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Fundamentals of micro- and nanotechnology, FKA196, MPNAT, HT2011, FKA196

Status: Avslutad
Öppen för svar: 2011-10-21 - 2011-10-30
Antal svar: 25
Procent av deltagarna som svarat: 55%
Kontaktperson: Sheila Galt»
Utbildningsprogram som genomför enkäten: Teknisk fysik 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 over the entire study period.

25 svarande

At most 15 hours/week» 16 64%

Around 20 hours/week» 3 12%

Around 25 hours/week» 4 16%

Around 30 hours/week» 1 4%

At least 35 hours/week» 1 4%

Genomsnitt: 1.72

- less» (At most 15 hours/week)

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

25 svarande

0%» 0 0%

25%» 0 0%

50%» 2 8%

75%» 11 44%

100%» 12 48%

Genomsnitt: 4.4

- Too many slides. It was a bit hard to know what we were supposed to know of it.» (75%)

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?

25 svarande

I have not seen/read the goals» 4 16%

The goals are difficult to understand» 2 8%

The goals give some guidance, but could be clearer» 7 28%

The goals clearly describe what I am supposed to learn» 12 48%

Genomsnitt: 3.08

- You really don"t know what you are supposed to know afterwards. » (I have not seen/read the goals)
- There wasn"t much of a goal written but that what was written was clear.» (The goals clearly describe what I am supposed to learn)

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.

23 svarande

No, the goals are set too low» 2 8%

Yes, the goals seem reasonable» 18 78%

No, the goals are set too high» 3 13%

Genomsnitt: 2.04

- Please explain more, follow a book.» (No, the goals are set too low)
- Give a better introduction to the field and that the goal will be better understood for the students. » (Yes, the goals seem reasonable)
- If you are supposed to know everything appearing in the lectures you will die from workload.» (No, the goals are set too high)

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

23 svarande

No, not at all» 6 26%

To some extent» 10 43%

Yes, definitely» 6 26%

I don"t know/have not been examined yet» 1 4%

Genomsnitt: 2.08

- how can you find out if someone understands the lectures with multiple-choice? And » (No, not at all)
- The lectures didn"t emphasize what was most the main learning incomes and the exam didn"t seem to check whether these were fulfilled. probably because the exam was made by other students who hadn"t read the goals» (No, not at all)
- The exam only covered some of the areas which was included in the course. There were several questions regarding the same problem only posed diffrently. » (To some extent)

Teaching and course administration

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

25 svarande

Small extent» 7 28%

Some extent» 7 28%

Large extent» 9 36%

Great extent» 2 8%

Genomsnitt: 2.24

- I didn"t learn anything in the lecture...» (Small extent)
- The powerpoint lectures are hard to follow, especially when you don"t have lecture notes. Sometimes they weren"t uploaded before the lecture and other times they where to large for the schools printers» (Small extent)
- It is very good with power point lecture notes if your not there, but if your there it is very difficult to keep a good focus through a power point lecture. » (Some extent)

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

25 svarande

Small extent» 5 20%

Some extent» 11 44%

Large extent» 6 24%

Great extent» 3 12%

Genomsnitt: 2.28

- the quizes were good for repetition» (Some extent)

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

24 svarande

Very badly» 2 8%

Rather badly» 3 12%

Rather well» 11 45%

Very well» 8 33%

Genomsnitt: 3.04

- Hand outs too late, poor communication, changes in things you"re allowed to bring 1 day before the examn.....» (Very badly)
- The information given on the webpage about what we were supposed to do and how we were going to be examined was not updated from previous years. For example, most of us believed there were going to be regular home assignments and/or tests. It wasn"t up until week four or so that someone popped a question about it and everything got a bit clearer - but only a bit. There was some confusion concerning the poster and updated info on what was supposed to be on it and how to make one was only posted two days prior to presentation, at a point where some of the posters had already been printed out. 150 multiple choice questions, some of them having a through g number of alternatives and multiple right answers per question? Some of them requiring calculus... come on... In my oppinion some of the questions asked should have required more from the classes given to be "allowed" into the test. I came armed with a pencil only but I might have myself to blame for thinking that that was what a multiple choice test was all about.» (Very badly)
- The hand outs where sometimes late or to large to print. And changing the exam thesis the day before exam is NOT ACCEPTABLE, especially when studieportalen is down most of the time and you couldn"t access it until the afternoon.» (Rather badly)
- There was not something new, and everything is just touched. » (Rather well)
- The handout was good if you chop most of the equations and try to scale down the size of the pictures in the PP. Many times the printres didnt lite the powerpoints size and therefore didnt print them.» (Rather well)
- studieportalen is a reliable platform» (Very well)

Study climate

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

25 svarande

Very poor» 1 4%

Rather poor» 0 0%

Rather good» 9 36%

Very good» 11 44%

I did not seek help» 4 16%

Genomsnitt: 3.68

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

25 svarande

Very poorly» 0 0%

Rather poorly» 3 12%

Rather well» 6 24%

Very well» 15 60%

I did not seek cooperation» 1 4%

Genomsnitt: 3.56

11. How was the course workload?

25 svarande

Too low» 2 8%

Low» 5 20%

Adequate» 14 56%

High» 3 12%

Too high» 1 4%

Genomsnitt: 2.84

- Hard to tell since it was shady what we were supposed to know. Apperently I studied the wrong things.» (High)

12. How was the total workload this study period?

25 svarande

Too low» 0 0%

Low» 3 12%

Adequate» 13 52%

High» 8 32%

Too high» 1 4%

Genomsnitt: 3.28

- Most of this is based upon that we had some things in the last week that was mandatory. The poster presentation could have been done lv5 or lv6 and than the overall workload would have been adequate.» (High)
- took 3 courses, was a bad idea» (Too high)

Course specific questions

These questions have been provided by the student representatives for this course.

Referring to the quizzes:

13. To what extend have the weekly quizzes helped you to assess your progress?

24 svarande

Very little» 1 4%

Some extent» 5 20%

Quite a lot» 13 54%

Very much» 5 20%

Genomsnitt: 2.91

- There is some difficulty to understand some of the questions. The english can be poor or that it is hard to interperat them.» (Some extent)
- Since the exame questions where of the same type as the quizzes I must say that this was the single best help we got to learn the subject.» (Quite a lot)

14. How can the quizzes be improved?

- The newer version is better.... Extinguish faults and double answers.»
- Better English so that they are proper sentences and the aim is right »
- The should be checked to see whether they are correct, even for grammar etc as sometimes it"s hard to understand what the question is focusing on»
- Some lectures don"t related quizzes, like MEMS and CMOS, maybe they will come up in the future.»
- read thru all the quizzes and redo them. Many of them are badly worded and to many of them are repetition of already seen questions. »
- Avoiding repetition and making the questions more clear. »
- More questions! Cannot have too many»
- There were not many questions on some part of the course for example CMOS, MEMS. It would be better to include more questions on these topics in quizzes too.»
- It would be good to distinguish more between the parts, sometimes there are to much questions not studyied yet in the first quizzes»
- keep them up to date. Skip the calculus questions or keep them very simple. They should all be doable without more than pen and paper. Keep the number of alternatives per question down to lets say a maximum of 5 or something like that. It should be communicated exactly how the questions are corrected. I still don"t know how the exam questions will be corrected.»
- Remove repeated questions»
- Add more, there are 60 slights for one subject but only 8 questions!!!»
- Some quizzes have questions of other subjects, so maybe they should be better organized»
- Use a standard format for the questions, i.e. either true or false troughout the entire quiz. Some questions are rather confusing due to poor formulation.»
- Go through the questions and the answers. there should also be questions from all parts of the course. I missed questions on the later parts off the course. »

15. Are the quizzes uploaded on time to the website?

24 svarande

Almost never on time» 1 4%

Sometimes on time» 5 20%

Usually on time» 10 41%

Always on time» 8 33%

Genomsnitt: 3.04

- why not upload before lecture?» (Sometimes on time)
- Why not have them all there at the beginning if the course?» (Sometimes on time)

Referring to the slide presentations (power point):

16. What do you think about slides as a lecture method compared to black-board?

25 svarande

Slides are much worse than black-board» 6 24%

Slides are a bit worse» 5 20%

Slides are somewhat better» 7 28%

Slides are much better than black-board» 7 28%

Genomsnitt: 2.6

- Depends on the slides of course, but these have too much info with no red thread. It is very difficult to understand what is important. Sometimes the professor said that something was important, but in the examination non of this showed. » (Slides are much worse than black-board)
- Slides could be used together with blackboard but only slides is not a good model. Especially when there"s sometimes a lot of equations, some that we don"t have to know and some we should learn. It doesn"t help the learning just makes it messier. In case of using slides i prefer obtaining handouts at the beginning of the lecture and the lecturer can then make sure that there"s room for additional notes.» (Slides are much worse than black-board)
- I dislike pure slide courses very much and think they should be used only as a compliment and to show show graphics and videos.» (Slides are much worse than black-board)
- It works ok, but powerpoint every time in a unlit room is not an ok idea due to the high risk of getting sleepy. And even tho the content was interesting it was hard to be awake.» (Slides are a bit worse)
- It will be better to have a combination of both. (To discuss the exercises in the blackboard and the theory with slides.)» (Slides are a bit worse)
- Usually I would say much worse but for the content of this course it can be justified» (Slides are a bit worse)
- Mostly were very nice exclusives of few.» (Slides are somewhat better)
- in the case of this course slides are probably better» (Slides are somewhat better)
- Is is as witten erlier both good and bad. Some variation would be good.» (Slides are somewhat better)

17. Are the slides uploaded on time to the course website?

25 svarande

Almost never on time» 4 16%

Sometimes on time» 2 8%

Usually on time» 14 56%

Always on time» 5 20%

Genomsnitt: 2.8

- But often large so the schools printers refuses to print them» (Sometimes on time)
- Would be better if they were up some week before. NOT the day before the exam!» (Usually on time)
- Usualy yes, but is is NOT okey to upload one of the last pp two days before the exam, when the PP had been taked about a week before. » (Usually on time)
- Last lectures were uploaded a bit late before the exam» (Usually on time)
- ther were some slides that wasent uploaded on time and one that was upploaded in the exam week.» (Usually on time)

18. Is the content of the slides clearly written?

25 svarande

No, not clear at all» 7 28%

No, a bit unclear» 9 36%

Yes, quite clear» 9 36%

Yes, very clear» 0 0%

Genomsnitt: 2.08

- The design is crappy, and the formulas are only copied from books.» (No, not clear at all)
- Slides are not suitable as handouts» (No, not clear at all)
- We should skip the slides.» (No, not clear at all)
- There is so much useless information on the slides, almost all of the equations havent been used and not gone through as well so why is it on the slides? it only takes space, printer quota and time on lecture by having it on the slides. if any equations at all, make the equations on the slides be the one that we should know for the calculation part of the exam.» (No, a bit unclear)
- If there will not be a handout for the topic then it will be better to make slides a little more clear. (but it will be better to have the slides as they are and handouts!!!)» (No, a bit unclear)

19. How can the slides be improved?

- Reduce it on the main facts. standard design and no standard power point templates.»
- More focus on what is important and less equations that are not. Just pick a few and explain in words. The main points should be clear on the slides. If there is no space for the main points refer to the books (with proper search words or page number)»
- Not as much "useless" information. Use the slides as aids and talk about the slid, not a slide with lots of text so you don"t have time to read and listen at the same time.»
- They are good.»
- Take away the unused equations. »
- Keep an standardize format for all the slides: Ex.: 1. Presentation of the topic 2. Theorethicla background. 3. Development of the topic. 4. Conclusions. 5. Exercises and examples. »
- Adding relevant materials in the slides along with clear pictures.»
- Keep the slides for the lectures, produce a different set of handouts with more text for uploading to the homepage.»
- A bit less of mathematical equations, derivations which are of no significance & more explanation on physical significance of the formulae. »
- By making clearer the structure of the presentation»
- don"t use slides.»
- more text»
- with more coherence»
- i think there should be more examples of numerical problems»
- They should contain more text that explains the images so that the slides can be used for your own studies after the lectures.»

Referring to the literature of the course:

20. How correlated do you thing the books are with the content of the course?

23 svarande

Very poorly correlated» 5 21%

Not that good correlation» 1 4%

Fairly good correlation» 14 60%

Very good correlation» 3 13%

Genomsnitt: 2.65

- it"s the same topic at least» (Very poorly correlated)
- Due to the mass amount of PP it was more likely to read the PP than the book. So the bad grade is based upon that fact that I only opened the book once, the time I bought it. » (Very poorly correlated)
- there were though some parts that I coulden"t find in the books. but it could be found in the slides.» (Fairly good correlation)

21. Would you prefer to have the literature available as an e-book in the library?

24 svarande

No, I prefer to use a printed book» 7 29%

I am happy studying from either» 8 33%

Yes, I prefer to use an e-book» 9 37%

Genomsnitt: 2.08

- Often books aren"t that good if there is a good lecture instead. and with all the PP the book wasn"t even opened. An ebook can thus be a good alternative so you dont need to buy an expensive book that is not used properly.» (Yes, I prefer to use an e-book)

Referring to the content of the course:

22. Did you find the topics discussed during the lectures relevant and focused in appropriated parts?

24 svarande

No, not at all» 3 12%

Only somewhat» 4 16%

Yes, quite a bit» 10 41%

Yes, very much so» 7 29%

Genomsnitt: 2.87

- Very abstract and hard to get the whole picture of some lectures, why it was important etc.» (No, not at all)
- Lecture discuss various topics, so it is difficult to get the bigger picture» (Only somewhat)
- It was very difficult to determine what was important to learn and what was less impotrant. » (Only somewhat)
- The lecture topics was good but only PP makes people not focus to much.» (Yes, quite a bit)
- please, go deeper. you have a lot of time that you seems not to use.» (Yes, very much so)

23. Grade the different parts of the course in how important each part was for your learning:

Matrisfråga

Lectures
24 svarande

Not at all» 4 16%

Only somewhat» 8 33%

Quite a bit» 4 16%

Very much so» 8 33%

Genomsnitt: 2.66

Course Books
24 svarande

Not at all» 9 37%

Only somewhat» 7 29%

Quite a bit» 5 20%

Very much so» 3 12%

Genomsnitt: 2.08

Laboratory
24 svarande

Not at all» 1 4%

Only somewhat» 1 4%

Quite a bit» 7 29%

Very much so» 15 62%

Genomsnitt: 3.5

Quiz
24 svarande

Not at all» 0 0%

Only somewhat» 4 16%

Quite a bit» 7 29%

Very much so» 13 54%

Genomsnitt: 3.37

24. Do you have any other topic that you would like to be taught in this course?

24 svarande

No, I"m satisfied» 19 79%

Yes, see my suggestion in comment box below» 5 20%

Genomsnitt: 1.2

- more future developments» (Yes, see my suggestion in comment box below)
- self assembly, grafeen, meta-materials, ... » (Yes, see my suggestion in comment box below)
- Less focus on specifics more on what is actually important in the cleanroom or during measurements. If we are supposed to know how to calc things then we should have recitations» (Yes, see my suggestion in comment box below)
- Not a topic perse, but try to give a better overview the fist lecture and not delve to deep into something that is new: Give an basic overview of the cleanroom laboratory, the stuff in there and common concepts. after that it is ok to talk about for example Photolithography. At the moment it was hard to understand the fist lectures because it didn"t explained what it was or what it was necessary.» (Yes, see my suggestion in comment box below)
- Some info about nanofabrication of soft-materials (selfassembly, langmuir-blodgett, layer by layer deposition, blockcopolimers)» (Yes, see my suggestion in comment box below)

Referring to the laboratory exercises:

25. What did you think about the laboratory exercises?

23 svarande

Poor» 1 4%

Mediocre» 0 0%

Quite OK» 8 34%

Very good» 14 60%

Genomsnitt: 3.52

- I did not take part in any of the laboration activity.» (?)
- To little time to be able to ask questions and achieve a good result of the microchip.» (Poor)
- The labs were good but too few.» (Quite OK)
- The best moment in the whole course! Little more time in the lab so you dont need to stress thru the lab but otherwise really good. » (Very good)

26. Was the content of the laboratory exercises appropriate?

23 svarande

No, not at all» 0 0%

Only somewhat» 2 8%

Yes, OK» 9 39%

Yes, very much so» 12 52%

Genomsnitt: 3.43

- NO idea.» (?)
- Liked the way it was given. A "playground" to learn the process and focus was on learning instead of outcome!» (Yes, OK)

27. Do you consider the course needs more laboratory exercises?

23 svarande

No, I prefer fewer labs» 0 0%

No, I"m satisfied with the existing number» 3 13%

Yes, I prefer more labs» 20 86%

Genomsnitt: 2.86

- No idea.» (?)
- Need.... but it would be much appreciated. With the same concept as the lab is now: focus on learning the equipment by "playing around" and not about the result. » (Yes, I prefer more labs)

28. How can the laboratory exercises be improved?

- ?»
- Not so stressed, felt like a sheep»
- It"s already nice.»
- More time (15-30 min) so it wont be so stressful :)»
- No comments.»
- include hand-in questions on the lab-pm»
- Exercises on more topics.»
- more time for them and more things to do.»
- It is perfect»
- there was only one!»
- more time spent on them»
- Use your imagination»
- More time to be able to finish the tasks.»

Referring to each of the sections of the lectures:

29. How would you rate the Cleanroom training section of the course?

23 svarande

Poor» 0 0%

Mediocre» 2 8%

OK» 13 56%

Very good» 8 34%

Genomsnitt: 3.26

- no idea.» (?)
- videos from the 80"s ???» (Mediocre)
- had already had Cleanroom training in earlier course» (OK)

30. How would you rate the Technology 1 (lithography, CVD, Vacuum) section of the course?

24 svarande

Poor» 3 12%

Mediocre» 3 12%

OK» 11 45%

Very good» 7 29%

Genomsnitt: 2.91

31. How would you rate the Technology 2 (MOSFET –, Oxidation - Diffusion) section of the course?

24 svarande

Poor» 6 25%

Mediocre» 5 20%

OK» 13 54%

Very good» 0 0%

Genomsnitt: 2.29

- I have no idea if we had this.» (Poor)
- More questions referring to these before the exam please. Upload lecture notes "at least" some days before the exam! Göran had a very good lecture. The slides were very informative. Taking real wafers with was also very good. » (Mediocre)
- It is here the problem about what should be studied deeper and what should be known only as summary. » (Mediocre)

Summarizing questions

32. What is your general impression of the course?

24 svarande

Poor» 4 16%

Fair» 5 20%

Adequate» 5 20%

Good» 7 29%

Excellent» 3 12%

Genomsnitt: 3

- the lectures slides were so crappy that i can"t take this "university" course serious, organization was sometimes really bad, e.g. posters....» (Poor)
- There is much that need to be improved both in lecture and organisation to make this course better.» (Fair)

33. What should definitely be preserved to next year?

- the labs»
- Labs»
- The lab!»
- Quizzes and laboratory»
- The cleaning room tours and lab exercises.»
- Cleanroom laboratory exercise! »
- Quizzes are really nice to asses your learning after a lecture. Quizzes!!! also the lab of photolitography was superb!!!.»
- The same.»
- lectures and quizes»
- Quizzes, laborations»
- The lab classes. Quizzes are not alltogether bad so keep that too.»
- laboratory»
- the lab. »

34. What should definitely be changed to next year?

- more labs, better slices, and lectures more fitting to learning outcome»
- lectures, more and deeper. ex, a lot of the students don"t know jet what ALD or soft lithography is. This should not be the case after a course like this. »
- The exam, it just seems like a very lazy way of examine us. Scanning the test and having quizzes is very lazy and there is no way that we can show how much we actually understand. Lectures should be changed. The lecturers are good and very smart, so the slides should be able to be better. Not just composed with pictures from various sources without even a self-written text underneath. »
- The slides and the project. The project, it was a lot of work for nothing really, especially at the end of the reading weeks as you"d rather focus on studying for the exams. Have it earlier and a better description of what it should be.»
- Nothing.»
- *Give proper instructions at proper time! not change the thesis 2 days before the exam and expect that people will have time to read it in time. Other exams might be in the way and having so short of time to write this a4 is nothing less then bad. *If there should be calculation questions on the exam, give the students some basic examples on the lecture and maybe a4 or two with problems so it is possible to understand the concept behind it. At the moment you just put up some eq. and didn"t talk about them. *The poster presentation was a good learning experience but it felt like it wasn"t a necessary part of the course. *Give proper instructions on how the poster presentation should be done, how it will be rated on the exam and if it is mandatory or not, also dont have it on the last friday on lv7. All these small details will make it so much better.»
- If there will be exercises during examination, there should be resolution of exercises during the lectures teaching to the students how to manipulate the equations and what equations are important for each lecture (normally there is bunch of equations in most of the slide!!!!) »
- Nothing»
- present more deep problems for us to study on, maybe in problem sessions»
- skip the slides or make them a periferical part of the course. Animations are always good. You are trying to deliver too much in to few hours. The course is very extensive. Less is more!»
- almost everything»
- quiz organization and more examples »
- the quizes. I don"t like the quize based exam. I think it was misleading to look at the quizes, when there were only covering some parts of the course. They created some contridiction when there were several answers that could be right and that you had to intrepret the question right to be able to answer correctly. And if we are supposed to be able to calculate things, maby some examples instead of loads of equations.»

35. Additional comments

- The most absurd thing for me was to upload a slide on proper presentation, and you can find it among the own really bad slides......»
- no»
- I actually have no idea what I should have learned that I can use. I now specifics now, I will forget it in a week. »
- Dont give us a easy example exam and say that the exam will be like that one. Now we had a very easy example and then the exam was way more complex. It isn"t a bad one that the exam was more well written and complex, it was really good and the way to go with the course, but just tell us that before so we can properly prepare.»
- it will be good for example to have certain percentage of the course grade for hand-in. so students have weekly a hand-in where they have to fulfill a quiz with the theoretical background of the lecture and and exercise or two related to the important equations of the previous week lectures. that way the student will be forced to do the exercises and if he struggle trough the exercise he can ask the professor and be clear before examination. »
- it was good to take this course which provided lot of learning outcomes.»
- The explanations on the project have been given a bit late. And also, I don"t know why, but something had been unclear to us and we ended writing a report and a poster for the literature project.»

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