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Page 1 of 40 Chemistry Education Research and Practice
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DOI: 10.1039/C7RP00059F
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3 Finding the connections between a high-school chemistry curriculum and nano science and
4 technology
5
6 Ron Blonder* and Sohair Sakhnini
Chemistry Education Research and Practice Accepted Manuscript

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8 Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel
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10 * Ron.blonder@weizmann.ac.il
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Abstract
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The high-school chemistry curriculum is loaded with many important chemical concepts that
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16 are taught at the high-school level and it is therefore very difficult to add modern contents
Published on 02 September 2017. Downloaded on 06/09/2017 03:26:31.
17 to the existing curriculum. However, many studies have underscored the importance of
18 integrating modern chemistry contents such as nanotechnology into a high-school
19
curriculum. When students are exposed to nanotechnology, they perceive chemistry as
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21 more relevant to their life, more modern than the chemistry they usually study at school,
22 and consequently, their continuous motivation to study chemistry and related subjects
23 increases. In the current study we identified topics in the high-school chemistry curriculum
24
in Israel into which the essential nano-scale science and technology (NST) concepts can be
25
26 integrated. Insertion points for all 8 NST essential concepts were found. We discuss the
27 importance of ways by which chemistry educators can implement the results for updating
28 the chemistry curriculum, thus making it more modern and relevant to the actual chemistry
29 research that is conducted.
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Key words:
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NST, Nanotechnology, High school, Chemistry curriculum, Nano science, Chemistry
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35 education, Contemporary science
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3 Introduction:
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5 Nowadays, Nano-scale science and technology (NST) is one of the major research fields in
6 chemistry (NAP, 2016). Although the nature of the NST field is interdisciplinary, chemists

7
play essential roles in advancing NST research. Chemists create new nanomaterials and
8
9 synthesize them. They characterize the new nanomaterials and provide them with unique
10 functionality that enables them to be applied in nanotechnology applications (Jones et al.,
11 2013; Sakhnini & Blonder, 2015). There are many new families of nanomaterials. The most
12
famous are the carbon nanoparticle family, which includes the fullerene, graphene, and
13
14 different carbon nanotubes. However, inorganic nanoparticles were also synthesized (e.g.,
15 WS2 and MoS2) (Tenne, 2006). The development of advanced microscopes (Blonder,
16 Joselevich, & Cohen, 2010) and other advanced techniques (e.g., XPS, electrochemistry
17
techniques) provide a spectrum of characterization methods that provide us with a better
18
19 understanding of the structure and properties of nanomaterials. And lastly, the properties of
20 the nanomaterials, which are size dependent, constitute the basis for developing innovative
21 applications in different areas (e.g., medicine, solar energy, and electronics) that have the
22
potential to influence our future life (Sakhnini & Blonder, 2016).
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24
Integrating nanotechnology into the school chemistry curriculum would provide students
25
26 with a realistic view of what modern chemistry actually is. Several studies that evaluated
27 NST educational programs indicate that they influence students continuous motivation to
28 learn chemistry in the future. Dinur and Blonder (2011) developed a program about
29
nanotechnology and light-emitting-diodes (LEDs) for middle-school students, which was
30
31 taught in the STEM hours. They found that students perceived chemistry as a modern
32 science and that the percentage of students who chose to study chemistry increased.
33 Blonder and Sakhnini (2012) developed a different program for middle-school students; it
34
focused on three NST essential concepts (Sakhnini & Blonder, 2015): size and scale, size-
35
36 dependent properties, and innovations and applications of nanotechnology. They found that
37 a variety of teaching methods were needed for students to comprehend these concepts and
38 that the program positively influenced students' motivation to choose advanced courses in
39
chemistry and science in high school. Moosavifazel, Kumar, Cho, and Seal (2014) describe a
40
41 similar influence by a laboratory program in nanotechnology that was integrated into school
42 science programs in order to increase students' interest in science. Additional support for
43 the motivational influence of the NST program was obtained from Hutchinson, Bodner, and
44 Bryan (2011), who found that students appreciated NST learning materials only when the
45
46 materials were innovative and involved hands-on activities. Other studies were conducted in
47 informal educational settings such as inviting students to participate in a nanotechnology
48 conference (Blonder & Sakhnini, 2015), summer activities (Flynn, Johnson, & Penn, 2007;
49 Taylor & Jones, 2009), or visits to science museums (J K. Gilbert & Lin, 2012; Laherto, 2012;
50
51 Murriello, Contier, & Knobel, 2009).
52
53 Indeed, many programs were developed around the world for introducing NST into science
54 education (Bryan & Giordano, 2015; Bryan, Magana, & Sederberg, 2015; Jones et al., 2013).
55 In 2015 Sakhnini and Blonder published a three-stage Delphi study that was conducted to
56 identify the essential NST concepts that should be taught at the high-school level. Via the
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58 Delphi methodology, two expert communities (NST researchers and science teachers) were
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3 able to reach a consensus regarding eight NST essential concepts. The concepts that were
4 identified were as follows: (1) Size-dependent properties, (2) Innovations and applications of
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nanotechnology, (3) Size and scale, (4) Characterization methods, (5) Functionality, (6)
6

7 Classification of nanomaterials, (7) Fabrication approaches of nanomaterials, and (8) The
8 making of nanotechnology. And several studies were published to examine programs that
9 were developed to exemplify teaching part of the NST essential concepts, e.g., size and scale
10
(Sakhnini & Blonder, 2012) and the making of nanotechnology (Blonder & Sakhnini, 2015).
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12
However, integrating these concepts into the current high-school chemistry curriculum is
13
14 not a simple task. The chemistry curriculum already suffers from many problems, as
15 described by Gilbert (2006), of which two are relevant to the current research. The first
16 problem is the overloaded curriculum. Gilbert stresses that "As a consequence of the ever-
17
accelerating accumulation of scientific knowledge, curricula have become over-loaded with
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19 content. The consequences of high content loads have been that curricula are too often
20 aggregations of isolated facts detached from their scientific origin (Gilbert, 2006, p. 958).
21 The second problem is the lack of relevance of the chemistry curriculum. Most of the
22
students perceived chemistry as detached from real life and therefore irrelevant. In the
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24 current research we would like to suggest a method to make the chemistry curriculum more
25 relevant and up-to-date without adding new topics to the overloaded existing curricula.
26 Gilbert (2006) suggested using a context-based chemistry education approach in order to
27 overcome the challenges in chemistry education. Here we suggest a different approach for
28
29 dealing with these challenges. We chose the NST field as an organizing theme that
30 accompanies the high-school chemistry curriculum, since previous studies showed that
31 nanotechnology positively influences students' interest in and motivation for learning
32 science and chemistry. Visiting and re-visiting the NST concepts through the high-school
33
34 chemistry program will connect the different parts of the chemistry curriculum and provide
35 an answer to the aggregations of isolated facts that characterize the chemistry curriculum.
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37 Research goal and question
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39 Therefore, the following research goal was set: To find the insertion points of the essential
40 NST concepts within the chemistry curriculum.
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The formulated research question to achieve this goal was: What are the insertion points for
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43 the essential NST concepts in existing high-school chemistry curricula in Israel?
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46 Methodology
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48 In order to provide a valid answer to the research question and to identify the insertion
49 points of the eight NST essential concepts in the high-school chemistry curriculum, we based
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our research on experienced high-school teachers. However, knowing just the curriculum is
52 not enough in the current study. The teachers who participated in the study also need to
53 deeply understand the eight NST essential concepts. Two different groups of teachers
54 participated in two stages of the study: the identification stage (n=11) and the validation
55
stage (n=20). The procedures and the participants for each are described next.
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3 The identification stage
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5 Participants
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7 The participants in this stage of the research were experienced (10-20 years of experience)
8 high-school chemistry teachers (n=11; 9 female). They took a course called "Introduction to
9
10 materials and nanotechnology" (given by the first author) that included the NST essential
11 concepts (Blonder, 2011). The course was given in the framework of a MSc program for
12 teachers (Mamlok-Naaman, Blonder, & Hofstein, 2010) and explicitly included the eight NST
13 essential concepts. The teachers who participated in the course did not have pervious formal
14
knowledge in nanotechnology. The course included 58 hours devoted to the scientific
15
16 contents and 28 hours conducted as a workshop that dealt with the connection of the
17 scientific contents to the educational field. The course was conducted during one academic
18 semester. The teachers' assignments in the second part of the course (connection to
19
education) were collected, as described later, and served as the data for this part of the
20
21 study. The teachers gave their signed written consent to participate in the research and their
22 names were coded to protect their privacy during the data analysis process.
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24 Research tools and data collection
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26 After learning each of the NST concepts, each participant was asked to find insertion points
27 for the essential NST concepts in the Israeli high-school chemistry curriculum and to provide
28
29 an explanation why they think the concept should be integrated into the suggested insertion
30 points. They wrote their suggestions in google form that was submitted to the course
31 lecturer before the next lesson. After the participants suggested insertion points for each
32 essential concept, a discussion was held during the next course lesson. During the
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34 discussion, the teachers were able to clarify their ideas of integrating the essential concepts
35 into the curriculum and to share them with the research team and their colleagues.
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37 This discussion was audio-recorded and transcribed. Then, the researchers sorted the
38 insertion points suggested by the teachers according to the topics in the Israeli chemistry
39 curriculum.
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41 The validation stage
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43
The validation stage was conducted one year after the identification stage. It is aimed to
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45 support or deny the insertion points that were suggested in the identification stage and to
46 verify whether the identification process reached a saturation point.
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48 Participants
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50 The participants in this stage of the research were experienced high-school chemistry
51 teachers with 5-25 years of teaching experience (n=20; all female). They participated in an
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online course for chemistry teachers "Introduction to materials and nanotechnology" that
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54 was based on video lessons and that was given by the same lecturer (Cohen, Blonder, Rap, &
55 Barokas, 2016). The online course included the eight NST essential concepts. The course
56 length was 30 hours and it was conducted for one semester. The chemistry teachers
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participated in the course for credits that influence their professional level and salary. While
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3 registering to the course, they signed a consent form regarding participation in the research
4 and their names were coded to protect their privacy during the data analysis process. The
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teachers who participated in this stage varied regarding their formal knowledge in the field
6

7 of nanotechnology. Three teachers were conducting PhD research in nanotechnology, 2
8 teachers had master degrees in nanotechnology, and the other (15 did not indicate any
9 formal knowledge in nanotechnology.
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11 Research tools and data collection
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13 In the validation stage, the teachers took the online course "Introduction to materials and
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nanotechnology for chemistry teachers" in a Moodle learning environment. The course had
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16 a structure identical to the course given to the teachers in the identification stage and
17 included recorded lessons in nanotechnology as well as reading assignments. However, the

18 online course did not include the laboratory experiments as well as the visit to the research
19
laboratories, which were included in the academic course described in the identification
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21 stage above. The course was given by the same lecturer (the first author). Teachers were
22 given the same assignment as the teachers in the identification stage. Namely, after learning
23 each of the concepts, they were asked to suggest insertion points for the NST concepts in
24
the chemistry curriculum. To support discussions among the teachers in the online course, a
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26 sharing platform called "Padlet" was used. The teachers uploaded their suggestions to the
27 Padlet board and then wrote comments regarding the insertion points suggested by the
28 other teachers.
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30 The researchers examined the suggested insertion points and classified them into two
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groups: (1) insertion points that were already identified in the previous identification stage
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33 (for validation), and (2) new suggested insertion points (that were not found in the previous
34 stage) to enlarge the possible places in the curriculum in which each NST essential concept
35 could be integrated.
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37
38 Results
39
40 The study was conducted in Israel and used the Israeli high-school chemistry curriculum as a
41
42 representative example of a high-school chemistry curriculum. Nevertheless, we present the
43 structure of the curriculum to support international readers in implementing the presented
44 results in different national curricula. The Israeli chemistry curriculum consists of ten
45 mandatory topics and four optional curricular modules.
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47 The first mandatory part is the basic concepts in chemistry. This part includes the concepts of
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49 the state of matter (at the macro and micro levels), melting and boiling points, the chemistry
50 symbols, the type of materials, mixtures, and solutions, chemical reactions and scientific
51 inquiry skills. The second topic is the atomic structure, which includes atom particles,
52 isotopes, radioactivity, the periodic table, the electron arrangement, orbitals, the first
53
54 ionization energy, ions, and the atomic radius. The topic structure and bonding includes the
55 Coulomb law covalent bond, electronegativity, bond energy and chemical bond lengths,
56 molecules, representation forms and the spatial structure of molecules, isomers, functional
57 groups, molecular materials, intermolecular bonds, hydrogen bonds, and van der Waals
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3 (vdW) bonds, ionic, atomic and metal structures, as well as properties of materials according
4 to their type bonding. The fourth topic is stoichiometry, which includes the mole, solutions
5
and dilutions, Avogadros number, the gaseous state pressure-temperature relationship, the
6

7 temperature scale (Celsius and Kelvin), and the gas molar volume. The topic oxidation-
8 reduction, which comes next, includes definitions, oxidation-reduction reactions, corrosion,
9 oxidation degree levels, and antioxidants. The sixth topic is acids, bases, and the pH scale.
10
Chemistry of food, the seventh topic of the curriculum, is related to the major food groups,
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12 fatty acids, amino acids, saccharides, and triglycerides (Herscoviz, Kaberman, & Dori, 2007).
13 The eighth mandatory topic is energy and thermodynamics. It includes basic concepts of the
14 topic: internal, potential energy, kinetic energy, and enthalpy. The ninth topic is kinetics,
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which deals with reaction rates, equilibrium, changes in the equilibrium system conditions
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17 (changes in pressure, temperature, concentration, and the addition of a catalyzer), entropy,

18 and spontaneous reactions. The last topic, inquiry laboratories, includes the inquiry process
19 and experiments at different levels of inquiry (Blonder, Mamlok-Naaman, & Hofstein, 2008;
20 Hofstein, Mamlok, & Rosenberg, 2006; Katchevich, Hofstein, & Mamlok-Naaman, 2013).
21
22
The optional curricular modules are polymers, physical chemistry, biochemistry, and
23
24 environmental chemistry modules. The polymers module deals with macromolecules,
25 polymerization processes, polymer characteristics, thermoplastics, and elastomers. The
26 physical chemistry module concerns the interaction of light and matter and deals with
27 electromagnetic radiation, the electron structure of the atom, the electron excitation of
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29 mono atoms or ions, a linear spectrum vs. a continuous spectrum, the Bohr model, the
30 emission spectrum vs. the absorption spectrum, atomic orbitals, light spectrum and colors,
31 light absorption and scattering, the relationship between the molecules structure and its
32 color, the electronic structure of solids (conductors, semiconductors, and insulators),
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34 valence and conduction bands, and doping and LED (Dangur, Avargil, Peskin, & Dori, 2014;
35 Dori, Dangur, Avargil, & Peskin, 2014). The biochemistry module relates to cell chemistry, the
36 phospholipids structure and function, amino acids, proteins and their acids, basic,
37 hydrophilic, and hydrophobic characteristics, protein structures, DNA and RNA structures,
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39 the transcription process, the translation process and the genetic code, as well as ribosomes
40 and mutation (Barak, Hussein-Farraj, 2013). The next module, environmental chemistry,
41 deals with the quality of drinking water, water properties, analytical methods used for
42 identifying the concentration of different ions in water, spectroscopy as an analytical tool,
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44 purification processes, air quality and the cycle of carbon dioxide, and the greenhouse effect
45 (Mandler, Blonder, Yayon, Mamlok-Naaman, & Hofstein, 2014; Mandler, Mamlok-Naaman,
46 Blonder, Yayon, & Hofstein, 2012).
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48 The NST essential concepts were suggested to be integrated into different topics of
49 the high-school chemistry curriculum. The results of the insertion points for each concept
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51 will be presented in separate tables (Table 1 and 7 tables in Appendices 1-7) that include the
52 suggested insertion points of the concept in the different curricular chemistry topics,
53 quotations, and explanations given by the teachers, explaining the suitability of the
54 integration as they perceive it. Each table will also present the number of teachers from the
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56 identification stage who suggested the insertion points of each concept and the insertion
57 point of each concept that was added at the validation stage. A discussion of the insertion
58 points of a related concept will accompany the tables. The concepts insertion points are
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3 presented in Tables 1-8. Before each results section, which deals with one of the NST
4 essential concepts, the definition of the concept (based on Sakhnini & Blonder, 2015) is
5
presented. For a more detailed description and an explanation of the eight NST essential
6

7 concepts, please see Sakhnini and Blonder (2015). Table 2 summarizes the number of
8 teachers from the identification stage who suggested the insertion points of each concept
9 and the insertion point of each concept that was added at the validation stage.
10
11 1. Size-dependent properties
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13 The essential concept, size-dependent properties, was defined as the properties of materials
14
that change as a function of the materials size. This effect does not exist in the macroscopic
15
16 world. This concept has four sub-concepts: the surface area-to-volume (SA/V) ratio,
17 quantum properties, optical properties, and defects1.

18
19 The NST essential concept, size-dependent properties, was suggested to be inserted into
20 different places in the high-school chemistry curriculum as is presented in Table 1.
21
22 Table 1: Suggested insertion points of the essential concept size-dependent properties in
23
24 different topics of the high-school chemistry curriculum and the teachers quotations
25 explaining the insertion points.
26
27 Curriculum Teachers explanation
28 subject (*)
29 Basic concepts "When teaching about melting and boiling points of materials, we
30 ask the students if these temperatures are an intrinsic property of
31 2** materials (as we used to teach so far). Then, we can teach about
32 those factors that affect changes in the melting and boiling points
33 for a specific material, like pressure changes and the size of
34 nanoparticles of the same element".
35 Atomic structure "When we teach that every element has a constant melting and
36 boiling point, we can tell the students about the case of
37 4** nanoparticles. Here, properties that were thought to be constant for
38 each element are suddenly size dependent".
39 Structure and "When teaching about atomic materials, we can expand our
40 bonding teaching about nanotubes, the meaning of the frequency of defects
41 in a material in comparison to its size, and how that affects its
42 8** strength".
43
44 "In molecular materials, students learn about van der Waals (vdW)
45 bonds, the electronic cloud size, the surface area of a molecule, and
46 the polarity of a molecule. Regarding these factors, the students
47 learn that the bigger the electronic cloud is, the stronger the vdW
48 bonds are. Therefore, the concept size-dependent properties is
49 suitable in this topic".
50
51 "In metallic materials-alloys we create defects that affect the
52 materials properties. The number of defects and the quantity of the
53 metal in the alloy affect its properties such as its strength in
54
55
56
1
57 The definitions of the NST essential concepts are taken from Sakhnini and Blonder (2015).
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3 nanomaterials; there are hardly any defects".
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5 "Regarding allotropic forms of carbon- graphene, graphene can be a
6 small sized mono layer structure, which makes it a pure, defect-free

7 material. These characteristics provide it with its strength,
8 toughness, and high electrical conductivity".
9 Chemistry of food "Cis-fatty acids have a less exposed surface and therefore create
10 weaker vdW bonds and have a lower melting point. This is a great
11 4 ** place to teach the importance of surface areas in small particles".
12 Kinetics "When in grade 12 we teach about catalysis, which occurs on the
13 surface of the catalyzer , we emphasize that the surface area is
14 6 ** important. We can integrate the SA/V concept and discuss the
15 advantage of using nanostructures for catalysis".
16
17 "When teaching reactivity, we teach that graphene has a monolayer

18 structure; therefore, all of its carbon atoms are organized on its
19 surface area and its SA/V is very high".
20
21 "It is suitable to teach this concept when teaching the catalytic
22 converter, its structure, and function. We discuss the catalytic
23 converter when teaching about air pollution and the methods used
24 to reduce air pollution from vehicles".
25 Inquiry "We can relate to the concept in any experiments involving
26 laboratories dissolving materials. Students realize how the SA/V of a crystalized
27 cube of sugar will influence its dissolving rate".
28 2**
29 Optional curricular modules
30
Polymers "When teaching about fibers, the straighter the polymer chain is, the
31 larger is its surface area. This will increase the number of bonds
32 within the polymer chains, and as a result, it increases the melting
1**
33 point Tm".
34
35
36 Physical "When we discuss the color of conjugated molecules we show that
37 chemistry*** the energy gap depends on the length of the conjugation. This is an
38 example of a size-dependent property: the length of the conjugation
39 determines the energy gap of the electrons excitation, namely, it
40 determines the color of the molecule.
41 Biochemistry*** "When discussing the packaging of DNA around proteins in the
42 chromosome, we can demonstrate the size-dependent property of
43 the SA/V ratio".
44 * Number of teachers who suggested the concept
45
46 ** Insertion points that were confirmed at the validation stage
47
48 *** Insertion points that were added at the validation stage
49
50
51
52
53
54 As presented in Table 1, teachers suggested several insertion points for the essential NST
55
concept size-dependent properties in different topics of the high-school chemistry
56
57 curriculum. They suggested integrating the concept into six of the ten chemistry curricular
58 topics (basic concepts, the periodic table, structure and bonding, the chemistry of food,
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3 kinetics, and inquiry laboratories) and in three of the four optional curricular modules
4 (polymers, physical chemistry, and biochemistry) of the Israeli high-school chemistry
5
curriculum.
6

7
The first suggested insertion point of the concept was in the "basic concepts" topic
8
9 of the curriculum. Teachers suggested integrating the sub-concept, the SA/V ratio, when
10 they discuss states of matter and its physical properties (e.g., melting and boiling points),
11 factors that affect these properties and the changes in them. According to the teachers, by
12
teaching this concept, students learn that melting and boiling points are not an intrinsic
13
14 property of the material as they were taught so far, and they will better understand the
15 mechanism underlying the melting process. The next insertion point was suggested when
16 teaching the periodic table and those elements properties that are conceived as constant
17
(e.g., the melting and boiling point). These properties start to be size dependent and are not
18
19 constant when you go down to the nanoscale. The third insertion point was related to the
20 sub-concept defects when teaching the topic of "structure and bonding". Teachers suggested
21 inserting the concept when teaching atomic, molecular and metallic materials (alloys).
22
Students learn how the frequency of defects in a material, in comparison to its size, affects
23
24 the materials properties and characteristics (e.g., strength, polarity, vdW bonds, toughness,
25 and electrical conductivity). The next insertion point suggested was related to the "chemistry
26 of food" topic. Teachers suggested teaching the importance of the surface area in small
27 particles, and its influence in determining the melting point of the matter by taking into
28
29 consideration its molecules spatial structure such as cis-fatty acids, which have less exposed
30 surfaces in contrast to trans-fatty acids and therefore create weaker vdW bonds and have a
31 lower melting point. The kinetics topic is another insertion point that the teachers
32 suggested. In this topic the teachers related to the sub-concept SA/V when discussing the
33
34 catalytic processes that occur on the surface of the catalyzer and when discussing reactivity
35 and the role of the SA/V ratio in increasing the effectiveness of the catalyzer. The last
36 suggested insertion point was the "inquiry laboratories" topic. Teachers suggested relating
37 to the concept in many experiments involving dissolving (e.g., Al catalyzer), in which
38
39 students can learn how the SA/V of a crystalized cube of a solid will influence the dissolving
40 rate.
41
42 The sub-concept SA/V ratio was also suggested to be integrated into several optional
43 curricular modules. In the polymers module it was suggested to be taught when teaching the
44 connection between the polymer chains straightness and the increase in its surface area,
45
46 which leads to an increase in the melting point as a result of the increase in the number of
47 bonds within the polymer chains. In the physical chemistry module it was suggested to be
48 integrated when teaching about the length of the conjugated molecules, which determines
49 the energy gap of the electron excitation, namely, it determines the color of the molecule.
50
51 This insertion point was added at the validation stage. The suggested insertion point of the
52 sub-concept SA/V was also added to the biochemistry optional curricular module in the
53 validation stage, when teaching about the packaging of DNA around proteins in the
54 chromosome, where one can demonstrate the size-dependent property of the SA/V ratio.
55
56 2. Innovations and applications of nanotechnology
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3 The essential concept Innovations and applications of nanotechnology was
4 defined as the potential applications and innovations of nanotechnology including the
5
following four sub-concepts: Current and future applications (Innovative implementations
6

7 of nanoscience and nanomaterials into current and future technologies and products for
8 everyday use), mimicking nature, which is based on single molecules or collections of them
9 for many tasks such as energy harvesting and transfer, motion, cleaning surfaces, and
10
replication, the risks and benefits of nanotechnology to our health and environment and its
11
12 socio-scientific issues, and the last sub-concept, tailoring nano-materials to the application,
13 as a means of constructing complicated systems to meet the needs of a certain application.
14
15 The NST essential concept, applications and innovations in nanotechnology, was suggested
16 to be inserted into different places in the high-school chemistry curriculum, as presented in
17
Table 2. The teachers explained that starting with the first lesson in chemistry they try to
18
19 demonstrate the applicative nature of chemistry to their students, as reflected in the
20 following quote: "In the first lesson in chemistry, students are exposed to its definition.
21 Therefore, we can relate to the notion that chemistry is a continuously developing science
22
that produces new materials with new properties that fit a desired application. We can
23
24 always relate to this idea as we progress through the curriculum contents. Teachers'
25 explanations for the other suggested insertion points of this NST essential concept are
26 presented in Appendix 2.
27
28 Teachers suggested integrating the NST concept applications and innovations in
29
nanotechnology into seven of the ten chemistry curricular topics (Basic concepts, the
30
31 periodic table, structure and bonding, oxidation-reduction, acids and bases, the chemistry of
32 food, and kinetics) and in three of the four optional curricular modules (polymers, physical
33 chemistry, and biochemistry) of the Israeli high-school chemistry curriculum.
34
35 The students will first encounter the concept when they learn the basic concepts of
36
the chemistry curriculum, in the first chemistry lesson where students are exposed to the
37
38 definition of chemistry, and about chemistrys contribution to their everyday life. Teachers
39 believe that it is important to relate to the notion that chemistry is a continuously
40 developing science that produces new materials with new properties that fit desired
41
applications. They also claim that this concept should always be integrated, all the time, as
42
43 they progress in the chemistry curriculum contents and in the teaching process because of
44 the concepts ability to increase students motivation by connecting them to everyday life
45 problems and the solutions these applications have to offer. In addition, learning the basic
46
concepts encourages students to discuss socio-scientific ethical issues that will lead them to
47
48 develop meta-cognitive skills, and it makes them learn differently, which will lead to
49 meaningful learning. Some teachers suggested integrating the concept while teaching
50 research skills by reading articles dealing with nanotechnology applications to practice the
51
different research skills.
52
53
The next suggested insertion point is when teaching the periodic table. In this topic,
54
55 teachers teach about metals, non-metal and semi-conductors. Therefore, they suggested
56 that they teach applications related to semi-conductors, such as photovoltaic solar cells
57 (discussing their contributions, pros and cons), and about LEDs. It is suggested that these
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3 applications be integrated later into one of the optional curricular modules. Another
4 insertion point for the concept was in the structure and bonding topic. Teachers suggested
5
relating to the self-cleaning, mimicking nature (the lotus effect), and applications of carbon
6

7 nanotube (CNT) in different daily products, when teaching hydrophilic and hydrophobic,
8 intermolecular forces, and the carbon allotropy concepts. In the oxidation-reduction topic
9 the teachers suggested integrating the concept while teaching about anti-oxidants as natural
10
materials. Teachers think they can use the working mechanism underlying the materials to
11
12 teach the students how nanotechnology researchers can learn from nature and make new
13 materials that work using the same mechanism. Note that in this topic the teachers
14 integrated three of the four sub-concepts (current & future applications, natures mimics,
15
and benefits & risks of nanotechnology). The fourth sub-concept, tailoring nano-materials to
16
17 the application, was suggested to be integrated into the topic acids and bases when teaching
18 about indicators. Teachers explained that they use the indicators property of changing its
19 color, to get information regarding the pH level of the base or acid. Therefore, they can
20 teach about tailoring nanoparticles properties to obtain new properties according to the
21
22 needed application. The chemistry of food topic was the next suggested insertion point.
23 Teachers suggested integrating the concept when teaching about saccharides, and other
24 food ingredients and connecting the subject with nano-sensors that were developed to
25 measure the concentration of these materials. In the Kinetics topic, teachers suggested
26
27 integrating the concept while teaching about catalysis and catalyzers, so they will be able to
28 teach about the photo-catalysis of the nanotechnology self-cleaning application.
29
30 The first insertion point suggested in the optional curricular modules was in the polymers
31 module. In this module teachers mentioned the everyday uses of polymers (e.g., food
32 packaging, anti-bacterial products, and strong glues, among others). Therefore, they think it
33
34 is an excellent context to teach about nanocomposite polymers, their contribution to
35 humanity, and relate them to the RRI (Responsible research and innovation) dimensions and
36 discuss it with the students. Teachers believe that they will cultivate the students awareness
37 regarding ethical and social aspects along with scientific/technological applications. The next
38
39 insertion point is in the physical chemistry optional module. Also in this module, teachers
40 suggested demonstrating different semi-conductor-based nanotechnology applications (e.g.,
41 LEDs and photovoltaic cells). They felt that solar cells are very practical and relevant and that
42 many ethical and social issues are associated with environmental issues. The last suggested
43
44 insertion point was in the biochemistry module, when the hydrophilic and hydrophobic
45 concepts in proteins were taught. Again, teachers related to the self-cleaning surfaces
46 application, and linked it to technological applications that are based on mimicking nature
47 (the lotus effect) or processes that occur in the cell, which are used as the basis for
48
49 producing nano devices designed for the same purpose as nature provides.
50
51 3. Size and scale
52
53 The essential concept size and scale has two components that are defined as follows: Size is
54 the extent or amount of an object. Scale is a comparison of the size of an object to a
55 reference object. The NST essential concept Size and scale was suggested to be inserted into
56 different places in the high-school chemistry curriculum, as presented in Table 2. Their
57
58 explanations regarding each insertion point are detailed in Appendix 1.
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3 Teachers suggested several insertion points for the essential NST concept size and scale in
4 different topics of the high-school chemistry curriculum. They suggested integrating the
5
concept into five of the ten chemistry curricular topics (basic concepts, atomic structure,
6

7 structure and bonding, stoichiometry, and chemistry of food) and in all four optional
8 curricular modules (polymers, physical chemistry, biochemistry, and environmental
9 chemistry) of the Israeli high-school chemistry curriculum.
10
11 The first suggested insertion point of the concept was within the "basic concepts".
12
Teachers suggested integrating the concept size and scale when teaching about "the state of
13
14 matter" and the "macroscopic and microscopic levels" topics. By teaching the concept,
15 students will be able to distinguish between the macro and micro sizes and scales. One
16 teacher wrote that she mentions the concept in the first introduction to the chemistry
17
lesson to give the students an idea about the scales that the field of chemistry deals with. A
18
19 second suggested insertion point was in the atomic structure topic. According to teachers,
20 when students learn about the atoms structure (e.g., protons, electrons, neutrons, atoms,
21 and molecules) they find it hard to estimate their sizes. So it is important to make students
22
realize the differences in size and scale of each particle in order for students to make sense
23
24 of the atomic structure. Another explanation, given by teachers, claims that teaching this
25 concept in the atomic structure context will provide teachers with more tools to make
26 students more deeply understand the different scales of different particles in chemistry and
27 will also make students demonstrate and describe, in their head, the scales of different
28
29 visible and invisible objects. The topic structure and bonding was the next suggested
30 insertion point of the concept. Teachers suggested integrating the concept when teaching
31 about the length of chemical bonds, because it will help students overcome their
32 misconceptions regarding the chemical bond length and its characteristics, and make them
33
34 realize the connection between bond length and its strength. Another suggested insertion
35 point of the concept was when teaching stoichiometry. Teachers suggested integrating the
36 concept when teaching about concentrations and dilution, as well as dealing with negative
37 exponents, hence, small scale numbers. But they also suggested teaching the concept when
38
39 dealing with large positive exponents, such as the number of particles in one mole. The next
40 suggested insertion point was in the "chemistry of food" topic. In teaching about food
41 macromolecules (e.g., saccharides, proteins) as 'huge' molecules, teachers explained that the
42 size and scale concept will provide the students with tools that will help them perceive the
43
44 meaning of "huge" in the context of macromolecules.
45
46 The concept size and scale was also suggested to be integrated into several optional
47 curricular modules. In the polymers module it was suggested to be taught when teaching
48 about macromolecules and their long, twisted chains, similar to what was described in
49 connecting this concept to biological macromolecules. This concept was also suggested in
50
51 the physical chemistry optional module, when the physical chemistry topics are introduced
52 before teaching about wavelengths and colors. In the biochemistry optional module,
53 teachers suggested integrating the concept while teaching about the packing process of DNA
54 molecules, macromolecules that are packed in a very small area in the cell, which is also very
55
56 small. Students need to understand the meaning of small and the relative size of each part in
57 the system. The last suggested insertion point is in the environmental chemistry module,
58 when teaching about water quality and the analytical methods used for determining the
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3 concentration of ions in water. Students learn that when a colorful solution is diluted until
4 its color is invisible does not mean that the water has no dissolved substance in it. In fact, it
5
still contains the colorful solution but in a very low concentration, hence the concentration
6

7 scale of the dissolved substance is changed. Therefore, special analytical tools are needed to
8 determine its existence.
9
10 4. Characterization methods
11
12 The essential concepts characterization methods were defined as: "Tools for observing,
13 imaging, studying, and manipulating the nanomaterial's size, along with techniques for
14
characterizing nanomaterials". This concept has three sub-concepts: SPM (Scanning probe
15
16 microscopy) and mostly STM (Scanning tunneling microscopy) and AFM (Atomic force
17 microscopy), EM (Electron microscopy), which includes TEM (Transmission electron

18 microscopy) and SEM (Scanning electron microscopy) and resolution. For the curriculum
19
insertion points, we focused only on AFM and the resolution sub-concepts. The NST
20
21 essential concept AFM and resolution (characterization methods) was suggested to be
22 inserted into different places in the high-school chemistry curriculum as summarized in
23 Table 2. Detailed explanations regarding the insertion point are presented in Appendix 3.
24
25 Teachers suggested several insertion points of the essential NST concept characterization
26
27
methods and especially the sub concepts AFM and resolution in different topics of the high-
28 school chemistry curriculum. They suggested integrating the concept into five of the ten
29 chemistry curricular topics (basic concepts, atomic structure, structure and bonding,
30 kinetics, and inquiry laboratories) and in three of the four optional curricular modules
31
(polymers, physical chemistry, and biochemistry) of the Israeli high-school chemistry
32
33 curriculum2.
34
35 The first place was in the "basic concepts" topic of the curriculum. Teachers suggested
36 integrating the concept when they teach about elements, compounds, mixtures, and pure
37 material. In the teachers opinion, students should learn about the characterization methods
38
39
that are used to see at the atomic level in order to deepen the four levels of understanding
40 needed in chemistry lessons (macro, micro, symbol, and the process levels). The second
41 place was in the atomic structure topic. Teachers know from experience that it is difficult to
42 teach about atoms and explain that they are the particles that compose the material. By
43
using AFM images, students can actually see what they have learned and they can validate
44
45 models and theories that were constructed by scientists explaining the structure of matter.
46 These images will support students in constructing a mental model of the structure of
47 matter. The next suggested insertion point referred to the topic structure and bonding.
48
Teachers suggested connecting the intermolecular bonds and their strengths to the working
49
50 principle of the AFM microscope based on vdW forces between the atoms, at the end of the
51
52
2
53 The chemistry teachers who participated in the study studied the course "Introduction to
54 materials and nanotechnology" at the Weizmann Institute of Science. In this course (Blonder,
55 2011) they work with an AFM (Blonder et al., 2010; Blonder, 2010) that is used for teaching
56 purposes only. After they complete the course, they can come with their students to work with
57 this AFM instrument.
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3 tip, and the atoms (and molecules) on the scanned surface. Teachers suggested integrating
4 the concept also when teaching about the geometry of molecules by showing the students
5
results from the AFM that scientists used to see the geometry of molecules, which helped
6

7 them support their theoretical knowledge and examine their hypothesis. The next suggested
8 insertion point was in the kinetics topic because the surface area of matter is one of the
9 factors that affects a reaction rate. Therefore, teachers suggested relating to the AFM
10
concept as a research method used for characterizing the surface area of different kinds of
11
12 matter including catalysts and estimated their roughness. The last suggested insertion point
13 was in the inquiry laboratories topic. Teachers suggested relating to the concept when
14 students conduct experiments and get different products. It is a great opportunity to teach
15
the students that these differences can be characterized by using advanced
16
17 instrumentations such as AFM, which is used as a research tool for characterization and for
18 learning about the products structures.
19
20 In the optional curricular modules, the microscopy concept was suggested for the polymers
21 module, used by teachers to teach about fibers. They believe that by integrating the
22
concept and introducing another kind of microscope such as TEM, students will learn the
23
24 importance of these microscopes in providing information regarding how the fibers are
25 organized in a polymer, along with the polymers structure, its characteristics, and how they
26 affect its applications. The next suggested insertion point was in the physical chemistry
27 module when teaching the duality of an electron, in spectroscopy, which is the basis of the
28
29 working mechanism of the electronic microscope. Therefore, teachers suggested presenting
30 electronic microscopies as breakthrough applications based on the duality principle. Another
31 insertion point was suggested in the biochemistry module when teaching about the
32 processes inside a living cell. Teachers suggested introducing different microscopic
33
34 techniques and discussing the resolution that can be achieved by each technique while
35 visualizing living cells. They also suggested discussing the limitations of the different
36 techniques when working with these living cells (e.g., using the electron microscopy
37 techniques we cannot work with living cells. They should be treated first, hence destroying
38
39 their biological activity). In the biochemistry module, they also suggested using the AFM for
40 identifying the secondary structure of a protein that is absorbed on a surface and identifying
41 mutations in it.
42
43 5. Functionality
44
45 The essential concept Functionality can be defined as a property that is provided for a
46
material or for a specific area in it. This property endows the material with a specific activity
47
48 or endows it with bonding ability. Functionality transforms nanoscience into
49 nanotechnology.
50
51 As presented in Table 2 teachers suggested several insertion points for the essential NST
52 concept functionality in different topics of the high-school chemistry curriculum. They
53
suggested integrating the concept into seven of the ten chemistry curricular topics (atomic
54
55 structure, the periodic table, structure and bonding, oxidation-reduction reactions, acids and
56 bases, the chemistry of food, and inquiry laboratories) and into four of the four optional
57 curricular modules (polymers, physical chemistry, environmental chemistry, and
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3 biochemistry) of the Israeli high-school chemistry curriculum. Teachers' explanations are
4 presented in Appendix 4.
5
6 The first suggested insertion point of the concept was in the "Atomic structure" topic.

7
Teachers suggested integrating the concept functionality when teaching about the ability of
8
9 a nucleus of an atom, as a positively charged particle, to attract electrons. This ability
10 stabilizes the electronic structure of the atom. The second place was in the periodic table
11 topic. Teachers mentioned that determining the location of each element in a specific
12
column of the periodic table provides it with specific chemical characteristics according to
13
14 the column and its functionality. The next insertion point was in the Structure and bonding
15 topic. Teachers suggested teaching the concept because the properties of matter depend on
16 the characteristics of its functional groups that are included in the molecules. For example, a
17
molecule with a hydroxyl group (-OH), probably dissolves in water. Oxidation-reduction
18
19 reactions was another suggested insertion point. According to the teachers, the oxidizing
20 and reducing materials characteristics provide the materials with their ability to react in
21 oxidation or reduction reactions, namely, they provide the materials with some
22
functionality. The acids and bases topic was the next insertion point. Teachers emphasized
23
24 that the characteristics of an acid as a proton donor and of a base as a proton acceptor
25 govern the activity of acid-base reactions and provide the materials with some
26 functionality". The next suggested insertion point was in the chemistry of food topic.
27 Teachers explained that teaching about antioxidants, their ability to lose electrons and
28
29 function as a reducing material terminates the free radicals that were obtained in different
30 processes that occur in the human body. The Inquiry laboratories topic was the last
31 suggested insertion point for the functionality concept. Teachers suggested demonstrating
32 the "copper plates experiment" whereby they change the wetting properties of the metal,
33
34 consequently, affecting its functionality.
35
36 This concept was also suggested to be integrated into several optional curricular modules. In
37 the polymers module, they suggested mentioning the field of composite materials and the
38 importance of providing a nanoparticle with special functionality, thus enabling it to bind
39
much better to a polymeric matrix. In the physical chemistry module, they related to
40
41 functionality when teaching about semi-conductors in photovoltaic cells. Teaching about the
42 structure of the energy levels leads to specific conductivity characteristics of semi-
43 conductors that enable it to function as a photovoltaic cell. Teachers considered integrating
44 the concept when teaching the Biochemistry module. In this module, teachers teach the
45
46 proteins topic and discuss the enzyme's catalytic site. They stress the uniqueness of the
47 enzymes structure, which provides the protein with its catalytic nature. The last suggested
48 insertion point was in the environmental chemistry module. For example, when teaching
49 about water quality, there are many developments that enable purification of water and
50
51 they are based on some functionality of the nanomaterials, such as the ability of
52 nanomaterials to bind metal ions and to remove theme from the water.
53
54
55
56 6. Classification of nanomaterials
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3 The essential concept classification of nanomaterials was defined as the classification of
4 nanomaterials according to the four following sub-concept characteristics: (1) Classifying
5
nanomaterials according to their chemical composition (for example, carbon
6

7 nanocompounds, inorganic NP, and organic nano-compounds), (2) Classifying nanomaterials
8 according to their electrical conductivity (semiconductors, conductors, and insulators), (3)
9 Classifying nanomaterials according to their source (natural nanomaterials, organic
10
molecules, and synthetic nanomaterials), and (4) Dimensionality (the number of dimensions
11
12 in which a nano-structure expands beyond 100 nm (0D, 1D, 2D, and 3D).
13
14 As presented in Table 2, teachers suggested several insertion points for the essential NST
15 concept classifications of nanomaterials in different topics of the high-school chemistry
16 curriculum. They suggested integrating the concept into five of the ten chemistry curricular
17
topics (Basic concepts, the periodic table, structure and bonding, stoichiometry, and inquiry
18
19 laboratories) and in two of the four optional curricular modules (physical chemistry and
20 biochemistry) of the Israeli high-school chemistry curriculum. Teachers' explanations
21 regarding the insertion points are presented in Appendix 5.
22
23 The first suggested insertion point of the concept was within the basic concepts topic.
24
Teachers suggested integrating the concept classifications of nanomaterials when relating
25
26 to carbon and its various forms. There, they can teach about nanoparticles that are
27 composed of carbon atoms. The second place was in the periodic table topic. Teachers
28 suggested integrating the concept when teaching about the periodic table. The
29
classification of nanomaterials is analogous to classifying the elements in the periodic
30
31 table, where the elements are presented in columns and rows. Therefore, one can
32 compare and see what can be learned from each of the nanomaterials classifications and
33 can determine their differences and similarities. They also suggested integrating the
34
concept according to the materials conductivity (conductors, semi-conductors, and
35
36 insulators). The next insertion point was in the structure and bonding topic.
37
38 Since this topic deals with allotropic structures of carbon, it is an appropriate place to
39 represent different carbon nanoparticles (fullerene, carbon nanotubes, and graphene).
40 Dealing with this family of materials enables one to consider other nanomaterials that are
41
not carbon-based, such as inorganic nanomaterials, but have the same structure.
42
43 Stoichiometry was the next topic that teachers suggested integrating the concept into.
44 They suggested mentioning, for example, reactions for creating nanoparticles (categorizing
45 nanomaterials according to their chemical composition). The next insertion point was in
46
the Inquiry laboratories, where gold nanoparticles can be prepared and then discussing the
47
48 different types of nanoparticles, representing different types of classification.
49
50 This concept was also suggested to be integrated into two optional curricular modules. In
51 the Physical chemistry module, teachers can teach about the difference between
52 conductive, insolating, and semi-conductive materials. Teachers also considered integrating
53
the concept when teaching the Biochemistry module. In this module, teachers can mention
54
55 nanoparticles that are based on DNA, and then can relate to the classification material
56 according to the organic and inorganic classification.
57
58 7. Fabrication approaches for nanotechnology
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3 The essential concept fabrication approaches for nanomaterials was defined as the wide
4 variety of options that can be used for fabricating nanomaterials. This concept has two sub-
5
concepts: (1) Top down vs. bottom up approaches for fabricating nanomaterials, (2) A self-
6

7 assembly approach for fabricating nanomaterials. Teachers were asked to suggest insertion
8 points only for the self-assembly sub-concept.
9
10 Teachers suggested several insertion points of the NST concept fabrication approaches for
11 nanomaterials (and focused on the sub-concept of self-assembly) in different topics of the
12
high-school chemistry curriculum are presented in Table 2and explained in Appendix 6. They
13
14 suggested integrating the concept into seven of the ten chemistry curricular topics (basic
15 concepts, atomic structure, structure, and bonding, oxidation-reduction, the chemistry of
16 food, thermodynamics, and inquiry laboratories) and in three of the four optional curricular
17
modules (polymers, physical chemistry, and biochemistry) of the Israeli high-school
18
19 chemistry curriculum.
20
21 The first suggested insertion point of the concept fabrication approaches of nanomaterials
22 (focusing on the sub-concept of self-assembly) was in the "basic concepts" of the chemistry
23 curriculum. Teachers suggested integrating the concept when they discuss mixtures and
24
solutions and when they explain the hydrophilic and hydrophobic concepts and relate to
25
26 detergents ability to remove fatty spots as an example of mixtures. Teachers can go deeper
27 and connect the micelles structures that are self-assembled in terms of nanotechnology.
28 They also suggested connecting the topic when teaching the four basic levels of chemistry,
29
especially when describing the micro level. In the structure and bonding topic, teachers
30
31 suggested integrating the concept while teaching intermolecular bonds. They referred to
32 intermolecular bonds as crucial for building a bottom-up structure, hence, self-assembly.
33 They also suggested integrating the concept while discussing the materials' properties in
34
relation to intermolecular bonds by explaining how the properties are determined by the
35
36 surface interactions and how the molecules are spontaneously organized. The next insertion
37 point was in the oxidation-reduction topic. Teachers used the lab experiments they generally
38 conduct with their student for stimulating the self-assembly process. For example, they
39
prepare gold nanoparticles with their students and perform the bottom-up process by
40
41 reducing gold ions with citrate and gradually producing gold nanoparticles. Chemistry of
42 food is another suggested insertion point. Teachers suggested relating to the self-assembly
43 concept when teaching fatty acids, saccharides, and proteins. Teachers use the membrane
44 as a structure that is created by a self-assembly process based on the chemical properties of
45
46 the fatty acids. They use the saccharides structures (mono, di, and poly saccharides) for
47 comparing their structures to a bottom-up process. Last, the thermodynamics topic was
48 another suggested insertion point, when teaching the entropy and free energy subjects.
49 Teachers wrote that these subjects provide explanations for the self-assembly concept.
50
51 Molecules are usually arranged in structures that spontaneously lead to decreased free
52 energy, so the structure is self-assembled into a more stable state of the system. The inquiry
53 laboratories topic was the last insertion point of the concept. Interestingly, teachers related
54 to the concept as an analogy of how the inquiry laboratory process is built in general. It is a
55
56 bottom-up structure: students start from small pieces of data followed by an experiment,
57 results, and conclusions that complete the picture (the full assembly). They also suggested
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3 using several experiments (e.g., CuCl2 electrolysis) in which students can visualize the
4 bottom-up process of creating copper metal at the macro-scale.
5
6 This concept was also suggested to be integrated into several optional curricular modules. In

7
the polymers module it was suggested to be taught when teaching how an amorphous
8
9 polymer is transformed into a well-arranged and crystalized structure in a slow cooling
10 process involving polymer chains self-assembled, as opposed to a fast cooling process.
11 Teachers suggested integrating the concept top-down and discussing self-assembly when
12
teaching about microelectronics in the physical chemistry topic. They relate to
13
14 photolithographic principles as an example of a top-down process. In the biochemistry
15 module, teachers suggested using the bottom-up and self-assembly concept when teaching
16 the lipids topic and when discussing the phospholipids organizing shapes (e.g., liposome,
17
micelles, and cell membrane). These topics demonstrate how the membranes structure
18
19 (which is in nanometric sizes) is organized. They also considered integrating the concept
20 when teaching the quarterly structure of a protein, as a self-assembly structure. This protein
21 is folded in a specific way because of thermodynamics and the final structure leads to some
22
functionality.
23
24
8. The making of nanotechnology
25
26
27
The essential concept of the making of nanotechnology was defined as revealing the
28 mystery of nanotechnology, or in other words, how nanoscience research is performed and
29 how innovations are transformed into applications. This concept has three sub-concepts:
30 multidisciplinary science and technology, team work, and the development of
31
nanotechnology. The NST essential concept, The making of nanotechnology, was suggested
32
33 to be inserted into different places in the high-school chemistry curriculum, as presented in
34 Table 6. This concept is described in detail in Blonder and Sakhnini (2015).
35
36 Teachers suggested integrating the concept into seven of the ten chemistry curricular topics
37 (basic concepts, atomic structure, structure and bonding, stoichiometry, oxidation-
38
39
reduction, chemistry of food, and inquiry laboratories) and in three of the four optional
40 curricular modules (polymers, physical chemistry, and biochemistry) of the Israeli high-
41 school chemistry curriculum, as presented in Table2 and explained in Appendix 7.
42
43 The first suggested insertion point of the concept was in the basic chemistry concepts.
44 Teachers suggested integrating the concept when they relate to chemistry as an
45
46 interdisciplinary field that deals with astronomy, physics, material engineering, biology,
47 geology, and others and it is considered a central science. Teachers considered using this
48 concept as an example to demonstrate the scientific research process. The topic of atomic
49 structure was the second suggested insertion point. In this topic, teachers referred to
50
51
several sub-concepts (multidisciplinary science and technology, team work, and the
52 development of nanotechnology) to explain the scientific cooperation between scientists
53 from different disciplines (chemists, physicists) and its contribution in scientific
54 developments. The third insertion point was in the structure and bonding topic. When
55
teaching about the allotropic forms of carbon and about graphite, teachers suggested
56
57 discussing the historical development of carbon nanoparticles such as CNT and graphene.
58 Stoichiometry was another suggested insertion point for the concept. Students feel that
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3 stoichiometry is a mixture of chemistry and mathematics. Therefore, it provides a great
4 opportunity to present the interdisciplinary nature of contemporary science and more
5
specifically, nanotechnology. The next suggested insertion point was oxidation-reduction
6

7 when teaching corrosion protection methods. Here, teachers can present the new
8 nanotechnology method used for corrosion protection and the collaboration needed among
9 scientists from different scientific disciplines (chemistry and materials engineering) to make
10
this nanotechnology application work. In the topic chemistry of food, teachers suggested
11
12 integrating the concept while teaching about saccharides, proteins, and fatty acids, which
13 serve as good examples of collaboration between chemists, biologists, physicians, and
14 nutritionists, and which support research for finding medications for different diseases. They
15
also suggested integrating the concept when teaching fatty acids, hydrophilicity, and
16
17 hydrophobicity characteristics. In addition, they suggested introducing the self-cleaning

18 nanotechnology application, which, again, exemplifies the multidisciplinary nature of
19 nanoscience and nanotechnology. They stressed the importance of exposing students to the
20 work of modern chemists, the interdisciplinary knowledge they need (e.g., biology and food
21
22 engineering) and to the fact that modern research labs employ scientists from different
23 scientific fields that work together and provide answers to related questions. The last
24 suggested insertion point of the concept was in the inquiry laboratories topic. Teachers
25 suggested relating to the concept when explaining the team work nature of lab work,
26
27 stressing the importance of team work in the lab for the success of the team, and
28 emphasizing the importance of cooperation within different scientific disciplines in the
29 research process as a basis for its success.
30
31 The concept was also suggested to be integrated into several optional curricular modules. In
32 the polymers module it was suggested to be taught when discussing integrating
33
34 nanoparticles into polymers to obtain polymers with different properties. This requires team
35 work among scientists from different scientific disciplines such as medicine, ecology, and
36 food packaging. They also suggested integrating it when teaching tensile strength where it is
37 needed to emphasize that this concept comes from the world of engineering and
38
39 nanotechnology and links the world of science to the world of technology. The concept was
40 also suggested in the physical chemistry topic, when teaching about semi-conductors and
41 describing its industry. Teachers suggested describing the historical development of the
42 electronics industry and how nanomaterials contributed to it. In the biochemistry module,
43
44 teachers used the combination of chemistry and biology to explain that in science, it is
45 difficult to separate scientific disciplines, because each discipline complements other
46 disciplines. For example, in biochemistry, how the chemical structure affects the biological
47 function.
48
49 Note that the nature of the concept the making of nanotechnology is different from other
50
51 concepts that were identified in this research, as was emphasized in Blonder, & Sakhnini
52 (2015); Blonder, & Sakhnini (2016). The teachers spontaneously dealt with this difference by
53 suggesting how to integrate the concept into the pedagogical level of chemistry teaching
54 and not necessary into specific parts of the chemistry curriculum. They wrote that the
55
56 concept has great potential to attract students to learn chemistry, motivate them, expose
57 them to contemporary science, with no need to indicate a specific insertion point. Several
58 ideas demonstrating this notion followed. Teachers suggested using the concept for
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3 chemistry orientation by using materials and conducting experiments that are considered as
4 the cutting-edge of science. Teachers believe that by doing so, they will increase students
5
interest and motivation in sciences in the future and will also expose them not only to the
6

7 academic level of sciences but also to make them realize what constitutes research work.
8 Exposing students to scientific language will encourage them to read scientific papers and
9 develop their scientific literacy. In addition, based on the making of nanotechnology, one
10
can connect between philosophy, history, and science to more deeply understand how
11
12 science has developed. This is very important for deepening the students understanding of
13 nano-size objects and for effectively promoting science teaching.
14
15 Discussion
16
17
18 According to the results, all of the NST essential concepts were integrated into the different
19 chemistry curriculum topics in 74 different insertion points. In three of the compulsory
20
21
chemistry topics (basic concepts, atomic structure, structure and bonding) teachers
22 integrated all the concepts. In the other topics teachers found at least two NST essential
23 concepts to be integrated into each of the curricular topics. In addition to Table 2, a
24 graphical summary of the results is presented in Figure 1.
25
26 The two-stage methodology served as a platform to examine the reliability of the insertion
27
28 points of the NST essential concepts in the high-school chemistry curriculum in Israel. We
29 found that 95% of the insertion points were validated in the second stage. The other 5% (3
30 insertion points) are ones that were suggested only by 1-2 teachers in the identification
31 stage. These insertion points are denoted in Table 2 (as well as in Table 1 and Appendices 1-
32
7). According to this finding, we suggest that these three non-validated insertion points be
33
34 re-examined before they are recommended to other teachers. In addition, the low number
35 of new insertion points that were raised in the second stage of the validation reveals that
36 the process of identifying the insertion points of the NST essential concepts in the Israeli
37
high-school chemistry curriculum is about to a reach saturation point. In order to fully meet
38
39 the aim of the study to identify all the insertion points using the NST essential concepts in
40 the high-school chemistry curriculum in Israel, an additional study should be conducted until
41 saturation is reached.
42
43 As stated above, in the first three basic topics in the high-school chemistry curriculum: basic
44
45
concepts, atomic structure, structure and bonding, teachers suggested that all 8 NST
46 essential concepts be inserted. Trying to to analyze the meaning of this finding led us to two
47 possible explanations. These are the basic chemistry topics and teachers spend a long time
48 dealing with them since they support students' understanding of the other chemistry topics.
49
As basic chemistry topics, they are also related to all the NST essential concepts. In addition,
50
51 when teachers devote many hours to teach a topic, they know many of its aspects and
52 therefore, it is easier for them to find insertion points with the modern NST essential
53 concepts they just leaned in the course.
54
55 In the other chemistry curricular topics (e.g., stoichiometry, acids and bases, and oxidation-
56
57
reduction) the teachers are more focused on teaching the students to solve exercises. Here
58 it is not trivial to suggest that any external additional NST concepts be added to the
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2
3 curriculum. The results of the study might reflect on the way teachers teach different topics
4 in the chemistry curriculum, and not only the insertion of a body of knowledge (namely,
5
chemistry and NST). This might also be the case with the optional chemistry curricular topics.
6

7 All the topics involve understanding the topic, as well as performing relevant calculations.
8 However, the topic of environmental chemistry in the Israeli curriculum includes analytical
9 chemistry methods (Mandler et al., 2014; Mandler et al., 2012). Namely, the focus can be
10
easily shifted from environmental issues to calculating the metal ion concentration in water.
11
12 When a teacher emphasizes the calculation aspects, it is difficult for her to suggest many
13 insertion points.
14
15 Figure 1: Insertion points of NST essential concepts in the Israeli high-school chemistry
16 curriculum. * Insertion point that were not validated in the second stage, *** Insertion
17
points that were only raised in the validation stage.
18
19
Please insert Figure 1 about here
20
21
22
23
24 The concept the making of nanotechnology did not reach a consensus during the Delphi
25 study (Sakhnini & Blonder, 2015) but it was decided to be included for educational purposes.
26 It is interesting to note that this concept was most frequently integrated into the chemistry
27 curriculum. Teachers suggested the concept in 7 of the curriculum topics (of which one was
28
29 not validated). They stressed its uniqueness in terms of the pedagogical level: its great
30 potential for attracting students to learn chemistry, increasing their motivation, and
31 exposing them to contemporary science, as reflected from teachers explanations that are
32 presented in Appendix 7. This result is in agreement with a previous study (Blonder &
33
34 Sakhnini, 2015).
35
36 The results of the study highlight several important aspects related to teachers knowledge
37 and development. The first aspect is related to the important role the teachers played in the
38 process of identifying and validating the insertion points using the NST essential concepts in
39 the high-school chemistry curriculum. The teachers utilized their pedagogical content
40
41 knowledge (PCK)(Shulman, 1986, 1987), which according to Shulman (1986, 1987) and
42 others (Kind, 2009), one component of PCK is knowledge about the curriculum. In the
43 current study, the teachers' deep curricular knowledge of the high-school chemistry
44 curriculum enabled them to suggest insertion points using the NST essential concepts they
45
46 just learned in the course "Introduction to materials and nanotechnology" for subjects in the
47 chemistry curriculum. It is interesting to compare these results to a study that was
48 conducted in Taiwan. In their study Lin, Chen, Shih, Wang, and Chang (2015) found that
49 teachers reported that their understanding of teaching nanotechnology does not reach a
50
51
very satisfactory level. They also stated their strong intention to pursue professional
52 development for teaching nanotechnology. We suggest that asking the teachers to suggest
53 insertion points using the NST essential concepts achieved two different goals: 1) it was a
54 research tool used to collect the insertion points for the current study; 2) However, it also
55
promoted teachers knowledge in two dimensions: the content knowledge of NST and their
56
57 PCK. When the teachers who studied the course need to look for insertion points using the
58 NST essential concepts, they first need to understand it (namely, strengthening the CK). The
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3 next stage of looking for insertion points within the chemistry curriculum highlights the
4 teachers connection of the CK to their own teaching and supports them in any future
5
attempt to integrate NST essential concepts into their chemistry teaching. The finding that
6

7 teachers suggested the insertion points using several (2-8) NST essential concepts in each
8 subject in the mandatory chemistry curriculum shows that the chemistry curriculum is a
9 suitable medium for teaching about nanotechnology, and that the teachers who participated
10
in the study know how to identify suitable places for this integration.
11
12
13
14
In addition, integrating the insertion points of the NST concepts into the current high-school
15
16 chemistry curriculum, by experienced teachers, reflects the relevance of these concepts
17 from the teachers perspective. The importance of supplementing the curriculum with
18 scientific materials suggested by the teachers has long been recognized (Connelly & Ben-
19
Perez, 1980; Sabar & Shafriri, 1982). Bennett, Grsel, Parchmann, and Waddington (2005)
20
21 referred to several factors that seem to be relevant for teachers in adopting curricular
22 changes, such as the teachers perceptions of its effects on students learning and their
23 effects on students interests and motivation (Blonder, Mamlok-Naaman, Kipnis, & Hofstein,
24
2008).
25
26
27
The two different forms of courses that the teachers underwent (Blonder, 2011) adequately
28 supported developing teachers content knowledge of the NST essential concepts and
29 helped them integrate the NST learned concepts into the curricular topics. According to
30 Bryan et al., (2015), teachers need to be given the time and resources to develop the
31
knowledge bases necessary to effectively integrate and implement NST instruction into
32
33 existing course curricula. However, content knowledge alone is not sufficient. Blonder's
34 group reported in several studies that adapting scientific knowledge to education is an
35 important stage of the teachers professional development (Blonder, 2010; Blonder &
36
Mamlok-Naaman, 2016; Mamlok-Naaman et al., 2010).
37
38
39
Implementation
40
41 The results of the current study constitute a research-based mapping of the Israeli high-
42 school chemistry curriculum for areas into which NST essential concepts could be integrated.
43 This mapping may vary for each specific curriculum that is used in other countries. However,
44 most of the curricula presented here represent basic chemistry concepts that are common
45
46 to chemistry curricula world-wide. Therefore, this study is also applicable to high-school
47 chemistry curricula in other countries. This mapping is therefore useful to chemistry
48 educators who wish to integrate NST concepts into the chemistry curriculum. This
49 integration could be an innovative step towards renovating the chemistry curriculum by
50
51 adding basic concepts of a contemporary research innovative field, NST.
52
53
54
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Research(11), 2726-2743. doi:doi:10.1557/jmr.2006.0354
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3 Table 2: Suggested insertion points of the 8 NST essential concepts in the mandatory and
4 optional different topics of the high-school chemistry curriculum.
5
6 Curriculum 8 NST essential concepts

7 subject
8 Curricular
properties
dependent
1. Size-
applications
and
Innovations
2.
scale
3. Size and
ion methods
Characterizat
4.
Functionality
5.
nanomaterial
of
Classification
6.
nanomaterials
approaches of
7. Fabrication
ogy
nanotechnol
making of
8. The
9 subjects
10
11
12 Mandatory
13 1. Basic 2** 2** 3** 3** 2** 3** 3** 3**
14 concepts
15 2. Atomic 4** 4** 11** 2** 4** 11** 4** 4**
16 structure
17 3. Structure 8** 7** 7** 8** 10** 10** 4** 3**

18 and bonding
19
4. 0 0 8** 0 0 3** 0 1
20 Stoichiometry
21
5. Oxidation- 0 3** 0 0 3** 0 1 1**
22
reduction
23
6. Acids and 0 2** 0 0 2 0 0 0
24
bases
25
7. Chemistry 4** 2** 3** 0 7** 0 3** 3**
26
of food
27
28 8. Kinetics 6** 2** 0 3** 0 0 0 0
29
30 9. Energy 0 0 0 0 0 0 4** 0
31
32 10. Inquiry 2** 0 0 2 4** 3** 3** 4**
33 laboratories
34 No. insertion 6 (6) 7 (7) 5 (5) 5 (4) 7 (6) 5 (5) 7 (6) 7 (6)
35 point
36 (validate)
37
38 Optional curricular subjects
39 11. Polymers 1** 7** 5** 2** 6** 0 5** 4**
40
41 12. Physical 0*** 6** 2** 3** 7** 7** 2** 2
42 chemistry
43 13. 0*** 3** 0*** 2 6** 3** 3** 3**
44 Biochemistry
45 14. 0 0 2** 0 3** 0 0 0
46 Environmenta
47 l chemistry
48 No. insertion 1 (3) 3 (3) 3 (4) 3 (2) 4 (4) 2 (2) 3 (3) 3 (2)
49 point
50 (validate)
52
53 ** Insertion point that were confirmed at the validation stage
54
55 *** Insertion points that were added at the validation stage
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3 Figure 1: Insertion points of NST essential concepts in the Israeli high-school chemistry
4 curriculum. Number of the NST 8 essential concepts are according table 2.
5
6

7
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9
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2
3 Appendices
4
5 Appendix 1
6

7 Suggested insertion points of the essential concept applications and innovations in
8 nanotechnology into different topics of the high-school chemistry curriculum and the
9
10 teachers quotations explaining the insertion points.
11
subject
13
14
15 (*)
16 Basic concepts "In the first lesson in chemistry, students are exposed to the definition
17 of chemistry. Therefore, we can relate to the notion that chemistry is a

18 (2/11)** continuously developing science that produces new materials with
19 new properties that fit a desired application. We can relate to this idea
20 all the time as we progress through the curriculum contents.
21
22 "We can teach the research skills by providing the students with an
23 article dealing with nanotechnology applications or by asking them to
24 bring an article that interests them and that deals with the subject and
25 by practicing different research skills".
26 Atomic structure "When teaching the periodic table, we discuss metals, non-metals, and
27 semi-conductors. Then we can relate to the photovoltaic solar cells
28 (4/11)** and their contributions and relate to the LEDs too". "When teaching
29 the periodic table, we can teach semiconductors and their applications
30 in photovoltaic solar cells. It will motivate and provide them with tools
31 that will help them in the future to acquire knowledge independently".
32 Structure and "When teaching molecular materials/organic compounds/ functional
33 bonding groups, here we also teach hydrophilic and hydrophobic concepts and
34 also discuss intermolecular forces. Therefore, we can relate to self-
35 (7/11)** cleaning applications and to mimicking the nature (the lotus effect) at
36 the same time".
37
38 "In atomic materials, we teach carbon allotropy, graphite, and
39 diamonds. Therefore, we can relate to carbon nanotubes (CNT), their
40 integration into different products, and their contributions to the
41 development of nanotechnology. In addition, we can relate to the
42 benefits and risks of these products to human beings and to
43 humanity".
44
45 "While teaching about metallic materials and alloys, we can relate to
46 steel alloy as a material with very special strength properties and can
47 compare its strength to the CNT strength, which is 100 times stronger
48 than a steel alloy, and has different applications in the aircraft industry
49 and other industries. This topic is suitable because it adds social and
50 educational values, bigger doesnt necessarily mean stronger.
51 Sometimes "small" can be very powerful and strong".
52 Oxidation- "When teaching about anti-oxidants as natural materials, we can teach
53 reduction that there are many materials that naturally work as anti-oxidants.
54 Based on this knowledge and by studying these materials
55 (3/11)** mechanisms, we can use nanotechnology and mimic nature to make
56 new materials that work using the same mechanism for different
purposes".
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2
3 Acids and bases "Teaching about indicators, we can explain that we use the indicators
4 property of changing its color to get information regarding the pH level
5 (2/11)** of the base or acid. Therefore, we can teach about Tailoring nano-
6 materials to the requested application. We can teach about tailoring

7 nanoparticles properties to generate new properties according to our
8 needed application".
9 Chemistry of "When we teach about saccharides, we can teach about their nano
10 food application, which is used in medicine".
11
12 (2/11)** "When teaching about a foods ingredients, it is suitable to teach about
13 nano metric sensors that were developed to sense or measure these
14 materials concentrations in the body".
15 Kinetics "When teaching about catalysis and catalyzers, we can teach about
16 photo-catalysis and a nanotechnology self-cleaning application.
17 (2/11)**
19 Polymers "The last chapter of the polymers module relates to the everyday uses
20 of polymers. I think it is an excellent context to teach about OLED and
21 (7/11)** nanocomposite polymers and their contribution to humanity".
22
23 "In the polymer module we can teach about nano-composite polymers
24 and the multiple applications it suggests (e.g., food packaging, anti-
25 bacterial products, strong glues, and many more). When teaching
26 these applications, we can relate to the RRI (Responsible research and
27 innovation) dimensions (Schomberg, & Von Schomberg, 2013;
28 Blonder, Zemler, & Rosenfeld, 2016) and discuss it with the students.
29 By applying this, we cultivate the students awareness of the ethical
30 and social aspects that accompany scientific/technological
31 applications".
32 Physical "We can demonstrate to the students different nanotechnology
33 chemistry applications that are produced and applicable based on semi-
34 conductors; we already teach about LED and we can also teach about
35 (6/11)** photovoltaic cells".
36
37 "When teaching the electronic structure of solids in physical chemistry,
38 we teach about conductors, semi-conductors, insulators, doping, and
39 much more. We can demonstrate the nanotechnology application of
40 solar cells. It is very practical and relevant. In addition, we can relate to
41 many ethical and social issues related to the nanotechnology
42 applications".
43 Biochemistry "When teaching the hydrophilic and hydrophobic concepts in proteins,
44 we can relate to the nanotechnology application self-cleaning
45 (3/11)** surfaces, and link it to technological applications that are based on
46 mimicking nature (The lotus effect)".
47
48 "We can relate to nanotechnology applications that mimic natures
49 processes that occur in the cell. These processes are used as the basis
50 for producing nano devices designed for the same purpose that nature
51 provides".
53
** Insertion point that were confirmed at the validation stage
54
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3 Appendix 2:
4
5 Suggested insertion points of the essential concept size and scale in different topics of the
6 high-school chemistry curriculum and teachers quotations explaining the insertion points.

7
9 subject (*)
10 Basic concepts "Teaching about the state of matter in the macroscopic (what you
11 can see and measure) and microscopic levels (the particle level). By
12 (3/11)** teaching the size and scale concept, the students will be able to
13 distinguish between the macro and micro sizes and scales".
14
15 "I teach the concept "size and scale" in the first chemistry lesson. I
16 mention the concept in the first lesson to give the students an idea
17 about the scales that chemistry deals with".

18 Atomic structure "In the atomic structure topic, students are exposed to many
19 particles whose sizes are hard to estimate (e.g., protons, electrons,
20 neutrons, atoms, and molecules). So it is important to make
(11/11)**
21 students realize the differences in the size and scale of each particle
22 and for them to make sense of the atomic structure.
23
24 "We are trying to explain to students the meaning of size and scale,
25 using and comparing different objects, so we can manage to help
26 them come closer to the real size of the particles or objects that
27 chemistry deals with. I think that teaching this concept will provide
28 us with more tools to make students more deeply understand
29 different scales of different particles in chemistry".
30
31
"When teaching about molecules, atoms structure, and finally the
32 atomic radius, I explain that when we're talking about an isolated
33 molecule, its size is very small, but when we talk about many of
34 these molecules, we can visualize the quantity but we cannot
35 visualize the molecules. Then we teach about the atomic radius,
36 which is measured using an angstrom scale that is smaller than the
37 nano scale. By doing this, I can provide the students with a tool they
38 can use to demonstrate and describe, in their head, the scales of the
39 different visible and invisible objects".
40 Structure and "Using the length of chemical bonds, we can relate to the concept. It
41 bonding will help students understand what scale we are talking about, help
42 them in categorizing their knowledge and the different scales and in
43 realizing the connection between the bonds length and strength".
(7/11)**
44
45 "Students have misconception regarding the chemical bonding
46 length and its characteristics. Therefore, it is necessary to relate to
47 the scale of its size " .
48
49
"We can relate to the concept, when teaching the atomic materials
50
(CNT, fullerene, carbon allotropy), metallic and ionic lattices. In all
51
these structures, we talk about "huge" structures and we mention
52 the macromolecule concept. So when mentioning the word "huge",
53 we should define what the scale of that "huge" structure is. The
54 word huge might create a misconception. Therefore, it is important
55 to relate to the size and scale concept".
56 Stoichiometry "When teaching about concentration and dilution, we deal with
57 negative exponents. Students face difficulties in understanding the
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3 (8/11)** negative exponents. In discussing the nonmetric size and scale, we
4 can help them to better understand this topic as well as the solution
5 and dilution topics".
6

7 "In chemistry we use the mole concept a lot. We use the sizes 1, 2,
8 and 0.5 mole Students can estimate the size of one mole if we
9 relate it to other sizes in their everyday life. When assigning these
10 numbers to the mole concept, the whole scale changes. We start
11 talking about the tremendous number of particles that participate in
12 a reaction. These scales are very hard for the students to perceive,
13 and they constitute the essence of chemistry".
14 Chemistry of "Teaching about saccharides, proteins, and fats, we talk about
15 Food macromolecules as huge molecules. The size and scale concept will
16 provide the students with tools that will help them perceive the
17 (3/11)** meaning of a "huge" molecule and relate to what is considered huge

18 ".
20 Polymers "In polymers and macromolecules, we use a lot the concept
21 macromolecules, a long and twisted chain. Therefore, it is important
22 (5/11)** to realize the different sizes of these molecules and their scale".
23 Physical chemistry "I suggest talking about the concept size and scale when introducing
24 the physical chemistry topics before teaching about wavelengths
25 (2/11)** and colors".
26 Biochemistry*** "Regarding the protein separation process, in the proteins solutions
27 we cant differentiate by the naked eye between those proteins that
28 we intend to separate because of their small nanometric sizes.
29 Therefore, we need to understand and utilize their characteristics".
30
31 "The DNA molecule is a macromolecule that is packed in a very
32 small area in the cell. Here it is important to realize the different
33 sizes of these molecules and their scale".
34 Environmental "In this chapter we teach about water quality and analytical
35 chemistry methods to determine the concentration of dissolved materials.
36 When we dilute a colorful solution until we're not able to see the
37 (2/11)** color it seems that the water has no substance in it. However, in fact
38 it is still there but in a very small amount in comparison with the
39 number of water molecules and we need special analytical tools to
40 determine their existence".
42
** Insertion point that were confirmed at the validation stage
43
44 *** Insertion point that was added during the validation process
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3 Appendix 3:
4
5 Suggested insertion points of the essential concept characterization methods and especially
6 the sub concepts AFM and resolution in different topics of the high-school chemistry

7
curriculum and the teachers quotations explaining the insertion points.
8
9
Curriculum Teachers explanation
10
subjects (*)
11
12
13 Basic concepts "We can relate to the concept when we teach about elements,
14 compounds, mixtures, and pure material. Students should learn about
15 (3/11)** the characterization methods used to see at the atomic level".
16
17 "In chemistry lessons we stress the four levels of understanding: macro,

18 micro, symbol, and the process levels. We can term resolution as
19 analogous to the level of understanding. The macro level relates to
20 low-resolution observing and the micro level to a high-resolution
21 observing level".
22 Atomic "When teaching about the atomic structure, we can relate to the AFM
23 structure and resolution concept. There is difficulty in teaching about atoms and
24 explaining that they are the particles that compose the material. By
25 (2/11)** using AFM images, students can visualize the materials structure and
26 its surface area topography, although they still can not "see" the
27 atoms".
28
29 "We can stress the importance of the different microscopes as tools
30 that provide us with images regarding the particulate structure of
31 matter. These images provide evidence for the theoretical knowledge
32 we teach, and we validate models and theories that were constructed
33 by scientists that explain the structure of matter".
34 Structure and "When teaching about intermolecular bonds and their strength, we can
35 bonding connect to the working principle of the AFM microscope that is based
36 on vdW forces between the atoms at the end of the tip and the atoms
37 (8/11)** and molecules on the scanned surface".
38
39 "Teaching about the geometry of molecules, we can teach the students
40 how developments in the field of microscopy enabled scientists to
41 improve their theoretical knowledge and to examine their hypothesis
42 in a visualized, definite way. Therefore, by using AFM, scientists could
43 see the geometry of molecules. These geometries can teach us a lot
44 about the characteristics of the material and its chemical reactivity".
45
46 "While teaching the topic interactions between radiation and matter,
47 we can explain that: (1) by using the electronic microscope, we can
48 measure at the nanometric scale and at high resolution the distance
49 between the atoms in matter. (2) We can scan the surface topography
50 of matter using AFM, which teaches us about the intermolecular forces
51 between the tip of the microscope and the atom, which enables us to
52 determine the surface areas topography, the electrons and atoms
53 density on the surfaces according to the intermolecular interactions
54 forces.
55 Kinetics "One of the factors that affects a reaction rate is the surface area. We
56 can relate to the concept AFM as a research method used for
57 characterizing the surface area of different kinds of matter including
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3 (3/11)** catalysts, in the same way that we did with aluminum foil in the lab".
4
5
6 Inquiry "We can relate to the AFM, electron microscope, and resolution

7 laboratories concept in the inquiry laboratory module. Students conduct
8 experiments and get different products. These products can be
9 (2/11) characterized by advanced instrumentation such as AFM. AFM can be
10 used as a research tool for characterization and for learning about the
11 products structures".
13 Polymers "In polymers we teach about fibers. Using TEM we observe how the
14 fibers are organized in a polymer. This will inform us about the
15 structure of the polymer, its characteristics, and how they will affect its
(2/11)**
16 applications".
17 Physical "Teaching the duality of an electron, in spectroscopy. The working

18 chemistry mechanism of the electronic microscope is based on this duality. We
19 can present electronic microscopy as a breakthrough application based
20 (3/11)** on the duality principle".
21
Biochemistry " When teaching about processes inside a living cell, we can introduce
22
different microscopic techniques and discuss the resolution that can be
23 achieved by each and the possibility of visualizing living cells. Using the
(2/11)
24 electron microscopic techniques, we cannot work with living cells
25 before treating them and actually destroying their biological activity".
26
27
"In biochemistry, we can use AFM for identifying the secondary
28
structure of a protein that is absorbed on a surface: the alpha helix, the
29
beta structure, and the spherical structure, the DNA and RNA structure
30
and identifying mutations".
31
* Number of teachers who suggested the concept
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3 Appendix 4:
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5 Suggested insertion points of the essential concept Functionality into different topics of the
6 high-school chemistry curriculum and teachers quotations explaining the insertion points.

7
9 subjects (*)
10
11
12 Atomic structure "The idea is to emphasize the unique characteristics that provide matter
13 with properties. The ability of the nucleus of an atom, as a positively
14 (2/11)** charged particle, to attract electrons stabilizes the electronic structure of
15 the atom".
16 Atomic structure "The location of each element in a certain column of the periodic table
17 provides it with specific chemical characteristics according to the

18 (4/11)** column".
19 Structure and "The properties of matter depend on the characteristics of its functional
20 bonding groups that are included in the molecules. For example, a molecule with
21 a hydroxyl group (-OH) most probably dissolves in water".
22 (10/11)**
23 "When we teach the structure and bonding topic, we can connect the
24 concept "functionality" because the ability to create intermolecular
25 bonds between molecules explains part of the functionality concept.
26 Hydrogen bonds, for instance, interact specifically and in certain
27 orientations to each other via specific sites".
28
29 "The specific ability of intermolecular bonding can provide functionality
30 to a nanoparticle and can enable specific and targeted binding".
31 Oxidation- "An oxidizing material has the ability to gain electrons. A reducing
32 Reduction material has the ability to lose electrons. This characteristic provides
33 reactions materials with their ability to react in oxidation or reduction reactions,
34 namely, it provides the materials with some functionality".
35 (3/11)**
36 Acids and Bases "An acid is a proton donor. A base is a proton acceptor. This
37 characteristic causes the activity of acid-base reactions and provides the
38 (2/11) materials with some functionality".
39
Chemistry of "Antioxidants and their ability to lose electrons and react as reductants
40
food terminate the free radicals that were obtained in different processes
41 that occur in the human body".
42
(7/11)**
43
Inquiry "We can demonstrate the functionality concept as a part of the inquiry
44
laboratories lab, for example, in the "copper plates experiment1" where we change
45
the wetting properties of the metal".
46
47 (4/11)**
49 Polymers "We should mention the field of composite materials. When we provide
50 a nanoparticle with special functionality, it will bind much better to a
51 (6/11)** polymeric matrix".
52
53
54
55
1
56 The teacher refers to an experiment that was conducted in the course that is based on:
57 (Qinmin, Haizu, & Hongbo, 2007).
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6 Physical "We can relate to functionality when teaching about semi-conductors in

7 chemistry photovoltaic cells. Teaching about the structure of the energy levels
8 leads to the specific conductivity characteristics of semi-conductors,
9 (7/11)** which enable it to function as a photovoltaic cell".
10 Biochemistry "In this chapter we teach about DNA. Binding different DNA bases and
11 different sequences provide the nanoparticle with very specific binding
12 (6/11)** ability with the complementary DNA strand".
13
14 "In the proteins topic, we teach about the enzyme's catalytic site. Its
15 unique structure provides the protein with its catalytic nature and this
16 function converts a protein into an enzyme".
17 Environmental "In environmental chemistry when we teach about water quality, there
18 chemistry are many processes that enable purification of water that are based on
19 the functionality of nanomaterials. This includes, for example, the ability
20 (3/11)** of nanomaterials to bind metal ions and to remove theme from the
21 water".
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3 Appendix 5:
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5 Suggested insertion points of the essential concept Classification of nanomaterials into
6
different topics of the high-school chemistry curriculum and teachers quotations explaining

7
8 the insertion points.
9
10
11 Curriculum subject (*) Teachers explanation
12 Basic concepts "As a part of the basic concepts, we discuss carbon and its various
13 forms. Therefore, we can integrate nanoparticles that are composed
14 (3/11)** of carbon atoms".
15
16
17 Atomic structure "It is appropriate to integrate the concept when teaching about the
18 (11/11)** periodic table. The classification of nanomaterials is analogous to
19 classifying the elements in the periodic table, where the elements
20 are presented in columns and rows. We can compare and see what
21 we learn from each of the nanomaterials classifications and what
22 are the differences and the similarities in them".
23
24 "When we teach about the elements groups in the periodic table,
25 we can integrate the concept "classification of nanomaterials"
26 according to their conductivity (conductors, semi-conductor, and
27 insulators)".
28 Structure and bonding "When dealing with the structure and bonding topic, we discuss
29 metallic bonds and metals. It is appropriate to relate to
30 nanomaterials and their electrical conductivity. Then we can expand
(10/11)**
31 and examine what causes conductivity in general".
32
33
"In this chapter, we deal with allotropic structures of carbon. It is an
34 appropriate place to represent different carbon nanoparticles
35 (fullerene, carbon nanotubes, and graphene). Dealing with this
36 family of materials enables us to consider other nanomaterials that
37 are not carbon-based, such as inorganic nanomaterials, but ones
38 having the same structure".
39 Stoichiometry "We can mention, for example, reactions for creating nanoparticles
40 (categorizing nanomaterials according to their chemical
41 composition)".
(3/11)**
42
43
44
45 Inquiry laboratory "In the Inquiry laboratories, we can prepare gold nanoparticles and
46 then discuss the different types of nanoparticles representing
(3/11)** different types of classification".
47
48
50 Physical chemistry "We can learn about the electrical conductivity of nanomaterials
51 when teaching this topic. We can learn about the difference between
52 (7/11)** conductive, insolating, and semi-conductive materials".
53
54
Biochemistry "We can mention nanoparticles that are based on DNA, and then
55
relate to the classification material according to the organic and
56
(3/11)** inorganic classification".
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6

7
8 Appendix 6:
9
10 Suggested insertion points for the essential concept fabrication approaches for
11
12 nanomaterials in different topics of the high-school chemistry curriculum and teachers
13 quotations explaining the insertion points.
14
16 subjects (*)
17 Basic concepts "When I teach about mixtures and solutions, I explain the hydrophilic
18 and hydrophobic concepts and relate to the detergent property of
19 (3/11)** removing fatty spots as an example for mixtures. Here we can go
20 deeper and connect the micelles structure as a self-assembled
21 structure".
22
23 "When teaching the description at the micro level, we can talk about
24 the self-assembly that is observed only at the micro level, but we can
25 influence the phenomena at the macro level".
26 Atomic "We can discuss an analogy to the historical development of the
27 structure scientific understanding of the atoms structure as a top-down
28 developmental process. Scientists deepened their understanding until
29 they reached the current atomic model structure".
(4/11)**
30
Structure and "When teaching the intermolecular bonding topic, we can teach the
31
bonding self-assembly concept. For building a bottom-up structure,
32
intermolecular bonds are needed to be built".
33
(6/11)**
34
"We can integrate this concept when teaching about the materials
35
properties and intermolecular bonds. We give examples of
36
detergents, emulsions, and how the properties of a material are
37
determined by the surface interactions and how the molecules are
38
organized; this is actually self-assembly".
39
Oxidation- "In the laboratory reaction for creating gold nanoparticles, gold ions
40
reduction are reduced to gold atoms and the gold nanoparticles are gradually
41
created in a self-assembly process. We can teach this reaction in
42
(1/11) class".
43
44
"In this topic we apply an experiment called the tree of silver. In the
45
experiment a copper wire is placed inside a solution of silver ions. The
46
silver ions are reduced to produce solid silver that is crystalized
47
around the copper wire in a tree shape:
48
49
50 Cu0 (s) + Ag+1(aq) Cu+2 + Ag0(s)
51
52 The growth of the silver tree simulates the self-assembly process".
53 Chemistry of "By teaching fatty acid and protein topics, we can relate to the self-
54 food assembly concept. The membrane is created by a self-assembly
55 process based on the chemical properties of the fatty acids".
56 (3/11)**
57 "In teaching about saccharides we start teaching the mono-
58 saccharides structure, then the di-saccharides and the poly-
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3 saccharides. This can be compared to a bottom-up process".
4 Energy "While teaching the entropy and free energy topics, the self-assembly
5 concept can be integrated. Molecules are usually arranged in
6 (4/11)** structures that spontaneously lead to decreased free energy, so the

7 structure is self-assembled into a more stable state of the system.
8 This explains self-assembly".
9 Inquiry I suggest preparing gold nanoparticles in the chemistry lab, and
10 laboratories actually performing the bottom-up process by reducing gold ions with
11 citrate and gradually producing the gold nanoparticles".
12 (3/11)**
13 "The process of the inquiry laboratory is built in a bottom-up
14 structure: We start from certain small pieces of data followed by an
15 experiment, the results and conclusions, which are the big picture.
16 We can talk with our students about this analogy".
17
18 "In the experiment of the CuCl2 electrolysis we can see the bottom-up
19 process. In this experiment, a blue CuCl2 solution undergoes the
20 process of electrolysis. Students can see the creation of copper metal,
21 and the solutions color disappears as a result of the decreased
22 copper ions concentration in the solution. This experiment is an
23 example of a macroscopic bottom-up process".
25 Polymers "When teaching how an amorphous polymer is transformed into a
26 well-arranged and crystalized structure proceeding as a slow cooling
27 process as opposed to a fast cooling process, we are actually talking
(5/11)**
28 about the self-assembly of a polymer chain ".
29
30 "Polymerization methods are a bottom-up process, whereas the
31 hydrolysis of a polymer back to polymer is a top-down process".
32 Physical "We can integrate the concepts top-down and self-assembly when
33 chemistry teaching about microelectronics. The photolithography principle (in
34 which the industry creates chips) is a top-down process".
35
(2/11)**
36
Biochemistry "In my opinion, we can use the bottom-up and self-assembly concept
37
when teaching the lipids topic and when discussing the
38
(3/11)** phospholipids organizing shapes (e.g., liposome, micelles, and cell
39
membrane). These topics demonstrate how the membranes
40
structure (which is in nanometric sizes) is organized in contrast to the
41
other structures".
42
43
"We can consider the quarterly structure of a protein as a self-
44
assembly structure. The protein is folded this way because of
45
thermodynamics and that leads to some functionality".
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5 Suggested insertion points of the essential concept The making of nanotechnology into
6 different topics of the high-school chemistry curriculum and teachers quotations explaining

7
the insertion points.
8
9
Curriculum Teachers explanation
10
subjects (*)
11
Basic "In the first lesson in chemistry, we can relate to the fact that chemistry
12
concepts is an interdisciplinary field that deals with astronomy, physics, material
13
engineering, biology, geology, and others. Chemistry is considered an
14
(3/11)** essential core science. Nanotechnology is a field in which chemists play
15
an important role".
16
17
"We can use this concept as an example to explain the process of
18
scientific research".
19
20 Atomic "In the atomic structure and the periodic table, the data collection
structure process requires cooperation among scientists. Also in the historical
21
development of atomic structure, we encounter scientific cooperation
22
(4/11)** between scientists from different disciplines (chemists, physicists). This
23
can be compared to the interdisciplinary nature of nanotechnology".
24
Structure and "When we teach about allotropic forms of carbon and about graphite,
25
bonding we can add the development of carbon nano particles such as CNT and
26
graphene".
27
28 (3/11)**
29 Stoichiometry "When we teach stoichiometry, students feel that this subject is based
30 on chemistry and mathematics. The teacher can use this opportunity to
31 (1/11) present the interdisciplinary nature of contemporary science and more
32 specifically, nanotechnology".
33 Oxidation- "When teaching corrosion protection methods, we can present the new
34 reduction nanotechnology method used for corrosion protection and discuss the
35 collaboration needed between scientists from different scientific
36 (1/11)** disciplines (chemistry and materials engineering) to make this
nanotechnology application work".
37
38 Chemistry of "Learning about saccharides, proteins, and fatty acids is an example of
food collaboration between chemists, biologists, physicians, and nutritionists.
39
This collaboration also supports research for finding medications for
40
(3/11)** different diseases".
41
42
43 "When we teach about fatty acids and discuss hydrophilicity and
44 hydrophobicity, we can introduce the nanotechnology application of self-
45 cleaning. This will exemplify the multidisciplinary nature of nanoscience
46 and nanotechnology".
47
48 "Students learn about the story of how margarine was invented. In this
49 context, it is important to expose them to the work of a modern chemist,
50 the interdisciplinary knowledge needed (e.g., biology and food
51 engineering) and to the fact that modern research labs employ scientists
52 from different scientific fields that work together to give answers to
53 questions in common".
54
55 We teach about saccharides, fatty acids, and proteins. In these
56 macromolecules, the connection between structure and function has an
57 important role in biological systems. Here we need team work between
58 scientists from different scientific disciplines (chemists, biologists,
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3 mathematicians, and nutritionists) to create scientific understanding" .
4 Inquiry "This concept can be integrated when explaining the team work nature
5 laboratories of lab work. Each person in the team does his best and contributes to the
6 success of the work".

7 (4/11)**
8 "We can use this concept to explain where a research idea comes from
9 Observations, research questions".
10
11 "As an introduction for the inquiry lab, we can stress the importance of
12 team work in the lab. We can demonstrate an example of
13 applicative/basic research and stress the importance of cooperation
14 within different scientific disciplines in the research process as a basis for
15 its success".
17 Polymers "We can teach about integrating nanoparticles into polymers to get
18 different products with different properties. This requires team work
19 (4/11)** between scientists from different scientific disciplines such as doctors,
20 ecologists, and food packaging".
21
22 "When teaching tensile strength we should emphasize that this concept
23 comes from the engineering world and that nanotechnology connects
24 the world of science and the world of technology.
25 Physical "When we teach about semi-conductors and describe the semi-
26 chemistry conductor industry, we can describe the historical development of the
27 electronics industry and the contribution of nano materials to this
28 (2/11) industry. This will refer to the historical development of nanotechnology
29 and also to the interdisciplinary nature of the field".
30 Biochemistry "In biochemistry, one can see the link between chemistry and biology.
31 We can explain that in science, it is difficult to separate scientific
32 (3/11)** disciplines, because each discipline complements other disciplines. For
33 example, in biochemistry, the chemical structure influences the
34 biological function".
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17 included recorded lessons in nanotechnology as well as reading assignments. However, the

Chemistry Education Research and Practice Accepted Manuscript

17 (changes in pressure, temperature, concentration, and the addition of a catalyzer), entropy,

Chemistry Education Research and Practice Accepted Manuscript

17 quantum properties, optical properties, and defects1.

Chemistry Education Research and Practice Accepted Manuscript

17 "When teaching reactivity, we teach that graphene has a monolayer

Chemistry Education Research and Practice Accepted Manuscript

Chemistry Education Research and Practice Accepted Manuscript

Chemistry Education Research and Practice Accepted Manuscript

Chemistry Education Research and Practice Accepted Manuscript

Chemistry Education Research and Practice Accepted Manuscript

17 microscopy), EM (Electron microscopy), which includes TEM (Transmission electron

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Chemistry Education Research and Practice Accepted Manuscript

Chemistry Education Research and Practice Accepted Manuscript

Chemistry Education Research and Practice Accepted Manuscript

Chemistry Education Research and Practice Accepted Manuscript

Chemistry Education Research and Practice Accepted Manuscript

17 hydrophobicity characteristics. In addition, they suggested introducing the self-cleaning

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Chemistry Education Research and Practice Accepted Manuscript

Chemistry Education Research and Practice Accepted Manuscript

Chemistry Education Research and Practice Accepted Manuscript

17 teaching laboratory to the nanoworld. Journal of Chemical Education, 87(12), 1290-

Chemistry Education Research and Practice Accepted Manuscript

17 students assessment methods in high school chemistry. In M. McMahon, P.

Chemistry Education Research and Practice Accepted Manuscript

Chemistry Education Research and Practice Accepted Manuscript

17 3. Structure 8** 7** 7** 8** 10** 10** 4** 3**

Chemistry Education Research and Practice Accepted Manuscript

Chemistry Education Research and Practice Accepted Manuscript

17 of chemistry. Therefore, we can relate to the notion that chemistry is a

Chemistry Education Research and Practice Accepted Manuscript

Chemistry Education Research and Practice Accepted Manuscript

17 about the scales that chemistry deals with".

Chemistry Education Research and Practice Accepted Manuscript

17 (3/11)** meaning of a "huge" molecule and relate to what is considered huge

Chemistry Education Research and Practice Accepted Manuscript

17 "In chemistry lessons we stress the four levels of understanding: macro,

Chemistry Education Research and Practice Accepted Manuscript

17 Physical "Teaching the duality of an electron, in spectroscopy. The working

Chemistry Education Research and Practice Accepted Manuscript

17 provides it with specific chemical characteristics according to the

Chemistry Education Research and Practice Accepted Manuscript

Chemistry Education Research and Practice Accepted Manuscript

Chemistry Education Research and Practice Accepted Manuscript

17 3. Structure 8 7 7 8 10 10 4 3