Visa resultat

Sustainable energy futures, FFR170

General impression and course content

1. What is your general impression of the course?

86 svarande

Poor»		0		0%
Fair»		1		1%
Good»		29		33%
Very good»		56		65%

Genomsnitt: 3.63

- Calculational exercises - Poor Christian Azar - Really fun and interesting Uneven quality of other.» (Fair)
- Some of the guest lectures where not the same quality as the rest of the course.» (Good)
- Overall a interesting and diverse course. Most lecturers had good structure and clear learing goals whereas some needs improvment.» (Good)
- Broad content, good over view» (Very good)
- I was surprised by the course"s approach to combine economic methods and tools to current energy problems. This angle of view was new to me since courses at my home university focus more on technical concepts etc. » (Very good)
- I think this course is fundamental in Chalmers" sustainable energy programmes!» (Very good)
- really interesting and attractive» (Very good)
- It is a very useful course for the real life» (Very good)
- Very interesting and interactive lectures. Liked it very much.» (Very good)

2. Which Master"s program are you following?

MPSES»		35		40%
MPNUE»		7		8%
Erasmus»		30		34%
other Master"s program»		11		12%
not currently in a Master"s program»		3		3%

Genomsnitt: 2.3

- ISEE» (other Master"s program)
- Management and Economics of Innovation heter det. » (other Master"s program)
- MPAPP» (other Master"s program)
- I am a Nordic Master Innovative Sustainable Energy Engineering student» (other Master"s program)
- ISEE Nordic Master Program» (other Master"s program)
- ISEE( innovative sustainable energy emgineering) Nordic master» (other Master"s program)
- Industrial Ecology» (other Master"s program)
- ISEE» (other Master"s program)

3. How well did the course fit into your program?

Poor»		1		1%
Fair»		7		8%
Good»		34		39%
Very good»		44		51%

Genomsnitt: 3.4

- Actually, i"m not interrested by this topic but i had to take at least one course in environment. Anyway, i found it really interresting» (Poor)
- Due to the advancement within my home university"s program, I choose this course more out of interest than for academic necessity. Nevertheless, it was an interesting course.» (Fair)
- Måste läsa två Maskinkurser eftersom jag gick kandidaten på Maskin och denna kurs passar mycket bättre än de flesta andra jag känner till åtminstone» (Fair)
- I am in electrical engineering so it is not very adequate with my program but I chose it because it seemed to me interesting.» (Fair)
- Quite hard Q to evaluate due to the fact that this was one of the first courses we executed, and you haven"t build the final picture how the program is built and works.» (Good)
- good introduction for us since we take the course in our first year» (Very good)
- The course provides a good start to the program, enlightening problems of today and a number of solution possibilities to those problems.» (Very good)
- I learned a lot» (Very good)
- It really fits good since i"m studying "energy systems" in my engineering school in France» (Very good)
- It gave a good overview of the current energy situation» (Very good)
- I don"t have a similar course at my home university but it rounds my programm perfectly up when i use this one as a free lecture » (Very good)
- A general view of nowadays energies will be very useful for the future.» (Very good)

4. Is something in the course unnecessary, overlapping with other courses or should it receive less treatment?

5. Did you miss anything from the course, or did a subject receive insufficient treatment?

Lectures & calculation exercises

6. Please rate the lectures given by the following people:

- CCS-good content, hard to hear what he said.»
- Christian Azar"s ability to present lectures in a fun and educational way was beyond the category very good. More importantly it sparked a real interest from my part in analyzing and understanding the complexity of climate change.»
- Boring content from Lina Bertling. Could have been much more technological.»
- The lecture in carbon capture where not that helpful.»
- Mårten Levenstam gave a very good lecture, it was indeed interesting to see the company perspective but still without it being a sales speech. Azar is very lively and his lectures are dynamic, which is very good. But sometimes he could cut a bit the discussions in order to keep the lecture on track. Lina Bertling was very good as a speaker, but the content of the lecture was too basic and not that interesting, it was too slow.»
- The power grid lecture was below all standards , she could have said everything she said on two slides. »
- Lina Bertling may be good but that lecture in particular was not of much value.»
- Kommer ärligt talat inte ihåg vilka de flesta var»
- Christian Azar is a professional in his teaching, he knows what he is talking about. Niclas Mattson is the best. I get the feeling he wants you as a student to learn, has no problems with explaining material a bit more in detail, he is patient, I liked him a lot in the exercises he was supervising. He deserves a lot of credit! The lecture of Lina Bertling was unfortunately very boring.. Erik Ahlgren"s way of presenting is not very motivating.»
- Christian knows how to ask questions, and make evolve the different answers. Few slides, more "space" to think instead of read.I was dissapointed about Mårten"s lecture, but mainly because he is from the "other side" (carbon emitters), and gives more reasons to stay in this side than perspectives on radically improving volvo"s carbon footprint...»
- Power Gird part was a bit messy and hard to follow. A clearer structure and start with clear learing goals to get the red line. Fuel Cell and developing world was similar to above. Clearer structure would be appriciated.»
- the average english level can be improved»
- In my opinion almost all the lectures were very well prepared and they were of a very high quality»
- Don"t remember all the lectures unfortunately. In general it has been good. But remember one lesson that was bad. Forgotte the teachers name. I remember that Niclas Mattsson had to go before the lesson was finished. Think the teacher was Anders L, but I"m not certain. Now that it was LV3. »

Christian Azar (main lecturer)
86 svarande

Poor»		0		0%
Fair»		0		0%
Good»		14		16%
Very good»		72		83%

Genomsnitt: 3.83

Jonas Nässén (energy efficiency)
78 svarande

Poor»		0		0%
Fair»		7		8%
Good»		51		65%
Very good»		20		25%

Genomsnitt: 3.16

Mårten Levenstam (fuel efficiency in cars, a perspective from Volvo)
78 svarande

Poor»		0		0%
Fair»		13		16%
Good»		39		50%
Very good»		26		33%

Genomsnitt: 3.16

Anders Lyngfelt (carbon capture & storage)
80 svarande

Poor»		10		12%
Fair»		21		26%
Good»		39		48%
Very good»		10		12%

Genomsnitt: 2.61

Daniel Johansson (fossil fuels)
75 svarande

Poor»		0		0%
Fair»		4		5%
Good»		50		66%
Very good»		21		28%

Genomsnitt: 3.22

Niclas Mattsson (solar energy, wind power & intermittency)
81 svarande

Poor»		0		0%
Fair»		3		3%
Good»		33		40%
Very good»		45		55%

Genomsnitt: 3.51

Lina Bertling (power grids)
77 svarande

Poor»		10		12%
Fair»		27		35%
Good»		31		40%
Very good»		9		11%

Genomsnitt: 2.5

David Bryngelsson (biomass & bioenergy)
78 svarande

Poor»		0		0%
Fair»		2		2%
Good»		47		60%
Very good»		29		37%

Genomsnitt: 3.34

Erik Ahlgren (fuel cells & hydrogen, energy in the developing world)
79 svarande

Poor»		4		5%
Fair»		15		18%
Good»		51		64%
Very good»		9		11%

Genomsnitt: 2.82

Karl-Johan Bondeson (climate negotiations)
74 svarande

Poor»		1		1%
Fair»		3		4%
Good»		43		58%
Very good»		27		36%

Genomsnitt: 3.29

7. How did you find the difficulty level of the calculation exercises?

Too easy»		2		2%
Somewhat easy»		13		15%
Adequate»		51		59%
Somewhat hard»		19		22%
Too hard»		1		1%

Genomsnitt: 3.04

- Increase complexity and enhance understanding of uncertainty and sensitivity.» (Too easy)
- The level of calculations is quite easy. However, there are a number of nuances that are easy to miss, which cause errors in calculations. Also, understanding the exercises can be tricky.» (Somewhat easy)
- But it"s good that they are on the same level as the questions on the exam» (Somewhat easy)
- It‘,s all been done before in earlier chalmers mechanical engineering courses» (Somewhat easy)
- It is nice that you don"t feel like it is impossible to calculate without scanning each chapter reading about it first. That makes it less time consumable» (Adequate)
- Really good that some exercises where quite easy, some a little bit tricky.» (Adequate)
- Varied difficulty. Some were very hard and some almost too easy. » (Adequate)
- Exactly what we need as students. You calculate numbers, but you are also pushed to think about what does numbers actually mean!» (Adequate)
- Some were hard and some were very hard and some were wery easy.... It was a good mix.» (Adequate)
- The first questions are very easy and the difficulty increases (generally)with the number of the question.But often questions are independant so as we can pass one and do the next one.Overall, questions were harder than the evaluation, but it"s good like that! it allows us to be ready for THE day.» (Adequate)
- difficulty is not the problem, but the unclearness, preconditions lacking, or answers wrong, or demonstration rather confusing» (Adequate)
- I found very useful the exercise classes as they were focused on the exam type problems» (Adequate)
- sometimes a liitle bit confusing.... » (Adequate)
- Sometimes very easy, but some exercices are very difficult to understand, and I tried a way logical to me to find the solution (wrong) and to find the good solution I had to do something else, but the two calculations looks perfectly logical to me and their results are different. Maybe the question wasn"t clear enough, maybe it"s me, I don"t know.» (Somewhat hard)
- Sometimes it was really easy and sometimes we have to do a lot of assumptions, making the exercise more difficult.» (Somewhat hard)
- Tror jag tyckte det var svårt för jag har blivit så pass ovan med att räkna...» (Somewhat hard)
- ...but it"s good.» (Somewhat hard)
- Det var svårt att räkna själv utan lösningsgång. Det btyder inte att man sluta tänka själv om man har lösningsgången, som vi lärde oss i kursen att man ""learing by doing"" och man är olika hur man lär!» (Too hard)

8. How relevant were the calculation exercises for the course?

Poor»		2		2%
Fair»		4		4%
Good»		37		43%
Very good»		43		50%

Genomsnitt: 3.4

- For me it was frustrating to have to go there. They shouldn"t be compulsory if we just watch someone write down a solution to a problem we already solved on our own. It"s good to have the option to go there though in case you have trouble with one of the exercises or just need to discuss something.» (Poor)
- It is relevant, but it was very time consuming and as you already had solved the exercises before the class, it felt a bit unnecessary.» (Poor)
- Could have been more giving...» (Fair)
- More time for calculatios necessairy» (Good)
- not really for the calculation in itself but usefull to keep manipulate the concepts, and think in terms of multiple parameters.» (Good)
- there should be some more calculation exercises or atleast reference to some book where we can find more exercises as solving more prblems will make the understanding more clear. personally i feel there should be atleast one more exercise based on biofuels as one was not enough to understand the whole concept.» (Very good)
- See before.» (Very good)
- it illutrated some numbers and figured mentionned in the course» (Very good)
- The calculation exercises are a very good way to consolidate the ideas.» (Very good)

9. Please rate the lessons given by the teaching assistant in your group:

- I attended the lessons of group 2 after my mandatory lessons in group 4.»
- have had suppleants instead of EJ most of the lectures. Good work from them.»
- we didn"t have Emma for so many lectures. She is more enthustiastic then the others, unfortunately the discussion climate in the class is "dead". Another form for this might be better...»
- Emma compunds her solutions to one equation, which is not very educational in my view. She also had a stand in for her 3 times out of 5. The only thing saving her from the "poor" mark is her somewhat better preformance during the debates and discussions.»
- Really good thing to do some sketchs to understand some processes.»
- Great energy and fun trivial facts. keep up the good work!»
- Not Mariliis fault that the question were too simple»
- Very interesting.»
- Still a bit more focus could be on the discussions. Maybe extend with given more and different examples to prove the points. Very good that Niclas did the most central/difficult exercises on the black board so that they became very clear.»
- I was in the exercise group that were led by Niclas, and he was excellent!! Thank you for really keeping the lectures alive and intresting!! »
- Ought to be better in making calulations on the blackboard. More easy to follow, using more formulas and equations then afterwards put in the figures»
- But she wasn"t there the first three times, the replacements were good as well.»
- Det är väl konstigt att i min grupp var det nästan alltid att man slutade tidigare än alla andra, och jag tror inte på att vi var så smarta att vi fattade allt och inte behövde bättre genomgångar. Jag tycker att det var mycket bra metod att låta elever gå upp och lösa tal på tavlan, men alla vet att det är ett jobbigt moment för ens kurskamrater och då vill man inte ’,’,grilla dem med frågor’,’, det är lärarens uppgift att göra sitt jobb och gå igenom talen så att alla är med. Och inte anta att alla har förstått och vill hem tidigt. Nu tänker ni att man är vuxen och bör säga ifrån men jag vill bara att ni ska göra erat jobb och inte anta något!!! Vi är här för att lära oss och ni ska inte anta att vi kan!»
- the calculations were not enough explained»
- Hon fick ju aldrig ens chansen att visa om hon var bra eller inte tack vare det typiskt dåliga systemet med att studenterna ska räkna på tavlan»
- As said before: I am very very pleased with Niclas Mattson as my teaching assistant.»
- Niclas was a very good teaching assistant, he made sure we all gained understanding as well as worked on calculations»
- he did a pretty good job, it"s really scarce an assistant like that, really competent AND that turns the course into an attractive way offering you the possibility to express yourself, joking sometimes but always serious regarding the work.So i strongly appreciated.»
- He did it very well actually ( David Bryngelsson)»
- Was not so pedagogical. Hard to get a discussion in class.»
- She had troubles showing the correct solutions on the blackboard in a way that is easy to understand.»
- The teaching assistant was replaced by representatives at 3 of 6 group dates.»
- He gave very good explanations at the end of every exercise»
- More detailed explanetions during the calculation lessons are needed. Not to put all answer in one huge formula.»
- Maybe it would better to have an "official" correction of the calculations and not just the calculation of a student with some comments about it. Except that, we had a very good and openmind teacher.»

Niclas Mattsson (group 1)
30 svarande

Poor»		0		0%
Fair»		1		3%
Good»		5		16%
Very good»		24		80%

Genomsnitt: 3.76

David Bryngelsson (group 2)
27 svarande

Poor»		0		0%
Fair»		1		3%
Good»		6		22%
Very good»		20		74%

Genomsnitt: 3.7

Emma Jonson (group 3)
24 svarande

Poor»		4		16%
Fair»		9		37%
Good»		11		45%
Very good»		0		0%

Genomsnitt: 2.29

Mariliis Lehtveer (group 4)
19 svarande

Poor»		2		10%
Fair»		9		47%
Good»		7		36%
Very good»		1		5%

Genomsnitt: 2.36

Students performing calculations at the blackboard

10. Do you think you prepared more for the exercises because you could be called upon to demonstrate your calculations?

No, not at all»		10		11%
To some extent»		43		50%
Yes, definitely»		32		37%

Genomsnitt: 2.25

- This was a stupid part of the course. Sitting watching someone writing on the board without saying a word was immensly boring. Please remove!» (No, not at all)
- Tycker det borde finns ett negatvit alternativ. Riktigt dåligt koncept tycker jag. Man går ju till övingarna för att man vill lära sig eller hur? Om man redan kan det/har gjort uppgifterna vad är det för nytta med dem då? Inte mycket. Det blir bara otroligt opedagogiskt och rörigt när studenterna ska räkna på tavlan. Folk bara står är och skriver så fort de kan utan att förklara det minsta lilla vad de håller på med. Och det kan man ju förstå, det är ju inte deras jobb att lära ut hur man ska göra. Dessutom blir det ganska ofta fel så att övningsledaren måste ändra lite här och lite där, vilket så klart gör det hela ännu värre. Vet inte så klart men det känns som att det kanske är därför ni tycker att ni måste göra de flesta av övningarna obligatoriska. För att folk ska gå på dem fast de knappt ger något alls och mest bara är slöseri med tid. Jag gick då i alla fall bara på de första fyra. » (No, not at all)
- I still did the exercises. » (No, not at all)
- i prepared becaus they were generally interesting and because of the final exam, demonstrating what i did was more a chance to know if i really understood the questions and to show people maybe another line of reasoning as well» (No, not at all)
- makes you start calculating straight away week 1. Makes you try at all excercises.» (To some extent)
- I found all the students motivated enough to do the exercises without the fear of going to the blackboard. I think the exercise lesson time is better spent doing some other exercises or having discussions rather than seeing someone do an exercise I have done already. Of course, the exercises that cause problems for students, should be discussed in class.» (To some extent)
- I alway prepare if the calculations are on a level I can manage by myself. » (To some extent)
- It is good the be prepared for the excercices but try to use similair problems to solve on the blackboard not exactly the same problems. Be need more excercices on calculations. But also to do excercises afterwards» (To some extent)
- Please ask the other courses to do the same ! (Sc of environmental change, for ex.)» (To some extent)
- Yes, but sometimes calculations could not be followed due to poor explanations. Most of the students never use units when they are solving the excercises, so other student can not follow what they are doing. » (To some extent)
- But after you have done your exercises on the blackboard the carrot vanish, so I think that you ought to have groups aswell to back up the driving force to do the exercises.» (Yes, definitely)
- Yes this is the way to do it. Actually I think more students should come up to the board. I know some of my fellow students still didn"t do their part, because they were to shy or what not. But it definitely helps. It gets the exercises more interactive, instead of the teaching assistant just giving the correct solutions.» (Yes, definitely)
- but the times you din"t prepare the lesson was a wast» (Yes, definitely)
- I found very useful that my lecturer ask us to do at least one exercise on the blackboard» (Yes, definitely)

11. How good was the idea to have students demonstrate calculations? (If you have other suggestions, please note them in the comments.)

Poor»		8		9%
Fair»		18		21%
Good»		37		44%
Very good»		20		24%

Genomsnitt: 2.83

- See before: however you should get the solutions of the exercises up to date each year! Sometimes you are calculating your proverbial ass off and the correct answer is still not obtained. That"s a shame, because that"s a waste of time and I, personally, really want to finish the exercises before the actual planned time. I think it is okay if only the correct answer is provided, and not the method to it, but then they should be correct!» (?)
- it depends because sometimes it"s hard to follow their reasoning because either they don"t reaaly explain or because it"s not the easiest way to find the result... but it can show different way to calculate or it enables to see the common mistakes. Maybe YOU SHOULD KEEP THIS BUT GIVING THE COORECTION DONE BY THE ASSISTANT FOR EACH EXERCISE » (?)
- This was a stupid part of the course. Sitting watching someone writing on the board without saying a word was immensly boring. Please remove!» (Poor)
- utterly meaningless, waste of time, annoying» (Poor)
- Bara "Poor" räcker inte skulle jag säga. Riktigt dåligt är det som sagt. Ett bättre sätt tycker jag vore att göra som alla mekanik- och mattekurser gör. Ha några fler uppgifter sammanlagt och låta övningsledarna gå igenom en viss del av dem noga på tavlan, så att man kan lära sig något, och ha en annan del av uppgifterna som vi kan räkna själva. Kanske också kunde vara en idé att ha en slags räknestuga en gång i veckan eller så där man kunde sitta och räkna och fråga om man behöver hjälp.» (Poor)
- There should still be a best practice solution provided as some calculations of students haven"t been suitable for the exam preparations.» (Poor)
- I would have prefered to discuss several ways of solving an exercise, especially it would be useful to get to know the optimal and "right" solution (at least in the end of the tutorial). The provided solutions (mostly by other students) were often different from what was considered to be the easiest solution and rather not exact. For example when comparing the solutions from my tutorial and the ones presented in group 1, there were sometimes completely different solutions. If it isn"t possible to provide one big tutorial group, it should be ensured that the same exercise solutions are given to all participating students. » (Poor)
- Can in some way understand the idea behand doing the exercises before the leacture. it"s a big differenses between when a teacher is demonstrate and when a student is. can be hard to follow every step and if you didn"t understand the exercise before the lesson and you didn"t now either. Some students are better to explain than other and some calculation can be hard to follow. Many students things it"s scary to be doing it infront of the class. An idea could be to have the teacher to read and explain the exercise instead of the student. Handouts of the exercises could be a good alternative to bad writting on the whiteboard.» (Poor)
- Some where good, others where.......» (Fair)
- The only bad point in this way to do is that students who go to the blackboard know the answer and how to solve the problem so there isn"t enough explications when you haven"t managed to do it.» (Fair)
- Mentioned my opinion in previous question.» (Fair)
- I would rather see calculation excersise where the pupils calculate themself with a teacher available.» (Fair)
- Most of the time, students are not good educators so watching another student write the calculations on the board didn"t do much good. That part felt like a waste of time. I think it would be better if the teacher did the calculations and asked students to fill in parts of them. That way you still get student participation and and incentive to do the exercises in advance.» (Fair)
- A common Framework might have been useful, as some calculations were presented very shortly, others a little confused and some too intensivly» (Fair)
- I think the whole idea with the students writing the exercises not so good sometimes, cause their calculations were, sometimes, very unstructural in many ways.» (Fair)
- Maybe it would be better to hand out a structered solution of the tasks which were not shown by the teacher to ensure that everybody can prepare with the same material (some students solution were short or unstructered)» (Fair)
- Hard to follow sometimes when students did the calculations on the board» (Fair)
- but need to be corrected by teachers or give us a calculation solution example» (Good)
- even though most of us speak into the board and unreadable hand witing is demonstrated» (Good)
- I don"t think that "forcing" somebody to a specific demonstration is good (then you worry more about that then spend time learning) but the possibility to show how to do thing make you think more carefully.» (Good)
- It was some times difficult to hear and follow some of the students, but David was very good of explaining after wards» (Good)
- Good if randomly students are selected and not the same students always perform the calculations.» (Good)
- But after the student"s answer detailed explanation of the solving methology should be provided by the teacher.» (Good)
- Sometimes confusing (difficult to follow ideas)» (Good)
- perhaps there even should be a random momentum in it that everyone hand in every exercise and you drag out randomly one of them, and let the person who gets drawn do them. That way you can not choose your own exercise.» (Very good)
- I would like to say poor and wery good. Good for me to get practis once and poor since we are realy bad at it and it only the person at the borad learning something.» (Very good)
- I think it is a very good idea, but the teaching assitant should ask students for more detail explanaitions supported with units.» (Very good)
- excellent» (Very good)

Debates

12. How did you like having debates in the course?

Poor»		1		1%
Fair»		11		12%
Good»		42		49%
Very good»		31		36%

Genomsnitt: 3.21

- It was fun too debate but rather boring to watch other debate. I don"t really see this part as relevant at all. It"s bad as a tool to teach different aspects of difficult questions since heated debates in bad English are very difficult to follow. After a few minutes I drifted off and started thinking about other things. I think it would have been better to do it in even smaller groups and let every body argue every topic. Like two and two and let it be more of a discussion than a full debate.» (Poor)
- Necessary part.» (Fair)
- They escalated in some cases to irrelevant things, the last one is too late in the course and only 2 vs 2, not that good!» (Fair)
- Bra med diskussion kanske men det sas inte så mycket som man inte kan läsa i kompendiet eller i boken» (Fair)
- Its a good idea but I didnt have time to practise or to make it good so i could learn something it was just an obstacle since i needed the time to finish work in the other course. » (Fair)
- Should like if you could have each groupes notes to read at home after the debate. so can you listen to the debate instead of write things you like.» (Fair)
- at least you come together in the group and discuss it when preparing for the debate...so interesting preparations. Weird that our grop started to make power point presentations instead of just presenting their cause!! That is not how you do the "classical debate" » (Good)
- I think better moderation could be something to look into. Often the debates ground to a standstill.» (Good)
- I find it a good way to gather all the arguments and try to see the big picture. Probably goes too much into a fight of opinions and less into looking each argument more thoroughly.» (Good)
- Even thou it feelt like it always turned into facts against facts and words against words .. and ofc this always happens in debates but sometimes the facts were incredibly poorly backed up.» (Good)
- It was fun, a new experience. But some times very difficult to follow the students. » (Good)
- in calculation lecture , i guess it would be better if lecturer conclude the discussion and got a final result from debates» (Good)
- It is a good idea but me I have some problems with the English so the debates are too fast for me.» (Good)
- I actually felt myself smart enough to have a debate, when I prepared myself and that"s good. However, following the debate as a spectator, the debates are not so good to follow. Especially, because I don"t get the feeling the debaters are aware that they have to be a bit more clear in what arguments they are using. So the arguments should be clearly and transparently presented on the board, such that it is clear for us spectators what is going on.» (Very good)
- But it is much better when you know in advance to which group you belong, and you can prepare much more accurate and developped arguments (apparently it was not the case in every group)» (Very good)
- Fun and interesting. Learned alot on the subject I got but got a bit less on the other subjects. » (Very good)
- It encourages you to share information with people from other countries, which gives you the opportunity to enrich and find different approaches to the problems» (Very good)
- It would be better if we had debated for longer time!» (Very good)

13. Please rate the individual debates:

- Debate 4 havent been yet»
- I did the debate 1 :) Got the most out of it»
- It could be better if the teachinh assistant also decribed the subject a little bit afterwards, since the quality of the presentation differs.»
- The most intresting debates were the once that i didnt know so much about before, like CCS and targets for developing world.»
- Well I had to say it was good at ccs since I was in it. *smile*»
- did not participaste on debate 2»
- Var bara på de två första. Borde (alltid) finnas ett Vet Ej alternativ»
- They are applicable, for sure.»
- It was not good that there was a debate the week before the exams. It took some time to prepare for the debate. »

Debate 1: Climate targets for the developing world
81 svarande

Poor»		3		3%
Fair»		14		17%
Good»		41		50%
Very good»		23		28%

Genomsnitt: 3.03

Debate 2: Nuclear energy
78 svarande

Poor»		1		1%
Fair»		11		14%
Good»		42		53%
Very good»		24		30%

Genomsnitt: 3.14

Debate 3: Carbon capture & storage
78 svarande

Poor»		1		1%
Fair»		11		14%
Good»		46		58%
Very good»		20		25%

Genomsnitt: 3.08

Debate 4: Fuel choices in the transportation sector
72 svarande

Poor»		4		5%
Fair»		12		16%
Good»		47		65%
Very good»		9		12%

Genomsnitt: 2.84

Literature

14. How did you like the course compendium?

Poor»		1		1%
Fair»		15		17%
Good»		50		58%
Very good»		19		22%

Genomsnitt: 3.02

- Never read it, used lecture notes and calculations from the homepage» (?)
- Actually I never used it myself, so in some way it had too much inrelivant material compared to what the course was after. It feelt like it was a ineffective way to learn the course.» (Poor)
- too much» (Fair)
- I have to say there are some outright very boring texts in there, things you almost cannot get throu. But still a nice mix of papers from differnt fields, even thou sometimes confusing (maybe intentionally?). It was pretty hard finding the essential information in the compendium in my opinion.» (Fair)
- Nuclear sources are older than other articles. Christians "definition" chapter is quite vague. E.g. what is really opportunity cost? - Not very well defined. To much of handwaving in this part. Otherwise good with scholar reports to read.» (Fair)
- The compendium is ok. The non-article part is very good and gives some extra back-up, however the articles are not necessary. I don"t think every student should be expected to buy the compendium because of these background reading articles.» (Fair)
- It is just a juxtaposition of a lot of articles. Moreover some definitions of the first part are not very clear or enough explain. » (Fair)
- maybe to much sometimes» (Fair)
- you can find what has been said in the lectures and that is really good!» (Good)
- Gathers a good articles of of discussed topics. However, reading the articles in advance for each lecture did not prove to be too useful, as the same ideas were presented in the lecture. Compendium texts could be introductory, so lecture could go more deep, or vice versa.» (Good)
- Most of it where very good, but all of it where not equally relevant for the course.» (Good)
- But a little bit difficult to navigate through when you were searching for a spesific word/meaning» (Good)
- De flesta artiklarna var bra, en del var lite sämre...» (Good)
- PLEASE PRINT ON RECYCLED PAPER ! It probably doesn"t depend on the course management, but please gather the lobby of Chalmers environmental teachers (and students) to force the university to print eco-friendly compendium. Or at least, explain why they don"t.» (Good)
- part on Fossil Fuel was way to long and had so much info. A condensed article would have been better.» (Good)
- maybe a bit too long, some parts of the book are really not necessary for the calculation exercise and the examination, but it"s culture so...» (Good)
- Very much and wide information. Hard to know what is most importent for the course.» (Good)
- Some of the articles are a bit old, but overall it is very good material to prepare for the lectures and exercises.» (Very good)
- seem to cover all!» (Very good)
- I tried to read the fossil fuel part, but didn"t manage. Too slow/uninteresting/boring.. Everything else was really good. Maybe the chapter about biofuels is a bit old?» (Very good)
- It is a very useful compendium. You can get first hand information on the different topics» (Very good)

15. How much of the course compendium did you read?

0 - 20%»		7		8%
20 - 40%»		14		16%
40 - 60%»		23		26%
60 - 80%»		24		27%
80 - 100%»		18		20%

Genomsnitt: 3.37

- more like the first exercise pages and the economic part explaining scarity rent , crf and such.» (0 - 20%)
- The remaining part wasn"t needed for the exercises and seemed to me less "interesting"» (40 - 60%)
- for now... i keep this book in case i need it later.» (40 - 60%)
- The part by V. Smil about fossil fuel futures is a bit long :).» (60 - 80%)
- i tried to read everything but in the end i had no time, really no time. Most due to the other course parallell (heat and power syst,. eng which took a lot of time)» (60 - 80%)
- would have been 80-100% incase the fossil fuel part was shorter.» (60 - 80%)
- I"ve seen it all, but I am not a reader, more a scan&scimmer.» (80 - 100%)
- Good allthough the oil chapter was very long!» (80 - 100%)

16. How did you like "Solving the climate challenge" (Makten över klimatet) by Christian Azar?

Poor»		0		0%
Fair»		0		0%
Good»		36		61%
Very good»		23		38%
I didn"t read it»		26

Genomsnitt: 3.38

- so far...» (Good)
- Pretty good, easy to read, quite the opposite from the compendium. But on the other hand sometimes the condensed form was obviuos and more in depth information was wanted on my end. And also Azar"s personal opinions shined throu more than often.» (Good)
- Have not finished it. I found it useful as it brought some real examples and experiences into the discussions.» (Good)
- Fun to read but not a little too handwaving to be the main source of a course on advanced level at Chalmers.» (Good)
- The book was interesting and I enjoyed reading it. However, the content is not that relevant to the exercises and exam, so it serves more as a background/perspectives. But I think that is also very good and important.» (Good)
- So far so good, i didnt read it all but i will read it now (when i have time =) )» (Good)
- Try to use more figures than only discussing the issues.» (Good)
- Liked the backgound stories. Maybe not so important for the course itself but a good book.» (Good)
- Interesting reading.» (Good)
- I did not read the hole book» (Good)
- I just read part of it but I like the style of writing.» (Good)
- skön att läsa!» (Very good)
- the book is very well written and gives a great overview about the whole sustainability topic, nice side-stories and not overloaded with facts and data i will recommend it to other students» (Very good)
- havent read it yet» (I didn"t read it)
- Plan to read it in the future» (I didn"t read it)
- Mabye I should have bought that one. *grin*» (I didn"t read it)
- I guess this is not necessary to read.» (I didn"t read it)
- ... but it was for economic reasons. The compendiums are (relatively) expensive and more undispensables. Sorry.» (I didn"t read it)

Course administration and study climate

17. How well did the course administration (scheduling, web page, handouts, etc.) work?

Poor»		0		0%
Fair»		3		3%
Good»		45		52%
Very good»		37		43%

Genomsnitt: 3.4

- I never recived it but I had an old one from a friend who went some years ago.» (Fair)
- It should be better if every teachar had printed out the power points.» (Fair)
- but also put the schedruel on the web page since the course compendium sold out at cremona» (Good)
- would have liked to had the powerpoints presentation handed out before the lectures» (Good)
- for some lectures , there is many slides . if before the lecture , we can see to summarized version ,in my idea, it would be more useful» (Good)
- It"s good. The studentportal is luckily clearly updated and you know where to find what. No nonsense updates and articles to read online.» (Good)
- The web page is quite badly build, but that"s not the course problem. Sometimes you have a massive loading time, sometimes you need to constantly log in, and the navigation is really bad. So my grade is for scheduling, handouts etc. The grade for the web page is POOR» (Good)
- Everything has worked smoothly, just be a man and study.» (Very good)
- Niclas has been really helpful when things where messed up, great job!» (Very good)

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

Poor»		0		0%
Fair»		1		1%
Good»		36		50%
Very good»		34		47%
I did not seek help»		15

Genomsnitt: 3.46

- Quick response on ideas and complaints. Good Niclas!» (Very good)
- It"s so good that there has always been possibility to discuss things and ask questions. » (Very good)
- Actually amazing.» (Very good)
- Christian and Niklas are there to help you. Period.» (Very good)
- Lecturers were very kind and close if we have any doubt» (Very good)
- All of the people working in the course did take their time to answer questions and you didn"t feel stupid for asking them. » (Very good)

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

0 - 20%»		0		0%
20 - 40%»		0		0%
40 - 60%»		5		6%
60 - 80%»		22		26%
80 - 100%»		56		67%

Genomsnitt: 4.61

- The teaching was excellent, and I thank Niclas for doing what I would say an awesome job.» (80 - 100%)
- DE flesta föreläsningarna och de övningarna som man var tvungen att gå på» (80 - 100%)
- It"s stupid not to be there» (80 - 100%)

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

At most 15 hours/week»		24		28%
Around 20 hours/week»		36		42%
Around 25 hours/week»		19		22%
Around 30 hours/week»		3		3%
At least 35 hours/week»		2		2%

Genomsnitt: 2.08

- ? don"t know» (?)
- don"t know» (?)
- But much more the 2 or 3 weeks before the exams !» (At most 15 hours/week)
- Too low demands for a course at advanced level at Chalmers.» (At most 15 hours/week)
- Might have been lower I quess 3 hours is more or actually perhaps 2.» (At most 15 hours/week)
- I try to work time efficient :)» (At most 15 hours/week)
- i think it"s enough to read the pages asked and to do all the exercises» (At most 15 hours/week)
- including attending the lessons and hands in.» (Around 25 hours/week)

21. How was the course workload?

Too low»		1		1%
Low»		8		9%
Adequate»		71		83%
High»		5		5%
Too high»		0		0%

Genomsnitt: 2.94

- Too low demands for a course at advanced level at Chalmers.» (Too low)
- Low but it hit the spot on what was nessery. Without the fridays lectures I think it would have been alot more.» (Low)
- Due to the previous knowledge from the electric engineering studies at my home university, the workload was decreased by a large amount.» (Low)
- Quite high, if wanting to read material before each lecture. Low if just do the exercises and attend the lectures.» (Adequate)
- I feel that i have understood a lot more since there has been time to go thru the calculations again. Often I feel stressed and learn thing mostly for the exam but not in this case.» (Adequate)
- i must wait to result of exam for precise answer» (Adequate)
- Lagom mycket att göra coh läsa tycker jag» (Adequate)
- It"s perfect. Not too much, not too little.» (Adequate)
- I liked the workload it was quite contant and at a good level through the whole course» (Adequate)
- enough time outside the course to practise exercises, it"s convenient.» (Adequate)
- the amount of the workload is not a problem, but the quality, the questions are blurry, they need to be better demonstrated» (Adequate)

22. How was the total workload this study period?

Too low»		0		0%
Low»		2		2%
Adequate»		46		53%
High»		27		31%
Too high»		11		12%

Genomsnitt: 3.54

- more in heat and power because of the case!» (Adequate)
- Stupid question since you do not know whether I did 50 % or 200%!!!» (Adequate)
- :) I liked it.» (Adequate)
- I think two courses is not much to have during one period. Three is however too much, as I heard. So it is okay like this.» (Adequate)
- Sometimes too high due to a large case study in my other course this term.» (High)
- Maybe because I took 3 difficult courses instead of just 2.» (Too high)
- The other course were quit a mess.» (Too high)
- becausde of heat and power and the above all the case study of heat and power» (Too high)

Goals and goal fulfilment

23. How understandable are the learning outcomes?

The goals are difficult to understand»		0		0%
The goals give some guidance, but could be clearer»		24		29%
The goals clearly describe what I am supposed to learn»		57		70%

Genomsnitt: 2.7

- I diddnt know it was so much economy though..» (The goals clearly describe what I am supposed to learn)
- Normally I don"t read this. I think it is useless. A clear course description is important however.» (The goals clearly describe what I am supposed to learn)

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

No, not at all»		0		0%
To some extent»		26		38%
Yes, definitely»		41		61%
I don"t know / I have not been examined yet»		14

Genomsnitt: 2.61

- sory i don"t get the question!!» (?)
- Course easy -> exam easy, so in this part it seems reasonable. But otherwise it seems like the exam is too easy.» (To some extent)
- Eftersom det ingår så mycket olika saker i kursen är det ju svårt att få med allt på tentan» (To some extent)
- Even thou I feel that very few times did u get to approximate yourself in the exercises such task as the last assignment where you had to approximate alot of values.» (Yes, definitely)
- I felt I have learned something and I have the feeling to have passed the course.» (Yes, definitely)

25. Is there something that you definitely think should be changed to next year?

26. Additional comments (about anything)

Thank you for taking the time to help us improve the course!!