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Modelling and simulation, ESS101, HT2010

Status: Avslutad
Öppen för svar: 2010-10-11 - 2010-10-25
Antal svar: 35
Procent av deltagarna som svarat: 42%
Kontaktperson: Madeleine Persson»

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.

35 svarande

At most 15 hours/week»8 22%
Around 20 hours/week»10 28%
Around 25 hours/week»9 25%
Around 30 hours/week»7 20%
At least 35 hours/week»1 2%

Genomsnitt: 2.51

- Actually I spent less than the minimum 15 hours per week, because I had problem with accommodation and I had to come and back to Borås.» (At most 15 hours/week)
- This class takes alot of time. It is alot of theory and I think the course material is to extensive. The project is a good idea, but again it takes alot of time.» (At least 35 hours/week)

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

35 svarande

0%»2 5%
25%»2 5%
50%»2 5%
75%»12 34%
100%»17 48%

Genomsnitt: 4.14

- My reasons are: 1. I had to choose this course because the Image processing course which was suggested by Chalmers had been fully booked so I missed a few first lectures. 2. There were several overlaps between this course and my other course "Biomedical Instrumentation" in this quarter. 3. Because of my accommodation problems, I could not study enough to catch up with the lectures, so I preffered to self study to make up.» (50%)
- I"m not satisfied with the PSS» (75%)
- The lectures did not reflect the exam in a good way. The main parts of the exam was barley mentioned and in a simplified manner. » (100%)

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?

35 svarande

I have not seen/read the goals»9 25%
The goals are difficult to understand»1 2%
The goals give some guidance, but could be clearer»10 28%
The goals clearly describe what I am supposed to learn»15 42%

Genomsnitt: 2.88

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

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

30 svarande

No, the goals are set too low»1 3%
Yes, the goals seem reasonable»28 93%
No, the goals are set too high»1 3%

Genomsnitt: 2

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

30 svarande

No, not at all»1 3%
To some extent»14 46%
Yes, definitely»8 26%
I don"t know/have not been examined yet»7 23%

Genomsnitt: 2.7

- The "twists" of the exam made it difficult to show if the goals were achieved or not.» (To some extent)
- But the questions were way too hard compared to the exercises we encountered during the course. It was also hard to know where the "passed" questions were, they all seemed aimed at getting grade 5.» (To some extent)
- The examination consisted of a very strange mix of tasks. Almost all task felt like they were taken from areas of the course that NOT had been highlighted as important parts of the course. Almost none of the tasks looked like the exercises we"d been training on during the course. I felt kind of decieved, when things that were barely even mentioned in the course came as questions on the exam. Like the last one when we should derive the spectrum of a sampled noise signal. We have barely even talked about the discrete fourier transform in this course and some of us taking the course haven"t even studied it. The first bond graph example was also a bad choice I think, since we never had practiced on that kind of system before.» (To some extent)
- Examination had a very large focus on a very difficult Bond graph. And if one didnt understand how to make a bond graph of this complex physical system, one would loose 10 points in the exam. » (To some extent)
- The exam was difficult compared to the previous years exams. » (Yes, definitely)

Teaching and course administration

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

35 svarande

Small extent»8 22%
Some extent»11 31%
Large extent»12 34%
Great extent»4 11%

Genomsnitt: 2.34

- The teaching was not good at all. Missing programs on computers, missing books. Come on, you do know when the course is going to start so bloody get the IT department to install the programs. It"s a bloody disgrace not having Dymola installed when we had supervision. » (Small extent)
- Seems like the teacher spent more time on basic things that we already knew than the things we were supposed to learn. Not enough examples calculated on the blackboard,» (Small extent)
- As I stated before, because of my problem, I did not attend the lectures regularly.» (Small extent)
- Paolo is very good at explaining, but during actual lectures there is a lot of theory using Power Point and its hard to follow sometimes.» (Some extent)
- The lectures were really good to help me understand the subject. A very good tecnique Mr.Falcone uses is frequent repetition of important details. This makes the important parts stick, as they are quickly being repeated even 2-3 lectures later.» (Great extent)
- The the PSS sessions gave most, the lectures not as much, more examples on the lectures would be nice» (Great extent)

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

35 svarande

Small extent»5 14%
Some extent»13 37%
Large extent»14 40%
Great extent»3 8%

Genomsnitt: 2.42

- The course literature was quite bad. It didn"t go into depth or contained any concrete examples to further aid the understanding. This made the lectures even more important to learn the course.» (Small extent)
- The book by Glad and Ljung gave little» (Some extent)
- The book came late and it was not so good and did not explain things so deeply. » (Some extent)
- The swedish version of the book is much better. The swedish excercise book helped a lot!» (Large extent)
- Very big problem that book didnt arrive in time to Cremona.» (Large extent)
- Specially old exams which were put on homepage of the course.» (Large extent)

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

35 svarande

Very badly»4 11%
Rather badly»3 8%
Rather well»19 54%
Very well»9 25%

Genomsnitt: 2.94

- How the f" could you release several papers with errors? What do you do for a living? Missing/Wrong equations and data on papers, missing programs mandatory to complete the course. » (Very badly)
- The exercies material needs a lot of work!!!! We heard that all the errors we pointed out in the answer section had been known in previous years, but no one is taking the time to correct them. It"s really frustrating when trying to learn something and the course material misleads you.» (Rather badly)
- Modelica was supposed to be used during course, but big problems with the software.» (Rather badly)
- Very bad Chalmers student portal. Does not work most of the time. » (Rather well)
- Except the problems with Dymola, everything was good» (Very well)

Study climate

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

35 svarande

Very poor»3 8%
Rather poor»3 8%
Rather good»11 31%
Very good»15 42%
I did not seek help»3 8%

Genomsnitt: 3.34

- There was always a shortage of time to ask questions during exercise time, and the computer rooms made it difficult for the teachers to have good walk throughs on the bord.» (Very poor)
- there should have been more solutions to the excercises we got, not only answers.» (Rather poor)
- The TA"s were always available and keen to answer questions.» (Very good)
- TA Roozbeth was very helpful and very good at explaining, by using an appropriate "knowledge-level" to explain things.» (Very good)

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

35 svarande

Very poorly»2 5%
Rather poorly»4 11%
Rather well»10 28%
Very well»18 51%
I did not seek cooperation»1 2%

Genomsnitt: 3.34

11. How was the course workload?

35 svarande

Too low»1 2%
Low»0 0%
Adequate»12 34%
High»20 57%
Too high»2 5%

Genomsnitt: 3.62

- unusually high, probably because the lectures was not that helpful.» (High)

12. How was the total workload this study period?

35 svarande

Too low»1 2%
Low»1 2%
Adequate»17 48%
High»14 40%
Too high»2 5%

Genomsnitt: 3.42

Summarizing questions

13. What is your general impression of the course?

35 svarande

Poor»4 11%
Fair»4 11%
Adequate»5 14%
Good»19 54%
Excellent»3 8%

Genomsnitt: 3.37

- Did not think the teacher did a good job, the powerpoint slides in the first five lectures was out of sync with the course and he spent approx. 20 min repeating what he just said instead of repating things from the last lecture.Big waste of time.» (Poor)
- A good course (based on the goals), but a bad » (Fair)
- I thought the course would be a little more exciting, but i think he went on to slow with to much repetition.» (Adequate)
- In the end I understood why we should read this course. » (Good)
- Very interesting course and a good structure.» (Excellent)

14. What should definitely be preserved to next year?

- Nothing! »
- The TA"s. They help, but they do not give the answers to quick. They give hints so we get passed the problem we"re stucked at. (Especially Nikolce, haven"t talked to Roozbeh too much)»
- teacher teacher teacher. he was one of the best teachers I have ever had I learned so much from him»
- problem solving session»
- The mandatory exercise. I didn"t know much before the exercise but still learned lots. Maybe the preceeding lecture can prepare a bit more for the exercise, it would probably make more out of it.»
- Dymola should have been checked before.»
- pss and report»
- everything»
- The hand in assignment was very fun.»
- The content of the course are just fine and this should be continued»
- SITB tutorial.»
- I have no special idea about this»

15. What should definitely be changed to next year?

- Get Paolo some lessons on how to teach. The hand ins since the teachers cant handle them correctly or just makes misstake. And no stupid Dymola when the program isn"t available. »
- Paolo Falcone"s way of teaching. The teaching plan has not been followed and it"s hard to know what chapter he"s talking about. According to the schedule he"s supposed to talk about one thing and that"s the thing I prepare for. Once at class I discover that he is one or more lectures behind, or that he has jumped to the next chapter and postponed the "correct" chapter.»
- improve the solution of exercises solution to some problems is missing and also the answers are too short and not so much helpful. »
- the time of the classes every week is too long»
- There are no solutions for the exercises and to only have the answers is almost pointless unless you already know how to solve the exercise. »
- I would suggest giving the teacher a course in pedagogics. He was good one to one answering questions, but the lectures was substandard.»
- More excercises with solutions not just answeres»
- The Dymola part was tricky because it was hard to get things to work correctly (we never did), probably because lack of knowledge about the program. Some tutorial on using Dymola is needed.»
- the lab assignment should be changed there should be a clear distinction between supervised project work and problem solving sessions»
- the last lesson should not contain any new content that will occur in the examination»
- dymola should be included or taken into consideration»
- The part with dymola»
- The exam should not be harder than the exercises we got to practise with, it is highly unfair to expect suddendly more than you have been training for.»
- For example, we had no exercises at all on bondgraphs were transformers were used, please make sure there plenty of exercises on things that might become questions on the exam»
- A background revision part should be added as part of the course which may help in learning the core of the subject»
- Dont put half the lecture time to go through ALL the slides from previous lecture. The new content each lecture was stressed through so that we could just go trhough everything from last lecture really really fast. It made both the repeititipon part boring and pointless, and the new content added didnt get enough lecture time. Everything was done twice, but both times it was done too fast for it to be useful. For repetition: Make 2-3 _new_ slides summing up the last lecture, and spend 10minutes TOPS doing this.»
- Removal of dymola.»
- Different rooms for exercise sessions, fix all the errors in the exercise answer-section. Change the hand-in assignment since it"s not suited for the tasks we were supposed to solve. We got a chance to try all the computer programs and tools, but no good conclusions could be drawn since the fan process is complex, nonlinear and affected by a lot of noise. We could never compare our physical model with the system id-model in any reasonable way. »
- Fix all the wrong answere in the exercise paper and old exams.»
- Nothing special about this course but some general points: 1. Preventing overlaps between courses hours 2. Reasonably anticipate the number of students for courses like "Image processing", in order not leading some students to be forced to select another course»
- Maybe the book and the home assignment. The assignment was not so good and it toke to much time to do the model for the fan and the time for the matlab part after the lab session was to small compare with that. »

16. Additional comments

- Worth planing ever from examinator and teaching assistants. The hand ins are old but still had errors that were fixed a long time after everyone started working with the wrong equations provided by the course. Dymola weren"t available for some time and it sucks not having help for it since that was scheduled for a long time ago. I understand that it was the publisher, but come on an old book from like "94 that barely is available to buy. Is this some kind of joke? Doesn"t Paolo and the TAs work for Chalmers and for this course or do they just play around? »
- You really need to have some kind of solution manual and not just de final answers. I have used the swedisc exercise-book to understand many of the problems. Tha bad thing about that is that none of the exchangestudents really understand swedish so good yet. They must almost only rely on the given solutions (and of course discussions with TA"s or paolo, But none of them have unlimited of time..)»
- The teacher was so helpful and kind with extensive knowledge on the subject. »
- none»
- The hand-in could have been introduced in a better way»
- some topics (e.g. Differential Algebraic Equations) were treated only very superficially, so that to gain a real understanding of these complex matters was not really possible»
- I really hope the people correcting the exams notice how hard we all students think the exam was. I hope they take that into consideration when setting the grades, otherwise lots of students will need to unfairly do a re-exam.»
- The exam was too tricky»
- Dymola part of the course was a stressful and boring part, since we didn"t get enough supervision and since it wasn"t installed and working on the computers at school until the very last week.»

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