Plasmonics Experiment - Teacher

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

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* 2. Which class subject(s) did you teach the Plasmonics 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 are indicated) to your students:

	Not at all	A Little	Mostly	Very
The size scales for atoms, molecules and cells	The size scales for atoms, molecules and cells Not at all	The size scales for atoms, molecules and cells A Little	The size scales for atoms, molecules and cells Mostly	The size scales for atoms, molecules and cells Very
Atomic and molecular interactions with nanostructures are highly sensitive to differences in their physical sizes and chemical properties.	Atomic and molecular interactions with nanostructures are highly sensitive to differences in their physical sizes and chemical properties. Not at all	Atomic and molecular interactions with nanostructures are highly sensitive to differences in their physical sizes and chemical properties. A Little	Atomic and molecular interactions with nanostructures are highly sensitive to differences in their physical sizes and chemical properties. Mostly	Atomic and molecular interactions with nanostructures are highly sensitive to differences in their physical sizes and chemical properties. Very
The same material in nanoparticle form is significantly more active for most chemical reactions because of the significantly larger surface area available for interaction as compared to the bulk material (e.g. gold nanospheres vs bulk gold).	The same material in nanoparticle form is significantly more active for most chemical reactions because of the significantly larger surface area available for interaction as compared to the bulk material (e.g. gold nanospheres vs bulk gold). Not at all	The same material in nanoparticle form is significantly more active for most chemical reactions because of the significantly larger surface area available for interaction as compared to the bulk material (e.g. gold nanospheres vs bulk gold). A Little	The same material in nanoparticle form is significantly more active for most chemical reactions because of the significantly larger surface area available for interaction as compared to the bulk material (e.g. gold nanospheres vs bulk gold). Mostly	The same material in nanoparticle form is significantly more active for most chemical reactions because of the significantly larger surface area available for interaction as compared to the bulk material (e.g. gold nanospheres vs bulk gold). Very
Physics: Electric fields induce the flow of electric charge.	Physics: Electric fields induce the flow of electric charge. Not at all	Physics: Electric fields induce the flow of electric charge. A Little	Physics: Electric fields induce the flow of electric charge. Mostly	Physics: Electric fields induce the flow of electric charge. Very
Chemistry: The reaction rates of atoms and molecules with other materials in liquid, such as nanoparticles, nanopores, membrane filters, etc. are determined by the dynamics of diffusion.	Chemistry: The reaction rates of atoms and molecules with other materials in liquid, such as nanoparticles, nanopores, membrane filters, etc. are determined by the dynamics of diffusion. Not at all	Chemistry: The reaction rates of atoms and molecules with other materials in liquid, such as nanoparticles, nanopores, membrane filters, etc. are determined by the dynamics of diffusion. A Little	Chemistry: The reaction rates of atoms and molecules with other materials in liquid, such as nanoparticles, nanopores, membrane filters, etc. are determined by the dynamics of diffusion. Mostly	Chemistry: The reaction rates of atoms and molecules with other materials in liquid, such as nanoparticles, nanopores, membrane filters, etc. are determined by the dynamics of diffusion. Very
Scientific Investigation and Experimentation: Formulating explanations using logic and evidence.	Scientific Investigation and Experimentation: Formulating explanations using logic and evidence. Not at all	Scientific Investigation and Experimentation: Formulating explanations using logic and evidence. A Little	Scientific Investigation and Experimentation: Formulating explanations using logic and evidence. Mostly	Scientific Investigation and Experimentation: Formulating explanations using logic and evidence. 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 Plasmonics lab fit in your curriculum?

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* 10. Have you used the content from the Plasmonics 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