Self Assembly Experiment - Teacher

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* 1. Please identify the name of the school where you taught the Self Assembly experiment:

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* 2. Which class subject(s) did you teach the Self Assembly 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 to your students:

	Not at all	A Little	Mostly	Very
Heat and Thermodynamics (e.g. enthalpy, entropy)	Heat and Thermodynamics (e.g. enthalpy, entropy) Not at all	Heat and Thermodynamics (e.g. enthalpy, entropy) A Little	Heat and Thermodynamics (e.g. enthalpy, entropy) Mostly	Heat and Thermodynamics (e.g. enthalpy, entropy) Very
Chemical Thermodynamics (e.g. the free energy equation in a reaction, free energy and spontaneous reactions)	Chemical Thermodynamics (e.g. the free energy equation in a reaction, free energy and spontaneous reactions) Not at all	Chemical Thermodynamics (e.g. the free energy equation in a reaction, free energy and spontaneous reactions) A Little	Chemical Thermodynamics (e.g. the free energy equation in a reaction, free energy and spontaneous reactions) Mostly	Chemical Thermodynamics (e.g. the free energy equation in a reaction, free energy and spontaneous reactions) Very
Identifying thermodynamic factors that determine whether a process (i.e. self-assembly) will occur spontaneously	Identifying thermodynamic factors that determine whether a process (i.e. self-assembly) will occur spontaneously Not at all	Identifying thermodynamic factors that determine whether a process (i.e. self-assembly) will occur spontaneously A Little	Identifying thermodynamic factors that determine whether a process (i.e. self-assembly) will occur spontaneously Mostly	Identifying thermodynamic factors that determine whether a process (i.e. self-assembly) will occur spontaneously Very
The interplay between entropy and enthalpy is a direct consequence of the system trying to minimize its overall energy or reach equilibrium	The interplay between entropy and enthalpy is a direct consequence of the system trying to minimize its overall energy or reach equilibrium Not at all	The interplay between entropy and enthalpy is a direct consequence of the system trying to minimize its overall energy or reach equilibrium A Little	The interplay between entropy and enthalpy is a direct consequence of the system trying to minimize its overall energy or reach equilibrium Mostly	The interplay between entropy and enthalpy is a direct consequence of the system trying to minimize its overall energy or reach equilibrium Very
Chemical equilibrium is a dynamic process at the molecular level	Chemical equilibrium is a dynamic process at the molecular level Not at all	Chemical equilibrium is a dynamic process at the molecular level A Little	Chemical equilibrium is a dynamic process at the molecular level Mostly	Chemical equilibrium is a dynamic process at the molecular level 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: Formulate explanations by using logic and evidence	Scientific Investigation and Experimentation: Formulate explanations by using logic and evidence Not at all	Scientific Investigation and Experimentation: Formulate explanations by using logic and evidence A Little	Scientific Investigation and Experimentation: Formulate explanations by using logic and evidence Mostly	Scientific Investigation and Experimentation: Formulate explanations by using logic and evidence Very
Scientific Investigation and Experimentation: Recognize the usefulness and limitations of models and theories as scientific representations of reality	Scientific Investigation and Experimentation: Recognize the usefulness and limitations of models and theories as scientific representations of reality Not at all	Scientific Investigation and Experimentation: Recognize the usefulness and limitations of models and theories as scientific representations of reality A Little	Scientific Investigation and Experimentation: Recognize the usefulness and limitations of models and theories as scientific representations of reality Mostly	Scientific Investigation and Experimentation: Recognize the usefulness and limitations of models and theories as scientific representations of reality 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 conduct the experiment successfully with your students?	Did the hands-on activity during the Saturday workshop help you conduct the experiment successfully with your students? Not at all	Did the hands-on activity during the Saturday workshop help you conduct the experiment successfully with your students? Somewhat	Did the hands-on activity during the Saturday workshop help you conduct the experiment successfully with your students? Mostly	Did the hands-on activity during the Saturday workshop help you conduct the experiment successfully 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 from your students?	Did the UCLA researchers’ presentations and your interaction with them during the workshop help you explain the science and answer all questions from 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 from 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 from 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 from 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 in your classroom successfully?	Overall, how useful were the UCLA Saturday workshop activities in helping you implement this laboratory in your classroom successfully? Not at all	Overall, how useful were the UCLA Saturday workshop activities in helping you implement this laboratory in your classroom successfully? Somewhat	Overall, how useful were the UCLA Saturday workshop activities in helping you implement this laboratory in your classroom successfully? Mostly	Overall, how useful were the UCLA Saturday workshop activities in helping you implement this laboratory 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 Self Assembly lab fit in your curriculum?

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* 10. Have you used the content from the Self Assembly 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