind grain used for food.
  http//blog.charitybuzz.com/charityBlog/?p210
• This could be a catch in studying History. Why
  did we change, what caused this change?

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Links

• http//www1.eere.energy.gov/education/ (US Dept
  of Energy site, K-12 Lessons, looks like a great
  site! Has the National Standards for each
  lesson.)
• http//current.com/ search Going Green,
  Sustainable Energy, etc. Great channel, all
  viewer centered. Students could make a video and
  submit it to current.
• http//www.carfree.com/
• http//www.gawronchemistry.com/biodiesel20documen
  ts/Veggie20Oil20Car20Webquest.htm VEGGIE CAR
  (http//www.gawronchemistry.com/Biodiesel.htm)
• http//www.juliantrubin.com/fairprojects/renewable
  energy/biomassenergy.html
• (http//www.juliantrubin.com/solarprojects.html)
• http//www.carbontax.org/
• http//www.nrel.gov/learning/

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Links

• Products
• http//www.derbigum.com/us/US_about-us_sustainabil
  ity_sustainable-systems.html
• http//www.smma.com/perspective/index.cfm
• http//www.sustainableangels.com/
• http//www.world.org/weo/mission
• http//www.sourcenetintl.com/Source_Net_Intl/IFN_G
  reen_Products.html
• http//www3.jetro.go.jp/ttppoas/anken/0001039000/1
  039578_e.html
• http//www.egmcartech.com/2007/06/21/ferrari-to-go
  -green-with-the-fxx-millechili-concept/

• http//current.com/items/87967161_discovering_our_
  environment
• http//blogs.nbcuni.com/greenisuniversal/2008/01/i
  _bamboo_do_you.html
• http//auto.howstuffworks.com/types-of-auto-fuel-c
  hannel.htm (TYPES OF FUEL LINK)
• http//autos.aol.com/hybrid-hub (Alternative Cars)

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Video Clips

• http//www.nrel.gov/learning/re_biofuels.html
• http//www.itsyournature.org/video/GlobalWarming/
  277
• http//current.com/items/77155022_go_green_show
• http//current.com/items/77165222_going_green_is_i
  t_easy
• http//current.com/items/85866691_green_jobs_are_t
  he_way_to_go
• http//video.greenisuniversal.com/player/?id17560
  3 GET RID OF YOUR BOTTLED WATER!!

• http//www.sciencedaily.com/videos/matter_energy/a
  lternative_fuels/
• http//video.energypolicytv.com/displaypage.php?vk
  eyd56c7edf3365fea7520fchannelSustainability

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Collaboration
Resources
Teacher Developed Resources
Curriculum Central
MyData Portal
Partner Sites
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PBL Development Process
Target TEKS and SEs
Research Project
Data Analysis
PBL
Develop Project
Evaluation Rubric
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Template Development

• Collaborative-Team Building
• Required Components
• Draft
• Review