Solar Cells Experiment - Teacher

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* 1. Identify the school where you taught the dye-sensitized Solar Cells experiment:

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* 2. To which of your classes did you teach the dye-sensitized Solar Cells 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
Light (photons) carries energy that is inversely proportional to its wavelength.	Light (photons) carries energy that is inversely proportional to its wavelength. Not at all	Light (photons) carries energy that is inversely proportional to its wavelength. A Little	Light (photons) carries energy that is inversely proportional to its wavelength. Mostly	Light (photons) carries energy that is inversely proportional to its wavelength. Very
Electricity is the flow of electrons.	Electricity is the flow of electrons. Not at all	Electricity is the flow of electrons. A Little	Electricity is the flow of electrons. Mostly	Electricity is the flow of electrons. Very
Electron affinity and ionization potential are the key properties of molecules that determine their functions (e.g. donor, acceptor, mediator) in a solar cell.	Electron affinity and ionization potential are the key properties of molecules that determine their functions (e.g. donor, acceptor, mediator) in a solar cell. Not at all	Electron affinity and ionization potential are the key properties of molecules that determine their functions (e.g. donor, acceptor, mediator) in a solar cell. A Little	Electron affinity and ionization potential are the key properties of molecules that determine their functions (e.g. donor, acceptor, mediator) in a solar cell. Mostly	Electron affinity and ionization potential are the key properties of molecules that determine their functions (e.g. donor, acceptor, mediator) in a solar cell. Very
Electrons in a molecule are at certain digitized energy levels, and changing of levels will require energy (up level) or release energy to do work (down level).	Electrons in a molecule are at certain digitized energy levels, and changing of levels will require energy (up level) or release energy to do work (down level). Not at all	Electrons in a molecule are at certain digitized energy levels, and changing of levels will require energy (up level) or release energy to do work (down level). A Little	Electrons in a molecule are at certain digitized energy levels, and changing of levels will require energy (up level) or release energy to do work (down level). Mostly	Electrons in a molecule are at certain digitized energy levels, and changing of levels will require energy (up level) or release energy to do work (down level). Very
In an energy diagram of the active solar cell, the electrons flow from a component where they are at a higher energy level to a component at a lower energy level.	In an energy diagram of the active solar cell, the electrons flow from a component where they are at a higher energy level to a component at a lower energy level. Not at all	In an energy diagram of the active solar cell, the electrons flow from a component where they are at a higher energy level to a component at a lower energy level. A Little	In an energy diagram of the active solar cell, the electrons flow from a component where they are at a higher energy level to a component at a lower energy level. Mostly	In an energy diagram of the active solar cell, the electrons flow from a component where they are at a higher energy level to a component at a lower energy level. Very
Nanomaterials offer large surface area for more efficient chemical reactions.	Nanomaterials offer large surface area for more efficient chemical reactions. Not at all	Nanomaterials offer large surface area for more efficient chemical reactions. A Little	Nanomaterials offer large surface area for more efficient chemical reactions. Mostly	Nanomaterials offer large surface area for more efficient chemical reactions. Very
Chemistry: Electronegativity and ionization energy is related to bond formation.	Chemistry: Electronegativity and ionization energy is related to bond formation. Not at all	Chemistry: Electronegativity and ionization energy is related to bond formation. A Little	Chemistry: Electronegativity and ionization energy is related to bond formation. Mostly	Chemistry: Electronegativity and ionization energy is related to bond formation. Very
Biology: Usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from CO2.	Biology: Usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from CO2. Not at all	Biology: Usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from CO2. A Little	Biology: Usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from CO2. Mostly	Biology: Usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from CO2. Very
Scientific Investigation and Experimentation: Scientific progress is made by asking meaningful questions and conducting careful investigations.	Scientific Investigation and Experimentation: Scientific progress is made by asking meaningful questions and conducting careful investigations. Not at all	Scientific Investigation and Experimentation: Scientific progress is made by asking meaningful questions and conducting careful investigations. A Little	Scientific Investigation and Experimentation: Scientific progress is made by asking meaningful questions and conducting careful investigations. Mostly	Scientific Investigation and Experimentation: Scientific progress is made by asking meaningful questions and conducting careful investigations. Very
Scientific Investigation and Experimentation: Analyze situations and solve problems that require combining and applying concepts from more than one area of science.	Scientific Investigation and Experimentation: Analyze situations and solve problems that require combining and applying concepts from more than one area of science. Not at all	Scientific Investigation and Experimentation: Analyze situations and solve problems that require combining and applying concepts from more than one area of science. A Little	Scientific Investigation and Experimentation: Analyze situations and solve problems that require combining and applying concepts from more than one area of science. Mostly	Scientific Investigation and Experimentation: Analyze situations and solve problems that require combining and applying concepts from more than one area of science. 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 Solar Cells lab fit in your curriculum?

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* 10. Have you used the content from the dye-sensitized Solar Cells 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