Lesson 5: Unique Properties at the Nanoscale
MATERIALS:

Video Clip “Nanotechnology: What is the big deal?”
http://nanotechnology.wmwikis.net/Lesson+Plan+Blueprint


Student reading: “Size-Dependent Properties”
Laboratory equipment for 8 Lab Stations: Goggles for each student, Kool-Aid solution,
five 10-ml test tubes, one 25-ml graduated cylinder, test tube holder, 2 grease markers,
tap water, capped bottle of ferrofluid, 3 plastic 100-ml graduated cylinders, large test tube
with stopper, iron slug about 1-inch in length, two circle magnets, bubble solution, small
shallow dish, toothpicks, paper towels, coffee stirrers, two sugar cubes per group of
students, one cup granulated sugar, digital scale, two 250-ml Erlenmeyer flasks, clock or
watch with a second hand or 4 stopwatches, two empty film canisters with lids (clear
works best), one tablet Alka Seltzer per group, one small mortar and pestle, three beakers
of different size bottoms, hot plate to accommodate all three beakers, ruler marked in
centimeters, tongs for moving glassware, solid rod of steel 2 inches long, (2) tongs for
holding steel in the flame, (2) bunsen burners and starters, 2 inch section of steel wool per
group, one teaspoon CuCl22H2O per group, teaspoon, glass stirring rod. Two 100-ml
beakers, two squares 2 inches x 2 inches of aluminum foil per group, tongs, pipette.
 Unique Properties Powerpoint
 Handout 5.1 “Scale Diagram”
ESSENTIAL QUESTIONS:
 Why are properties of nanoscale objects sometimes different that those of the same
materials at the bulk scale?
 Why do scientific models change over time?
KEY CONCEPTS:
 There are enormous scale differences in our universe and at different scales, different
forces dominate and different models better explain phenomena.
 Nanosized materials exhibit some size dependent effects that are not observed in bulk
materials.
OBJECTIVES:
In this lesson, students will:

Explain why properties of nanoscale objects sometimes differ from those of the same
materials at the bulk scale.
Goal 1
Scale Concept
X
Goal 2
Curiosity &
Interest
X
Goal 3
Science
Process Skills
X
Goal 4
Nanoscience
Content
X
Vocabulary:
 Bulk = large aggregations of atoms (~1023) (SRI International, 2007)
PROCEDURES:
TEACHER NOTES:
Introduction/Hook:
This lesson will take 2-3 class
periods. The 8 lab stations are
set up for students to participate
in mini experiments. At most of
the stations, only limited
directions have been provided to
encourage students to design
their own simple procedures and
practice science process/inquiry
skills.
Show video clip “Nanotechnology: What’s the big deal?”
(3:11)
You probably already know that materials have physical and
chemical properties that can be used to distinguish one
material from another. However, when the size of some
materials gets very small, these properties can change
drastically. What is special about the nanoscale? What
properties can change with scale? Why do small particles
behave differently than large ones?
Students will go to each lab station, make observations and
answer questions.
(See Lab Directions and Handouts.)
Debriefing:
After the stations have been completed the class will compare
their findings. Inductive reasoning will be used to generalize
the findings of the 8 activities. Analytical reasoning will be
used to create explanations for why these effects occur.
Students will create a graphic organizer or other method to
display their findings from all 8 activities.
From these generalizations, can you think of any explanation
why this occurs? For example, why would smaller objects
react faster? Give students a few minutes of wait time.
For example, several of the
activities compared small
particles to larger particles.
Generalizations should include:
1) When particles are
smaller, reactions
happen faster.
2) Some things in nature
assemble themselves
(bubble experiment).
3) When particles are
smaller, they may
appear colorless.
Guide students the idea that as objects get smaller, a larger
fraction of atoms are on the surface and a smaller fraction are
on the interior. This is called surface area to volume ratio and
is an important idea at the nanoscale. In the lab experiments,
we saw that when we increased the surface area, reactions
occurred faster.
What properties changed when particles got smaller?
Why do you think the properties changed?
Properties that changed include:
color, odor, and reactivity. The
reason for property changes
should include: more surface
area for amount of volume.
After discussion of the experiments is completed, review the
unique properties that occur at the nanoscale using the Unique
Properties Power Point. Engage students in discussion.
Give each student a copy of the Scale diagram (Handout 5.1).
Take a few minutes to look over this diagram. Jot down your
answers to the following questions:
1) Why is the nanoscale so different than the
microscale and macroscale?
2) Why must quantum mechanics be used in the
nanoscale?
3) Why is gravity less important than
electromagnetic forces at the nanoscale?
4) Why can’t we see nanoscale objects with a
microscope?
Grouping:
There are 8 lab stations. Students should work in groups of no
more than 2 or 3.
Whole class for debrief and discussion.
Homework:
Read “Size Dependant Properties”
Differentiation for:
ELL
Twice-Exceptional;
Highly Gifted; Alternate experiment options for highly
gifted students (see resources list).
Differentiation:
Choice:
Resources:
Products:
Tiered questions/assignments:
Answers:
1) Surface area to volume
ratio is much larger,
quantum effects become
significant, gravity
becomes negligible and is
dominated by
electromagnetic forces,
and random molecular
motion becomes more
important.
2) The laws of classical
mechanics do not work at
extremely small sizes.
3) Atoms have lots of
charges (electrons and
protons) but very little
mass.