Size and Scale...

On Being The Right Size

Space – the final frontier. This Star Trek slogan could apply not only to space in a large, cosmological sense, but also to the frontier of very small spatial dimensions. The frontier of the small is currently being opened by advances in the field of nanoscience. Almost 400 years ago, the invention of the telescope opened up the possibility to explore vast distances beyond our normal human perception, whereas the microscope similarly opened up whole new worlds for study. In this case the very tiny. As reflected in the following quote by a high school student in one of our earlier research studies related to scale conceptions, scientific investigations focused on distance scales beyond everyday human scale continue to intrigue people, much as it did in the early 1600s.

"It's strange the way you can learn about how things can be tiny, tiny, and huge"
-a high school student

The development of these two scientific instruments and their many successors has led to gigantic scientific advances, and such advances continue unabated even today. As humans have developed the ability to extend their sensory perceptions into previously unimaginably large (cosmic) and small (nanoscale) realms, they have also had to develop ways to conceptualize these very different scales.

Scale: A Theme Across the Science Domains

Scaling conceptions are one of four recommended unifying themes in the AAAS Project 2061 Benchmarks for Science Literacy (1993). Understandings of unifying themes such as scaling may serve as a solid framework for students to anchor further learning in a variety of disciplines and allow students to make cross-curricular connections between seemingly disparate topics.

Research: Teaching and Learning Scale and Scaling Effects

With support from the National Science Foundation we are researching how students learn scale and scaling effects. We are examining what students at different levels know and how they learned concepts about size and scale.

“The distance from the sun to the nearest star is close because there are stars all around it [the sun]. The distance from the sun to the nearest star is the same as the thickness of a staple.”

(Fifth grade student)

“The quarter and the blood cell are the same size because I don’t know the size of the blood cell, but I've seen pictures in my book of the cell and they [cells] looked a little bigger than a quarter.” (Middle School Student)

NEW!!! Nanoscale Book published by NSTA

By Gail Jones, Michael Falvo and Bethany Broadwell.

This book includes hands-on inquiry investigations that can be used to teach nanotechnology.

 

NEW BOOK:

Extreme Science: Size and Scale is a new book coming soon. This book, published by the National Science Teachers Association features a series of investigations that teachers can use to teach middle and high school students about size and scale. Many of the topics can be used to help students conceptualize nanoscale science.

Student explores surface area to volume on his head!

 

Scale and Scaling Research:

We are conducting a series of studies that cross ages and levels of experience to document the learning trajectory for size and scale. Research studies include examining the following:

•What existing cognitive frameworks do students and teachers have with respect to conceptualizations of scale and scaling effects?

• How do individual and sociocultural factors such as ethnic background (e.g., African American, European American, Hispanic American), mathematical ability, or gender influence students’ scale conceptualization’s framework?

• How do educational experiences influence students’ conceptual ecology of scale?

• How do adults in a variety of professions conceptualize and apply scale and scaling effects?

 

Results and publications for studies are listed at the bottom of the page.

Scale and Scaling Effects on the Web

http://www.vendian.org/envelope/dir1/scaling_to_desktop.html
Scaling the Universe to your Desktop -- Jumps by three orders of magnitude to develop a sense of relative scale within those three orders of magnitude, then links from one jump to the next larger or smaller. “Rooms” each contain objects spanning 3 orders of magnitude within them.

http://www.vendian.org/envelope/dir0/scales.html
Starting point for “Back of the Envelope” web site related to scale and scaling. Great links to other websites.

http://www.vendian.org/mncharity/cosmicview/pages/page35.html
Has “Cosmic view: The universe in 40 jumps”

http://www.powersoften.com/
Powers of Ten -- From the “Time” portion of the website (at 10 ^19 seconds), LINKS BETWEEN LARGE AND SMALL 10+19 seconds is 300 billion years or 100 times the age of the Moon--a time period far beyond our realm.

http://micro.magnet.fsu.edu/primer/java/scienceopticsu/powersof10/index.html
Another version of a powers of ten jump (java applet with either automatic or manual mode)

http://invsee.asu.edu/Modules/size&scale/unit3/unit3.htm
Good scale charts (logarithmic with images of objects and which microscopes function at which scale). Has figure captioned “Scale of our material world: from galaxies to atoms.” Also has diagram “overview of the history of microscopes” including chart of when developed and scale of use.

http://cern.web.cern.ch/CERN/Microcosm/P10/english/P-2.html
An interesting site where you can jump powers of ten

http://www.miamisci.org/ph/hextend1.html
Relates pH to powers of 10 (an example of a logarithmic scale)

http://acept.la.asu.edu/PiN/rdg/powers/powers.shtml
Basic Math, Scientific Notation, and Astronomical Dimensions, Dealing with Numbers Great and Small

http://science.nasa.gov/headlines/y2002/15jan_nano.htm
Voyage of the Nano-Surgeons -NASA-funded scientists are crafting microscopic vessels that can venture into the human body and repair problems – one cell at a time.

http://www.nano.org.uk/images.htm
Institute of nanotechnology. Lots of great nanoscale images.

http://www.foresight.org/Nanomedicine/Gallery/Captions/index.html
Lots of cool nanoscale images from the nanomedicine art gallery. Most are biology-related, but not all.

http://home.nc.rr.com/enloephysics/enloephysics/Scaling/Page_1x.html
Liz Woolard’s “Physics of Scaling” page (Enloe HS)

http://hep.ucsb.edu/courses/ph6b_99/0111299sci-scaling.html
Of Mice and Elephants: A Matter of Scale -- Good overview of the development of scaling laws in the 1980s and 1990s, including an extension from the animal world into the plant world. Nice discussion of the universality of these laws revealing underlying pattern and structure.

The link From the Small to the Huge, how body size and energy consumption differ on this site goes to a picture of a log-log graph and elephant comparing the metabolic rates of mammals which shows that bigger mammals are more efficient in energy consumption.

The link Like an Ant, Only Bigger?, strength vs. proportion on this site goes to a picture of Superman and an explanation from DC Comics that Superman’s strength comes from different scaling laws on his home planet of Krypton.

http://school.discovery.com/lessonplans/programs/sizeandscale/
Discovery Channel school web site with lesson plans (mostly involving scale models of the solar system). Has suggestions for a variety of books related to scale and scaling effects along with discussion questions related to the lesson that look promising. Also has a link to a video “Size and Scale – Skyscrapers.”

http://www.amnh.org/education/resources/rfl/web/earthmag/peek/pages/clock.htm
This link portrays geologic time on a 24 hour clock = 4.5 billion years of Earth's existence, but maybe same thing could be done with size scale.

http://www.amnh.org/rose/scales.html
Hayden Planetarium scale exhibits

http://www.ucmp.berkeley.edu/education/explotime.html
Has explorations through time including “Understanding Geologic Time.”

http://www.concord.org/newsletter/2001spring/zoomin.html
Molecular Workbench project. Describes software that allows students to enter the atomic-scale world and see what the results of their experimentation in the macroworld, such as increased salinity, has on the atomic-scale world.

http://micro.magnet.fsu.edu/optics/activities/perspectives.html
Examines Powers of 10 and tools scientists use to objects of different sizes.
Includes a link to a “Power of 10” type java interactive tutorial where students soar through space, and a second link to a “Virtual Scanning Electron Microscope” java interactive tutorial where students explore the microscopic world.

http://www.wehi.edu.au/education/wehi-tv/illustrations.html
Cool illustrations and movie animations of biomolecular processes (DNA, nerve cells, white blood cells, malaria, etc.) Some animations include jiggle to simulate Brownian motion at that scale.

http://www.kokogiak.com/megapenny/default.asp
The MegaPenny Project aims to help by taking one small everyday item, the U.S. penny, and building on that to answer the question: "What would a billion (or a trillion) pennies look like?" Site provides a nice concrete anchor for students’ conceptions of quantity.

http://micro.magnet.fsu.edu/primer/virtual/virtual.html
Molecular Expressions Virtual Microscopy Website includes an interactive Java-powered virtual microscopes that we have constructed. These virtual microscopes explore specimen focus, illumination intensity, magnification, and translation---operating essentially in a manner that is identical to real-life microscopes.

Read more About Scale and Scaling
Books

Jones, M. G., Taylor, A., and Falvo, M. (in press).  Extreme science. Arlington, VA: National Science Teachers Association Press.

Jones, M. G., Taylor, A., Broadwell, B., and Falvo, M. (2007).  Nanoscale science. Arlington, VA: National Science Teachers Association Press.

Book Chapters  

Jones, M. G., & Broadwell, B. (2008). Visualizing without vision.  In J. Gilbert, M. Nakhleh, and M. Reiner (Eds.) Visualization: Theory and practice in science education. Springer, 283-294.

Jones, M. G. (2008).  Exploring nanoscale science with middle and high school students. Exploring nanoscale science with middle and high school students.  In A. Sweeney and S. Seal (Eds.), Nanoscale science and engineering education:  Issues, trends, and future directions.  American Scientific Publishers, Stevenson Ranch, CA.

Paechter, M., Jones M. G., Tretter, T., Bokinsky, A., Kubasko, D., Negishi A. & Andre, T. (2006). Hands-on in science education: Multimedia instruction that is appealing to female and male students. In D. Grabe & L. Zimmermann (Eds.), Multimedia Applications in Education (p. 78-85). Graz: FH Joanneum. (Best Paper Award, September, 6th 2006).

Jones, M.G., & Edmunds, J. (2005). Models of elementary science instruction: Roles of science resource teachers. In K. Appleton, (Ed.). Elementary science teacher education: Contemporary issues and practice. Mahwah, New Jersey: Lawrence Erlbaum in association with AETS.

Jones,M. G., Bokinsky, A., Tretter, T., Negishi, A., Kubasko, D., Superfine, R., Taylor, R. (2003).  Atomic force microscopy with touch:  Educational applications. Science, technology and education of microscopy:  An overview, vol. II, (pp. 776-686). A. Mendez-Vilas, (Ed.). Madrid, Spain:  Formatex.

Taylor, R., Borland, D., Brooks, F., Falvo, M., Guthold, M., Hudson, T., Jeffay, K., Jones, M. G., Marshburn, D., Papadakis, S., Qin, L., Seeger, A., Smith, F., Sonnenwald, D., Superfine, R., Washburn, S., Weigle, C., Whitton, M., Williams, P., Vicci, L., Robnette, W. (2004).  Visualization and natural control systems for microscopy.  In C. Johnson and C. Hansen (Eds.).  Visualization handbook. Burlington MA:  Academic Press, 875-900.

Malloy, C., & Jones, M. G. (2001).  An investigation of African-American students' mathematical problem solving.  In J. Sowder & B. Schappelle (Eds.) Research, reflection, and practice, (pp. 91-195). Reston, VA: NCTM.

Superfine, R., Falvo, M., Steele, J., Matthews, G., Guthold, M., Erie, D., Helser, A., Jones, M. G., Taylor, R., Washburn, S. (2000).  Touching on the nanometer scale: Slip, roll and tear. In Microbeam Analysis 2000, 165, (pp. 369-370).  Institute of Physics Conference Series.

Research Articles

Gardner, G., & Jones, M. G. (in press).  Bacteria buster: Testing antibiotic properties of silver nanoparticles,  The American Biology Teacher.

Krebs, D., Banks, A., & Jones, M. G. (2008).  We scream for Nano Ice Cream. Manuscript submitted for review.

Krebs. D., Jones, M. G., Forrester, J., Robertson, L., Gardner, G., & Taylor, A. (2008).  Social justice for students with visual impairments: Accuracy of measurement estimation. Manuscript submitted for review.

Jones, M. G., & Taylor, A. (in press). Developing a sense of scale: Looking backward.  Journal of Research in Science Teaching.

Taylor, A., & Jones, M. G. (2008). Students’ and teachers’ conceptions of surface area to
volume in science contexts: What factors influence the understanding of the concept of scale? Paper submitted for review.

Jones, M. G., Taylor, A., & Broadwell, B. (in press). Concepts of scale held by students with visual impairment. Journal of Research in Science Teaching.

Taylor, A., & Jones, M. G. (2008).  Proportional reasoning ability and concepts of scale: Surface area to volume relationships in science.  International Journal of Science Education. Retrieved from
http://www.informaworld.com/smpp/content~content=a792112881?words=jones&hash=880435510

Jones, M. G., Tretter, T., Taylor, A., & Oppewal, T., (2008). Experienced and novice teachers’ Concepts of spatial scale. International Journal of Science Education, 30 (3), 409-429.

Jones, M. G., Taylor, A., & Broadwell, B. (2008). Estimating linear size and scale: Body rulers. International Journal of Science Education.

Taylor, A., Jones, M. G., & Pearl, T. (2008).  Shaky, Sticky, Bumpy:  Nanoscale science and the curriculum. Science Scope, 31, 28-35.

Jones, M. G., Tretter, T., Paechter, M., Kubasko, D., Andre, T., Negishi, A., Bokinsky, A. (2007).  Differences in African American and European American students’ engagement with nanotechnology experiences: Perceptual position or assessment artifact?  Journal of Research in Science Teaching, 44, (6), 787-789.

Jones, M. G., Taylor, A., Minogue, J., Broadwell, B., Wiebe,E., and Carter, G. (2007). Understanding scale: Powers of ten.  Journal of Science Education and Technology Education, 16(2), 191-202.

Jones, M. G., Minogue, J., Oppewal, T., Cook, M., & Broadwell, B. (2006). Visualizing without vision at the microscale: Students with visual impairment explore cells with touch, Journal of Science Education and Technology, 15, 1573-1839.

Jones, M. G. & Rua, M. (2008). Conceptual representations of flu and microbial illness held by students, teachers, and medical professionals.  School Science and Mathematics, 108(6), 263-278.

Falvo, M., Jones, M. G., Broadwell, B. (2006).  Self-Assembly – How nature builds.  Science Teacher, 73(9), 54-57.

Tretter, T. R., Jones, M. G., Andre, T., Negishi, A., & Minogue, J. (2006). Conceptual boundaries and distances: Students' and adults' concepts of the scale of scientific phenomena. Journal of Research in Science Teaching, 83, 282-319.

Jones, M. G., Broadwell, B., Falvo, M., Minogue, J., & Oppewal, T. (2005). It’s a small world after all:  Exploring nanotechnology in our clothes.  Science and Children, 43(2), 44-46.

Jones, G., & Rua, M. (2006).  Conceptions of germs: Expert to novice understandings of microorganisms. Electronic Journal of Science Education, 10(3) [Online].
Available: http://wolfweb.unr.edu/homepage/crowther/ejse/ejsev9n1.html [2006, March].

Tretter, T. R., Jones, M. G., & Minogue, J. (2006).  Accuracy of scale conceptions in science: Mental maneuverings across many orders of spatial magnitude. Journal of Research in Science Teaching, 43(10), 1061-1085.

Jones, M. G., Andre, T., Kubasko, D., Bokinsky, A., Tretter, T., Negishi, A., Taylor, R., Superfine, R. (2004). Remote atomic force micrscopy of microscopic organisms:  Technological innovations for hands-on science with middle and high school students. Science Education, 88, 55-71.

Jones, M. G., Andre, T., Kubsko, D., Bokinsky, A., Tretter, T., Negishi, A., Taylor, R., & Superfine, R. (2004). Remote Atomic Force Microscopy of microscopic organisms:  Technological  innovations for hands-on science with middle and high school students.  Science Education,  88, 55-70.

Tretter, T., & Jones, M.G. (2003).  A sense of scale.  Science Teacher, 70 (1), 22-25.

Jones, M.G., Andre, T., Superfine, R., Taylor, R. (2003).  Learning at the nanoscale:   The impact of students’ use of remote microscopy on concepts of viruses, scale, and microscopy.  Journal of Research in Science Teaching, 40, (3), 303-322.

Jones, M. G. (2007) Nanoscale education, ASTEC Dimensions.
 
Jones, M. G., Falvo, M., Taylor, A., & Broadwell, B. (2007). Build a virus. The Science Reflector, 36(2), http://www.ncsta.org/reflector/archives/summer07/activity.html.

Minogue, J.,Jones, M. G., Oppewal, T., & Broadwell, B., (2006). The Impact of haptic feedback on students' understandings of the animal cell. Proceedings of the National Association of Research In Science Teaching Annual Meeting, San Francisco, CA.

Jones, M. G., Minogue, J., Oppewal, T., Cook, M., & Broadwell, B. (2006). Visualizing without vision at the microscale: Students with visual impairment explore cells with touch. Proceedings of the National Association of Research In Science Teaching Annual Meeting, San Francisco, CA.

Tretter, T., Jones, M. G., Minogue, J. (2006).  Navigating across spatial scales in science: Different worlds, unifying concept. Proceedings of the National Association of Research In Science Teaching Annual Meeting, San Francisco, CA.

© 2004 NanoScale Science Education Research Group
URL: http://ced.ncsu.edu/nanoscale/scale.htm
last updated 12/13/09

In Partnership with UNC-Chapel Hill