Superhydrophobic Surfaces Experiment - Teacher

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* 1. Please identify the school where you taught the Superhydrophobic Surfaces experiment

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* 2. To which of your classes did you teach the Superhydrophobic Surfaces 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
Hydrophobicity and hydrophilicity are properties of surfaces, and arise from interactions between the surface and water.	Hydrophobicity and hydrophilicity are properties of surfaces, and arise from interactions between the surface and water. Not at all	Hydrophobicity and hydrophilicity are properties of surfaces, and arise from interactions between the surface and water. A Little	Hydrophobicity and hydrophilicity are properties of surfaces, and arise from interactions between the surface and water. Mostly	Hydrophobicity and hydrophilicity are properties of surfaces, and arise from interactions between the surface and water. Very
Changing the chemical molecules on a surface can modify the material’s surface properties, e.g. hydrophobicity or hydrophilicity.	Changing the chemical molecules on a surface can modify the material’s surface properties, e.g. hydrophobicity or hydrophilicity. Not at all	Changing the chemical molecules on a surface can modify the material’s surface properties, e.g. hydrophobicity or hydrophilicity. A Little	Changing the chemical molecules on a surface can modify the material’s surface properties, e.g. hydrophobicity or hydrophilicity. Mostly	Changing the chemical molecules on a surface can modify the material’s surface properties, e.g. hydrophobicity or hydrophilicity. Very
3D nanostructure coatings, engineered and found in nature, can modify the material’s surface properties, e.g. hydrophobicity or hydrophilicity.	3D nanostructure coatings, engineered and found in nature, can modify the material’s surface properties, e.g. hydrophobicity or hydrophilicity. Not at all	3D nanostructure coatings, engineered and found in nature, can modify the material’s surface properties, e.g. hydrophobicity or hydrophilicity. A Little	3D nanostructure coatings, engineered and found in nature, can modify the material’s surface properties, e.g. hydrophobicity or hydrophilicity. Mostly	3D nanostructure coatings, engineered and found in nature, can modify the material’s surface properties, e.g. hydrophobicity or hydrophilicity. Very
Nano-scale metal particles can be deposited on surfaces via oxidation-reduction of the appropriate ionic solutions.	Nano-scale metal particles can be deposited on surfaces via oxidation-reduction of the appropriate ionic solutions. Not at all	Nano-scale metal particles can be deposited on surfaces via oxidation-reduction of the appropriate ionic solutions. A Little	Nano-scale metal particles can be deposited on surfaces via oxidation-reduction of the appropriate ionic solutions. Mostly	Nano-scale metal particles can be deposited on surfaces via oxidation-reduction of the appropriate ionic solutions. Very
Surface properties, such as hydrophobicity and hydrophilicity, can be measured by the contact angle of a water droplet formed on a surface.	Surface properties, such as hydrophobicity and hydrophilicity, can be measured by the contact angle of a water droplet formed on a surface. Not at all	Surface properties, such as hydrophobicity and hydrophilicity, can be measured by the contact angle of a water droplet formed on a surface. A Little	Surface properties, such as hydrophobicity and hydrophilicity, can be measured by the contact angle of a water droplet formed on a surface. Mostly	Surface properties, such as hydrophobicity and hydrophilicity, can be measured by the contact angle of a water droplet formed on a surface. 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
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 Superhydrophobic Surfaces lab fit in your curriculum?

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* 10. Have you used the content from the Superhydrophobic Surfaces 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