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Nanowire pH Sensors Experiment - Teacher

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* 1. Please identify the school where you taught the Nanowire pH Sensors experiment:

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* 2. To which of your classes did you teach the Nanowire pH Sensors 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 italicized) to your students:

	Not at all	A Little	Mostly	Very
Nanostructures have very large surface to volume ratios and this property can be used to create better performing sensors.	Nanostructures have very large surface to volume ratios and this property can be used to create better performing sensors. Not at all	Nanostructures have very large surface to volume ratios and this property can be used to create better performing sensors. A Little	Nanostructures have very large surface to volume ratios and this property can be used to create better performing sensors. Mostly	Nanostructures have very large surface to volume ratios and this property can be used to create better performing sensors. Very
Small changes in the chemical structure of a material can significantly affect the material’s properties, e.g. conductivity and color.	Small changes in the chemical structure of a material can significantly affect the material’s properties, e.g. conductivity and color. Not at all	Small changes in the chemical structure of a material can significantly affect the material’s properties, e.g. conductivity and color. A Little	Small changes in the chemical structure of a material can significantly affect the material’s properties, e.g. conductivity and color. Mostly	Small changes in the chemical structure of a material can significantly affect the material’s properties, e.g. conductivity and color. Very
The mechanism for conduction in nanofibers is more restricted than for metal conductors, one-dimensional in contrast to 3D. This makes the nanofiber conductivity more sensitive to any change to the polymer that could affect the conductive path (i.e. protonation).	The mechanism for conduction in nanofibers is more restricted than for metal conductors, one-dimensional in contrast to 3D. This makes the nanofiber conductivity more sensitive to any change to the polymer that could affect the conductive path (i.e. protonation). Not at all	The mechanism for conduction in nanofibers is more restricted than for metal conductors, one-dimensional in contrast to 3D. This makes the nanofiber conductivity more sensitive to any change to the polymer that could affect the conductive path (i.e. protonation). A Little	The mechanism for conduction in nanofibers is more restricted than for metal conductors, one-dimensional in contrast to 3D. This makes the nanofiber conductivity more sensitive to any change to the polymer that could affect the conductive path (i.e. protonation). Mostly	The mechanism for conduction in nanofibers is more restricted than for metal conductors, one-dimensional in contrast to 3D. This makes the nanofiber conductivity more sensitive to any change to the polymer that could affect the conductive path (i.e. protonation). Very
Physics: Predict the voltage or current in simple direct current electric circuits constructed from batteries, wires, resistors, and capacitors	Physics: Predict the voltage or current in simple direct current electric circuits constructed from batteries, wires, resistors, and capacitors Not at all	Physics: Predict the voltage or current in simple direct current electric circuits constructed from batteries, wires, resistors, and capacitors A Little	Physics: Predict the voltage or current in simple direct current electric circuits constructed from batteries, wires, resistors, and capacitors Mostly	Physics: Predict the voltage or current in simple direct current electric circuits constructed from batteries, wires, resistors, and capacitors Very
Chemistry: Use the pH scale to characterize acid and base solutions	Chemistry: Use the pH scale to characterize acid and base solutions Not at all	Chemistry: Use the pH scale to characterize acid and base solutions A Little	Chemistry: Use the pH scale to characterize acid and base solutions Mostly	Chemistry: Use the pH scale to characterize acid and base solutions Very
Chemistry: Large molecules (polymers), such as proteins, nucleic acids, and starch are formed by repetitive combinations of simple subunits	Chemistry: Large molecules (polymers), such as proteins, nucleic acids, and starch are formed by repetitive combinations of simple subunits Not at all	Chemistry: Large molecules (polymers), such as proteins, nucleic acids, and starch are formed by repetitive combinations of simple subunits A Little	Chemistry: Large molecules (polymers), such as proteins, nucleic acids, and starch are formed by repetitive combinations of simple subunits Mostly	Chemistry: Large molecules (polymers), such as proteins, nucleic acids, and starch are formed by repetitive combinations of simple subunits Very
Scientific Investigation and Experimentation: Select and use appropriate tools and technology to perform tests, collect data, analyze relationships and display data.	Scientific Investigation and Experimentation: Select and use appropriate tools and technology to perform tests, collect data, analyze relationships and display data. Not at all	Scientific Investigation and Experimentation: Select and use appropriate tools and technology to perform tests, collect data, analyze relationships and display data. A Little	Scientific Investigation and Experimentation: Select and use appropriate tools and technology to perform tests, collect data, analyze relationships and display data. Mostly	Scientific 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 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 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 Nanowire pH Sensors lab fit in your curriculum?

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* 10. Have you used the content from the Nanowire pH Sensors 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