Education Standards
Magic Sand
Overview
Students will investigate how material on the macro-scale are affected by its structure on the nano-scale
Standards
Describe features that are common to all cells and contrast those with distinctive features that allow cells to carry out specific functions
Learning Objectives
Students will investigate how materials on the macro-scale are affected by its structure on the nano-scale
Students will infer that nanotechnology can change everyday materials
Students will connect the concepts of hydrophobicity to multiple ideas from nano, to cellular, to industrial use.
Materials
Regular sand (available at most hardware and garden stores)
Hydrophobic Magic Sand®(can be purchased through www.stevespanglerscience.com)oNote: an alternative is to spray regular sand with Scotch Guard ® to create hydrophobicity
2 medium trays to display sand
2 small trays to dump regular and Magic Sand®into after straining the water
2 plastic glassesor beakers, preferably clear
2 graduated cylinders 25-50 ml (1-2 oz)
Two squares of Cheesecloth (large enough to easily cover the mouth of the glasses)
Two rubber bands (optional—to hold cheesecloth in place during straining)
Water (~20-40 ml, or 1-2 oz, are needed for each interaction)
Towels (for wiping down cups between demonstrations)
Paper towels and other supplies to clean up sand or water spills
2 tubs or buckets (one to hold wet, used beach sand, the other to hold wet Magic Sand®)
Procedure
1.It is suggested that students work in groups of 2-4
2.Have all materials on student tables
3.Compare magic and regular and visually
4.Allow students to touch the two types of sand so they can determine any differences (color should be the only difference they should notice)
5.Measure out equal amounts of each type of sand into two separate glasses
6.Measure and then pour equal amounts of water from a graduated cylinder into the glasses with the sand. The volume of water does not have to be the same each time—but equal volumes have to be used for each glass to allow for easy comparison of the regular sand the Magic Sand®.
7.Have the students gently swish the cups around so the water has an opportunity to mix with the sand.
8. Ask students to compare what they see in the two glasses
9.Cover each of the glasses with cheesecloth and ask students to pour as much of the water back into the graduated cylinder as possible. Compare the amounts of water poured into each glass of sand vs. the amount of water recovered.
10.Have students hypothesize why there was a difference between how much water was recovered.
11.Have students discuss with their group why they think there were differences
12.Have each group share their prediction
13.Explain how regular sand absorbed most of the water while the magic sand repelled it (you can go into as much detail as necessary for what you want students to know)
14.Finally, pour some of the sand into a tray, and allow students to touch so they can see that the regular sand is wet while the magic sand is dry.
15.Again have them hypothesize and discuss
16.Explain to students what makes the magicsand magic –Nanoparticles!!
17.This will lead to a discussion about hydrophobicity and relating it back to the cell membrane
18.Possible extension
a.have students do research on why this product was invented and for purpose it served
b.they could draw pictures of the nanostructure and do some follow up research
Credits
This learning module was created by Bridgette Drake, a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).