Photolithography Experiment - Teacher

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

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* 2. To which of your classes did you teach the Photolithography 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
The relationship between a conductor’s dimensions and its resistance	The relationship between a conductor’s dimensions and its resistance Not at all	The relationship between a conductor’s dimensions and its resistance A Little	The relationship between a conductor’s dimensions and its resistance Mostly	The relationship between a conductor’s dimensions and its resistance Very
The engineering of micro-devices, such as microelectronics or MEMS	The engineering of micro-devices, such as microelectronics or MEMS Not at all	The engineering of micro-devices, such as microelectronics or MEMS A Little	The engineering of micro-devices, such as microelectronics or MEMS Mostly	The engineering of micro-devices, such as microelectronics or MEMS Very
The benefits of engineering micro-devices: smaller, cheaper and faster products.	The benefits of engineering micro-devices: smaller, cheaper and faster products. Not at all	The benefits of engineering micro-devices: smaller, cheaper and faster products. A Little	The benefits of engineering micro-devices: smaller, cheaper and faster products. Mostly	The benefits of engineering micro-devices: smaller, cheaper and faster products. Very
The photolithography process and its importance in the production of current microelectronics (e.g. computer microprocessors)	The photolithography process and its importance in the production of current microelectronics (e.g. computer microprocessors) Not at all	The photolithography process and its importance in the production of current microelectronics (e.g. computer microprocessors) A Little	The photolithography process and its importance in the production of current microelectronics (e.g. computer microprocessors) Mostly	The photolithography process and its importance in the production of current microelectronics (e.g. computer microprocessors) Very
Light (photons) is a spectrum with different properties, commonly defined by its wavelength. It carries energy that is inversely proportional to its wavelength.	Light (photons) is a spectrum with different properties, commonly defined by its wavelength. It carries energy that is inversely proportional to its wavelength. Not at all	Light (photons) is a spectrum with different properties, commonly defined by its wavelength. It carries energy that is inversely proportional to its wavelength. A Little	Light (photons) is a spectrum with different properties, commonly defined by its wavelength. It carries energy that is inversely proportional to its wavelength. Mostly	Light (photons) is a spectrum with different properties, commonly defined by its wavelength. It carries energy that is inversely proportional to its wavelength. Very
Light can be used to break or initiate the formation of molecular bonds, thereby changing the molecules’ (and material’s) property, such as solubility.	Light can be used to break or initiate the formation of molecular bonds, thereby changing the molecules’ (and material’s) property, such as solubility. Not at all	Light can be used to break or initiate the formation of molecular bonds, thereby changing the molecules’ (and material’s) property, such as solubility. A Little	Light can be used to break or initiate the formation of molecular bonds, thereby changing the molecules’ (and material’s) property, such as solubility. Mostly	Light can be used to break or initiate the formation of molecular bonds, thereby changing the molecules’ (and material’s) property, such as solubility. Very
Chemical reaction rates and temperature.	Chemical reaction rates and temperature. Not at all	Chemical reaction rates and temperature. A Little	Chemical reaction rates and temperature. Mostly	Chemical reaction rates and temperature. Very
Chemistry: identify reactions that involve oxidation and reduction and how to balance oxidation-reduction reactions.	Chemistry: identify reactions that involve oxidation and reduction and how to balance oxidation-reduction reactions. Not at all	Chemistry: identify reactions that involve oxidation and reduction and how to balance oxidation-reduction reactions. A Little	Chemistry: identify reactions that involve oxidation and reduction and how to balance oxidation-reduction reactions. Mostly	Chemistry: identify reactions that involve oxidation and reduction and how to balance oxidation-reduction reactions. Very
Sci. Investigation and Experimentation: Select and use appropriate tools and technology to perform tests, collect data, analyze relationships, and display data.	Sci. Investigation and Experimentation: Select and use appropriate tools and technology to perform tests, collect data, analyze relationships, and display data. Not at all	Sci. Investigation and Experimentation: Select and use appropriate tools and technology to perform tests, collect data, analyze relationships, and display data. A Little	Sci. Investigation and Experimentation: Select and use appropriate tools and technology to perform tests, collect data, analyze relationships, and display data. Mostly	Sci. Investigation and Experimentation: Select and use appropriate tools and technology to perform tests, collect data, analyze relationships, and display data. 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 Photolithography lab fit in your curriculum?

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* 10. Have you used the content from the Photolithography 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