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MPSES VT-12 Heating, ventilation and air conditioning systems engineering, ENM 045

Status: Avslutad
Öppen för svar: 2012-03-05 - 2012-03-25
Antal svar: 32
Procent av deltagarna som svarat: 57%
Kontaktperson: Rickard Ambring»
Utbildningsprogram som genomför enkäten: Chalmers: masterskurs

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.

32 svarande

At most 15 hours/week»13 40%
Around 20 hours/week»8 25%
Around 25 hours/week»9 28%
Around 30 hours/week»2 6%
At least 35 hours/week»0 0%

Genomsnitt: 2

- Only went to lectures and consultations. Tried with the project outside lecture time but didn"t know if I did the right thing so gave it a rest (no soution available until the very last minute, useless to waste valuable time on learning nothing). The additional courslitterature posted on the web felt completely irrelevant so read approx 50% of it. » (At most 15 hours/week)
- We whant to be pushed! Need more tempo in the start of the course. You could take 3 lectures and make one of them instead, its youst repetitions we dont learn from that, youst get boored.» (Around 25 hours/week)

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

32 svarande

0%»0 0%
25%»1 3%
50%»5 15%
75%»16 50%
100%»10 31%

Genomsnitt: 4.09

- Jag hade närvarat på allt om jag inte åkt på en långdragen förkylning. » (75%)
- I did not attend the lecture about vapour compression processes as this was too basic for energy engineering students.» (75%)
- Some lectures was totally useless» (75%)
- Because of collisions with another course. » (75%)
- The only lectures I didn"t attempt was because I couldn"t come (clashes with other course ...)» (75%)
- I missed two lectures, but it is near 100%.» (100%)
- ...unfortunately...» (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?

32 svarande

I have not seen/read the goals»6 18%
The goals are difficult to understand»5 15%
The goals give some guidance, but could be clearer»14 43%
The goals clearly describe what I am supposed to learn»7 21%

Genomsnitt: 2.68

- unstructured and uncleared, had no ideas what was expecting of me» (The goals are difficult to understand)
- Good goals. Part of them were fullfilled the LAST week of the course (missed "Indoor environment and its effect on energy use" for instance). Rest of the time were wasted on teaching fundamentals and answering to the same questions about the project over...and over...and over again.» (The goals give some guidance, but could be clearer)
- In "Content" it is written "Functional and economic optimisation will be demonstrated...". Where was this economic part?» (The goals give some guidance, but could be clearer)
- Tydliga mål men det vore ju trevligt om undervisningen sedan följde målen.» (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.

27 svarande

No, the goals are set too low»3 11%
Yes, the goals seem reasonable»23 85%
No, the goals are set too high»1 3%

Genomsnitt: 1.92

- large distrubution. Some things mutch to basic, others new.» (No, the goals are set too low)
- Det varierar lite. Att lägga så mycket tid på värmepumpar när vi läst exakt samma sak i tre kurser innan bara på MPSES och jag har läst samma sak i ytterligare kurser på kemi. » (Yes, the goals seem reasonable)
- Its not ao much new stuff. youst applying some stuff from diffrent courses into this one. » (Yes, the goals seem reasonable)

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

31 svarande

No, not at all»2 6%
To some extent»15 48%
Yes, definitely»12 38%
I don"t know/have not been examined yet»2 6%

Genomsnitt: 2.45

- I thought the exam was to detailed compared what we have learned on the lectures» (No, not at all)
- they said that since the exam would be the day after our last lecture, they would not go throug anything new. But the last week it felt like they had realice that they had not given out sufficient materials, that the studends were very uncleared about the hole course, so the last week it felt like ALL material and all the purpose with the course came out at the same time. it was not before the last week that i understood the purpose and the goals with this course. which made me realice that i suddenly had soo much to learn this last week. wishing the last weeks teaching would have been the first week of teaching.» (No, not at all)
- the theoretical part were good. I could find all the relevant facts in my lecture notes afterwards (and not just in some snetence mentioned shortly in the compendium). Some of the calculation excercises were about stuff that NO ONE has even spoken about. One knows how to solve the problem if one have done a specific part of the exercises posted on the homepage just a week before the exam.How can you lecture basic carnot sycles and then ask us about swept volume flow rate and questions that assume that everyone know that hot tap water needs to be at least 90 degrees in order to kill legionella bacterias. » (To some extent)

Teaching and course administration

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

32 svarande

Small extent»5 15%
Some extent»18 56%
Large extent»7 21%
Great extent»2 6%

Genomsnitt: 2.18

- Seriously! You guys know a lot of things. Why do you treat us like babies and waste lecture time on fundamentals master students are supposed to know by now!?!? Create your own compendium where you conclude "heat transfer" and "what a PID regulator does with your system" and "how an ideal compressor work", where people can fresh up their knowledge (in another course the lecturer posted "Matlab for dummies", very good initiative if one feel a bit rusty). The outcome is that you obviously want us to get into the advanced things, but no one teaches us how to do the "furher thinking". So the knowledge we gain in the end is purely based on wether we have asked you the right questions or not (since, quote "there is really no good course litterature on the things we do")...and you get to answer a whole lot of questions, and you get a whole bunch of frustrated students who don"t know what to do, don"t know where to find the info, can"t manage on their own and have to run and ask you every single thing because you spend lecture time on the wrong things. » (Small extent)
- I dont think they said anything that was to some help for my learning» (Small extent)
- The lectures have been really chaotic, espacially Jan Gusten made terrible drawings on the board. Torbjörn Lindholm made the best lectures/exercises.» (Some extent)
- This question has different answers depending on the lecturer: Anders Trüschel"s lectures were very helpful and provided me with new information. Also Torbjörn Lindholm"s lectures were good from a pedagogic point of view. Only the contents were sometimes more some kind of repetition for energy engineers. Jan Gustén"s lectures were quite unstructured/messy so that they didn"t help me a lot. Especially these lectures weren"t really helpful compared to the requested knowledge in the exam.» (Some extent)
- The i formation is coming to us very flucturating and it needs more strukture.» (Some extent)
- The time spent on the exercise with teachers and assistants was very useful» (Great extent)

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

32 svarande

Small extent»11 34%
Some extent»13 40%
Large extent»8 25%
Great extent»0 0%

Genomsnitt: 1.9

- The material was a whole bunch of pages and 50% of it felt so irrelevant that it made me fall asleep. » (Small extent)
- Det saknades väldigt mycket litteratur för det som var viktigt. Litteraturen beskrev inte alla beräkningsdelar som vi förväntades kunna. Det var mycket redundans i den också.» (Small extent)
- There is too much literature, I didn"t had time to read everything» (Small extent)
- Same content as the lecture, so really fair for those, who missed a lecture.» (Some extent)
- The literature list should be updated as some of the material was not on the server.» (Some extent)
- Literature could have some reading instructions, to clarify what is important for this course.» (Some extent)
- it got helpful the last week, when they posted everything they should have posted in the beginning» (Large extent)

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

32 svarande

Very badly»3 9%
Rather badly»4 12%
Rather well»16 50%
Very well»9 28%

Genomsnitt: 2.96

- when litterature is not posted all at once it is impossible to overlook what we have to read, how many pages, main subjects and so on. The relevant stuff, ie. real practice problems, how we should think when we design the project, how the load duration curve (in HVAC manner) works were up and running the LAST week! I can believe you don"t teach us this the first week so we can practise on different applications, instead of chewing the same stupid building for 6 weeks and then are expected to apply these "principal lerning outcomes" on every other problem we get....we need practice and challanges, not someone holding on the information when no relevant litterature is available! » (Rather badly)
- Börja dela ut massa övningsuppgifter tre dagar innan tentan är inte ok. De hade behövts långt innan om de ska vara användbara. Det var inte mycket till ordning på dokumenten heller. Det gicks igenom mycket på föreläsningarna som inte gick att få tag på sedan. » (Rather badly)

Study climate

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

32 svarande

Very poor»1 3%
Rather poor»5 15%
Rather good»8 25%
Very good»18 56%
I did not seek help»0 0%

Genomsnitt: 3.34

- Course need another structure, you cant run a course like this for 100 persons. There need to be exercises/tutoring in smaller groups with supervisor. The "consultations" after class was a disaster, no structure and too few teachers.» (Very poor)
- Hade behövts mer tid innan tentan. En lärare var inte tillräckligt under det där fyratimmarspasset. Jag vet att det var många som velat gå dit men som inte gick när de hörde att det var så ont om folk.» (Rather poor)
- When we tried to ask for help everybody was busy» (Rather poor)
- Occasional long waiting times to ask a question.» (Rather good)
- but everyone asked the same questions, at the same time, all the time, excpet from the special consultation opportunities.» (Very good)
- Very good that the teachers over and over told us that it was just to come to them at the department to ask when questions arise!! (in some courses the teachers complain about students coming and asking questions) So I found that very serious from the teachers side! They really want to help us as students to pass the course» (Very good)
- Many opportunities to ask questions were given. Good!» (Very good)
- Teachers are very open to questions» (Very good)

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

32 svarande

Very poorly»0 0%
Rather poorly»4 12%
Rather well»10 31%
Very well»18 56%
I did not seek cooperation»0 0%

Genomsnitt: 3.43

- everyone went home to figure out how to "take a walk around the climate area" on their own, after long discussions and many questions, and never came back. » (Rather poorly)
- Becuase no mandatory handins I suppose, but I dont mind. After all the grading is and should be based on individual effort.» (Rather poorly)
- think we were all very confused about what to do. » (Rather poorly)
- Relating to the project exercise.» (Very well)

11. How was the course workload?

31 svarande

Too low»1 3%
Low»6 19%
Adequate»22 70%
High»2 6%
Too high»0 0%

Genomsnitt: 2.8

- Väldigt varierad belastning för mig som inte gjorde projektet på grund av sjukdom. Då fanns nästan inget att göra under nästan hela kursen. Sen sista veckan kom allt på en gång. » (?)
- spread it more even instead of booming it all out in the end. » (Too low)
- Since you didnt have any deadlines in the exercise, you putted that one aside and focused on DIEE» (Low)
- In my opinion, the course was not well planne because we lost too many time in lectures for work in the project and, in the last two weeks before the exam we had to learn a to much to be able to assimilate.» (Low)
- The load was low in the beguinning and quite/very high in the end» (Adequate)
- the project we had were very unclear, so we did not work at all (almost) with it. but the workload last week were too high! » (Adequate)
- If there were just a better teaching structure with exercise hours in the shchedule, there would probably be more time left to involve other things (or delve more deply into some areas). Now very much time was wasted on the design excersise because the instructions were totally inadequate. I dont think there was a single part of the exercise that didnt require me to go ask the teachers/doctorates for further instructions. Sometimes I/We had totally misinterpreted the instructions and wasted hours working towards a dead end.» (High)
- Too low in the first 4 weeks of the course and than in the last week someone found it fit to teach a bunch of new more complicated things.» (High)

12. How was the total workload this study period?

31 svarande

Too low»0 0%
Low»0 0%
Adequate»13 41%
High»10 32%
Too high»8 25%

Genomsnitt: 3.83

- Den blev hög för oss på MPSES eftersom våra tentor låg lördag LV7 och måndag i tentaveckan. Dessutom hade vi en del tidskrävande projekt i den andra kursen. » (High)
- Because I have had 3 courses. » (High)
- Early exams» (High)
- had another really demanding course to take care of whilst figuring out what this course was about. The purpose of it, what I was supposed to do in the whole picture...» (Too high)
- The ones of us that took KVM071 "Design of industrial energy equipment" have had a very hard time this period. I reckon most of us are not done with the mandatory handins/projects yet, and we had the exam in that course yesterday.» (Too high)
- In combination with the course "Design of Industrial Energy System" with a big work load.» (Too high)
- DIEE was extremely time consuming» (Too high)

Summarizing questions

13. What is your general impression of the course?

32 svarande

Poor»8 25%
Fair»6 18%
Adequate»9 28%
Good»9 28%
Excellent»0 0%

Genomsnitt: 2.59 (bidrar till totalt genomsnitt/jämförelseindex)

- It was a very uninteresting course that took up a lot of time on the schedule but nothing was really said on the lectures. I don"t see why this is a mandatory course for the MPSES program. It got a little interesting the last week and that"s also what they used to justify having this course for the MPSES program. In my opinion it should at the most be a semi-mandatory course. There are other courses that are more important to take. Examples? How about all the other courses.» (Poor)
- I can see that this subject might be interesting, but I seroiusly don"t understand why sustainable energy system student are forced to participate. There were really no energy aspects at all...accept from one slide in the beginning about the % energy consumption in buildings. » (Poor)
- most lectures are boring and absolutely not enough precise. One professor is very difficult to follow and only draw small graphs on the blackboard as explanations» (Poor)
- Osammanhängande svammel med bitar av vettigt innehåll. Jag förstår inte riktigt vad två timmars genomgång om hur luftflödet i en operationssal ser ut var relevant. Hur ska vi kunna lära oss att räkna på ventiler när det inte finns några räkneövningar? Det gäller för övrigt fler delar av kursen. Den enda delen som hade relevanta övningsuppgifter var värmepumparna men där hade det varit bra om vi fick en lista på vilka uppgifter som var relevanta från början. Det kändes dumt att behöva fråga om det i efterhand. En del uppgifter var dessutom väldigt konstigt formulerade. En var helt omöjlig att förstå sig på. » (Poor)
- I dont understand why this course is compulsory» (Poor)
- unstructured and unplanned, and some of the teachers had not prepared before the lectures. » (Poor)
- Only thing saving you from the poor grade is the teachers and helpful doctorates. This course desperately need a better structure.» (Fair)
- The course content in general was quite good. I was sometimes disappointed as some lectures had no real structure and were difficult to follow. Besides this, the course demonstrated that it is difficult (especially for the lecturers) to combine building and energy engineers with their different backgrounds. Some material was completely new for one group and basic stuff for the other group.» (Fair)
- I know its hard when having students for different backgrounds attending the course, but please try to balance the teaching topics so that everyone learns something new. For a MPSES student taking a parallel course in modeling and simulating of for example heat pumps, it is not that usefull to go through the basics again.» (Fair)
- The covered content is very interesting but there is room for improvement about organization. Indeed, only very basic concepts are covered during 6 weeks and suddenly deeper and harder lectures are given on week 7. I would rather like spending more time on more difficult concepts (because more interesting). e.g. heating systems. Besides, let me remind you that the examination is on week 7 (who was supposed to be a course summary)... even though it was fairly easy and didn"t include any exercises on heating systems. Please schedule a lecture to discuss the design exercise too (solution). » (Adequate)
- Some uncertainty about the scope of the course. Theory lectures could be moved more to the beginning of the term, as it is confusing to get a lot of new theory during the last weeks. Time should be found to go through the design exercise, if not in groups, then at least in lecture.» (Adequate)
- To sum up everything before the exam allow us to have clear ideas about the subject» (Good)

14. What should definitely be preserved to next year?

- The exercises and examples.»
- The project! That"s where I learned everything.»
- Not much. »
- the home project»
- Jag hade velat se allt omgjort.»
- The two offered laboratories were good as this provided an insight into practice.»
- the project exercise»
- Content. Definitely interesting. »
- Design exercise as it is, with no report needed. Not writing a formal report saves time to work on the actual problem.»
- the lecturers are really good and the subjects are very interesting.»
- it would have been a nice way to learn doing this project if it had been more clearer, structured and planned»
- Exercise (keep this form : no boring report) sum up week fun teachers with good jokes ,)»
- the project»
- the exercise»

15. What should definitely be changed to next year?

- I understand that the espacially the graphs are quite difficult to draw on the board. For those graphs a powerpoint presentation would be very helpful.»
- It was a weird choice to exclude the densities and specific heat values as a way to test knowledge. Yes, when you have done the course you know these variables, but there"s gotta be more important things to test. I mean there"s no real test of understanding to see if you"ve memorized variables, and if you fail the test because of mixing them up, but you know how to solve the problem, is that less worth? It"s better to test understanding of the actual stuff you learn. »
- more structured course.not to teach new things 2days before the exam.more ""exercise"",tutorial lectures.»
- change the whole structure, create a focus, make sure you start to teach us calculation procedures and the parts in the project as soon as possible so we gain understanding early on, give plenty of exercises instead of one big project, lecture about how to solve a HVAC problem NOT what a carnot efficiency and a UA value are. I would have liked to become better at designing the regulators, how to determine the control valves, setting up energy balances for dehydration within the room compared to creating right inlet conditions in another way, and how to make the system more energy efficient NOT what a P regulator is and that a "compressor require energy, the work is not always ideal" and that "there are pressure losses in a system". Get to the point faster, teach us something relevant that we don"t know. Check what other courses that has been taken by the students that have this course as a compulsory one, what background do they have (for MPSES there is K students and M students who wants to lear about energy aspects)adapt to that so that this course bacomes interesting for us who have to attend. »
- Compulsory excersise(världskultumuseet) with compulsory hand in and report»
- you should prepare PPT for all the lectures and be more precise in your explanations, use more detailed examples »
- Make the case study compulsory! When realising the case study didn"t have to be handed in it kind of got left behind. I think it would have been good to make that compulsory so that we were forced to learn.»
- Hela upplägget behöver mer helhet. Fler räkneuppgifter som är relevanta för kursen om vi förväntas räkna på sakerna. »
- the lectures should be presented in PPT.»
- Organization. Harder exercises (heat pump cycles, refrigeration, psychrometrics...) »
- Structure for lectures could be clearer. Theory to the beginning of the term and then focus on the design exercise and other calculation exercises.»
- the planification of the course»
- everything»
- the project should be made compulsory so that you actually want to finish it. go through more exam problems before the exam.»
- the course literature and coordination between teachers»

16. Additional comments

- In the previous exams it has been hard to understand what was actually asked for, so that the hard part about the exam was to understand the question. This exam was better in that regard.»
- The "inspiration lecture" given the first day were a killer! Seriously - don"t invite him again. "there are a lot of regulations regarding car climate" - slide completely filled with small text- "but, eh, well, it is complicated so I better not get into that"-next slide....and continued like that in the same manner. I did not feel inspiret, I thought "poor him who work with this"»
- Just a quick note: This is after all a course that is given on advanced level. Maybe it should be required that people who actually study on this level know basic thermodynamic cycle (heatpump/refrigerator)?? Half the class (mechanical and chemical engineers) who study "Sustainable energy systems" master, know very well since earlier courses basic design of heatpumps and automated control (Reglerteknik).»
- Very serious teachers, and very friendly too :) thumbs up for them!»
- Jag förstår inte varför vi på MPSES ska tvingas läsa den här kursen. Med nuvarande upplägg verkar den vara för väg och vatten och inte alls för oss. Då känns det väldigt surt att bli tvingad till att läsa skiten. Ska den ingå i vårt program måste den göras om för att passa oss också. »
- HVAC systems engineering is an important topic for energy engineers. This, it should definately be kept as a compulsory course. But then, the course structure needs to be improved.»
- Add a company visit. »
- Thank you for the course! »
Genomsnitt totalt för detta stycke: 2.59

Genomsnitt totalt för alla frågor: 2.59
Beräknat jämförelseindex: 0.39

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