Aktuella utvärderingar

Visa resultat

Här kan se resultatet från utvärderingen och exportera statistiken till ett annat program. Det går också att göra en enkel filtrering genom att klicka på svarsalternativen och kommentarerna eller en avancerad filtrering genom att använda knappen längst ned.

TIF205 - Modelling of nuclear reactors

Status: Avslutad
Öppen för svar: 2012-05-22 - 2012-06-04
Antal svar: 8
Procent av deltagarna som svarat: 42%
Kontaktperson: Erika Thorsell»

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.

8 svarande

At most 15 hours/week»1 12%
Around 20 hours/week»2 25%
Around 25 hours/week»3 37%
Around 30 hours/week»1 12%
At least 35 hours/week»1 12%

Genomsnitt: 2.87

- But then I didn"t do any of the homework but only attended the lectures... I guess I will keep working with the home tasks some hours per week for quite some time.» (At most 15 hours/week)

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

8 svarande

0%»0 0%
25%»0 0%
50%»0 0%
75%»3 37%
100%»5 62%

Genomsnitt: 4.62

- Closer to 100% than 75%, but that is only because the lectures were mandatory. If I would have had a free choice, I would have skipped a lot of the lectures. I find them very difficult to follow. Too much equations and derivations, and too little overview and context.» (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?

8 svarande

I have not seen/read the goals»1 12%
The goals are difficult to understand»0 0%
The goals give some guidance, but could be clearer»2 25%
The goals clearly describe what I am supposed to learn»5 62%

Genomsnitt: 3.37

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.

8 svarande

No, the goals are set too low»0 0%
Yes, the goals seem reasonable»8 100%
No, the goals are set too high»0 0%

Genomsnitt: 2

- Well, depends on whether "know the equations" means "know them by heart" or just "have an idea about what they state". Knowing them by heart seems close to impossible and, above all, meaningless.» (Yes, the goals seem reasonable)
- When so much is based on Matlab assignments there should really be code consultation available.» (Yes, the goals seem reasonable)

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

8 svarande

No, not at all»0 0%
To some extent»2 25%
Yes, definitely»4 50%
I don"t know/have not been examined yet»2 25%

Genomsnitt: 3

- Christophe should ask like 3-4 questions per hometask to fully asses that the student has learned something.» (To some extent)
- The summaries don"t really test a lot more than endurance with LaTeX. They could be formulated differently - not require the student to copy the equations from the book, but rather ask for context and overview. Now that I"m thinking of it, there"s really nothing preventing the student from providing context and overview, other than 1) that the summaries are supposed to be only 2-3 pages, which is almost insufficient to squeeze all the equations into and 2) it is very difficult to find context and overview in the course literature. The home tasks seem useful - I"m actually looking forward to do them some time...» (I don"t know/have not been examined yet)

Teaching and course administration

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

8 svarande

Small extent»1 12%
Some extent»0 0%
Large extent»3 37%
Great extent»4 50%

Genomsnitt: 3.25

- As I wrote: Too much equations, too little overview and context.» (Small extent)

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

7 svarande

Small extent»0 0%
Some extent»0 0%
Large extent»2 28%
Great extent»5 71%

Genomsnitt: 3.71

- Too much equations some times.» (Large extent)
- I think the course literature could be improved by adding more context between the endless equations. I find it difficult to find answers to questions like "what"s the equation describing this or that" and almost impossible to find answers to what I"m actually wondering, such as "what"s the fundamental difference between these methods" or "what"s the fundamental limitation to this method" (given that I don"t want a three-line equation as an answer, but rather a three-line explanation in text).» (Great extent)

8. Teaching methods

Due to the complexity of the presented topics, the teaching was based on three course moments:
1- Lectures covering most of the course contents.
2- Home studies of the lecture notes, and writing of summaries of each chapter by the students themselves.
3- Home tasks where some of the presented methods have to be applied to practical cases.

How did these methods work for you?

8 svarande

Very badly»0 0%
Rather badly»0 0%
Rather well»2 25%
Very well»6 75%

Genomsnitt: 3.75

- Can"t say too much yet since I haven"t passed the exam yet, but usually I learn a lot from practical applications, such as the home tasks. Making the lectures voluntary would have made the course more time effective for me, since I could have used that time better.» (Rather well)
- 10% percent of the grading should come from the summaries.» (Very well)
- It"s a great idea to videotape lectures, it"s been a great help to review.» (Very well)

9. Expectations from the teaching staff

Did you have a clear idea of where you were going and what was expected from you in this course?

8 svarande

No, definitely»0 0%
No, to some extent»0 0%
Yes, to some extent»4 50%
Yes, definitely»4 50%

Genomsnitt: 3.5

- It was appreciated of Christophe to explain that the course is difficult and not just smooth-talk it as if it were a walk in the park.» (Yes, to some extent)

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

8 svarande

Very badly»0 0%
Rather badly»1 12%
Rather well»1 12%
Very well»6 75%

Genomsnitt: 3.62

- Christophe "De Maz" never does this part wrong. Good that the relevant material are available from the start!» (Very well)

11. Summaries of the chapters

The purpose of the summaries was to ask the students to extract the main points of each chapter, to make links between the
different methods, and to favor a holistic and deep approach to learning. How did it work for you?

8 svarande

Very badly»0 0%
Rather badly»2 25%
Rather well»4 50%
Very well»2 25%

Genomsnitt: 3

- Given that the course literature mainly contains derivations of equations, it is difficult to use it exactly for the mentioned purpose. Also, it was asked to provide given equations, and just writing down the equations took a lot of time and space.» (Rather badly)
- A very good addition to see if one has learned something. Redundancy if the lectures have been missed.» (Very well)

12. Home tasks

The main purpose of the home tasks was to ask the students to put what they have learned into application. How did it work for

8 svarande

Very badly»0 0%
Rather badly»0 0%
Rather well»4 50%
Very well»4 50%

Genomsnitt: 3.5

- As a beginner I found it at times difficult to implement written algorithms into working code.» (Rather well)
- It usually works very well for me... can"t give any guarantees yet, though.» (Very well)

13. Assessment

The assessments were based on hometasks, as well as on an oral exam/discussion primarily meant at checking whether the
students had worked in an individual manner on the hometasks. Do you find this way of assessing the students appropriate?

If you have any suggestion about a better assessment, please enter some additional comments

8 svarande

No, definitely»0 0%
No, to some extent»0 0%
Yes, to some extent»2 25%
Yes, definitely»6 75%

Genomsnitt: 3.75

- 3-4 questions per hometask Extra assignments bound to a group to prevent plagiarism. Different starting values (like one Pij matrix per group). Different hand-in dates (difficult but foolproof). Different solution algorithms (LU/backslash for the 3rd hometask fsolve/loops for the 1st hometask and quad/manual for the 2nd hometask). Let the students draw one algorithm on the board and state inputs and outputs.» (Yes, definitely)

Study climate

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

8 svarande

Very poor»0 0%
Rather poor»1 12%
Rather good»3 37%
Very good»4 50%
I did not seek help»0 0%

Genomsnitt: 3.37

- But I think that"s just because I attended the lectures virtually. I made a few questions on the chat in the beginning, but since I didn"t get any answers to them, I quit. If that could be improved, that would improve the situation for "virtual students", but on the other hand - that might not happen too often...» (Rather poor)
- A little bit mean of Christophe to let us do the hometasks on holidays BUT good that he was available on telephone in "emergencies" and after-school hours.» (Very good)

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

8 svarande

Very poorly»0 0%
Rather poorly»0 0%
Rather well»2 25%
Very well»4 50%
I did not seek cooperation»2 25%

Genomsnitt: 4

- There were times when values where compared to see if one was on the right track.» (Very well)

16. How was the course workload?

8 svarande

Too low»0 0%
Low»0 0%
Adequate»2 25%
High»6 75%
Too high»0 0%

Genomsnitt: 3.75

- Plenty of time for the hometasks and summaries.» (Adequate)
- Since I was allowed to let the deadlines slip, I can"t complain, but I think the other students had a tough job.» (High)

17. How was the total workload this study period?

8 svarande

Too low»0 0%
Low»0 0%
Adequate»3 37%
High»5 62%
Too high»0 0%

Genomsnitt: 3.62

- Once again, given that I was allowed to let the deadlines slip... On the other hand, I have an ordinary job to do in addition to this, although the working time is fairly adaptable.» (Adequate)

Summarizing questions

18. What is your general impression of the course?

8 svarande

Poor»0 0%
Fair»0 0%
Adequate»1 12%
Good»2 25%
Excellent»5 62%

Genomsnitt: 4.5 (bidrar till totalt genomsnitt/jämförelseindex)

- I think there must be another approach to understanding equations than just to derive them... maybe derivations should be skipped altogether, and some hand-waving verbal explanations introduced instead.» (Adequate)

19. What should definitely be preserved to next year?

- Hometasks are a good way of examination»
- Pairing if lot of students attend the course. Summaries Compulsory attendance Recorded lectures»
- The general concept of lectures, summaries and home tasks.»

20. What should definitely be changed to next year?

- The scheduling system was totally screwed up, not Christophe"s fault but lazy students that demand things but not perform. Summaries should be graded (albeit to a small extent) some summaries was totally fucked up during reviewing. I mean if the teachers point out equations to be written then one does not simply put a headline and leaves it empty! The quality of the videolectures could be improved with Christophe wearing a small headset. More use of the board, Christophes handwriting looks small. More pictures in the lecture notes to help the student conceptualize Christophes mind. Perhaps a fourth hometask with two-phase modelling (like boiling in a steam generator). The future of reactor modelling, add some info about it. A guest lecturer from Westinghouse/Studsvik etc that deals with core calculations 24-7.»
- It would be better to add some hometask for last chapter. one will not look deep into it if there is no exercise for this chapter..»
- The focus should be moved from derivations to understanding. Maybe some lectures should be exchanged for some time where students can work on summaries and home tasks and ask questions. Then maybe these parts of the course could be extended.»
- Consultation for matlab is better.»

21. Additional comments

Genomsnitt totalt för detta stycke: 4.5

Genomsnitt totalt för alla frågor: 4.5
Beräknat jämförelseindex: 0.87

Kursutvärderingssystem från