Nanoparticles and nanotechnology

The purpose of this webquest is two-fold:

1.  To help students to explore the interdisciplinary field of nanotechnology, its importance in today's world, and its implications for the future.
2.  To encourage students to consider a career path that could lead them to contribute to this important field.

The webquest is broken into three phases:

1. In phase 1, students use guided inquiry to learn about nanoscale and nanotechnology. Phase 1 should require one class period, or can be completed as a home assignment. It was designed for students to work alone, but students could also work in groups of two.  The accompanying worksheet can be used as a formative assessment or as a short quiz.
2. In phase 2, students are divided into small groups (of approximately 4 students), who are then given a particular nanoparticle to research in more depth.  Students are encouraged to work collaboratively by each taking a particular role in the research process.  I suggest that the teacher assign students to groups rather than allow students to choose their own groups.  You may also wish to assign particular roles to different students, according to their strengths (I have allowed students to choose their own roles). Two class periods should be sufficient for groups to get organized and gather the necessary information. 
3. In phase 3, students are required to create a multimedia presentation on their particular nanoparticle.  I have given students some latitude as to the type of technological tool they plan to use, however, you may wish to limit the options, or to use one particular tool in order to introduce a new technology, or build upon a technology with which they are already familiar. I would allow one class period for students to collaborate on the making of the presentation, and then allow several days for them to collaborate outside of class.  

After all groups have submitted, the presentations should be viewed and discussed by the entire class.

It is important that students have the opportunity to reflect upon their process and products by:

1. Allowing students to ask questions and make comments after viewing each of the presentations
2. Requiring students to complete a group/self evaluation that details how well the student thought that their group worked collaboratively and also how well they contributed to the group's work.

Required resources:

This webquest was written with my own students, who are familiar with Google Apps and NoodleTools, in mind.  However, it can be adjusted to accommodate the abilities of your students and use tools with which they are familiar.  Students should be comfortable with online literature searches, and be able to judge the quality of online resources.  Teachers may adjust the requirements of the final product to suit the needs and abilities of their students. 

Standards

This links to GCSE Science - Triple chemistry (single sciences).