Transcript Webinar PowerPoint Presentation

January’s
Curriculum
2014-2015
Jan. 2015 Jr. Chapter
STEM Activity
Pencils, Diamonds, Graphene
Some simple advice:
• Be prepared. Test-drive the activity beforehand.
• Have all the required materials on hand.
• Keep students on track.
• Keep an eye on the clock and follow the time
frame.
• Be flexible and creative.
• Have fun!
Pencils, Diamonds, Graphene
Goal:
Students gain an understanding of the importance of carbon allotropes
and nanoscale engineering. They explore the electrical properties of
graphite and learn how graphite differs from graphene and diamond. They
propose uses for nanoscale graphene.
Engineering/STEM areas:
Materials science, nanoscale science
Learning objectives
•
Understand what nanotechnology is
•
Learn about graphene as a nanoscale material
•
Understand the concept of allotropes
•
Learn about the electrical properties of carbon allotropes
•
Learn about circuits and conductors
•
Consider how nanoscale engineering can address societal issues
Pencils, Diamonds, Graphene
Time:
45 - 60 mins
Suggested group size:
2-3 depending on budget and number of students
Materials:
•
•
•
Student Resource Sheets (in lesson)
Student Worksheets (in lesson)
For each pair or team:
•
A sharpened pencil or mechanical pencil
•
Paper
•
Small LED bulb
•
330 Ohm resistor
•
Insulated alligator clip connectors
•
9-volt battery
(The LED bulb, resistor, and clips can be purchased at Radio Shack)
Pencils, Diamonds, Graphene
Before the activity:
•
Read through both the student and instructor resources so you have the
background information
•
Gather all the necessary materials. Assemble sets of materials for each group
•
Make enough copies of the Student Resource so that each student has one
•
Make one copy of the Student Worksheet per group, plus a few extras
•
Make your own setup of a simple circuit to use as a demo
Pencils, Diamonds, Graphene
Elemental carbon takes more
than one form
What we call a pencil “lead” is actually
a form of carbon called graphite.
Graphite is made of the same stuff—
carbon atoms—as a diamond is. And
yet the two are very different. Different
forms of a pure element are called
allotropes. Allotropes can have very
different properties, and this is the
case with diamonds and graphite.
One important difference between the
two is that the structure of graphite
allows electrons to flow through it
easily, while the structure of diamond
does not. Graphite can be used as a
conductor.
http://il-elgin3.civicplus.com/
Pencils, Diamonds, Graphene
Diamond and graphic have
different structures at the atomic
level.
Graphite is made of 2-dimensional
layers of carbon atoms bound
together in a sort of “chicken wire”
pattern.
The carbon in diamonds is arranged
in a 3-dimensional lattice.
Neither graphite or diamonds are
considered molecules, because
they can have any number of
carbon atoms. A molecule has a
specific number of atoms, and the
number can determine properties of
the substance.
Pencils, Diamonds, Graphene
Graphene is like a layer of graphite that is one atom thick.
If you separated the layers that make up graphite, you’d find layers of
graphene.
Layers of graphite
Single layer of graphene
Surprisingly, while graphite is soft, graphene is one of the strongest materials
known. Graphene is also extremely light, flexible, and a very efficient conductor
of electricity. Graphene was discovered in 1985, by two researchers who used
adhesive tape to isolate layers of graphene from a pencil lead. They won the
Nobel Prize in 2010.
Graphene has become the focus of new research and applications.
Image: http://graphene.nus.edu.sg/content/graphene
Pencils, Diamonds, Graphene
Graphene is a nanoscale material.
Nanoscale materials are substances that engineers work with on an atomic scale.
A nanometer is one billionth (10-9) of a meter. A nanometer is smaller than the
wavelength of light, so researchers must use special microscopes to visualize
nanoscale materials.
Engineers have devised ways to make
nanoscale structures out of graphene. They can
roll it into a carbon nanotube, Engineers are
experimenting with ways to use these very
strong structures in machines, cars, and sports
equipment. Because they have a large surface
area, they may make very effective water filters.
Their electrical conductivity makes them
potentially powerful in batteries.
Pencils, Diamonds, Graphene
Activity procedure
•
Begin by asking students what a pencil “lead” and a diamond have in common. Explain that
they are both made of carbon (therefore, the “lead” isn’t actually lead. It’s a compound called
graphite.), and solicit explanations of why they are so different if they are made of the same
thing.
•
Explain allotropes, and that diamond and graphite are examples.
•
Tell students that graphite and diamond differ in an invisible way that is very important to
engineers. Explain that they’re going to do an activity where they demonstrate for
themselves an important property of graphite.
•
Make sure each group has a set of materials required for making the graphite circuit. Go
over the first page of the Student Resource, explaining what a circuit is. Ask what students
think will happen. Then circulate among student groups as they’re doing their setup. Have
your circuit ready to show them as an example (but either don’t put any graphite on yours or
don’t close the circuit). Make sure all students manage to get their light bulbs lit.
•
Explain that the conductivity of graphite makes it very useful, and that only a single atom
layer of carbon is needed to conduct electricity. In fact, this single layer, called graphene, is
a very efficient conductor, and is very, very strong.
Pencils, Diamonds, Graphene
Activity procedure (cont’d)
•
Go through the information in the Student Resource. Make sure students understand:
•
Nanoscale materials
•
The relationship between graphene and graphite
•
Special nanoscale properties of graphene
•
Potential applications that engineers can consider
•
Have each group work together to come up with applications for graphene and describe
them in their student resource. Students then share their ideas with the larger group.
Pencils, Diamonds, Graphene
Putting together the graphite
circuit
•
Using insulated alligator clips, connect
the battery to the resistor and the
resistor to the LED bulb. To
demonstrate a simple circuit, close the
circuit by connecting the LED bulb to
the battery. The bulb should light up.
•
Disconnect the battery and the LED
bulb, keeping the clip attached to the
battery. Attach a new clip to the LED
bulb.
•
Using the pencil, draw a patch of
graphite on the edge of a piece of
paper.
•
Connect both the battery and the LED
bulb to the patch of graphite. The bulb
should light up. This demonstrates the
conductivity of graphite.
Tryengineering.org
Pencils, Diamonds, Graphene
Assessment
•
Have student groups devise a new application of graphene and describe it to
the whole group. Their description should include:
•
A description of what the application looks like on a nanoscale (and a
macroscale, if appropriate)
•
An explanation of how the special properties of graphene make this device
possible
•
An explanation of how the special properties of graphene make this device
an improvement over what already exists and/or how this device could
contribute to solving a problem.
Pencils, Diamonds, Graphene
Vocabulary
•
•
•
•
•
Allotrope – Materials made of the same element but with different bonding
arrangements between atoms. Different allotropes have different physical, chemical, and
electrical properties.
Carbon nanotube – A layer of graphene rolled into a tube. Carbon nanotubes are very
strong.
Graphene – A layer of graphite-like carbon that is only one atom thick. Graphene is a
very strong material and a very efficient conductor.
Graphite – A common compound that is an allotrope of carbon. Graphite contains many
layers of carbon atoms connected in a chicken-wire type pattern.
Nanoscale – Working with or studying materials at the scale of 10-9 of a meter.
Pencils, Diamonds, Graphene
Extensions
•
Have students research some current applications of nanoscale carbon technologies and
describe the science behind how they work.
•
Introduce students to the types of microscopes used to visualize nanoscale materials.
•
Discuss the use and benefits of allotropes of elements other than carbon.
For example, different allotropes of phosphorus have different industrial applications
based on their conductivity and whether or not they’re flammable.
•
Imagine that one engineer devises a new application for carbon nanotubes, and another
engineer improves upon it. Both the application and its improvement are included in a
new product. Have a debate addressing how each engineer should be credited and/or
compensated for their inventions.
Pencils, Diamonds, Graphene
Teaching tips
•
Take the reins on dividing the class into student groups (rather than letting students
decide). If you know your students, try to be sure that each group has a balance of
personalities, with a mix of outgoing and more introverted students.
•
Circulate around the classroom as students are working and be sure to keep them on
track, answer questions, and encourage students who are less assertive.
•
Some groups will be more active and will immediately start building their circuits, and
others will be more reticent. Show groups your demo circuit to get them started.
•
Encourage students to think about the challenges of working with nanoscale materials
beyond the physics. Any nanoscale product will have to be manufactured by new
methods, might have unintended environmental consequences, etc.
Pencils, Diamonds, Graphene
Takeaways:
•
Elemental substances can differ in their structures:
Students should understand what allotropes are and why understanding them can help
engineers devise new uses for substances.
•
Differences in the arrangement of atoms can drastically change the property of a
substance:
Students learn that a different arrangement of the same atoms can result in a
substances with vastly different properties.
•
Engineering materials at the nanoscale:
Students are introduced to a burgeoning field of engineering that involves investigating
and manipulating materials at the atomic level.
Pencils, Diamonds, Graphene
Resources and bibliography:
The Power of Graphene
http://tryengineering.org/lesson-plans/power-graphene
Exploring Materials: Graphene
http://www.nisenet.org/catalog/programs/exploring_materials_-_graphene_nanodays_2012
The Nanotechnology Revolution: Graphene
http://www.classroomengineers.org/education/media/nanotechnology-revolution-grapheneengineer/?ar_a=6
Carbon nanotubes find real world applications:
http://phys.org/news/2014-03-carbon-nanotubes-real-world-applications.html
Allotropes Explained:
http://www.chemistryexplained.com/A-Ar/Allotropes.html
Pencils, Diamonds, Graphene
Questions about the activity?
Contact Robin Marks
Discovery Street Science
[email protected]
SHPE JR. MODULE 2
EXPLORING MY CAREER OPTIONS
AGENDA
• Welcome/Introductions
• Exploring your career
options
• STEM careers
• Diversity Bingo Activity
• Dimensions of Diversity
• Does Diversity Matter
• Summary
• Questions/Comments
WELCOME AND INTRODUCTIONS
EXPLORING YOUR CAREER OPTIONS
DISCUSSION QUESTION
• What do you want to study in college?
• What are your career plans after college graduation?
EXPLORING YOUR CAREER OPTIONS
• There are many career paths you can follow after
graduation.
• Your career options are limitless!
EXPLORING YOUR CAREER OPTIONS
• Focus on your favorite subjects
• Ask adults around you about their careers
• Volunteer or intern for organizations that interest you
• Research your dream job and job postings
• Take a skills assessment or career inventory assessment
• Participate in summer camps at a college or university
What ideas do you have to explore potential careers?
One in five American jobs now requires
a high level of knowledge in one or
more of the core STEM fields.
Source: The Brooking Institution (2013)
FASTEST GROWING
OCCUPATIONS FROM 20122022 WITH HIGHEST PAY
Occupation
Growth Rate,
2012-2022
2012 Median Pay
Industrial-organizational psychologists
53%
$83,580/year
Physician assistants
38%
$90,930/year
Information security analysts
37%
$86,170/year
Health specialties professors
36%
$81,140/year
Physical therapists
36%
$79,860/year
Source: Bureau of Labor Statistics, Occupational Outlook Handbook (2014)
WHY STEM CAREERS?
• STEM (Science Technology Engineering and Math) Pays
More
• STEM careers are always in high demand
• STEM careers are growing
• STEM college internships pay very well
• Student loans are easier to pay with STEM degrees
• Engineering is a professional degree
 Do not NEED MS/PhD to reach fullest career potential
 Many Executives at STEM based industries have only a Bachelor
of Science (BS – 4 year degree) in Engineering
Source: National Action Council for Minorities in Engineering
NAVAL SEA SYSTEMS COMMAND
Naval Sea Systems Command designs, builds, delivers and maintains ships and
systems on time and on cost for the U.S. Navy.
• A diverse organization with a single purpose of keeping America’s Navy #1 in the
world
•
•
•
•
A world-class employer of choice that inspires innovation
Set the standard for Naval engineering, shipbuilding and ship maintenance
Support humanitarian efforts world-wide
Recruits and trains men and women to serve as civilians (engineers, scientists,
accountants, doctors, nurses, lawyers, etc.) to support the Navy and Marine
Corps operating forces.
EXPLORING DIVERSITY
ARE WE A DIVERSE GROUP?
ACTIVITY: DIVERSITY BINGO
GROUND RULES
To avoid a CRAASH, let’s set some ground rules for participating.
•
Confidentiality – What is said here stays here
•
Respect – Listen even though we may not feel the same way
•
Agree to disagree – We are listening and learning from each
other not forcing others to change their minds
•
Avoid interrupting - One person speaks at a time
•
Share as much as you choose – Nobody is required to share
things that may be uncomfortable
•
Have fun
DISCUSSION QUESTION
• Are we a diverse group?
• Are there similarities/differences in the group that
surprised you?
• What is the definition of diversity?
“
DIVERSITY IS DEFINED AS THE
PSYCHOLOGICAL, PHYSICAL AND
SOCIAL DIFFERENCES THAT OCCUR
AMONG ANY AND ALL
INDIVIDUALS…
This could include: race, ethnicity, nationality, religion, economic class, age,
gender, sexual orientation, mental and physical ability, and learning styles.
”
DIMENSIONS OF DIVERSITY
• Race
• Ethnicity
• Sexual orientation
• Religion or spirituality
• Socioeconomic status
• Age
• Gender/sex
• National origin
• Disability/physical ability
• Political affiliation
• Favorite food, music, films
• Hobbies
• Talents/skills/abilities
• Birth order
• Geographic identification
DOES DIVERSITY MATTER
• Why does diversity matter?
• Increased diversity is destiny
• Teams look at challenges differently
• Better brainstorming
• Increased innovation to find solutions
• We feel good when we feel welcomed,
included
SUMMARY
• Explore your career options while you are in high school
• Attend a summer camp or apply for internships to learn
more about new careers
• Consider a career in STEM
• The United States is becoming increasingly diverse
• Learn more about people who are different from you
• Share information about your dimensions of diversity with
others
QUESTIONS/COMMENTS
Thank you for attending.
Reminders
Reminders
• Submit your proposal for Noche and SHPE Jr.
Chapters before January 15, 20145
• Submit membership forms, participation
agreement
• Submit your Monthly Highlight
• Next Curriculum Webinar: 1/29 at 3:00 pm (ET)