Concept Goal and Outcomes


Goal #1

To develop understanding of the concept of scale as applied to science content goals.

Outcomes: Students will be able to:
  • Understand that the world is very different at different scales.
  • Understand that intuition and perception based on personal experiences in the human scale do not necessarily transfer to the nanoscale. Extremes of scale each have unique sets of rules that govern behavior.

Strategies to accomplish:
  • Analogy
  • Inductive reasoning based on data collection (lab stations)
  • Research
  • Direct instruction

Assessment approaches:
  • Pre- and post-test
  • Attribute listing

Process Goals and Outcomes


Goal #2

To understand the dispositional and cognitive traits of scientists which include, but are not limited to: curiosity, creativity, interests, motives, and values. To learn about students' own dispositional and cognitive traits and explore potential careers.

Outcomes: Students will be able to:
  • Describe dispositional and cognitive traits of scientists and explain why these traits facilitate success in science careers.
  • Describe their personal dispositional and cognitive traits.
  • Describe a career that interests them
  • Demonstrate fluency, flexibility, originality, and elaboration in the creation of novel products.

Strategies to accomplish:
  • Brainstorming
  • Interest and ability inventories
  • Career exploration
  • Learning about individual scientists
  • Attribution listing

Assessment approaches:
  • Evaluation of student concept maps
  • Review of reflective journal entries
  • Evaluation of career exploration project
  • Advertisement for student-invented product that uses nanotechnology

Goal #3

To develop interrelated science process skills.

Outcomes: Students will be able to:
  • Utilize appropriate creative problem-solving strategies.
  • Conduct scientific investigations.
  • Make observations.
  • Reflect on differences between their preconceived notions and a discrepant event.
  • Formulate questions that are answerable using scientific tools.
  • Create meaning – Make inferences, create generalizations and make connections to science concepts.
  • Express findings using graphs, tables, models.

Strategies to accomplish:
  • Inquiry activities
  • Graphing skills and interpretation
  • Student presentations “show what you know”
  • Analytical writing
  • Research.
  • Support a position with evidence.

Assessment approaches:
  • Formative assessment during PBL process
  • Lab observations and analyses.
  • Evaluate student presentations for arguments for/against implementation of specific nanotechnology.

Content Goals and Outcomes


Goal #4

To develop knowledge of selected content topics related to material properties and nanoscience.
  • The study of unique phenomena at the nanoscale could vastly change our understanding of matter and lead to new questions and answers in many areas, including health care, the environment, and technology.
  • 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.
  • New tools for observing and manipulating matter increase our abilities to investigate and innovate.

Outcomes: Students will be able to:
  • Understand that nanoscience facilitates technological innovation.
  • Identify and differentiate between the different ranges of object size (scales).
  • Evaluate nanotechnology applications in terms of benefits to society, risks, and ethical implications.
  • Describe new properties that occur at the nanoscale.
  • Describe the origins of size-dependent effects using scientific models/concepts such as (surface area/volume ratio, quantum effects, Brownian motion, dominant forces).
  • Understand how scientists observe and manipulate objects in the nanoscale.

Strategies to accomplish:
  • Higher level questions
  • Argument development
  • Hands-on experience with size dependent effects
  • Research about applications of nanoscience

Assessment approaches:
  • Pre- and post-assessment
  • Presentations
  • Lab observations and analyses
  • Journal entries
  • Evaluate student presentations for arguments for/against implementation of specific nanotechnology.

Website by Lori Andersen, 2012