Name _________________________ Date: ____________
Pre-Assessment Activity for the Concept of Scale
1.
Arrange the items on the cards in order from smallest to largest in terms of their actual size. Remember that the drawings are not the same size as the actual objects. Describe any reasons you used to order the objects. Record the letters of the objects in the spaces below:
_____ < _____ < _____ <_____ < _____ < _____ <_____ < _____ <_____ < _____
Smallest
Reasons:
Largest
2.
Imagine that you have been shrunken to one-thousandth of your current size. How would your perspectives about and interactions with the world around you be different?
3.
Give an example of a situation where a change in surface area affects the behavior of a substance and describe the change in behavior that occurs.
Andersen & Schmidt, 2011

4.
What is scale? Why is it important? Create a web of what you understand about scale by depicting ideas and how they relate in the circles provided.
_____
____
_____
_____
_____
_____
Scale
_____
_____
_____
_____
_____

A B C D E
Length of a
grain of rice
F
Diameter of a carbon nanotube
G
Diameter of an animal cell
H
Diameter of a quarter
I
Diameter of a water molecule
J
Diameter of an amoeba
Diameter of a penny
Cards for object sorting task in the Scale Pre-Assessment
Diameter of a
Hydrogen atom
Diameter of a virus
Length of an ant

Pre-Assessment for Scale - Rubric
1.
(9 points) Correct Ranking from smallest to largest: H, E, B, I, F, C, J, A, G, D.

(up to 4 points) Correctly arranging groups of items: human-sized (nickel, penny); small but visible with your eye (hair, ant); microscale (bacterium, animal cell); nanoscale (virus, carbon nanotube); picoscale (oxygen atom, water molecule). i.
1 point – coins are the largest ii.
1 point – atoms and molecules are the smallest iii.
1 point – visible > microscale & nanoscale items iv.
1 point – microscale > nanoscale

(5 points) Correctly arranging objects within a group. Groups are listed from largest to smallest. i.
Human-sized (quarter > penny) ii.
Visible (rice > ant) iii.
Microscale (cell > amoeba) iv.
Nanoscale (virus > carbon nanotube) v.
Picoscale (water molecule > hydrogen atom)
2.
(2 points) One point for each:

Understanding that objects that were once small to you will now seem large.

Indication of complications or obstacles as a result of your change in size and perspective. For example, you could fall into a crack in the sidewalk.
3.
(3 points) One point for:
 correct situation that uses a change in surface area (eg. Cutting up a hot potato, crushed ices vs. cube ice, etc…)
 describing the behavior change (eg. Potato cools quicker, Ice melts faster, etc.)
 relating this to the change in the proportion of surface area to inner volume.

4.
Rate student concept attainment using the rubric:
Beginning Developing Competent Proficient Expert
Level of
Understanding
The learner communicates the term associated with the abstract concept.
The learner paraphrases the definition of the concept.
The learner provides examples and nonexamples of the concept.
TLP key attributes that distinguish the concept category.
TL links the concept with other related concepts.
Example Scale Scale is a classification of size that groups objects by common rules that govern interactions and behavior.
Examples:
Picoscale
Nanoscale
Microscale
Human scale
Nonexamples:
Marbles compared to bowling balls, although there is a difference in size, both objects are on the human scale.
Properties
Behavior
Interactions
“Objects that are at different scales have unique properties that are beneficial in creating new technologies.
”
Note: Item 1 Adapted from (Tretter, Jones, Negishi, & Minogue, 2006)
Concept Attainment Rubric from Parallel Curriculum Model

Post-Assessment Activity for the Concept of Scale
1.
Arrange the items on the cards in order from smallest to largest in terms of their actual size. Remember that the drawings are not the same size as the actual objects. Describe any reasons you used to order the objects. Record the letters of the objects in the spaces below:
_____ < _____ < _____ <_____ < _____ < _____ <_____ < _____ <_____ < _____
Smallest Largest
Reasons:
2.
How is the nanoscale world different from the human scale word? Give an example and explain why the difference occurs.
3.
Give an example of a situation where surface area to volume ratio affects behavior at the nanoscale and describe the change in behavior that occurs.

4.
What is scale? Why is it important? Create a web of what you understand about scale by depicting ideas and how they relate in the circles provided.
_____
____
_____
_____
_____
_____
Scale
_____
_____
_____
_____
_____

A B C D E
Thickness of a human hair
F
Diameter of a carbon nanotube
G
Diameter of an animal cell
H
Diameter of a nickel
I
Diameter of a water molecule
J
Length of a bacterium
Diameter of a penny
Cards for object sorting task in the Scale Post-Assessment
Diameter of an Oxygen atom
Diameter of a virus
Length of an ant

Post-Assessment for Scale - Rubric
1.
(9 points) Correct order from smallest to largest: H, E, B, I, F, C, A, J, G, D. a.
(up to 4 points) Correctly arranging groups of items: human-sized (nickel, penny); small but visible with your eye (hair, ant); microscale (bacterium, animal cell); nanoscale (virus, carbon nanotube); picoscale (oxygen atom, water molecule). i.
1 point – coins are the largest ii.
1 point – atoms and molecules are the smallest iii.
1 point – visible > microscale & nanoscale items iv.
1 point – microscale > nanoscale b.
(5 points) Correctly arranging objects within a group. Groups are listed from largest to smallest. i.
Human-sized (nickel > penny) ii.
Visible (ant > hair) iii.
Microscale (cell > bacterium) iv.
Nanoscale (virus > carbon nanotube) v.
Picoscale (water molecule > oxygen atom) vi.
2.
(2 points) One point for each:

Example of a difference that occurs at the nanoscale. Examples include: substances are more reactive, color changes, or other property change.

Correct explanation for that difference. For example: substances are more reactive because surface area to volume ratio is much larger, more exposed surface. Color changes because of electron configurations, etc.
3.
(3 points) One point for:

a correct situation that uses a change in surface area (eg. Colloidal silver, etc…)
 describing the behavior change (eg. Colloidal silver is more reactive, etc.)
 relating this to the change in the proportion of surface area to inner volume.


Rate student concept attainment using the rubric:
Beginning Developing Competent Proficient Expert
Level of
Understanding
The learner communicates the term associated with the abstract concept.
The learner paraphrases the definition of the concept.
The learner provides examples and nonexamples of the concept.
TLP key attributes that distinguish the concept category.
TL links the concept with other related concepts.
Example Scale Scale is a classification of size that groups objects by common rules that govern interactions and behavior.
Examples:
Picoscale
Nanoscale
Microscale
Human scale
Nonexamples:
Marbles compared to bowling balls, although there is a difference in size, both objects are on the human scale.
Properties
Behavior
Interactions
“Objects that are at different scales have unique properties that are beneficial in creating new technologies.
”
Note: Item 1 Adapted from (Tretter, Jones, Negishi, & Minogue, 2006)
Concept Attainment Rubric from Parallel Curriculum Model

Pre-Assessment Activity for Curiosity and Interest in Science
1.
List as many possible innovations that use nanotechnology as you can think of. These can be real or imagined.
2.
Describe a problem in the real world and a possible solution that uses nanotechnology. This can be real or imagined.

Post-Assessment Activity for Curiosity and Interest in Science Rubric
1.
One point for each example given. Give additional points for ideas that are original or elaborate .
2.
Give points for the following:

One point for a problem description.


One point for a solution that uses nanotechnology.
Give additional points for the originality of the solution, elaboration of the problem , and elaboration of the solution .

Post-Assessment Activity for Curiosity and Interest in Science
1.
List as many possible innovations that use nanotechnology as you can think of. These can be real or imagined.
2.
Describe a problem in the real world and a possible solution that uses nanotechnology. This can be real or imagined.

Post-Assessment Activity for Curiosity and Interest in Science - Rubric
1.
One point for each example given. Give additional points for ideas that are original or elaborate .
2.
Give points for the following:

One point for a problem description.


One point for a solution that uses nanotechnology.
Give additional points for the originality of the solution, elaboration of the problem, and elaboration of the solution.

Pre-Assessment for Science Process Skills
1. Your mother is concerned about the safety of the new antibacterial food containers that claim to keep food fresh longer using nanotechnology. Describe the process you would use to answer the question “Are the food containers safe to use?”

Pre-Assessment for Science Process Skills - Rubric
1.
Score as follows:

One point for indicating that the student would do some research.

One point for indication that the student would conduct an experiment. Additional point for description of the experiment.

One point for saying that multiples sources of information should be used (media, scientific journals, scientists, etc.).

One point for indication of preference for credible, authoritative sources.

One point for demonstrating understanding of possible risks and benefits relating to nanotechnology.

One point for indicating that the benefit has to outweigh the risks for a technology to be worth implementing.

Post-Assessment for Science Process Skills
1. Your school is having a problem with students writing on the cafeteria tables. The principal has heard about an anti-graffiti paint that uses nanotechnology and recommends painting the tables with this new paint. The PTA is concerned that this may not be safe.
Describe the process you would use to answer the question “Is the paint safe to use?”

Post-Assessment for Science Process Skills - Rubric
1.
Score as follows:

One point for indicating that the student would do some research.

One point for indication that the student would conduct an experiment. Additional point for description of the experiment.

One point for saying that multiples sources of information should be used (media, scientific journals, scientists, etc.).

One point for indication of preference for credible, authoritative sources.

One point for demonstrating understanding of possible risks and benefits relating to nanotechnology.

One point for indicating that the benefit has to outweigh the risks for a technology to be worth implementing.

Pre-Assessment Nanoscience Content
1.
Write the following numbers in exponential notation (as ten raised to a power): a.
1
1,000,000 b.
1,000,000,000
2.
Use an object that is familiar to you to describe the size of a nanometer.
3.
Name and describe properties of materials that are unique to the nanoscale.

Pre-Assessment Nanoscience Content - Rubric
1.
One point each for correct answer. a.
10
-6 b.
10
9
2.
Give points as follows:

One point for accurately estimating the size of the known object.


One point for accurately describing the size of a nanometer.
One point for correctly comparing a known object to a nanometer. For example, a finger tip is about a centimeter long (10 -2 m) which is the same as 10 7 nanometers. In other words, 10 million nanometers could fit across your fingertip.

One point for each property. (eg. invisibility, higher chemical reactivity, change in color, changes in physical properties such as density or boiling point)

Post-Assessment Nanoscience Content
1.
Write the following numbers in exponential notation (as ten raised to a power): a.
1
1,000,000,000 b.
1,000,000
2.
How many nanometers could fit on your index finger if they were laid down end to end?
Explain your reasoning.
3.
Name and describe properties of materials that are unique to the nanoscale.

Post-Assessment Nanoscience Content - Rubric
1.
One point each for correct answer. a.
10
-6 b.
10
9
2.
Give points as follows:

One point for accurately estimating the size of an index finger (approximately 4-7

 cm).
One point for knowing that a nanometer is 10
-9
m.
One point for correctly comparing the size of the index finger to a nanometer. For example, a finger is about a centimeter long (5 x 10
-2
m) which is the same as 10
7 nanometers. In other words, 50 million nanometers could fit across your fingertip.
3.
One point for each property. (eg. invisibility, higher chemical reactivity, change in color, changes in physical properties such as density or boiling point) and one point for each property description.