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MPSTR-Concrete structures 09, VBB048

Status: Avslutad
Öppen för svar: 2009-12-19 - 2010-01-31
Antal svar: 18
Procent av deltagarna som svarat: 38%
Kontaktperson: Björn Engström»
Utbildningsprogram som genomför enkäten: Chalmers
Utbildningsprogram studenten tillhör: Väg- och vattenbyggnad 300 hp

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 per week over the entire study period.

17 svarande

At most 15 hours/week»2 11%
Around 20 hours/week»6 35%
Around 25 hours/week»6 35%
Around 30 hours/week»3 17%
At least 35 hours/week»0 0%

Genomsnitt: 2.58

- Unfortunately, I didn"t follow the course after the first week.» (?)

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

17 svarande

0%»0 0%
25%»0 0%
50%»1 5%
75%»6 35%
100%»10 58%

Genomsnitt: 4.52

- Unfortunately, I didn"t follow the course after the first week.» (?)

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. To what extent have you reached the following goal?

The student should be able to:
- describe and explain how forces are distributed and redistributed in statically indeterminate structures with regard to cracking, plastic deformations, time dependent deformations, prestressing and restraint..

17 svarande

0-20%»0 0%
20-40%»0 0%
40-60%»0 0%
60-80%»9 52%
80-100%»8 47%

Genomsnitt: 4.47

4. To what extent have you reached the following goal?

The student should be able to
- describe and explain how second order moment in axially loaded slender elements is influenced by cracking, plastic deformations and time dependent deformations.

17 svarande

0-20%»0 0%
20-40%»0 0%
40-60%»0 0%
60-80%»9 52%
80-100%»8 47%

Genomsnitt: 4.47

5. To what extent have you reached the following goal?

The student should be able to:
- analyse the non-linear behaviour of reinforced and prestressed concrete structures by various approaches considering needed accuracy, load level and available information.

17 svarande

0-20%»0 0%
20-40%»0 0%
40-60%»3 17%
60-80%»7 41%
80-100%»7 41%

Genomsnitt: 4.23

6. To what extent have you reached the following goal?

The student should be able to:
- perform non-linear FE-analysis of reinforced and prestressed concrete structures and interpret the results.

16 svarande

0-20%»0 0%
20-40%»0 0%
40-60%»2 12%
60-80%»6 37%
80-100%»8 50%

Genomsnitt: 4.37

7. To what extent have you reached the following goal?

The student should be able to:
- describe and explain how intrinsic deformation (shinkage and/or thermal strain) in restrained concrete elements results in stresses and cracking..

17 svarande

0-20%»0 0%
20-40%»1 5%
40-60%»2 11%
60-80%»9 52%
80-100%»5 29%

Genomsnitt: 4.05

8. To what extent have you reached the following goal?

The student should be able to:
- analyse the risk of cracking and the cracking response in fundamental cases of restraint loading.

17 svarande

0-20%»0 0%
20-40%»1 5%
40-60%»2 11%
60-80%»8 47%
80-100%»6 35%

Genomsnitt: 4.11

9. How understandable are the course goals?

17 svarande

The goals are difficult to understand»0 0%
The goals give some guidance, but could be clearer»2 11%
The goals clearly describe what I am supposed to learn»15 88%

Genomsnitt: 2.88

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

16 svarande

No, the goals are set too low»0 0%
Yes, the goals seem reasonable»16 100%
No, the goals are set too high»0 0%

Genomsnitt: 2

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

The examination consists of "dugga", project work and final exam.

17 svarande

No, not at all»0 0%
To some extent»4 23%
Yes, definitely»13 76%
I don"t know/have not been examined yet»0 0%

Genomsnitt: 2.76

- Very time consuming exam. Hard to finish all exercises!» (To some extent)
- The examination was very difficult though.» (Yes, definitely)

Teaching and course administration

12. To what extent have the lectures been of help for your learning?

17 svarande

Small extent»0 0%
Some extent»3 17%
Large extent»6 35%
Great extent»8 47%

Genomsnitt: 3.29

13. To what extent has the FEM project been of helpfor your learning?

17 svarande

Small extent»2 11%
Some extent»6 35%
Large extent»5 29%
Great extent»4 23%

Genomsnitt: 2.64

- Det som var dåligt med FEM projektet var att det inte gick att använda Mathcad i samma sal som diana eller tvärtom. det blev mycket gångtid mellan de olika datorsalarna...» (Some extent)
- very time consuming, time not proportional to learning outcome. » (Some extent)
- Det enda problemet är att jag tycker att det är svårt att få alla gruppmedlemmar att vara delaktiga i alla delar av ett sådant här projekt. Dels på grund av tidspress, dels på grund av att det är svårt rent praktiskt att få fyra personer att vara aktiva runt en dator.» (Great extent)

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

17 svarande

Small extent»0 0%
Some extent»1 5%
Large extent»8 47%
Great extent»8 47%

Genomsnitt: 3.41

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

17 svarande

Very badly»0 0%
Rather badly»0 0%
Rather well»5 29%
Very well»12 70%

Genomsnitt: 3.7

16. How important is it to have a demonstration in the laboratory?

Experimental work is expensive and perhaps the money can be used better?

17 svarande

Small extent»2 11%
Some extent»5 29%
Large extent»8 47%
Great extent»2 11%

Genomsnitt: 2.58

- The experimental workshop was interesting, but I don"t think it increased my knowledge in the subject very much.» (Some extent)
- Tyvärr var jag själv inte närvarande på grund av arbete i en annan kurs, men jag tycker att det är väldigt bra med praktiska demonstrationer.» (Large extent)
- I found it very interesting with the laboratory test. It is very useful to actually see it, until now I have just seen drawings in books. So I found it very useful.» (Large extent)
- Since a new software was introduced, the project was during a short period of time, the number of student were many in each group and the number of licenses were few, perhaps more effort in making a leaflet about the software would be helpful. However, given the available resources, the demonstration and the help from teacher (Mario Plos) was very good.» (Great extent)

Study climate

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

17 svarande

Very poor»0 0%
Rather poor»1 5%
Rather good»6 35%
Very good»8 47%
I did not seek help»2 11%

Genomsnitt: 3.64

- Even though both Björn and Mario are very busy they find their time to help. Especially Mario was very helpful with the fem-project and let us disturb him in the office.» (Rather good)

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

17 svarande

Very poorly»0 0%
Rather poorly»1 5%
Rather well»7 41%
Very well»9 52%
I did not seek cooperation»0 0%

Genomsnitt: 3.47

- I felt that we helped each other more in this course, compared to previous ones. Maybe because everybody had different task it made it more helpful to discuss different experiences.» (Very well)

19. How much of your available time for studies in this study period did you spend on this course?

It is assumed that 50% of the time is used for Concrete structures.

17 svarande

less than 20%»1 5%
20-40%»3 17%
about 50%»4 23%
60-80%»7 41%
more than 80%»2 11%

Genomsnitt: 3.35

- Jag la ner ganska mycket tid på denna kursen, men kursen jag läste parallellt var mycket tidskrävande.» (20-40%)
- I had 4 courses lp 2...» (20-40%)

20. How was the course workload?

17 svarande

Too low»0 0%
Low»0 0%
Adequate»10 58%
High»7 41%
Too high»0 0%

Genomsnitt: 3.41

Development towards advanced learning

21. Would you appreciate to have this course with less lectures and more time for discussions with the teachers?

17 svarande

Yes, definitely»0 0%
Yes, it would be possible but not without doubts.»9 52%
No, it will probably not work out well.»6 35%
No, definitely not.»2 11%

Genomsnitt: 2.58

- At times it was frustrating with the examples handed out. Perhaps a good idea would be to hand them out during the lecture and give some time for individual (or in pairs) "investigation" of the tasks. Some of the examples could be demonstrated, but some of them should be handed out for discussion after a few minutes of individual studies. Much like the method introduced in the previous course when performing strut and tie- method. After that a short demonstration explaining the basics of the example and opportunity for questions and discussion. Handing out all examples with demonstration can easily become like serving knowledge on sillver plates and I belive the students attention span is to short for this approach. » (Yes, it would be possible but not without doubts.)
- In this case it would be very useful if we could make calculations together and be able to discuss with Björn.» (Yes, it would be possible but not without doubts.)
- It could be possible but the lectures are also very good and useful for understanding.» (Yes, it would be possible but not without doubts.)
- Det skulle säkert fungera, men personligen lär jag mig bra av att lyssna på föreläsningar.» (No, it will probably not work out well.)
- I want both lectures and discussions, in another words I would like to have more time.» (No, definitely not.)

22. Would it be possible that the students take more responsibility for their learning process?

17 svarande

Yes, definitely»3 17%
Yes, it will be possible but not without doubts»8 47%
No, it will probably not work»5 29%
No, definitely no»1 5%

Genomsnitt: 2.23

- Ja, men som sagt lär jag mig bra av att lyssna på föreläsningar.» (Yes, it will be possible but not without doubts)
- This would work good for me, but it depends about the students. Maybe some have more difficulties with it.» (Yes, it will be possible but not without doubts)

23. How can the course be developed to give the students more responsibility?

- I think that compulsary individual tasks would force many students to take more responsibility. During the entire master"s programme there are always one or two students in each group that don"t contribute to the work. Individual tasks, or groups of 2 persons where you can choose who you work with, would force all students to be productive.»
- big project with calculation instead of fem.»
- The workload is enough - smaller groups with a bit smaller load would be better»
- give the home work compulsory»
- Maybe we could make more exercises on our own, sometimes it is hard to follow when Björn goes through the exercises, because it seems easier than it actually is. And after wards there are a lot of questions. Maybe we could try to solve the exercise and discuss it afterwards.»

Summarizing questions

24. What is your general impression of the course?

17 svarande

Poor»0 0%
Fair»0 0%
Adequate»1 5%
Good»10 58%
Excellent»6 35%

Genomsnitt: 4.29

- Structural Concrete was excellent...» (Good)

25. What is the remaining value of the course in the future

17 svarande

Very small»0 0%
Rather small»2 11%
Rather high»3 17%
Very high»12 70%

Genomsnitt: 3.58

26. What should definitely be preserved to next year?

- The compendiums»
- The FEM part at the examn, it forces every individual student to interpret the result from FE-analyses. The project work was also good, but I think that not all students took part as intended.»
- soled exampel on the lecture»
- Mostly everything»
- Diana»
- Dugga separate from example solving exam is very good. Also the FE-project captures the contents well. »
- exercises lectures»
- I think all parts should be preserved.»
- The teachers, the project and the dugga »

27. What should definitely be changed to next year?

- maybe not definietly but decrease the fem and implicate calculation project.»
- More supervision for FEM tasks.»
- Higher demand on the MathCAD calculation (not just give us a file, we are capable of writing them. And this is realy a good way of understanding the theory and practice)»
- Perhaps more lectures that describe the use of FE-modeling (in a more general manner), also additional litterature on FE-modelling. Since economy is limiting for the laboratory work, perhaps a demonstration of FE-modelling is sometimes enough for the learning outcome. Lots of time is spent on figuring out the software, that does not always result in better knowledge. »
- homeworks»
- I think the fem-lectures could be worked one. It is not an easy matter to explain, but I had some difficulties to understand the different elements and to interpret the results.»

28. Additional comments

- really good course!!»
- In my opinion,the course is a bit too theoretical .It would be nice if there was more designing and students to be taught the very nature of good and efficient design and not that much focus on checking allready built structures.»
- Wonderful teachers, dedicated and professional!»
- Very good teachers.»
- Unfortunately, I didn"t follow the course after the first week. Although I was interested, I couldn"t continue the course.»

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