Biotoxicity Experiment - Teacher

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

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* 2. To which of your classes did you teach the Biotoxicity 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. In 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
Materials show different functions or properties when their sizes are made in the nanometer scale.	Materials show different functions or properties when their sizes are made in the nanometer scale. Not at all	Materials show different functions or properties when their sizes are made in the nanometer scale. A Little	Materials show different functions or properties when their sizes are made in the nanometer scale. Mostly	Materials show different functions or properties when their sizes are made in the nanometer scale. Very
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.	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. Not at all	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. A Little	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. Mostly	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. Very
Nanometer scale particles can be created in solution, starting with their atomic ion forms, by controlled oxidation and reduction reactions.	Nanometer scale particles can be created in solution, starting with their atomic ion forms, by controlled oxidation and reduction reactions. Not at all	Nanometer scale particles can be created in solution, starting with their atomic ion forms, by controlled oxidation and reduction reactions. A Little	Nanometer scale particles can be created in solution, starting with their atomic ion forms, by controlled oxidation and reduction reactions. Mostly	Nanometer scale particles can be created in solution, starting with their atomic ion forms, by controlled oxidation and reduction reactions. Very
Biology: Cells, and intracellular organelles such as mitochondria, are enclosed by semipermeable membranes that regulate their interactions with their surroundings.	Biology: Cells, and intracellular organelles such as mitochondria, are enclosed by semipermeable membranes that regulate their interactions with their surroundings. Not at all	Biology: Cells, and intracellular organelles such as mitochondria, are enclosed by semipermeable membranes that regulate their interactions with their surroundings. A Little	Biology: Cells, and intracellular organelles such as mitochondria, are enclosed by semipermeable membranes that regulate their interactions with their surroundings. Mostly	Biology: Cells, and intracellular organelles such as mitochondria, are enclosed by semipermeable membranes that regulate their interactions with their surroundings. Very
Biology: The function of mitochondria in cellular energy production and its role in converting glucose to carbon dioxide	Biology: The function of mitochondria in cellular energy production and its role in converting glucose to carbon dioxide Not at all	Biology: The function of mitochondria in cellular energy production and its role in converting glucose to carbon dioxide A Little	Biology: The function of mitochondria in cellular energy production and its role in converting glucose to carbon dioxide Mostly	Biology: The function of mitochondria in cellular energy production and its role in converting glucose to carbon dioxide Very
Chemistry: Chemical reaction rates depend on factors such as concentration, temperature and pressure.	Chemistry: Chemical reaction rates depend on factors such as concentration, temperature and pressure. Not at all	Chemistry: Chemical reaction rates depend on factors such as concentration, temperature and pressure. A Little	Chemistry: Chemical reaction rates depend on factors such as concentration, temperature and pressure. Mostly	Chemistry: Chemical reaction rates depend on factors such as concentration, temperature and pressure. Very
Chemistry: The temperature, pressure, volume, and number of molecules of a gas system is related through the ideal gas law: PV = nRT	Chemistry: The temperature, pressure, volume, and number of molecules of a gas system is related through the ideal gas law: PV = nRT Not at all	Chemistry: The temperature, pressure, volume, and number of molecules of a gas system is related through the ideal gas law: PV = nRT A Little	Chemistry: The temperature, pressure, volume, and number of molecules of a gas system is related through the ideal gas law: PV = nRT Mostly	Chemistry: The temperature, pressure, volume, and number of molecules of a gas system is related through the ideal gas law: PV = nRT Very
Physiology: Difference in bacteria, virus and fungi, and effective treatments of these infections.	Physiology: Difference in bacteria, virus and fungi, and effective treatments of these infections. Not at all	Physiology: Difference in bacteria, virus and fungi, and effective treatments of these infections. A Little	Physiology: Difference in bacteria, virus and fungi, and effective treatments of these infections. Mostly	Physiology: Difference in bacteria, virus and fungi, and effective treatments of these infections. Very
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)	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) Not at all	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) A Little	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) Mostly	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) Very
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: Select and use appropriate tools and technology to perform tests, collect data, analyze relationships and display data. Not at all	Scientific Investigation and Experimentation: Select and use appropriate tools and technology to perform tests, collect data, analyze relationships and display data. A Little	Scientific Investigation and Experimentation: Select and use appropriate tools and technology to perform tests, collect data, analyze relationships and display data. Mostly	Scientific Investigation and Experimentation: Select and use appropriate tools and technology to perform tests, collect data, analyze relationships and display data. Very
Scientific Investigation and Experimentation: Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions.	Scientific Investigation and Experimentation: Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions. Not at all	Scientific Investigation and Experimentation: Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions. A Little	Scientific Investigation and Experimentation: Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions. Mostly	Scientific Investigation and Experimentation: Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions. 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 Biotoxicity lab fit in your curriculum?

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* 10. Have you used the content from the Biotoxicty 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