Using Graphene to Conduct Electricity: Guided Research
STEP-UP Lesson Plan 2014
Cisely Marshall, Teacher
Booker T. Washington High School
Title
Using Graphene to Conduct Electricity: Guided Research
Problem
Does graphene have the ability to conduct electricity?
Abstract
Students explore nanotechnology and the material graphene in terms of its ability to conduct
electricity and its impact on many industries and products. Students test graphene to see if it will
be an insulator or conductor in a simple circuit, and develop hypothetical applications for
graphene that would revolutionize a product or system. Teams present their ideas to the class and
reflect on the experience.
Alignment with National, State, and Common Core Standards

Next Generation Science Standards
– HS-PS3-3. Design, build, and refine a device that works within given constraints
to convert one form of energy into another form of energy.

Georgia Performance Standards
– SP5. Students will evaluate relationships between electrical and magnetic forces.
– a. Describe the transformation of mechanical energy into electrical energy and the
transmission of electrical energy.
– b. Determine the relationship among potential difference, current, and resistance
in a direct current circuit.

Common Core 9-10
– ELACC9-10RST2: Determine the central ideas or conclusions of a text; trace the text’s
explanation or depiction of a complex process, phenomenon, or concept provide an
accurate summary of the text.
– ELACC9-10RST1: Cite specific textual evidence to support analysis of science and
technical texts, attending to the precise details of explanations or descriptions with
qualitative analysis in print or digital text.
– ELACC9-10RST7: Translate quantitative or technical information expressed in words in
a text into visual form (e.g., a table or chart) and translate information expressed visually
or mathematically (e.g., in an equation) into words.
– ELACC9-10RST10: By the end of grade 10, read and comprehend science/technical texts
in the grades 9–10 text complexity band independently and proficiently.

Common Core 11-12
– RST.11-12.2. Determine the central ideas or conclusions of a text; summarize complex
concepts, processes, or information presented in a text by paraphrasing them in simpler
but still accurate terms.
– RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments,
simulations) into a coherent understanding of a process, phenomenon, or concept,
resolving conflicting information when possible.
– RST.11-12.8. Evaluate the hypotheses, data, analysis, and conclusions in a science or
technical text, verifying the data when possible and corroborating or challenging
conclusions with other sources of information.
– RST.11-12.10. By the end of grade 12, read and comprehends science/technical texts in the
grades 11–12 text complexity band independently and proficiently.
Objectives
•
Students will learn about nanotechnology and how engineers can harness the differences
in how materials behave when small, to address challenges in many industries.
•
Students will learn how to build and run an electrical circuit.
•
Students will learn to measure current and voltage anywhere in the circuit.
•
Students will determine the relationships between current, voltage and resistance.
Anticipated learner outcomes
As a result of this activity, students should develop an understanding of:

nanotechnology

graphene

circuits, insulators, and conductors

teamwork
Assessment

See attached document.
Background
Graphene consists of an ultra-thin layer of carbon atoms arranged in a honeycomb structure,
which could transform consumer electronics by enabling flexible electronics. It has the unique
property of being a transparent, elastic and atomically thin membrane that also conducts
electricity well. This lesson allows students to hypothesize, test, and reflect upon the properties of
graphene.
Materials and Supplies
•
Student Reference Sheet
•
Student Worksheet
•
Student Team Materials
– Pencils
– Paper
– LED lights
– 330 Ohm resistors
– Insulated connectors
– 9V batteries
Plan
o Sponge/Warm-Up
– Based on the reading material (The Power of Graphene) that was given during
last class period, what are some potential applications for graphene? (see attached
handout)
– View video
Graphene: The Next Wonder Material?
o Anticipatory Setting
– Hook (gain students’ interest)
The 9 Best Nanotechnology-Powered Products
– Direct Instruction
Lecture: PowerPoint Presentation
Electrical circuits, insulators, and conductors
o Work Period
– Students will work in teams to create a hypothesis.
– Decide whether graphene would be an electrical conductor or insulator.
– Write a paragraph to support hypothesis.
– Construct a simple circuit (test light bulb)
– Adjust circuit so that current flows through graphite layered paper.
o Closing
– Group presentations
– Reflection (see attached worksheet)
Summary
Lesson focuses on graphene and its electrical properties and applications. Students learn about
nanotechnology and how engineers can harness the differences in how materials behave when
small to address challenges in many industries. Students work in teams to hypothesize and then
test whether graphene is an electrical conductor or insulator. They build a simple circuit using
everyday items, and create a graphene sample using soft pencils on paper. They observe what they
see, extrapolate to broader applications, present their ideas to the class, and reflect on the
experience.
Name _____________________ Date__________ Per ____
Reflection Sheet
Complete the reflection questions below:
1. How accurate was your hypothesis compared to what happened?
2. What surprised you about what you saw?
3. What new application for graphene that was presented by a team in your classroom was
the most interesting to you? Why?
4. Do you think that engineers have to keep track of what is happening in research in order
to improve on existing products or methods?
5. When a product is improved based on new research or materials, who do you think should
be credited or compensated for the enhanced product?
6. Did you think that working as a team made this project easier or harder? Why?
Name _____________________Date________Per______
Assessment
1) True or false: graphene is made entirely of carbon.
A. True
B. False
2) At room temperature, graphene conducts electricity 100 times faster than ________.
A. steel
B. copper
C. silicon
D. gold
3) True or false: Graphene has an exceptionally well-formed cubic lattice structure.
A. True
B. False
Use these equations to solve the following problems.
4)
Calculate the resistance of a toaster oven if its power is 800 W when connected to a 110-V
outlet.
5)
Calculate the resistance of the 1000 W microwave oven that gets plugged into to a 110-V
outlet.
6)
The TI-84 calculator uses four 1.5-V batteries and has a power of 0.0008 W. What is the
current?
7-10) Utilize your understanding of these requirements to state whether charge would flow
through the following circuits. If there is no charge flow, then explain why not.