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nanoHUB Resources for K-12

by Joseph M. Cychosz, Thochu V Phan, Margarita Shalaev

Version 27
by Joseph M. Cychosz
Version 28
by Joseph M. Cychosz

Deletions or items before changed

Additions or items after changed

1 [[Image(nanostructures6.png)]]
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3 = Resources for Grade School Students =
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5 [http://pbskids.org/dragonflytv/ Dragonfly TV][[BR]]
6 An on going series on PBS that ventures into modern day science, Dragonfly TV makes it easy for children from elementary school to middle school to understand. With games, experiments, and a message board where kids can ask their questions about science, kids will have fun and learn at the same time.
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8 [http://www.nanooze.org/ nanooze][[BR]]
9 Created for kids, nanooze is a place to hear about the latest exciting stuff in science and technology. ''What kind of stuff?'' Discoveries about the world that is too small to see and making tiny things. You will find interesting articles about recent discoveries and what it might mean for the future.
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11 = Resources for Middle School Students =
12
13 [http://www.generation-nano.org/ Generation NANO][[BR]]
14 Here you will find a series of interactive online activities to learn more about nanotechnology and nanoscience. The activities are geared towards 12-14-year-olds.
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16 = Resources for High School Students =
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18 [[Resource(1135)]], Mark Ratner, Northwestern University[[BR]]
19 Dr. Mark Ratner talks about what the future holds for nano technology and where it is likely to head. Dr. Ratner relates nanotechnology to other sciences and the future role of modeling.
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21 [[Resource(1021)]], Mark Ratner, Northwestern University[[BR]]
22 Dr. Mark A. Ratner gives a lecture about the basics and implications of nanotechnology. By starting with how big a nanometer is, Dr. Ratner begins to put nanotechnology into perspective and their potential. He gives a good overview and the path that nanotechnology will take.
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24 [[Resource(1639)]], Tim Sands, Purdue University [[BR]]
25 Dr. Tim Sands speaks about nanotubes and nanowires explaining their applications and properties. Dr. Sands goes into further detail and explains what happens to their electronic properties, optical properties, mechanical properties, thermal properties, and chemical properties. High school students who are looking into nanostructures will benefit from his lecture.
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27 [/resources/8730 Ecological Implications of Nanotechnology], Chad Jafvert, Purdue University [[BR]]
28 Prof. Jafvert discusses the ecological impact nanotechnology may have, especially the hydrological impact.
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30 [/resources/8914 Solar Cells], Richard Schwartz, Purdue University
31 Prof. Schwartz presents a basic view of how solar cells work and their evolutionary history.
32
33 [[Resource(5490)]], Lawrence Berkeley National Lab [[BR]]
34 Nano*High is a series of general topic lectures by UC Berkeley professors and LBNL senior scientists conducting research from nanoscience to molecular medicine, and climate change to astrophysics.
35
36 = Resources for High School Students (Advanced Study) =
37
38 [[Resource(9198)]], James Leary, Purdue University [[BR]]
39 Dr. James Leary discusses the future on medicine and the impact nanotechnology will have on healthcare. This presentation was the keynote speech for the [http://www.cee.org/news/2010/05/03/2010-usa-biology-olympiad-finals 2010 USA Biology Olympiad Finals].
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41 [[Resource(10546)]], Jerry Woodall, Purdue University [[BR]]
42 Based on the book ''Physics for Future Presidents'' by Richard Muller, this course provides a liberal arts style education in physics that could be important for you to understand if you were the president of the United States. This course is an opportunity for high school physics clubs to engage in similar discussions.
43
44 [/resources/3741/ Crystal Viewer Tool] [[BR]]
45 This tool can be used to visualize the nanostructure of different materials (Silicon, graphene, diamond, Buckyball, etc.). It is a helpful tool for material, electronics, and chemistry courses.
46
47 = Resources for Teachers =
48
49 [[Resource(4372)]], Carl Batt, Cornell University[[BR]]
50 Dr. Carl Batt discusses the challenges of enhancing the public's understanding of nanotechnology and its ability to comprehend a scale of size over several orders of magnitude. Dr. Batt gives an overview of creating the traveling museum exhibit "[http://www.toosmalltosee.org/ Too Small to See]," which has successfully faced the challenges of bringing nanoscale phenomena to the human-scale.
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52 [[Resource(519)]][[BR]]
53 A collection of presentations hosted by the [http://www.nclt.us National Center for Learning and Teaching in Nanoscale Science and Engineering] (NCLT) that focus on teaching NSE at the K-12 level. These presentations explore teaching methodologies and the fundamentals of NSE.
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55 [[Resource(6123)]][[BR]]
56 The producers of "Dragonfly TV" introduce their new season about nanotechnology. In these series, real kids do real research and experiments find out more about nanotechnology. Teachers can learn more at "[http://www.pbs.org/parents/dragonflytv/index.html Dragonfly TV]"
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58 [[Resource(5925)]][[BR]]
59 David Beck, Larry Gatz and Mark M. Budnik of Valparaiso University created a simple experiment for upper middle school and high school students that introduce the idea of quantum wells and tunneling. The only supplies needed are the students and movable desks.
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61
62 = Resources for Parents =
63
64 [[Resource(1135)]], see description above.
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66 [[Resource(8725)]], Purdue University [[BR]]
67 -
A collection of lectures on various nano-related topics, from solar cells to ecological and societal implication
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A collection of lectures on various nano-related topics, from solar cells to ecological and societal implication
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[[Resource(11243)]][[BR]]
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Educational activities about nanoscale science and engineering for students in grades K-12

nanoHUB.org, a resource for nanoscience and nanotechnology, is supported by the National Science Foundation and other funding agencies. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.