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MPEPO 1213-2 Power electronic converters, ENM060

Status: Avslutad
Öppen för svar: 2012-12-20 - 2013-01-27
Antal svar: 49
Procent av deltagarna som svarat: 50%
Kontaktperson: Monika Råberg Hellsing»
Utbildningsprogram som genomför enkäten: Elektroteknik 300 hp

Read this before filling in the questionnaire

Keep in mind that everyone involved in the course will be able to read your comments. Comments and criticism are welcome, but should remain constructive.

Your own effort

1. How many hours per week did you spend on this course?

We mean total time, that is, it comprises the time you spent in class and the time you spent on your own work. Try to estimate the average time over the entire study period.

47 svarande

At most 15 hours/week» 3 6%

Around 20 hours/week» 11 23%

Around 25 hours/week» 12 25%

Around 30 hours/week» 15 31%

At least 35 hours/week» 6 12%

Genomsnitt: 3.21

2. How large part of the teaching offered did you attend?

47 svarande

0%» 1 2%

25%» 4 8%

50%» 6 12%

75%» 14 29%

100%» 22 46%

Genomsnitt: 4.1

Goals and goal fulfilment

The course syllabus states the course goals in terms of learning outcomes, i.e., knowledge, skills and attitudes to be acquired by the student during the course.

3. How understandable are the course goals?

46 svarande

I have not seen/read the goals» 3 6%

The goals are difficult to understand» 4 8%

The goals give some guidance, but could be clearer» 10 21%

The goals clearly describe what I am supposed to learn» 29 63%

Genomsnitt: 3.41

4. Are the goals reasonable considering your background and the number of credits?

Answer this question and the succeeding one, only if you do know the course goals.

42 svarande

No, the goals are set too low» 0 0%

Yes, the goals seem reasonable» 34 80%

No, the goals are set too high» 8 19%

Genomsnitt: 2.19

5. Did the examination assess whether you have reached the goals?

By examination we mean laborations, assignments etc., as well as written exams or larger projects.

44 svarande

No, not at all» 6 13%

To some extent» 20 45%

Yes, definitely» 14 31%

I don"t know/have not been examined yet» 4 9%

Genomsnitt: 2.36

Teaching

6. To what extent has the teaching been of help for your learning?

46 svarande

Small extent» 10 21%

Some extent» 19 41%

Large extent» 14 30%

Great extent» 3 6%

Genomsnitt: 2.21

7. To what extent has the course literature and other material been of help for your learning?

46 svarande

Small extent» 3 6%

Some extent» 11 23%

Large extent» 22 47%

Great extent» 10 21%

Genomsnitt: 2.84

8. How was the general pedagogic quality of the lectures?

46 svarande

Poor» 7 15%

Fair» 12 27%

Adequate» 16 36%

Good» 7 15%

Excellent» 2 4%

No opinion» 2

Genomsnitt: 2.65

- Very poor lectures, its all power point which is very hard to follow.» (Poor)
- Lose concentration when someone is showing slides and that mean that the lectures becomes a waste of time if they contain slides.» (Poor)
- The lecturer talked without any enthusiasm. » (Poor) (den här kommentaren har blivit redigerad i efterhand)
- Would have liked more writing during the lectures. Some slides were hard to understand in retrospective.» (Fair)
- Need more explanation about slides.» (Fair)
- The only thing I remember is Andreas standing there and pointing with his stick saying:Even a trained monkey could do this. and "This is not rocket science"» (Fair)
- Not enough commitment from the teacher. » (Fair) (den här kommentaren har blivit redigerad i efterhand)
- At the beginning there were more notes on the blackboard and not only powerpoint slides» (Fair) (den här kommentaren har blivit redigerad i efterhand)
- Good Lectures Poor Exercise sessions (Demo)» (Adequate)
- It was a bit boring going through how the different converters/inverters worked. Also would be nice for the teacher to have a bit more enthusiasm for what he is teaching us.» (Adequate)
- erhead text was the same, change please. The last lecture: Please try and make a a slide that is a best of the course and lecture about it, this time it felt you did not bother, you did not even take of your jacket until you realized we actually had question, it felt like you wanted to go on holiday break.» (Adequate)
- The delivery was ok but sometimes questions were not answered adaquately or clearly. » (Adequate)
- I think the teachers have great knowledge, the problem was that they were too laidback. it was nice that we did not stress through anything but at the same time it was a lot of: look at this graph it goes up and then it goes down and then it goes up and then it goes down... I do not need someone to explain what the graph is doing i need somemone to explain why it is doing so. the slides need to be better for next year it was hard to follow when the pictures were very similar and the overhead text was the same, change please. The last lecture: Please try and make a a slide that is a best of the course and lecture about it.» (Adequate) (den här kommentaren har blivit redigerad i efterhand)

9. How was the general pedagogic quality of the demonstrations?

45 svarande

Poor» 17 40%

Fair» 5 11%

Adequate» 11 26%

Good» 7 16%

Excellent» 2 4%

No opinion» 3

Genomsnitt: 2.33

- I came to a few demonstration but it felt meaningless since the tutor just read from the paper and when you asked something he said the same thing once more, and not tried to give another point of view. » (Poor)
- The tutor was only writing what he had on a paper, it was better to read it on my own!» (Poor)
- Just reading from the solutions doesn"t make a good demonstration.» (Poor)
- It was like reading the demonstrations from the paper. Also the teacher was not prepared enough for the demonstrations.» (Poor)
- The demonstrations did not have much addition/explanation to what was handed out. The explanations were not good so they were not good» (Poor)
- Anyone can read from a paper..» (Poor)
- I´,m not an fan of lectures who reads just from a paper and doesn´,t explain in own words. More "second approaches" on problems, ask Saeid Haghbin who held the tutorials in Drives 1. He had good mixture between calculations and explanations in own words.» (Poor)
- Too many errors in the material and the tutor didnt really come up with any good hints on how to solve tasks. » (Poor) (den här kommentaren har blivit redigerad i efterhand)
- The hand-out was really good. But the teacher did exact the same on the blackboard. And it seemed like he didn"t understand it all the time, or was prepared at all.» (Poor) (den här kommentaren har blivit redigerad i efterhand)
- The demonstrations should cover the solutions that the students do not have access to. It is pointless for the student to go to the demonstrations if they already have the solutions available.» (Fair)
- Great knowledge but same problem here as with the lectures. i do not need to know what it says in the handout, which was great by the way, i need to understand what we are doing. Please state the question we are supposed to answer loud and clear then show us how you would approach the problem. we know how to calculate, we need guidance. » (Adequate)

10. How was the general quality and usefulness of the PSpice laborations?

46 svarande

Poor» 3 6%

Fair» 1 2%

Adequate» 7 15%

Good» 19 41%

Excellent» 16 34%

No opinion» 0

Genomsnitt: 3.95

- They consumed all of the studytime without giving that much understandning. I failed the course because of this. » (Poor)
- Compeletly useless, it gave nothing in the end. I spent alot of time only pspise and the examination didnt ask almost nothing from those. » (Poor)
- It took long time to get help but the lab assistants was helpful and did a god job even if they were undermanned.» (Adequate)
- The best thing with this course, learned a lot on these laborations» (Good)
- The last one was a little big though. Could use a time after the last assignment if people don"t finish it on the main time.» (Good)
- The questions could be more clear or rewritten» (Good)
- Quality good, helped a lot, but too crowded» (Good)
- Maybe one of these guys should hold the demonstrations too? » (Good)
- Some of the labassistants explained the assignments very good!» (Good)
- Teachers were very good» (Good)
- This is where most of the understanding occured. Excellent instructors aswell.» (Excellent)
- This was great!» (Excellent)
- Good...but to be able to draw by hand and know all simulations waveform for final exam is a tough job» (Excellent)
- The p-spice exercise helped alot to understand much better what was in the lecturers much more than the demonstrations did.» (Excellent)
- RBest laborations ever. The instructors tried to help as much as they could. THis was the part of the course where I learned the most.» (Excellent)

11. How was the general quality and usefulness of the practical laborations (buck and flyback)?

44 svarande

Poor» 3 6%

Fair» 1 2%

Adequate» 12 27%

Good» 18 40%

Excellent» 10 22%

No opinion» 0

Genomsnitt: 3.7

- They where really useless if you look at the exam.» (Poor)
- The labs was ok, but the usefullness wasn"t good» (Adequate)
- Okay, but a bit unnecessary. » (Adequate)
- Nice to se it in real life» (Good)
- The labs were nice. Its helpful to see how a practical circuit behaves.» (Good)
- They helped to understand those particular converters comprehensively but these were hardly examined on.» (Good)
- Useful and fun labs!» (Excellent)
- Fun» (Excellent)

Course administration

12. How well did the course administration, web page, handouts etc work?

44 svarande

Very badly» 0 0%

Rather badly» 0 0%

Rather well» 31 70%

Very well» 13 29%

Genomsnitt: 3.29

13. Comments about the course administration (web page, handouts etc)

- Slides are having only waveforms, but there is no clear markings in the waveform like at what condition , which switch is ON etc.»
- Would like lecture slides on the web before lecture»
- the handouts given gave a good understanding of what was taught»

Study climate

14. How were the opportunities for asking questions and getting help?

45 svarande

Very poor» 0 0%

Rather poor» 0 0%

Rather good» 25 55%

Very good» 19 42%

I did not seek help» 1 2%

Genomsnitt: 3.46

15. How well has cooperation between you and your fellow students worked?

46 svarande

Very poorly» 0 0%

Rather poorly» 2 4%

Rather well» 10 21%

Very well» 33 71%

I did not seek cooperation» 1 2%

Genomsnitt: 3.71

16. How was the course workload?

46 svarande

Too low» 0 0%

Low» 0 0%

Adequate» 12 26%

High» 18 39%

Too high» 16 34%

Genomsnitt: 4.08

17. How was the total workload this study period?

46 svarande

Too low» 0 0%

Low» 0 0%

Adequate» 13 28%

High» 17 36%

Too high» 16 34%

Genomsnitt: 4.06

Summarizing questions

18. What is your general impression of the course?

45 svarande

Poor» 1 2%

Fair» 6 13%

Adequate» 12 26%

Good» 24 53%

Excellent» 2 4%

Genomsnitt: 3.44

19. What should definitely be preserved to next year?

- The pspice assignments are great and you learn a lot. The "assignment leaders" explains the converters very well. Keep these as they are.»
- Course book »
- Less home assignment so we can have time to catch up with the lectures»
- Both type of laborations. »
- The PSpice assignments and the laborations.»
- The Pspice labs»
- All demostrations»
- Labs»
- Pspice and the laborations»
- Pspice labs, Demonstrations»
- The p-spice assignment were great, and helped me alot in understanding the course.»
- The p-spice exercise, the laboratories and demonstrations»
- The P-spice guys!»
- the lab assistants!»
- Pspice»
- PSpice and labs were very good for understanding the course.»
- Pspice assigments»
- demonstrations!! more of that!!»
- Laborations and Pspice»

20. What should definitely be changed to next year?

- Remove Pspice and focus on more pedagogic exercises instead. »
- More useful and interesting lectures »
- More enthusiasm from both teacher and tutor. Lectures where you learn what you need for the exam. Most tasks in the exam didn"t look like what we"ve learned. »
- both courses. ENM060 and MTT035 in the same term are really hard...maybe the schedule should get changed or the level of the courses set down»
- The examination should cover the whole course, we had 20 (of 50) point question on diode rectifier, there should have been questions about flyback, forward, buck and other converters we had during the course. »
- The commitment from the teacher.»
- More lab assistants for the Pspice labs and fewer slides during the lectures.»
- More writing during lectures»
- All slides and way of explaining the slides.»
- Too many P-spice. The homework assignments take up alot of time and are overall very over-detailed.»
- To the teachers: try to guide the students more, instead of stating the obvious, what goes up must come down...»
- I would like to see more time and focus on last part of the course 3phase inverter/converter and thyristors. To much hast and material for little period of time»
- The way tutorials are teached»
- The lecturer should be more enthusiastic!»
- The exam shouldn"t be on only 1/10 of the entire course.»
- The demonstrations should be made better. They should involve more explanation than what is in the handout because good explanation always gives better understanding. The exam should not only focus on one part of the course where we have not done any labs or p-spice exercise. It felt unfair for the course to focus more on converters and for the exam to focus more on inverters and rectifiers. Maybe labs and p-spice exercises could be developed to cover other things other than converters»
- The demonstrations. »
- Demonstrations»
- I think the exam should include more of the different types of converters. The questions should not be as deep and connected to each other as they were»
- The exam should cover more than 5% of the entire course»
- that it"s possible too get minus points att the middterm exam.That"s really not pedagogical.»
- Tutorials. The exam didn´,t cover the course in a good way. Too much focus on three phase rectifiers. »
- Demonstations,Lecture,exam»
- Perhaps the lecturer would be slighly more eunthiastic about the subject I would prefer more practical labs instead of software simulations (pspice) There were too many PSpice sessions» (den här kommentaren har blivit redigerad i efterhand)
- the one who has the demonstrations should really re-do the solutions, atleast do the questions on his/her own so he/she knows what he/she is doing.» (den här kommentaren har blivit redigerad i efterhand)

21. Additional comments

- 80 % Of the exam questions were about the second part of the course, could be better spread.»
- It was pretty unfair that the exam only touched a small part of the course instead of more parts of the course. If you weren"t well prepeared on those specific parts you had no chance to pass the exam. A much more fair way to structure the final exam would be to have more different questions about different type of converters. This will be a more fair way to structure a final exams since good students might fail if they don"t know some details good enough, and some students might pass if they only know one converter good enough. It was also hard to complete the exam due to the lack of time, so a view over the jfinal exam is needed for sure. To bad that the final exam mad a bad impression of the course since the rest of it were good.»
- Better lecture, instead of slides, He can use the board...»
- It was really intersting course.»
- I did not take the course after registering for it, so I have no feedback.»
- Give credit to Pspice instructors.»
- The questions on the exam did not match what was talked about during the lectures. Most lectures was about converters, but most points on the was about rectifiers. »
- Strange exam that only tested a small part of the total course. Too many tasks on the same thing. Focus from demonstrations and lectures seemed to be elsewhere than was tested in the exam. Its okay to come up with hard tasks, but here it seemed as the goal was only to make students fail. »
- It was an interesting course, too bad the exam was really unfair. Many of the exam questions didnt even make sense. An example: In the Pspice we are suppose to learn som wave forms and then on the exam we are suppose to draw OTHER waveforms, waveforms we havent even talked about... what was that about??? I think also it was unfair to have so many questions on the same thyristor/rectifiers... We have talked about sooooo many diffrent things and the exam focus on 3-4 of those.. really, really, really bad exam in that matter! But you are the on that makes the exam, but you dont encourage people to think power electronics are interesting when you do like that... »
- the teacher in lectures was also not pedagogical.Try too motivate your students and don"t say "what ever" all the time. It make us feel that you don"t care.»
- Really fun course. But the EXAM! Everyone had studied the flyback and forward and all the converters and so on in like 2 weeks and skipped the HV course. And then almost everyone fail the exam but take the HV course. THe thing that was on the exam Andreas had just went trough really fast on the lectures and then you assume that is not of great importance.» (den här kommentaren har blivit redigerad i efterhand)

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