Nano”Teach”nology and NanoFluids
Subject Area(s) Physical Science, Science and Technology
Associated Unit
Matter/Energy
Lesson Title
Making Ferrofluids
Header
Image file: ferrofluidspikes.jpg
ADA Description: A ferrofluid in a glass container with a
magnet underneath.
Source/Rights: magnet.engr.uga.edu
Grade Level
Time Required
8
2 Fifty five minute sessions
Summary Mixtures, Solutions, Energy Input/output
Engineering Connection
Engineers are using nanofluids for a variety of applications.
They are used in devices and applications that the students are
familiar with such as their cell phones, the field of medicine
(nanofluids with cortisol), cooling of computers and other
machines, etc. This can also expose the students to many careers
in this field.
Engineering Category =
Relating science and/or math concept(s) to engineering
Keywords matter, substance, solid, liquid, gas, fluid, temperature, thermal energy, heat,
melting point, freezing, vaporization, evaporation, boiling, boiling point,
condensation, particle
Educational Standards NEXT GENERATION SUNSHINE STATE STANDARDS 2009-2015
Big Idea 8: Physical Science
SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be
demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic
properties, melting and boiling points, and know that these properties are independent of the amount of
the sample.
Big Idea 8: Properties of Matter
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SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to
explain the motion of particles in solids, liquids, and gases.
Big Idea 9: Changes in Matter
SC.8.P.9.3 Investigate and describe how temperature influences chemical changes.
ITEEA Standard
Standard 9 (F) - Design involves a set of steps, which can be performed in different sequences and
repeated as needed.
Standard 9 (G) - Brainstorming is a group problem-solving design process in which each person in the
group presents his or her ideas in an open forum.
Standard 11 (I) - Specify criteria and constraints for the design.
Standard 11 (J) - Make two-dimensional and three-dimensional representations of the designed solution
Standard 11 (K) - Test and evaluate the design in relation to pre-established requirements, such as
criteria and constraints, and refine as needed.
Standard 12 (H) - Use information provided in manuals, protocols, or by experienced people to see and
understand how things work.
Standard 12 (J) - Use computers and calculators in various applications
Pre-Requisite Knowledge: Students should know the Nano scale, they should
be familiar with some measurement conversions, and students
should also have a basic knowledge of the scientific method, lab
safety and equipment and creating a lab report. Students should
be able to distinguish between types of mixtures (heterogeneous
and homogenous). They should know all the forms of matter
(elements, compounds and mixtures).
Learning Objectives After this lesson, students should be able to:
 Undertake a design project to construct, test, and modify a device that either releases or
absorbs thermal energy by chemical processes.

Understand what nanofluids are and their significance in today’s society.

Use the scientific process to complete a lab activity.

Work cooperatively to complete a lab and analyze the data.

Explain what applications that nanofluids are used for.

Understand the difference between a ferrofluid and a nanofluid.

Create an experiment for a particular investigation.
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Introduction / Motivation
First I will show the students the YouTube video “How to Make
Magnetic Fluid (Ferrofluid)”
https://www.youtube.com/watch?v=vsQh1AT6qUE
The students will then see the procedure, materials and process.
This should motivate them to want to create their own ferrofluid
and maybe try some modifications to the mixture.
Lesson Background & Concepts for Teachers
In the “references” section of the lesson plan are some good
resources to read on nanofluids. The papers explain what they
are and the many findings and difficulties in research. It also
goes over what the current applications are for the nanofluids
in today’s studies.
Image Some examples of the Nano Scale
(Picture from Saidur, Leong, & Mohammad 2011) see references
Vocabulary / Definitions
Word
Definition
Nanofluid
A fluid containing nanometer-sized particles,
called nanoparticles. These fluids are engineered
colloidal suspensions of nanoparticles in a base
fluid. The nanoparticles used in nanofluids are
typically made of metals, oxides, carbides, or
carbon nanotubes
Colloidal
suspension
The term colloidal suspension is referring to a
substance that has a solid permanently
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suspended in a liquid.
Nanoparticle
Nanotechnology
Ferrofluid
Surfactant
Particles between 1 and 100 nanometers in size.
The branch of science/technology that deals with
dimensions and tolerances of less than 100
nanometers (nm). Control and manipulation of 100120 nm scale.
a fluid containing a magnetic suspension
a substance that tends to reduce the surface
tension of a liquid in which it is dissolved
Associated Activities
Introduction
This is an Inquiry Lab about making your own Ferrofluid.
Students will be divided into groups of 3-4. Groups will have
assigned jobs: Project Director, Safety Director, Technical
Manager, and Materials Manager. Before experimentation, students
will be completing the first part of their lab report. This
includes Problem Statement, Hypothesis, Materials, Procedures,
Variables and Data Set Up. This requires them to create or come
up with their own experiment with the ferrofluids they create.
Students (in their groups) will use available materials to
experiment and collect data for their investigation.
Materials Needed:
MICR Toner (Amazon.com)
Earth magnet (Neodymium magnets from Fischer Scientific)
Pure Vegetable Oil (Grocery)
Beakers
Graduated Cylinders
Stirring rods
Test tubes with caps
Plastic Bowls
Distilled water
Thermometers
Iron Filings
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Safety Materials: Goggles, gloves, apron or shirt
Procedures (Sample):
1) Pour about 50 mL of Magnetic Ink into container.
2) Pour about 2 tablespoons (30 mL) of vegetable oil in same
container.
3) Stir it until you get a nice thin consistency. More oil may
need to be added depending on amount of Ink.
4) Pour into a smaller jar or Erlenmeyer flask.
5) Test the fluid by holding the magnet under the jar or
flask.
6) It may require a surfactant if result is not adequate.
7) Continue with experimentation and record data.
Final Lab Report should include: Start-End Date, Title,
Benchmarks, Problem Statement, Hypothesis, Variables, Materials,
Procedures, Data (Table and graph min), Results/Discussion and
Conclusion (CER)
Lesson Closure
Lesson will conclude with a peer evaluation and discussion
session (3rd session). This will involve the students critique
and scoring of their peer’s presentations. Individuals will use
the rubric and additional aspects to rubric to rate the work.
This will involve an explanation of what worked (strengths) and
what did not work (weaknesses). The discussion will review the
warm and cool thoughts for each presentation.
Assessment
Pre-Lesson Assessment
Students will have completed a PowerPoint activity
differentiating ferrofluids from nanofluids
Lesson Summary Assessment
Lab report will be used for individual assessment. Conclusion
(CER): Claim, Evidence and Reasoning. Rubric will be provided
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(see below) and students will share their conclusions with the
class.
Component
0
Claim - A conclusion
that answers the original
question.
Evidence – Scientific
data that supports the
claim. The data needs to
be appropriate and
sufficient to support the
claim.
Reasoning – A
justification that links
the claim and evidence.
It shows why the data
count as evidence by
using appropriate and
sufficient scientific
principles.
Does not make a
claim, or makes an
inaccurate claim.
Does not provide
evidence, or only
provides
inappropriate
evidence (evidence
that does not
support the claim).
Does not provide
reasoning, or only
provides reasoning
that does not link
evidence to claim
Level
1
Makes an accurate but
incomplete claim.
Provides appropriate
but insufficient
evidence to support
claim. May include
some inappropriate
evidence.
Provides reasoning
that links the claim
and evidence. Repeats
the evidence and/or
includes some – but
not sufficient –
scientific principles.
2
Makes an
accurate and
complete claim.
Provides
appropriate and
sufficient
evidence to
support claim.
Provides
reasoning that
links evidence to
claim. Includes
appropriate and
sufficient
scientific
principles.
Homework
Students will bring in clothing protections and any research,
extra materials or completion of lab report.
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Lab – Making Ferrofluids
Start:
End:
Group Members (jobs):
SC.8.P.8.4 Classify and compare substances on the
basis of characteristic physical properties that can be
demonstrated or measured; for example, density,
thermal or electrical conductivity, solubility, magnetic
properties, melting and boiling points, and know that
these properties are independent of the amount of the
sample.
SC.8.P.8.1 Explore the scientific theory of atoms (also
known as atomic theory) by using models to explain
the motion of particles in solids, liquids, and gases.
Research (Vocabulary):
Nanofluid –
NanotechnologyFerrofluid –
Surfactant –
1 additional word
Uses for ferrofluids and/or nanofluids:
Problem Statement:
Hypotheses:
H1- H2- H3- Null
Materials:
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Variables: (Test Variable (independent), Outcome
(dependent), Constants, Control)
Procedures:
Data: (Table, Graph, Pictures)
Results (paragraph):
Conclusion (3 paragraphs – Claim, Evidence,
Reasoning):
Lesson Extension Activities (see URL)
The Wheatstone bridge
Homemade spectroscope
Magnetic Lines Experiment
Additional Multimedia Support
www.BrainPop.com – Nanotechnology lesson and quiz
http://nanoyou.eu/ – Great reference tool for all things Nano
https://www.youtube.com/watch?v=vsQh1AT6qUE -Making Ferrofluid
https://www.zotero.org/ - For organizing and citing research
Redirect URL:
http://thehappyscientist.com/science-experiment/magnetic-lines
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http://www.livescience.com/41548-spectroscopy-science-fairproject.html
References
1) Gangadevi, R., Agarwal, S., & Roy, S. (2013). A Novel Hybrid
Solar System Using Nanofluid. International Journal of
Engineering, 6(6), 747–752.
2) P. Sivashanmugam. (2012). Application of Nanofluids in Heat
Transfer. In An Overview of Heat Transfer Phenomena. 14 (1-30),
411-440.http://dx.doi.org/10.5772/52496
3) Saidur, R., Leong, K. Y., & Mohammad, H. A. (2011). A review
on applications and challenges of nanofluids. Renewable and
Sustainable Energy Reviews, 15(3), 1646–1668.
http://doi.org/10.1016/j.rser.2010.11.035
4) Taylor, R., Coulombe, S., Otanicar, T., Phelan, P., Gunawan,
A., Lv, W., Tyagi, H. (2013). Small particles, big impacts: A
review of the diverse applications of nanofluids. Journal of
Applied Physics, 113(1), 1–20.
http://doi.org/http://dx.doi.org/10.1063/1.4754271
Contributors
Oscar Badillo
Supporting Program
www.dadeschools.net/employees (Learning Village)
Amazon.com – MICR Ink Refill purchase
FIU RET Program 2015
Acknowledgements
I would like to give a special thanks to Dr. Cheng Xian
(Charlie) Lin and PhD Candidate Robel Kiflemariam for their help
and mentoring during the 6 week program. I feel our time has
really been a great learning experience and a life-long
connection towards education.
Classroom Testing Information
NGSSS Standards are (AA) or Annually Assessed. These objectives will
be tested during their FCAT Science Test in the spring of 2016
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