Behind the Curtain:
Activities, Materials, and Timeline
Entry Event
For the entry event for this unit, we want to capture students' imaginations about what a phone can be. The video will get students' attention, though it is useless if not bookended with appropriate discussion. Beforehand, we imagine the teacher asking students questions about cell phones like when their first phone was, or when their parents' first phone was, or what they think phones used to be like. The video(s) will be used to really grab the students. Most of them will probably never have seen or even heard of what the first cell phones were like. It will probably look hilarious, and that's good! This should be fun.
It is crucial at this point that the students are curious about the context. If necessary, show them a video about a concept phone, such as the Nokia Morph (long version). This video discusses nanotechnology specifically, though it may be best to let students' imaginations be unspoiled. By and large, the students will love talking about this subject, so let their thoughts come out in - almost - whatever form they come. Encourage students to think big, to think inventively. It may be wise to write the thoughts that students come up with on the board, or have them do that. There needs to be some way that students can imagine freely and collaboratively at this stage.
For the entry event for this unit, we want to capture students' imaginations about what a phone can be. The video will get students' attention, though it is useless if not bookended with appropriate discussion. Beforehand, we imagine the teacher asking students questions about cell phones like when their first phone was, or when their parents' first phone was, or what they think phones used to be like. The video(s) will be used to really grab the students. Most of them will probably never have seen or even heard of what the first cell phones were like. It will probably look hilarious, and that's good! This should be fun.
It is crucial at this point that the students are curious about the context. If necessary, show them a video about a concept phone, such as the Nokia Morph (long version). This video discusses nanotechnology specifically, though it may be best to let students' imaginations be unspoiled. By and large, the students will love talking about this subject, so let their thoughts come out in - almost - whatever form they come. Encourage students to think big, to think inventively. It may be wise to write the thoughts that students come up with on the board, or have them do that. There needs to be some way that students can imagine freely and collaboratively at this stage.
Engage in higher-order thinking
There are plenty of opportunities for higher order thinking in this unit. In fact, it is essential. Students will be thinking creatively from day one. The Evolution of Cell Phones Timeline will put the power in their hands from the beginning as well, empowering them to conduct research and think critically. Students have a great degree of free reign in this task without it being out of control, which sets the tone for the unit.
The How Big Is It? activity encourages critique and debate among the students, requiring them to refine their thought processes. The Macro2Nano project again reinforces that students are in control. For this project they will have to make decisions that they may not be accustomed to making - such as the design of their work sample or having to choose what objects to use or research. This is far more than procedural work or factual regurgitation. The Excel activity, although it will likely be guided, gives students a chance to experiment with the numbers and patterns. The Nano Jigsaw activity takes it a step further than students being active learners to students being active teachers.
In addition, students are given lots of exposure to the concepts of nanoscience. They will be researching and hearing from experts about applications of nanoscience to the market of mobile devices, and we will be doing labs in class to illustrate major concepts in nanoscience. They will get a good idea of the size and scale of "nanoscale" from How Big Is It?, the Nanoreisen activity, and Macro2Nano. As a set, these will help students grasp how small a nanometer really is.
Students will see an illustration of self-assembly when they learn about surface area, volume, and geometric nets. In having to construct nets, they will see the power of self-assembly for mass production, especially for such small objects. Students will spend a significant amount of time experimenting with the concept of surface area to volume ratio. By using Excel, they will be able to manipulate numbers quickly - after some practice - to see patterns at play regarding the structure of matter. We will discuss some applications of this concept to relatable analogies.
The Does It Pour Out activity will be an excellent demonstration of forces and interactions. In researching the mobile phone market and recent accomplishments, students will comment on how technology has influenced the machinery or processes required to produce the phones. This will be another piece in their mastery of the nanoscience content.
The final two components are, of course, their individual research, which plays an enormous part in the development of their understanding, and visitations from experts. Any time an expert would visit, students would be required to have some sort of note-taking sheet to turn in, or would be required to ask questions or something. There would be some way to require involvement in that process to round out their academic research into the concepts.
There are plenty of opportunities for higher order thinking in this unit. In fact, it is essential. Students will be thinking creatively from day one. The Evolution of Cell Phones Timeline will put the power in their hands from the beginning as well, empowering them to conduct research and think critically. Students have a great degree of free reign in this task without it being out of control, which sets the tone for the unit.
The How Big Is It? activity encourages critique and debate among the students, requiring them to refine their thought processes. The Macro2Nano project again reinforces that students are in control. For this project they will have to make decisions that they may not be accustomed to making - such as the design of their work sample or having to choose what objects to use or research. This is far more than procedural work or factual regurgitation. The Excel activity, although it will likely be guided, gives students a chance to experiment with the numbers and patterns. The Nano Jigsaw activity takes it a step further than students being active learners to students being active teachers.
In addition, students are given lots of exposure to the concepts of nanoscience. They will be researching and hearing from experts about applications of nanoscience to the market of mobile devices, and we will be doing labs in class to illustrate major concepts in nanoscience. They will get a good idea of the size and scale of "nanoscale" from How Big Is It?, the Nanoreisen activity, and Macro2Nano. As a set, these will help students grasp how small a nanometer really is.
Students will see an illustration of self-assembly when they learn about surface area, volume, and geometric nets. In having to construct nets, they will see the power of self-assembly for mass production, especially for such small objects. Students will spend a significant amount of time experimenting with the concept of surface area to volume ratio. By using Excel, they will be able to manipulate numbers quickly - after some practice - to see patterns at play regarding the structure of matter. We will discuss some applications of this concept to relatable analogies.
The Does It Pour Out activity will be an excellent demonstration of forces and interactions. In researching the mobile phone market and recent accomplishments, students will comment on how technology has influenced the machinery or processes required to produce the phones. This will be another piece in their mastery of the nanoscience content.
The final two components are, of course, their individual research, which plays an enormous part in the development of their understanding, and visitations from experts. Any time an expert would visit, students would be required to have some sort of note-taking sheet to turn in, or would be required to ask questions or something. There would be some way to require involvement in that process to round out their academic research into the concepts.
Student Investigations
There are many elements of a cell phone that students may want to improve or change, or they may want to add new functions to create a unique and innovative future cell phone. We have explored some of these possible avenues, although you should be prepared for students to come up with more.
Display – more screen resolution, screen flexibility
Processor speed
Memory
Battery life and charging
Heat output
Size
Screen coatings
Microphone
Liquid lens for camera
Artificial nose
GPS
Improved signal
In order to ensure that groups explore the problem from a variety of perspectives, one of the elements of their final project rubric is that students create a unique function or design for a cell phone. In addition, the teacher will be checking in with groups throughout the project and will notice early on if some groups are following the same path. The teacher can then encourage groups to try a new avenue. Students will also write proposals for the idea, and the teacher can address uniqueness issues at that point.
There will be a number of points throughout the unit to help students generate ideas of how nanotechnology can influence the design and structure of a future cell phone. Students brainstorm ideas on the first day that will stay up on the board throughout the unit. Later on, students are assigned a short article about how nanotechnology is already affecting the structure and design of cell phones, and students will share information about these different aspects. Finally, there is a list of possible avenues students might take in answering the driving question with attached articles in case students get stuck.
Students will collect and analyze a variety of data to address the question. They will look at the history of cell phones to get an idea of what new functions have been added to cell phones over time. They will read articles on nanotechnology and cell phones that will give them information and ideas for their own design. Students will also participate in a few labs that demonstrate how properties of matter are different on the nanoscale than the macroscale. All of this information is meant to guide students toward an innovative and unique design or function for a cell phone using nanotechnology.
Students will be required to show in a paper or presentation not only their design for a future cell phone, but they will have to back it up with research relating to nanotechnology. For example, if students observe that nanotechnology can cause matter to change color or opacity, they may want to design a cell phone that is transparent, or that changes color. They will have to explain how color changes on the nanoscale. Students will use the labs, activities, and research that they do throughout the unit to justify their new structure or design.
There are many elements of a cell phone that students may want to improve or change, or they may want to add new functions to create a unique and innovative future cell phone. We have explored some of these possible avenues, although you should be prepared for students to come up with more.
Display – more screen resolution, screen flexibility
Processor speed
Memory
Battery life and charging
Heat output
Size
Screen coatings
Microphone
Liquid lens for camera
Artificial nose
GPS
Improved signal
In order to ensure that groups explore the problem from a variety of perspectives, one of the elements of their final project rubric is that students create a unique function or design for a cell phone. In addition, the teacher will be checking in with groups throughout the project and will notice early on if some groups are following the same path. The teacher can then encourage groups to try a new avenue. Students will also write proposals for the idea, and the teacher can address uniqueness issues at that point.
There will be a number of points throughout the unit to help students generate ideas of how nanotechnology can influence the design and structure of a future cell phone. Students brainstorm ideas on the first day that will stay up on the board throughout the unit. Later on, students are assigned a short article about how nanotechnology is already affecting the structure and design of cell phones, and students will share information about these different aspects. Finally, there is a list of possible avenues students might take in answering the driving question with attached articles in case students get stuck.
Students will collect and analyze a variety of data to address the question. They will look at the history of cell phones to get an idea of what new functions have been added to cell phones over time. They will read articles on nanotechnology and cell phones that will give them information and ideas for their own design. Students will also participate in a few labs that demonstrate how properties of matter are different on the nanoscale than the macroscale. All of this information is meant to guide students toward an innovative and unique design or function for a cell phone using nanotechnology.
Students will be required to show in a paper or presentation not only their design for a future cell phone, but they will have to back it up with research relating to nanotechnology. For example, if students observe that nanotechnology can cause matter to change color or opacity, they may want to design a cell phone that is transparent, or that changes color. They will have to explain how color changes on the nanoscale. Students will use the labs, activities, and research that they do throughout the unit to justify their new structure or design.
Tools for investigations
Throughout the lessons and activities the teacher should model different tools that will be appropriate for students to use to gather, analyze and present information. Every day the teacher should be showing the students a new possible tool. For example, using this website as the main resource and tool for facilitating this unit models to student how to use a website to present information; creating a website is one option for students for their presentations. The students will be shown a poster during the timeline activity which is another presentation option. They students will also get experience with PowerPoint and Excel through different activities during the unit.
Students will learn ways to gather and analyze information in the same way. Through the lab activities students will get experience with making observations and answering questions that tie their observations to the overall concept. They will also be presented with opportunities to explore website for research and through scaffolding from the teacher, their research will be directed and focused so that student research is centered on their topic and project and not too broad.
Throughout the lessons and activities the teacher should model different tools that will be appropriate for students to use to gather, analyze and present information. Every day the teacher should be showing the students a new possible tool. For example, using this website as the main resource and tool for facilitating this unit models to student how to use a website to present information; creating a website is one option for students for their presentations. The students will be shown a poster during the timeline activity which is another presentation option. They students will also get experience with PowerPoint and Excel through different activities during the unit.
Students will learn ways to gather and analyze information in the same way. Through the lab activities students will get experience with making observations and answering questions that tie their observations to the overall concept. They will also be presented with opportunities to explore website for research and through scaffolding from the teacher, their research will be directed and focused so that student research is centered on their topic and project and not too broad.
Create ownership, engagement, and involvement
Students are provided with a lot of choice built into the activities, as well as being presented with activities that are required, optional, or self-directed. By providing students with the element of choice, students feel ownership in knowing that what they are doing is something they wanted to do. The overall project, gives students choice in which direction to take to answer the driving question. When students are able to make a decision that interests them, they are more engaged and take ownership in the final product.
In the timeline activity, students can choose 10 or more cell phones to include on their timeline and important science that correlates to their cell phone release dates. They can also choose how to present their final timeline. Some options are a poster, PowerPoint, video, etc.. Students also have choice in their overall direction for their project. Listed above, under student investigations, shows a list of possible directions students could take in this unit.
Students have the option to participate in an Excel tutorial or a Technology Investigation for Presentations if they believe it will be beneficial for them. Both activities have been added to give students the opportunity to learn more about their options to present and about tools that may be useful for fulfilling their project requirements.
Students are provided with a lot of choice built into the activities, as well as being presented with activities that are required, optional, or self-directed. By providing students with the element of choice, students feel ownership in knowing that what they are doing is something they wanted to do. The overall project, gives students choice in which direction to take to answer the driving question. When students are able to make a decision that interests them, they are more engaged and take ownership in the final product.
In the timeline activity, students can choose 10 or more cell phones to include on their timeline and important science that correlates to their cell phone release dates. They can also choose how to present their final timeline. Some options are a poster, PowerPoint, video, etc.. Students also have choice in their overall direction for their project. Listed above, under student investigations, shows a list of possible directions students could take in this unit.
Students have the option to participate in an Excel tutorial or a Technology Investigation for Presentations if they believe it will be beneficial for them. Both activities have been added to give students the opportunity to learn more about their options to present and about tools that may be useful for fulfilling their project requirements.