Module 1: What is Nanotechnology?

1
The primary purpose of this teaching module is to explain key concepts of nanotechnology
and its basic theoretical underpinnings. Many students will see the tremendous applications of
such technologies within their lifetimes, and various nanotechnologies are already on the market
today. Because of its impact, students should have a rudimentary understanding of
nanotechnology and how it affects their lives.
In order to provide a teaching module that will contain these qualities, multiple lesson
plans have been created to divide the subject into understandable topics for the students. First,
teachers will define nanotechnology as being comprised of “nanostructures” or “nanomaterials”
that possess at least one dimension that measures approximately less than 100nm AND exhibit
novel properties. Because one nanometer is one-billionth of a meter, students may initially have
difficulty conceiving of such a small scale. Activities are included to help them visualize the
smallness and uniqueness of nanostructures.
Once the concept of nanoscale size is understood, the students will be made aware of some
of the current and future applications of nanotechnology. Furthermore, students will develop a
level of appreciation of how such technology might influence society in both positive and
negative ways.
Students will also be curious about the methods employed for manufacturing
nanostructures. Therefore, two general approaches used to synthesize nanostructured materials
will be discussed: “bottom-up” and “top-down” fabrication. “Bottom-up” refers to the assembly
of a nanostructure by beginning with individual atoms/molecules and building up through the
addition of more atoms/molecules until the structure is completely formed. This method can be
related to the construction of a model airplane or using Legos to construct a tower. “Top-down”
assembly is similar to carving wood into a desired shape. This method begins with a large
sample of a material that is stripped away until the microstructures or nanostructures are formed.
In order for students to obtain a full appreciation for both methods of production, they will
complete an activity to better understand these concepts. A bonus activity is provided that
explores futuristic concepts about nanomachines or nanobots that build bottom-up technologies.
Assessment of students’ comprehension may be achieved through the various activities
and assignments included in the teaching module to help the teacher evaluate the students’ ability
to think critically and apply the concepts that they have learned in this introductory unit. Some
suggested affordable texts that the teacher might consider referencing include: Booker and
Boysen, Nanotechnology for Dummies, For Dummies, 2005 or Jones, Soft Machines:
Nanotechnology and Life, Oxford University Press, 2008.
There are also numerous web sites that discuss various aspects of nanotechnology. For the
purpose of this teaching module, the teacher might consider referencing the following:
http://en.wikipedia.org/wiki/Nanotechnology
http://www.nanotechproject.org
http://nanopedia.case.edu (use the search function to find descriptions about specific topics)

1
This module was prepared by faculty and students at Case Western Reserve University with help from middle and
high school teachers at Hathaway Brown School and Shaker Heights High School, both located in Shaker Heights,
Ohio. This material is provided for educational purposes and may be duplicated and distributed for non-commercial
use only. The work done for this teaching module development was supported by a grant from the National Science
Foundation under grant# 0407208. Please send feedback regarding this module to: alexis.abramson@case.edu.
Lesson Plan I: What is Nanotechnology?

SUBJECT: Introduction to nanotechnology GRADE LEVEL: 7-12

LENGTH: 1-3 class periods depending number of activities attempted/accomplished in class
OVERVIEW: A brief introduction of nanotechnology in which aspects of nanotechnology are
described and discussed. In order for a structure or device to be classified as nanotechnology, the
scale must be less than approximately 100nm in one dimension. Additionally, the structure must
have novel properties due its small size. Students should be able to understand the size of a
nanometer, which is one billionth of a meter.

OBJECTIVES: By the end of this lesson, students will be able to:

• Explain the requirements of nanotechnology (structures less than ~100nm with novel
properties)
• Provide analogies to illustrate the size of a nanometer.

ANTICIPATORY SET:
Focus Student Attention: Show one or both of the following video clips available at:
http://mrsec.wisc.edu/Edetc/cineplex/live5.html
http://www.youtube.com/watch?v=S4CjZ-OkGDs
Motivate students: Nanotechnology can change the world. Nanotechnology can improve health
care, provide better energy sources, advance water purification techniques and lead to the
manufacture of new materials that will improve a wide variety of applications that influence our
lives. Today we will discuss how nanotechnology is defined.

ACTIVITIES (you may choose to do these activities spread over 1-3 periods):
• Ask students to write a short in-class essay on what they know about nanotechnology.
Encourage them to think about where they have heard the term “nano” before. They may
share their essay with the class or hand it in as an assignment.
• Using the slide presentation, “What is Nanotechnology,” included with this module, the
teacher may give a short lecture about how nanotechnology is categorized by size and
properties, and relay how properties and functions change at this scale. The presentation
summarizes that nanotechnologies are typically comprised of structures with at least one
dimension that falls between 1 and 100 nanometers. Materials assume unique
characteristics at this size, including changes in mechanical (e.g. strength), electrical (e.g.
conductivity), chemical (e.g. reactivity), magnetic, thermal and optical (e.g. transparency)
properties. The presentation contains slides for the teacher to use/follow during the
lecture. Due to copyright issues, we are only able to provide slides with images in pdf
format. Nonetheless, we also provide the text only slides in PowerPoint format. The
teacher may consider putting together his/her own slides using this presentation as a
guide.
• Divide the class into groups of 3 or 4 students. Give each group time to devise two
different analogies or pictorial representations of size: one should describe how big one
billion is, and the other should illustrate how small one nanometer is. For example: one
 billion M&M’s lined up side-by-side would stretch from Boston, MA to San Francisco,
CA and back again. A sheet of printer paper is 8.5” wide and 11” long, which is
equivalent to 215,900,000 by 279,400,000 nm. You may choose to allow the use of
computers so the students can research sizes and distances to which they can more easily
relate. After this research period, have each group explain their analogies to the rest of
the class.
• Have students build their own buckyball, a type of nanoparticle, the most common of
which contains exactly sixty carbon atoms arranged in a structure that resembles a soccer
ball. The diameter of this kind of buckyball is about 1 nm, so obviously the students will
be building a very large scale model. Instructions are provide here:
http://nanopedia.case.edu/NWPage.php?page=nw.nanotubes.mod.6. A template of the 20
hexagons and 12 pentagons that each student will need in order to cut out the shapes is
included with this teaching module and is titled, “20 Hexagons and 12 Pentagons.” (Use
this rather than making your own as suggested on the Nanopedia web site.) Each student
will also need scissors and tape. Ask the students to determine how many times bigger the
model is as compared to the actual size of a buckyball.

CLOSURE: With any remaining time, ask students to list as many fields/applications as they
can think of in which they think nanotechnology may help improve an existing application or
create a new one. (The teacher may want to consult the included presentations, “Current
Applications of Nanotechnology” or “Future Applications of Nanotechnology” to make initial
suggestions in case the students are having trouble coming up with their own ideas.) Make a list
of these on the board (do not discuss or criticize suggestions – this is a brainstorming session),
and tell them that in the next lesson, they will be learning more about how nanotechnology can
be applied. Keep this list to use at the beginning of Lesson II.
Lesson Plan II: Applications of Nanotechnology

SUBJECT: Introduction to nanotechnology GRADE LEVEL: 7-12

LENGTH: 1-3 class periods depending number of activities attempted/accomplished in class
OVERVIEW: By familiarizing themselves with current and potential applications of
nanotechnology, the students can gain more working knowledge and appreciation of the subject.
The applications illustrate how nano-properties affect the products created.

OBJECTIVES: By the end of this lesson, students will be able to:

• Describe many current applications of nanotechnology
• Describe some potential applications of nanotechnology in the future
• Name and explain some pros and cons of applications of nanotechnology

ANTICIPATORY SET:
Focus student attention: Hang an item of stain resistant clothing and a non-treated piece of fabric
from the board. (While there are many suppliers of nano-enhanced stain resistant clothing, they
do not necessarily market their products as such. Nonetheless, we suggest going to
www.amazon.com and searching for “nano-tex” or “nanotex” – you should be able to find a
clothing item for less than $30.) Provide the students with small water guns filled with red-
colored juice, and allow students to take aim at the pieces of clothing. Have the students observe
and qualitatively analyze the effects – discuss in class. You can explain that the fibers are
encapsulated by whisker-like nanofibers that prevent liquid molecules from penetrating and
staining the fabric. Liquid “rolls” off the fibers rather than soaking in. The company, Nano-Tex,
manufactures stain-resistant clothing enabled by nanotechnology. Their “brand partners” are
listed here: http://www.nano-tex.com/company/brand_partners.html.
Motivate students: Today, we will find out about some of the current and future applications of
nanotechnology. We will discuss how these applications are affecting commercial products
around the world.

ACTIVITIES:
• Discuss the list the students created at the end of Lesson I, describing applications in
which nanotechnology can impact technological development. Discuss their answers –
are the suggestions potentially real or more futuristic? Then introduce some of the current
applications in nanotechnology using the presentation slideshow included with this
teaching module, “Current Applications of Nanotechnology,” emphasizing how
nanotechnology has improved the product (specific information is given on the slides).
This presentation contains slides for the teacher to use/follow during the lecture. Due to
copyright issues, we are only able to provide slides with images in pdf format.
Nonetheless, we also provide the text only slides in PowerPoint format. The teacher may
consider putting together his/her own slides using this presentation as a guide. For a
more comprehensive listing of nanotechnology products, go to:
http://www.nanotechproject.org/inventories/consumer/browse/categories/.
 • There are many, many ongoing research projects that explore more futuristic applications
of nanotechnology. Point out the more futuristic applications that appear on the list the
students developed. Next, introduce some more futuristic applications of nanotechnology
described in the presentation, “Future Applications of Nanotechnology” (again, specific
information is provided on the slides).
• Bonus activity: have the students choose one current or future application that was
presented and research it further on the internet. They should write a summary essay
(approximately 300 words) describing this application further.
• Have students gather in groups to brainstorm some potential pros and cons of the
nanotechnology applications. For example, some risks may be: unknown effects of
nanostructures on the environment or human health; unfair advantage in sports for
athletes using nano-enhanced equipment; or stronger composite frames in some cars may
mean more damage to cars without nano-enhanced frames after an accident. For this
teaching module, emphasis is on the benefits of nanotechnology applications. For more
information on the potential risks of nanotechnology, teachers (and/or students) may
choose to visit: http://www.nsec.wisc.edu/NanoRisks/NS--NanoRisks.php.

• Homework #1 may be given to students after this lesson.

CLOSURE: Summarize the current and future applications of nanotechnology and the positive
and negative aspects of the field that were discussed in class. The teacher should emphasize that
throughout time, humans have developed new technologies that have benefited society in many
ways, and in some cases, technological development has led to some negative consequences.
More so than ever before, scientists around the world are researching the potential negative
effects of this new technology so that potential problems may be resolved proactively rather than
reactively.
Lesson III: Bottom Up and Top Down Production

SUBJECT: Introduction to nanotechnology

GRADE LEVEL: 7-12 LENGTH: 1-2 class periods
OVERVIEW: The concepts of “bottom-up” and “top-down” production are important when
learning about nanotechnology. Bottom-up refers to the assembly of a structure atom by atom.
This method is analogous to the assembly of a model airplane piece by piece. In Lesson I, the
students used a bottom-up method to build a buckyball. Top-down production is similar to
carving wood into a desired shape. Therefore, the top-down method begins with a large piece of
material that is stripped away until a nanostructure is formed.

OBJECTIVES: By the end of this lesson, students will be able to:

• Define “bottom-up” versus “top-down” fabrication
• Describe the pros and cons of each approach:
o Bottom-up synthesis enables extreme control of size and chemical composition,
but interactions limit the ability to manipulate the exact position of the atoms
o Top-down fabrication is often more easily accomplished using proven
techniques, but a lot of material is wasted
• Bonus material: Understand and explain the “fat, sticky fingers” phenomenon as it relates
to nanobots or nanomachines. This phenomenon is an argument that debunks the notion
of creating mechanical molecular assemblers in the future. In essence, the theory suggests
that nanomachines or nanobots, made of atoms themselves, will never be able to
manipulate other atoms with atomic precision because too many nanomachines would be
required to do the job in a very small space. Additionally, atoms always interact in some
way with nearby atoms, and consequently, the nanomachines will have difficulty picking
up and releasing atoms in specific locations at will. More detail about the theory can be
found here: http://www.hyle.org/journal/issues/10-2/bueno.htm.

ANTICIPATORY SET:
Review previous lesson: Ask students to recall applications of nanotechnology.
Focus student attention: Have a video clip running that shows self-assembly. Good examples
are: http://www.sigmaaldrich.com/materials-science/micro-and-nanoelectronics/surfactants.html
Others are available at: http://www.azonano.com/nanotechnology-videos.asp?cat=16
Ask the students to summarize and describe what they saw in the video(s).

ACTIVITY:
• Introduce the concepts of bottom-up and top-down fabrication using the presentation
included with this teaching module, “Top-down and Bottom-Up Fabrication.” This
presentation contains slides for the teacher to use/follow during the lecture. Due to
copyright issues, we are only able to provide slides with images in pdf format.
Nonetheless, we also provide the text only slides in PowerPoint format. The teacher may
consider putting together his/her own slides using this presentation as a guide. Then
divide the class into two groups: top-down and bottom-up. Each group should create a
 simple shape, a 5-point star for instance, one group uses top-down methods and the other
uses a bottom-up technique. The top-down group should be provided with a single sheet
of paper from which they must cut the shape, while the bottom-up group should be
provided with very small pieces of paper (i.e. atoms or molecules) from which they will
piece together the shape. Students should re-explain their respective method to the class
and discuss the advantages and difficulties of the technique. For example, top-down
fabrication results in waste materials; bottom-up synthesis requires some form of
adhesion mechanism.

• Watch the video at: http://ca.youtube.com/watch?v=zqyZ9bFl_qg, which gives a

fantastical representation of “bottom-up” fabrication (file is large, so allow for download
time). Ask the students to draw and/or describe something they would like to make using
the nanofactory. What atoms/molecules would be required to fabricate their
structure/device? Describe the order of processes for making the structure/device. For
example, are there multiple components that will have to be fabricated first and then
joined together? Ask the students to share their contributions to the class, and make a list
on the board. Work with the students to rank the structures/devices in order of ease of
fabrication via a bottom-up process. For example, a marble would be easy while an ipod
would be difficult.

• Bonus activity appropriate for advanced/older students only: Ask the students to read the
article at: http://pubs.acs.org/cen/coverstory/8148/8148counterpoint.html. This may be an
appropriate homework assignment as the article is long. Alternatively, the article may be
read and discussed in-class as a group. Questions about the article are provided in
Homework #2 included in this teaching module.

CLOSURE: Ask the students to share the most interesting thing they have learned or seen from
the lesson. They can turn in their one-sentence statements as they leave the classroom.
 ASSESSMENT AND EVALUTION: The students will be using critical thinking skills to technically
describe and form conclusions during the discussion periods. The in-class discussions can be used to
assess/evaluate the students’ grasp of the concepts. Additionally, two homework assignments are
provided for more concrete assessment.

Rubric: The students should be evaluated on following aspects.

Criteria Scores
0 1 2 3 4 5
Clarity Did not Did not Clear Clear with Mostly clear Clear
participat make statements fairly frequent statements statements
e at all logical very unclear with and
sense infrequently statements infrequent arguments
confusion
Arguments Did not No reasons Very few Arguments Arguments Arguments
participat for arguments approximatel mostly very
e at all statements presented y half effective effective
provided effective
Examples Did not Very little Few Several Good Large
participat or no examples Examples amount of amount of
e at all examples examples examples

Rebuttals Did not No Few Several Good Many

participat arguments counter- counter- amount of effective
e at all presented arguments arguments counter- counter-
presented presented arguments arguments
presented
Participatio Did not Very Infrequent Occasional Frequent Participation
n participat infrequentl participatio participation participatio often
e at all y spoke n n

Total= _____/25 = _____%

 “What is Nanotechnology?”
Homework Assignment #1

Define the following words or terms:

1. Nanoscale

2. Nanometer

3. Nanoparticles

4. Nanotubes

5. Thin films

6. Nanocomposites

7. Nanostructured bulk materials

Answer the Following Questions:

8. What two characteristics help define nanotechnology?

9. Name and explain how four current applications are benefiting from nanotechnology.

10. Give a specific example of a nanostructure used in a real application.

11. Describe a potential risk or negative consequence of nanotechnology.

 “What is Nanotechnology?”
Homework Assignment #1
Answer Key

Define the following words or terms:

1. Nanoscale: Describes the length scale at which unique phenomena/behavior arises due to
reduced dimensionality measured in nanometers (approximately 1 – 100 nm).

2. Nanometer: One-billionth of a meter

3. Nanoparticles: A structure which measures between approximately 1 and 100 nm in all three
dimensions.

4. Nanotubes: A structure which measures between approximately 1 and 100 nm in two

dimensions. Also refers to the nanostructure as being a hollow cylinder.

5. Thin films: A structure which measures between approximately 1 and 100 nm in only one
dimension.

6. Nanocomposites: A material in which nanoscale inclusions are dispersed.

7. Nanostructured bulk materials: A material which has structural characteristics that measure
nanoscale dimensions.

Answer the Following Questions:

8. What two characteristics help define nanotechnology?
Length scale: 1-100 nm
Property change such as mechanical, chemical, electrical, optical, thermal, etc.

9. Name and explain how four current applications are benefiting from nanotechnology.
Students may give a wide variety of examples.

10. Give a specific example of a nanostructure used in a real application.

Students may give a wide variety of examples such as silver nanoparticles for anti-bacterial
applications, thin film coatings for stain-resistance of textiles, nanocomposites for gas barrier
properties of balls, etc.
11. Describe a potential risk or negative consequence of nanotechnology.
Students may give a wide variety of examples including but not limited to: unknown
environmental hazards or health effects, unfair advantage in sports, etc.
 The Drexler-Smalley Debate
Homework #2

1. Briefly describe K. Eric Drexler’s vision for the future of nanotechnology.

2. What part of Drexler’s vision does Richard Smalley feel is not possible? List three arguments
that Smalley makes to try to prove his point.

3. Drexler states that “U.S. progress in molecular manufacturing has been impeded by the
dangerous illusion that it is infeasible.” With this statement in mind, do you think Smalley’s
attempt to maintain a realistic attitude towards nanotechnology could hurt the potential to
develop nanomachines as new technology becomes available?

4. The types of manufacturing that Drexler envisions are currently used in industry at the
microscale level. One example is known as MEMS (micro-electro-mechanical systems)
technology as described here: http://www.memx.com/technology.htm. Read this web page and
describe how MEMS is similar to and different from Drexler’s nanomachines and why MEMS is
currently more feasible than nanomachines or nanobots.
 The Drexler-Smalley Debate
Homework #2 Answer Guide

Students may give a wide variety of answers to these questions. Below are some expected
discussion points.

1. K. Eric Drexler envisions molecular manipulators that can precisely position atoms and
molecules to achieve pre-defined chemical reactions. This allows for the rapid, customizable
creation of complex structures with no waste products.

2. Richard Smalley believes that the nanomachines would be incapable of controlling individual
atoms in the manner that Drexler states. Smalley states that (1) the number of “fingers” needed
to precisely control atoms and molecules is too large, limiting the space in which the
nanostructures can be placed. (2) If such “fingers” are not used, enzyme-like structures must be
used to control the chemistry, much like in biological self-assembly. This requires that the
reactions occur in water, which limits the variety of the output. (3) Precise chemistry cannot be
created simply by placing two atoms or molecules next to each other without more complex
guidance.

3. Some student might argue that you cannot totally discount the feasibility of a process when
new technology is developed as rapidly as it is today, while others may state that Drexler is
relying too heavily on current applications of nanotechnology to validate the possibility of future
success when such a grand vision has not been physically realized with current nanotechnology
strategies.

4. MEMS operates on the microscale (one millionth of a meter) versus nanomachines which are
orders of magnitude smaller. Top-down fabrication is typically used for MEMS technologies
whilst bottom-up fabrication may be more prevalent in the building of Drexler’s nanomachines.
Both MEMS and nanomachine systems are concerned with creating structures/devices that serve
particular functions and/or carry out intricate operations at miniaturized scales. However, MEMS
is currently the more feasible approach because fabrication methods have been proven (largely
because the microelectronics industry has perfected them), and therefore microscale machines
may be more easily manufactured. Moreover, complexities concerned with manipulating
individual atoms/molecules are avoided.