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Bioreactors - design and control spring 2009, KBT090

Status: Avslutad
Öppen för svar: 2009-05-25 - 2009-06-05
Antal svar: 15
Procent av deltagarna som svarat: 30%
Kontaktperson: Carl Johan Franzén»
Utbildningsprogram som genomför enkäten: Chalmers

Your background

1. What was your previous education?

If you ticked the "Övriga" ("Others") tab above, please describe your background more explicitly here! (e.g., Nationality, University, Study program)!

- I could only tick others, there were no other alternitives. I am swedish and this is my fourth year at Chalmers. »
- svensk, Chalmers, Bioteknik»
- Chemical engineering»
- Bachelor in biotechnology»
- Sweden, Sven-Erikson gymnasiet, IB-naturinrikting»

Your own effort

2. 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.

15 svarande

At most 15 hours/week» 3 20%

Around 20 hours/week» 7 46%

Around 25 hours/week» 1 6%

Around 30 hours/week» 0 0%

At least 35 hours/week» 4 26%

Genomsnitt: 2.66

- Beror på vilken vecka» (At most 15 hours/week)
- because, I never contact about matlab, hence, everyday, I both spent at least 5 -6 hours to study it» (At least 35 hours/week)
- The course didn"t give any other option than study everyday all the time» (At least 35 hours/week)
- Den mesta tiden la jag på matlab-uppgifterna» (At least 35 hours/week)

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

15 svarande

0%» 0 0%

25%» 1 6%

50%» 0 0%

75%» 6 40%

100%» 8 53%

Genomsnitt: 4.4

- Vad jag förstått saknades en röd tråd i föreläsningarna. De verkade inte riktigt vara relevanta för kursen. Skulle vilja ha föreläsningar som behandlade övningsuppgifterna med. Fö var röriga och svåra att följa med i.» (25%)
- about math and equation, I often forgot . » (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.

4. How understandable are the course goals?

15 svarande

I have not seen/read the goals» 2 13%

The goals are difficult to understand» 3 20%

The goals give some guidance, but could be clearer» 8 53%

The goals clearly describe what I am supposed to learn» 2 13%

Genomsnitt: 2.66

- I"ve seen them but do not remember them» (I have not seen/read the goals)
- From the beginning, one thought that the course was going to be focused on bioreactors, but as the time went by it could be seen that maybe 30 % was relevant.» (The goals are difficult to understand)
- I dont think the content of the course correspond to the course goals. » (The goals give some guidance, but could be clearer)
- Tyckte inte man lärde sig något tydligt. Oklart vad som var meningen att man skulle lära sig.» (The goals give some guidance, but could be clearer)
- The goals seem quite clear, and I got a picture of what the course would be about. And now that I look back at them, I think the course could have been very worthwhile. However,it didn"t live up to my expectations and I"m quite disappointed.» (The goals give some guidance, but could be clearer)
- Menar ni det som fanns med i första powerpoint presentationen som calle höll i? De var helt okej, men skulle hellre funnits i informationen vi fick utskriven. » (The goals give some guidance, but could be clearer)
- Men kursen följde inte målen som var uppsatta för kursenm, vi lärde oss annat » (The goals clearly describe what I am supposed to learn)

5. Are the goals reasonable considering your background, the course level and the number of credits?

15 svarande

No, the goals are set too low» 1 6%

Yes, the goals seem reasonable» 9 60%

No, the goals are set too high» 2 13%

I am not aware of the goals» 3 20%

Genomsnitt: 2.46

- There was actually not many new things in this course. I did not learn anything new. It was just a mix of old things that we have studied before. » (No, the goals are set too low)
- but, I really hope , next time, please think about student do not know how to use matlab, because it is really hard to manage in the short time.in addition, it really occupy too much time .» (Yes, the goals seem reasonable)
- I don"t consider myself to have sufficient knowlage to do the matlab exercises. » (No, the goals are set too high)
- I am lack of reactor backgroud, so it is hard for me to understand some knowledge, especially exercise it"s really hard.» (No, the goals are set too high)
- I"ve seen them but do not remember them» (I am not aware of the goals)

6. Did the examination as a whole assess whether you have reached the goals?

The course was examined in four parts:

Written literature assignment report (0-20 p)
Oral literature assignment presentation (0-10 p)
Exercise asssignment report (0-20 p)
Final exam (0-60 p)

The final grade was based on the sum of points from all parts.

15 svarande

No, not at all» 0 0%

To some extent» 6 40%

Yes, definitely» 6 40%

I don"t know» 3 20%

Genomsnitt: 2.8 (bidrar till totalt genomsnitt/jämförelseindex)

- ej gjort tentan ännu» (I don"t know)
- Konstig fördelning av poängen. Grant proposal som tog kortare tid att utföra ger totalt mer poäng än Simuleringen som är betydligt mer tidskrävande och komplicerad.» (I don"t know)

7. Did the final exam assess whether you have reached the goals?

15 svarande

No, not at all» 1 6%

To some extent» 6 40%

Yes, definitely» 1 6%

I dont know» 3 20%

I have not done it yet» 4 26%

Genomsnitt: 3.2

- I don"t think the goals really agree with what we have been taught, but I think the final exam was quite good based on the material we had gotten. » (To some extent)

8. Did the Literature assignment / Research proposal assess whether you have reached the goals?

This concerns both the written report and the oral presentation.

15 svarande

No, not at all» 2 13%

To some extent» 6 40%

Yes, definitely» 6 40%

I don"t know» 1 6%

I have not done it yet» 0 0%

Genomsnitt: 2.4

- Det enda man lärde sig var hur man skriver en ansökning, men det var väl inte relevant för kursen?? Svårstartat och svårt att få ett vettigt ämne.» (No, not at all)
- Förstår inte hela iden med grant proposal, välidgt luddigt och otydligt vad det är, hur det skall göras och innehållet. Känns som om detta lit arbete bygger mer på tidigare kurser än denna. Känns mer som något man kunde göra på gymnasiet än på master nivå på universitetet. Jag har inte fått någon behållning av att göra detta arbete. Var kommer biorekaktionen in???» (No, not at all)
- I think it was quite blur regarding the grant proposal. I should have DEFINETLY been soom intro to what IS a grant proposal, how to write it, purpose ect. We had to ggogle everything and still got a low grade» (To some extent)
- Again, I don"t think this assignment agree with the goals, but I do think it was interesting and important. However, it took alot of time and was quite stessful (from day one), even if it paid off at the end.» (To some extent)
- Good way to do a project. It felt as a more relevant and professional approach to do litterature studies and presentation than it normally does. Definately a keeper for next year» (Yes, definitely)

9. Did the Exercise report assess whether you have reached the goals?

15 svarande

No, not at all» 2 13%

To some extent» 7 46%

Yes, definitely» 1 6%

I don"t know» 5 33%

I have not done it yet» 0 0%

Genomsnitt: 2.6

- Fick väldigt mycket dålig kritik som inte riktigt höll. Var rapporten läst? Sedan tycker jag att det ska framgå lite tydligare vad en grant proposal ska innehålla, för tydligen hade christer än tydlig bild av vad den skulle innehålla men han förmedlade den inte till oss än om vi frågade.» (No, not at all)
- I dont think it is right to give out a hard exercise two weeks before the report is due. I also think it is unaccaptable with all errors that were discovered in the exercises. » (To some extent)
- Devoid of reactor knowledge makes me often deriate the correct ways in solving the exercise. Too hard! » (To some extent)
- I think the exersizes were to difficult. It ended up with that you Calle did alot by youself. Itäs better to have easier questions so that one can actually learn things.» (To some extent)
- Good way of preventing people from slipping through by getting too much help from others since it should be quite clear in the report wether or not people have learned or not.» (Yes, definitely)
Genomsnitt totalt för detta stycke: 2.8

Teaching and course administration

10. How did you like the overall arrangement of the course contents?

This question pertains to the whole course content: i.e., the mix of lectures, the lecture notes, the computer exercises, the literature assignment, the final exam, the split exam form (with points from both exam, research proposal and exercises), the course homepage, other information about the course etc)

15 svarande

It challenged my abilities and contributed to my learning» 2 13%

Arrangements were good, showed the contents from many angles» 6 40%

Arrangements were confusing, made it hard to see the content» 7 46%

Genomsnitt: 2.33

- The arrangement was clear from the beginning. And one good idea was that one could count in point into the final exam.» (Arrangements were good, showed the contents from many angles)
- Bra tänkte men genomförandet funkade inte. En röd tråd saknades. Framför allt att föreläsningarna kändes off och man fick alldesles för lite instruktioner till övningarna. Fick ju i princip bara uppgifterna att lösa. Kan ju gå hela kursen och antingen inte lärt sig alls eller lärt sig fel för att man inte förstod.» (Arrangements were good, showed the contents from many angles)
- As I already said, the course content is very broad and sometimes you wondered why a specific lecturer was there. » (Arrangements were confusing, made it hard to see the content)
- felt like three separate parts with no conections to each other. many lectures had no bioreactor connection» (Arrangements were confusing, made it hard to see the content)
- Each part of the course felt relevant I had some difficulties seeing what some parts had to do with each other. The pieces were good but it felt they were from different jig saws.» (Arrangements were confusing, made it hard to see the content)
- Kursen saknade röd tråd, det var som tre separata delar, även om delarna var okey var för sig så skulle de kunnat ha relterat till vanndra bättre, en del förläsningar kändes inte som att de passade in i kursen, som nematoderna» (Arrangements were confusing, made it hard to see the content)
- Väldigt dålig kvalite på kursen i allmänhet. Ingen direkt röd tråd genom kursen bara en massa små plock. Det ända som kändes som kändes som bioreaktion var Kalles föreläsningar och simuleringen. Resten kändes inte som det hörde till kursen.» (Arrangements were confusing, made it hard to see the content)
- I think this course could have been the most important and worthwhile if it would have been better arranged and planned. But it feels like the examiners wanted it to contain too much, which in the end just made it confusing and gave us a low amount of useful information based on the time we spent. Unfortunately I think if the examiners would have narrowed it down a bit and focused more on teaching than letting guest lecturers have long lectures that didn"t give very much, this course could have been great. Non of the students are lazy and just want everything handed on a plate, but what is a teacher if it doesn"t teach? You have the knowledge and a picture of what you want us to learn. Then it is also your duty to convey what that is.» (Arrangements were confusing, made it hard to see the content)

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

15 svarande

Small extent» 6 40%

Some extent» 4 26%

Large extent» 4 26%

Great extent» 1 6%

Genomsnitt: 2

- Some lectures were outside the scope of the course and did niot contrubute to the learning process at all.» (Small extent)
- again, sisnce much was irrelevent, and when there actually was something relevent, there was absolutely no line in the lecture notes, just an image copied from a result from an article. There HAS to be more explanations, more text and specially a line so that one don"t have to spend hours just reading articles. » (Small extent)
- Som sagt ett väldigt hopplock av föreläsningar. En av föreläsningarna var det tredje gången jag hörde och det är ju inte direkt motiverande. Känns inte som om föreläsningarna riktigt motsvarade vad kursen heter och borde innehålla. Och då en av föreläsarna själv säger till mig att han inte förstår varför han ska föreläsa på kursen så börjar man ju fundera. Sedan tycker jag att alla föreläsare skall vara spikade innan kursen börjar. Har vart väldigt rörigt. » (Small extent)
- Det blev för rörigt med så många olika föreläsare. De flesta var väldigt intressanta som intresse föreläsningar men inte för att lära sig något som sen skall tenteras. Nivån på många av föreläsningarna var alldeles för avancerad för att man skulle hänga med. Och hängde man inte med och antecknade så var det ju helt omöjligt att läsa inför tentan. » (Some extent)
- Lecture notes should be handed out before the lectures so notes can be taken at the appropriate slides and times. Not one week after. » (Large extent)
- Dock var blandningen av förläsningar förvirrande» (Large extent)
- especially, I know how to use matlab.» (Great extent)

12. To what extent has the course material been of help for your learning?

Course material pertains to the written material, i.e. the course PM, the exercise collection, the Matlab tutorial, the written instructions for the literature assignment, the reference articles, slide show hand-outs from lectures.

15 svarande

Small extent» 5 33%

Some extent» 4 26%

Large extent» 6 40%

Great extent» 0 0%

Genomsnitt: 2.06

- boken Bioreaction Engineering Principle, finns det nån bättre att ha istället? som täcker det vihöll på med..!?» (Small extent)
- the info about the literature assignment was sufficient but otherwise no» (Small extent)
- Kallar inte det kursmatrial. Skall slides vara kursmatrial måste det stå någonting på dem och inte bara vara bilder och diagram. Svårt att anteckna och man inte fattar och efter det omöjligt att ta igen.» (Small extent)
- Hand outs har väll fungerat hyffsat. Information om litteratur arbetet har varit obefintlig. MatLab uppgifterna har bara varit patetiska - Dessa borde vara klara då kursen börjar och inte innehålla så himla många fel. Att säga att det är en inlärningsprocess att hitta fel i uppgifts texterna är bara en befängd ursäkt. » (Small extent)

13. To what extent did the exercises help you learn the course?

15 svarande

Small extent» 5 33%

Some extent» 7 46%

Large extent» 3 20%

Great extent» 0 0%

Genomsnitt: 1.86

- difficult to answer since ít depends on the final exam.» (Small extent)
- Då kursen har varit väldigt rörig så har det inte direkt funnits någon direkt koppling mellan gästföreläsare och simuleringen. Men givetvis har det hjälpt till att förstå kalles föreläsningar bättre. » (Small extent)
- Berror på vad man menar med att lära sig kursen. Jag lärde mig matlab och att simulera, men det gav inte så mycket inför tentan tex. » (Small extent)
- Har kommenterat det tror jag ovan» (Some extent)
- Det var ju en separat del av kursen, men man lärde sig en del på det, minnas matlab igen» (Some extent)
- The exercises were too difficult regarding the matlab programming and it was not good that they were not available from the beginning and that they were changed all the time.» (Some extent)
- They are useful, but something to get us started would have been good. Going through some easier excersices in the beginning to help us could have been good. So much help was needed in the beginning (too much for one teacher) that that weeks went by and we almost didn"t get anywhere.» (Some extent)

14. Did you get enough help with computer exercises from the exercise teacher?

15 svarande

Yes, in the computer studio» 2 13%

Yes, at other times» 4 26%

No» 8 53%

I did not actively seek help» 1 6%

Genomsnitt: 2.53 (bidrar till totalt genomsnitt/jämförelseindex)

- in addition, I also gain a lot of help at the other times. thanks Carl.» (Yes, in the computer studio)
- Men borde inte behöva fråga om allt. Antingen matrial att söka hjälp i eller övningar/föreläsningar.» (Yes, at other times)
- Det var alldeles för lite matlab tid för så många elever och för så många uppgifter. Om de första uppgifterna (A) hade gåtts igenom i ett tidigt stadie u kursen, tex lv2, så hade man haft mer tid med B och C uppgifterna, eftersom vi kom igång så himla sent med de svårare uppgifterna så var det väldigt ont om tid i slutet. Men vi fick väldigt mycket hjälp via mailen vilket var väldigt bra!» (Yes, at other times)
- never during exercies hours» (No)
- Alldeles för lite hjälp med tanke på vad som skulle åstadkommas, mer personer skulle hjälpt till minst en till. » (No)
- Absolut inte. Då man har en klass under en lektion på två timmar kan man inte sitta och hjälp en person i en timme. Man får inte den hjälp man behöver. Ni kanske ska ta och fundera på att ta bort litteratur arbetet och lägga in några flera schemalagda simulerings tider samt ta in en till som kan hjälpa kalle och svara på frågor.» (No)
- He did the best he could I think,.. but not enough time. Besides that I think he should try to come down to our level when he is trying to explain something...maybe use simpler words and focus on what we actually asked. We haven"t done research on this for several years and therefore the teacher must understand that we our knowledge is limited. He should try to explain based on the students knowledge and not complicate things further. And if he doesn"t know what knowledge the student have...just make it as simple as possible.» (No)

15. Please tick the statements that you think are relevant for each lecture.

This lecture ...

Matrisfråga

- Mer teori bakom det vi gjorde i simuleringarna, mycket saknades och fanns inte i boken (Bioreaction Engineering Principle) och artiklarna föklarade inte mycket. speciellt när det kom till uppg C3.»
- Som sagt ingen röd tråd mellan föreläsarna. Vissa föreläsningar har man hört innan. Koppling till bioreaktionsteknik?»

Calle Franzén - Mass balances, basic theory (Two lectures)
15 svarande