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

* 2. To which of your classes did you teach the Biotoxicity experiment?

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

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

* 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
Materials show different functions or properties when their sizes are made in the nanometer scale.
Molecular systems that regulate and sustain normal cellular functions are at the ten-nanometer scale, and therefore interact (are affected by) strongly with nanoparticles of that size.
Nanometer scale particles can be created in solution, starting with their atomic ion forms, by controlled oxidation and reduction reactions.
Biology: Cells, and intracellular organelles such as mitochondria, are enclosed by semipermeable membranes that regulate their interactions with their surroundings.
Biology: The function of mitochondria in cellular energy production and its role in converting glucose to carbon dioxide
Chemistry: Chemical reaction rates depend on factors such as concentration, temperature and pressure.
Chemistry: The temperature, pressure, volume, and number of molecules of a gas system is related through the ideal gas law: PV = nRT
Physiology: Difference in bacteria, virus and fungi, and effective treatments of these infections.
Physics: Light has wave properties, identifiable by a characteristic wavelength that determines its interaction with objects of certain size (e.g, the yellowish tint of the Ag nanoparticle solution and its progressive shift towards brownish-green as the nanoparticles aggregate into larger sizes)
Scientific Investigation and Experimentation: Select and use appropriate tools and technology to perform tests, collect data, analyze relationships and display data.
Scientific Investigation and Experimentation: Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions.

* 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?
Did the hands-on activity during the Saturday workshop help you successfully conduct the experiment with 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?
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?
Overall, how useful were the UCLA Saturday workshop activities in helping you implement this laboratory experiment in your classroom successfully?

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

* 8. What content did you emphasize?

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

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

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

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