Identification of Misconceptions Related to Size and Scale through a Nanotechnology-Based K-12 Activity

Nanoscale science activities are filtering into K-12 classrooms in part due to modern technological advances in the areas of healthcare, electronics, and renewable energy. These industries benefit from scientists who possess a deep understanding of science at the nanoscale and it is well known the United States needs to increase its STEM educated workforce to stay globally competitive. Nano-related activities can be effective in motivating students to pursue careers in engineering and technological fields, but at the same time they are useful in helping to pinpoint common misconceptions that exist in K-12 science classrooms. In this study, an inquiry-based lesson on the topic of surface wettability was implemented in three magnet high school classrooms. Students were asked to measure the contact angle of a water droplet on transparent glass surfaces with varying degrees of wettability (hydrophilic, hydrophobic and superhydrophobic). Based on their observations and angle measurements students were asked to write a description and make a sketch of what they thought the surface structure would look like under a microscope. Qualitative analysis was done to analyze students’ drawings and written descriptions. Students’ responses were grouped into topics to identify patterns related to the high school curriculum taught in chemistry, biology and physical science. Most students determined the surface coatings were different enough from each other to cause the water droplets to either bead up or spread out on the surface. The drawings of what the coating structure would look like under a microscope were varied but some depicted atomic level repulsive/attractive forces surrounding the water droplet. This highlights a common misconception about what can actually be seen and not seen under a microscope. Students also repeatedly attributed the shape of the droplet to positive/negative charges rather than surface tension. This can possibly relate to not comprehending the existence of varying length scales between the atomic and macro scales. In summary, the presentation will discuss how inquirybased activities on the topic of nanoscale science can serve to identify misconceptions in science classrooms and guide instruction in this area.