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

* 2. To which of your classes did you teach the dye-sensitized Solar Cells experiment?

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

* 4. 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
Light (photons) carries energy that is inversely proportional to its wavelength.
Electricity is the flow of electrons.
Electron affinity and ionization potential are the key properties of molecules that determine their functions (e.g. donor, acceptor, mediator) in a solar cell.
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).
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.
Nanomaterials offer large surface area for more efficient chemical reactions.
Chemistry: Electronegativity and ionization energy is related to bond formation.
Biology: Usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from CO2.
Scientific Investigation and Experimentation: Scientific progress is made by asking meaningful questions and conducting careful investigations.
Scientific Investigation and Experimentation: Analyze situations and solve problems that require combining and applying concepts from more than one area of science.

* 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 Solar Cells lab fit in your curriculum?

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