Water Filtration Experiment - Teacher

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* 1. Please identify the school where you taught the Water Filtration experiment:

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* 2. Which class subject(s) did you teach the Water Filtration experiment?

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* 3. How many of your students were able to participate in this experiment?

1-30

31-60

61-90

91-180

181 and above

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* 4. What year are your students? Please select all that apply.

8th grade or younger

9th

10th

11th

12th

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* 5. Please rate how useful this workshop was in helping you explain the following scientific concepts (specific CA Science Standards topics italicized) to your students:

	Not at all	A Little	Mostly	Very
The size scales for atoms, molecules and cells	The size scales for atoms, molecules and cells Not at all	The size scales for atoms, molecules and cells A Little	The size scales for atoms, molecules and cells Mostly	The size scales for atoms, molecules and cells Very
Atomic and molecular interactions with nanostructures are highly sensitive to differences in their physical sizes and chemical properties.	Atomic and molecular interactions with nanostructures are highly sensitive to differences in their physical sizes and chemical properties. Not at all	Atomic and molecular interactions with nanostructures are highly sensitive to differences in their physical sizes and chemical properties. A Little	Atomic and molecular interactions with nanostructures are highly sensitive to differences in their physical sizes and chemical properties. Mostly	Atomic and molecular interactions with nanostructures are highly sensitive to differences in their physical sizes and chemical properties. Very
The same material in nanoparticle form is significantly more active for most chemical reactions because of the significantly larger surface area available for interaction as compare to the bulk material (e.g. activated carbon versus bulk carbon).	The same material in nanoparticle form is significantly more active for most chemical reactions because of the significantly larger surface area available for interaction as compare to the bulk material (e.g. activated carbon versus bulk carbon). Not at all	The same material in nanoparticle form is significantly more active for most chemical reactions because of the significantly larger surface area available for interaction as compare to the bulk material (e.g. activated carbon versus bulk carbon). A Little	The same material in nanoparticle form is significantly more active for most chemical reactions because of the significantly larger surface area available for interaction as compare to the bulk material (e.g. activated carbon versus bulk carbon). Mostly	The same material in nanoparticle form is significantly more active for most chemical reactions because of the significantly larger surface area available for interaction as compare to the bulk material (e.g. activated carbon versus bulk carbon). Very
Earth Sciences: Water is a precious resource for society and its natural availability is scarce. Society’s ability to reclaim used water is important.	Earth Sciences: Water is a precious resource for society and its natural availability is scarce. Society’s ability to reclaim used water is important. Not at all	Earth Sciences: Water is a precious resource for society and its natural availability is scarce. Society’s ability to reclaim used water is important. A Little	Earth Sciences: Water is a precious resource for society and its natural availability is scarce. Society’s ability to reclaim used water is important. Mostly	Earth Sciences: Water is a precious resource for society and its natural availability is scarce. Society’s ability to reclaim used water is important. Very
Chemistry: The reactions rates of atoms and molecules with other materials in liquid, such as nanoparticles, nanopores, and membrane filters, etc. is determined by the dynamics diffusion.	Chemistry: The reactions rates of atoms and molecules with other materials in liquid, such as nanoparticles, nanopores, and membrane filters, etc. is determined by the dynamics diffusion. Not at all	Chemistry: The reactions rates of atoms and molecules with other materials in liquid, such as nanoparticles, nanopores, and membrane filters, etc. is determined by the dynamics diffusion. A Little	Chemistry: The reactions rates of atoms and molecules with other materials in liquid, such as nanoparticles, nanopores, and membrane filters, etc. is determined by the dynamics diffusion. Mostly	Chemistry: The reactions rates of atoms and molecules with other materials in liquid, such as nanoparticles, nanopores, and membrane filters, etc. is determined by the dynamics diffusion. Very
Scientific Investigation and Experimentation: Formulate explanations using logic and evidence.	Scientific Investigation and Experimentation: Formulate explanations using logic and evidence. Not at all	Scientific Investigation and Experimentation: Formulate explanations using logic and evidence. A Little	Scientific Investigation and Experimentation: Formulate explanations using logic and evidence. Mostly	Scientific Investigation and Experimentation: Formulate explanations using logic and evidence. Very

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* 6. Please rate the following:

	Not at all	Somewhat	Mostly	Very Much
Were there sufficient materials in our supply kit for you to complete this lab with all of your students?	Were there sufficient materials in our supply kit for you to complete this lab with all of your students? Not at all	Were there sufficient materials in our supply kit for you to complete this lab with all of your students? Somewhat	Were there sufficient materials in our supply kit for you to complete this lab with all of your students? Mostly	Were there sufficient materials in our supply kit for you to complete this lab with all of your students? Very Much
Did the hands-on activity during the Saturday workshop help you successfully conduct the experiment with your students?	Did the hands-on activity during the Saturday workshop help you successfully conduct the experiment with your students? Not at all	Did the hands-on activity during the Saturday workshop help you successfully conduct the experiment with your students? Somewhat	Did the hands-on activity during the Saturday workshop help you successfully conduct the experiment with your students? Mostly	Did the hands-on activity during the Saturday workshop help you successfully conduct the experiment with your students? Very Much
Did the UCLA researchers’ presentations and your interaction with them during the workshop help you explain the science and answer all questions asked by your students?	Did the UCLA researchers’ presentations and your interaction with them during the workshop help you explain the science and answer all questions asked by your students? Not at all	Did the UCLA researchers’ presentations and your interaction with them during the workshop help you explain the science and answer all questions asked by your students? Somewhat	Did the UCLA researchers’ presentations and your interaction with them during the workshop help you explain the science and answer all questions asked by your students? Mostly	Did the UCLA researchers’ presentations and your interaction with them during the workshop help you explain the science and answer all questions asked by your students? Very Much
Did the discussions amongst your science teacher colleagues, led by the Teacher Instructor during the Saturday workshop, help make it practical to integrate this experiment into your curriculum and bring the hands-on activity into your classroom?	Did the discussions amongst your science teacher colleagues, led by the Teacher Instructor during the Saturday workshop, help make it practical to integrate this experiment into your curriculum and bring the hands-on activity into your classroom? Not at all	Did the discussions amongst your science teacher colleagues, led by the Teacher Instructor during the Saturday workshop, help make it practical to integrate this experiment into your curriculum and bring the hands-on activity into your classroom? Somewhat	Did the discussions amongst your science teacher colleagues, led by the Teacher Instructor during the Saturday workshop, help make it practical to integrate this experiment into your curriculum and bring the hands-on activity into your classroom? Mostly	Did the discussions amongst your science teacher colleagues, led by the Teacher Instructor during the Saturday workshop, help make it practical to integrate this experiment into your curriculum and bring the hands-on activity into your classroom? Very Much
Overall, how useful were the UCLA Saturday workshop activities in helping you implement this laboratory experiment in your classroom successfully?	Overall, how useful were the UCLA Saturday workshop activities in helping you implement this laboratory experiment in your classroom successfully? Not at all	Overall, how useful were the UCLA Saturday workshop activities in helping you implement this laboratory experiment in your classroom successfully? Somewhat	Overall, how useful were the UCLA Saturday workshop activities in helping you implement this laboratory experiment in your classroom successfully? Mostly	Overall, how useful were the UCLA Saturday workshop activities in helping you implement this laboratory experiment in your classroom successfully? Very Much

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* 7. Did any part of the experiment work poorly or cause problems? If so, what could be done differently?

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* 8. What content did you emphasize?

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* 9. Where does the Water Filtration lab fit in your curriculum?

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* 10. Have you used the content from the Water Filtration experiment with students previously?

Yes

No

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* 11. Do you anticipate using this hands-on activity or its related content in your classes next year?

Yes

No