FYTA14 vt20
Respondents: 26 Answer Count: 13 Answer Frequency: 50.00%
General opinion
Give your opinion in the scale 1-5.
1 = very negative 2 = negative 3 = neutral 4 = positive 5 = very positive
The comment field in the end is very important! It will help us understand what is to be kept when the grade is good, and what to change when the grade is poor.
What is your general opinion of...
the course?
the course? Number of Responses
1 0 (0.0%)
2 1 (7.7%)
3 1 (7.7%)
4 2 (15.4%)
5 9 (69.2%)
Total 13 (100.0%)
Mean Standard Deviation
the course? 4.5 1.0
"Physics of Continuous Matter" by Lautrup?
"Physics of Continuous Matter" by Lautrup? Number of Responses
1 0 (0.0%)
2 2 (15.4%)
3 1 (7.7%)
4 7 (53.8%)
5 3 (23.1%)
Total 13 (100.0%)
Mean Standard Deviation
"Physics of Continuous Matter" by Lautrup? 3.8 1.0
the information about the course when it started?
the information about the course when it
started? Number of
Responses
1 0 (0.0%)
2 0 (0.0%)
3 3 (25.0%)
4 1 (8.3%)
5 8 (66.7%)
Total 12 (100.0%)
Mean Standard Deviation
the information about the course when it started? 4.4 0.9
the information about what was expected of you?
the information about what was expected of
you? Number of
Responses
1 0 (0.0%)
2 1 (7.7%)
3 2 (15.4%)
4 5 (38.5%)
5 5 (38.5%)
Total 13 (100.0%)
Mean Standard Deviation
the information about what was expected of you? 4.1 1.0
Comment (help us interpret your grades!)
The course overall was top notch, mainly because of a very competent teacher and a very clear supplement of material to work with. The book was somewhat difficult to interpret at some points, but it's a good book. If anything, knowing a bit more of what to focus on could be good, but that's possibly connected to the vast amount of information to take in during the course, making it a bit harder to know what's expected to be learnt in each and every part of the course.
It was a bit more difficult and different in General when it was online. Harder to receive help or to work with other students.
The course was good but the book did not overlap with the course and we did not really have very specific instructions on what part of the book to read. In addition to that the book often used different notation which added to the confusion.
I wasnt around for the begining of the course but since all info and lectures was online it worked fine I think the lectures and the lecture notes where much better than the book.
Lectures and problem solving sessions Give your opinion in the scale 1-5.
1 = very negative 2 = negative 3 = neutral 4 = positive 5 = very positive
What is your general opinion of...
the lectures with Patrik Edén?
the lectures with Patrik Edén? Number of Responses
1 0 (0.0%)
2 1 (7.7%)
3 1 (7.7%)
4 1 (7.7%)
5 10 (76.9%)
Total 13 (100.0%)
Mean Standard Deviation
the lectures with Patrik Edén? 4.5 1.0
the problem solving sessions with Emil Andersson?
the problem solving sessions with Emil
Andersson? Number of
Responses
1 1 (9.1%)
2 2 (18.2%)
3 4 (36.4%)
4 0 (0.0%)
5 4 (36.4%)
Total 11 (100.0%)
Mean Standard Deviation
the problem solving sessions with Emil Andersson? 3.4 1.4
the format of the problem solving sessions?
the format of the problem solving sessions? Number of Responses
1 2 (18.2%)
2 1 (9.1%)
3 3 (27.3%)
4 2 (18.2%)
5 3 (27.3%)
Total 11 (100.0%)
Mean Standard Deviation
the format of the problem solving sessions? 3.3 1.5
the exercises at the problem solving sessions?
the exercises at the problem solving
sessions? Number of
Responses
1 1 (10.0%)
2 0 (0.0%)
3 3 (30.0%)
4 4 (40.0%)
5 2 (20.0%)
Total 10 (100.0%)
Mean Standard Deviation
the exercises at the problem solving sessions? 3.6 1.2
the balance between lectures and problem-solving sessions?
the balance between lectures and
problem-solving sessions? Number of
Responses
1 1 (9.1%)
2 0 (0.0%)
3 3 (27.3%)
4 2 (18.2%)
5 5 (45.5%)
Total 11 (100.0%)
Mean Standard Deviation
the balance between lectures and problem-solving sessions? 3.9 1.3
Comment (help us interpret your grades!)
Did not attend many problem solving sessions. Online made it a bit weird, but I also found it hard to keep up with having time to solve problems. More simpler problems in order to get an understanding of the basics would be good, in order to easier get working on the tougher problems.
I actually cannot comment on the problem solving sessions, since I was not present at all of those.
Big thank you to Patrik for adjusting to the digital format so well! The published lectures made it easier for me to make sure I did not miss any of the course content. I did not attend the problem solving sessions, so I have left these blank.
I did not participate in the majority of the problem solving sessions, it is therefore difficult for me to give a fair opinion.
The lectures being videos did not allow to ask questions while the lecture was being watched which made everything very difficult. The problem solving session format was very very bad with almost noone participating and very little being done on the board, mainly answering questions over the zoom chat but often the answers did not fully explain what was asked, which was also sometimes the case with the Q&A sessions with Patrik. The problems in general were useful to help understand course content but they were often very unclear about what was being asked.
Nothing wrong with the problem solving actual but this distance format made it hard to appreciate those, easier to appreciate the prerecorded lectures where you could play and stop the videos.
Never went to a problem solving session due to the online format
Examination
Give your opinion in the scale 1-5.
1 = very negative 2 = negative 3 = neutral 4 = positive 5 = very positive
What is your general opinion of...
the hand-in exercises?
the hand-in exercises? Number of Responses
1 0 (0.0%)
2 0 (0.0%)
3 2 (15.4%)
4 3 (23.1%)
5 8 (61.5%)
Total 13 (100.0%)
Mean Standard Deviation
the hand-in exercises? 4.5 0.8
the written exam?
the written exam? Number of Responses
1 0 (0.0%)
2 0 (0.0%)
3 1 (8.3%)
4 6 (50.0%)
5 5 (41.7%)
Total 12 (100.0%)
Mean Standard Deviation
the written exam? 4.3 0.7
Comment (help us interpret your grades!) Hand-in were at some points a bit difficult.
The exam was fine but the setup now that it was online was a bit stressful and sometimes unclear what was decided. For example I could not get in touch with the teachers when I had a question. Not clear if I could turn around and write in zoom and the sound was muted by the host.
Also a big thank you for the incredibly smooth exam format and making it work so well!
The handins were very useful and of a good size, I would have preferred for the handin scores to have a greater weight in the course overall grade. The five-hour exam format is ridiculously difficult, I don't understand how Swedes do it.
Very helpful with the hand ins. Did those + lectures + read the book a little + old exams (the days before the exam) Not really any exercises or problem solving sessions. Normally i would have but takin classes online killed my dicipline
Online teaching
Give your opinion in the scale 1-5.
1 = very negative 2 = negative 3 = neutral 4 = positive 5 = very positive
Please rate how you think that the following components have worked from the perspective of the teaching and examination being online.
lectures?
lectures? Number of Responses
1 0 (0.0%)
2 2 (15.4%)
3 0 (0.0%)
4 2 (15.4%)
5 9 (69.2%)
Total 13 (100.0%)
Mean Standard Deviation
lectures? 4.4 1.1
streamed question sessions at the beginning of lectures?
streamed question sessions at the beginning of
lectures? Number of
Responses
1 0 (0.0%)
2 1 (7.7%)
3 5 (38.5%)
4 0 (0.0%)
5 7 (53.8%)
Total 13 (100.0%)
Mean Standard Deviation
streamed question sessions at the beginning of lectures? 4.0 1.2
problem-solving sessions?
problem-solving sessions? Number of Responses
1 3 (27.3%)
2 1 (9.1%)
3 2 (18.2%)
4 2 (18.2%)
5 3 (27.3%)
Total 11 (100.0%)
Mean Standard Deviation
problem-solving sessions? 3.1 1.6
hand-in exercises?
hand-in exercises? Number of Responses
1 0 (0.0%)
2 0 (0.0%)
3 1 (7.7%)
4 3 (23.1%)
5 9 (69.2%)
Total 13 (100.0%)
Mean Standard Deviation
hand-in exercises? 4.6 0.7
use of canvas?
use of canvas? Number of Responses
1 0 (0.0%)
2 1 (7.7%)
3 0 (0.0%)
4 3 (23.1%)
5 9 (69.2%)
Total 13 (100.0%)
Mean Standard Deviation
use of canvas? 4.5 0.9
contact with teachers?
contact with teachers? Number of Responses
1 1 (7.7%)
2 1 (7.7%)
3 1 (7.7%)
4 3 (23.1%)
5 7 (53.8%)
Total 13 (100.0%)
Mean Standard Deviation
contact with teachers? 4.1 1.3
the final exam?
the final exam? Number of Responses
1 0 (0.0%)
2 3 (25.0%)
3 2 (16.7%)
4 1 (8.3%)
5 6 (50.0%)
Total 12 (100.0%)
Mean Standard Deviation
the final exam? 3.8 1.3
Comment (help us interpret your grades!)
Online exam was a bit of a hassle. It worked out, but all extra time something like this takes is naturally a con.
Those that I voted not good, they were not very bad they could just improve. As mentioned earlier.
The lectures being online seriously limited the ability to ask questions on the go, making understanding the course content a lot more difficult.
The streamed question sessions often did not answer the questions we had very clearly.
The problem solving sessions were very bad online for reasons described above.
Handins worked very well on canvas, I liked that, the use of Canvas was also very nice but perhaps all the different things could have been organised better so that for example all the papers and helpful pdfs could be found in one folder?
Contact with the teachers was very dependent on the students' ability to reach out by email.
The final exam with active monitoring was ridiculously difficult to set up and had many frightening limitations that made the already stressful time in an international crisis even more difficult, most importantly being immediately disqualified from the exam if the internet went down for more than 5 minutes. The internet connection cannot be expected to be perfectly stable at everyones' homes during a time when the connection is already overloaded because everyone is working from home!
I would like more live lectures, not pre-recorded
Good lectures (audio, visual), really good that you could see them at any time. Patrik you are a great teacher. My not super high grade was just because lack of dicipline due to this online format.
The focus of the course.
Below are learning goals from the course plan. Mark how much focus these goals got during the course, compared to what you feel would be needed.
"The student..."
can work with tools from vector calculus, and use basic integral relations
can work with tools from vector calculus, and use
basic integral relations Number of
Responses
Much too low focus 0 (0.0%)
1 (7.7%)
Appropriate 11 (84.6%)
0 (0.0%)
Unnecessarily high focus 1 (7.7%)
Total 13 (100.0%)
Mean Standard Deviation
can work with tools from vector calculus, and use basic integral relations 3.1 0.6
can give conditions for, and describe properties of, hydrostatic equilibrium
can give conditions for, and describe properties of,
hydrostatic equilibrium Number of
Responses
Much too low focus 0 (0.0%)
3 (23.1%)
Appropriate 9 (69.2%)
0 (0.0%)
Unnecessarily high focus 1 (7.7%)
Total 13 (100.0%)
Mean Standard Deviation
can give conditions for, and describe properties of, hydrostatic equilibrium 2.9 0.8
can explain the meaning of the Reynolds number, and when viscosity is important
can explain the meaning of the Reynolds number,
and when viscosity is important Number of
Responses
Much too low focus 0 (0.0%)
1 (7.7%)
Appropriate 11 (84.6%)
0 (0.0%)
Unnecessarily high focus 1 (7.7%)
Total 13 (100.0%)
Mean Standard Deviation
can explain the meaning of the Reynolds number, and when viscosity is important 3.1 0.6
can interpret the different terms in the Navier-Stokes equations
can interpret the different terms in the
Navier-Stokes equations Number of
Responses
Much too low focus 0 (0.0%)
2 (15.4%)
Appropriate 10 (76.9%)
0 (0.0%)
Unnecessarily high focus 1 (7.7%)
Total 13 (100.0%)
Mean Standard Deviation
can interpret the different terms in the Navier-Stokes equations 3.0 0.7
can outline some basic properties of turbulence
can outline some basic properties of
turbulence Number of
Responses
Much too low focus 1 (7.7%)
5 (38.5%)
Appropriate 6 (46.2%)
0 (0.0%)
Unnecessarily high focus 1 (7.7%)
Total 13 (100.0%)
Mean Standard Deviation
can outline some basic properties of turbulence 2.6 1.0
can calculate equilibrium states for hydrostatic atmospheres
can calculate equilibrium states for hydrostatic
atmospheres Number of
Responses
Much too low focus 0 (0.0%)
0 (0.0%)
Appropriate 11 (84.6%)
1 (7.7%)
Unnecessarily high focus 1 (7.7%)
Total 13 (100.0%)
Mean Standard Deviation
can calculate equilibrium states for hydrostatic atmospheres 3.2 0.6
can apply laws of mechanics on continuous systems and work with velocity fields
can apply laws of mechanics on continuous
systems and work with velocity fields Number of Responses
Much too low focus 1 (7.7%)
1 (7.7%)
Appropriate 10 (76.9%)
0 (0.0%)
Unnecessarily high focus 1 (7.7%)
Total 13 (100.0%)
Mean Standard Deviation
can apply laws of mechanics on continuous systems and work with velocity fields 2.9 0.9
can describe the origin of centrifugal- and Coriolis forces
can describe the origin of centrifugal- and
Coriolis forces Number of
Responses
Much too low focus 0 (0.0%)
2 (15.4%)
Appropriate 9 (69.2%)
1 (7.7%)
Unnecessarily high focus 1 (7.7%)
Total 13 (100.0%)
Mean Standard Deviation
can describe the origin of centrifugal- and Coriolis forces 3.1 0.8
can do applications of Coriolis forces on flows in rotating systems
can do applications of Coriolis forces on flows in
rotating systems Number of
Responses
Much too low focus 1 (7.7%)
1 (7.7%)
Appropriate 10 (76.9%)
0 (0.0%)
Unnecessarily high focus 1 (7.7%)
Total 13 (100.0%)
Mean Standard Deviation
can do applications of Coriolis forces on flows in rotating systems 2.9 0.9
can calculate geostrophic flow from a pressure field and evaluate under what assumptions this is a good approximation to the flow
can calculate geostrophic flow from a pressure field and evaluate under what assumptions this is a good
approximation to the flow Number of
Responses
Much too low focus 0 (0.0%)
1 (7.7%)
Appropriate 10 (76.9%)
1 (7.7%)
Unnecessarily high focus 1 (7.7%)
Total 13
(100.0%)
Mean Standard Deviation can calculate geostrophic flow from a pressure field and evaluate under what assumptions this is a good approximation
to the flow 3.2 0.7
Comment
Good mix of everything. Would personally have liked more about coriolis because its a cool thing
Did you have enough prior knowledge for this course?
Did you have enough prior knowledge for
this course? Number of
Responses
not at all 0 (0.0%)
not quite 3 (23.1%)
yes 10 (76.9%)
yes, the course was a bit easy 0 (0.0%)
I did not really learn anything new 0 (0.0%)
Total 13 (100.0%)
Mean Standard Deviation
Did you have enough prior knowledge for this course? 2.8 0.4
If your prior knowledge was not fairly appropriate, please comment!
What prior knowledge was missing/overlapping?
What is your background (year of higher education, relevant courses)?
first year master's student with background in physics not in Lund:
I had the knowledge needed for the vector calculus but it would have been very nice to have a reminder of Taylor expanding along with the vector calculus. Also some more background reminders about how the centrifugal and coriolis forces work would have been nice because for me it was several years since I learned and used them.
Would have needed more calculus I think, some of the math was quite hard. And for example the hyperbolic functions is stuff I haven't met before.
Like most theo. physics courses one probably should have taken multivariable 2 to have a more solid understanding of curls, vector-thingys etc. but for this level it worked just fine with the book.
I think it is a good idea to suggest people to take this course along with Electromagnetism as they share the mathematical tools (vector calculus). Because multivariable calculus II is not compulsory and people might want to devote the elective credits to advanced physics courses (to write more interesting thesis, among other reasons), having the opportunity to fully focus on vector calculus the first two weeks makes both courses much easier.
How much time have you spent on the course? (In total you are supposed to spend about 200 hours or 25 work-days on a 7.5 hp course)
How much time have you spent on the course? (In total you are supposed to spend about 200 hours or 25
work-days on a 7.5 hp course) Number of
Responses about 50 hours (25% of intended time) 2 (15.4%) about 100 hours (50% of intended time) 1 (7.7%) about 150 hours (75% of intended time) 6 (46.2%) about 200 hours (100% of intended time) 2 (15.4%) about 250 hours (125% of intended time) 2 (15.4%)
more 0 (0.0%)
Total 13
(100.0%)
Mean Standard Deviation How much time have you spent on the course? (In total you are supposed to spend about 200 hours or 25 work-days
on a 7.5 hp course) 3.1 1.3
Comments (for example on the distribution of the workload and whether you feel you have been able to perform at the level you wanted to) I found it very hard to spend time working from home. This is ofc. individual and dependent on what conditions one have at home (my conditions were not good)
I was enrolled on another course for which I was slightly under equipped and it ended up taking most of my time, otherwise I would have liked to focus more on this course.
The fact that the lectures were videos forced me to spend a lot of time scouring the book and the internet to make sense of unclear parts about the videos. Also I wasted a lot of time reading parts of the book that later turned out to be irrelevant to the course.
Probably did less than that. As stated before, had a massive lack of dicipline due to not being in school but since the lectures was so good i felt i could pretty much go straight to doing exams after watching them + the hand ins. The book was a nice read and good to look stuff up in.
Discrimination and harassment
According to the Lund University Policy for gender equality, equal treatment and diversity, there is ”zero tolerance of discrimination”
Have you become aware of any cases of discrimination or harassment during the course? If so please indicate in what way?
Discrimination and harassment
According to the Lund University Policy for gender equality, equal treatment and diversity, there is ”zero tolerance of discrimination”
Have you become aware of any cases of discrimination or harassment during the course? If so please indicate in what way?
No no No
Equal treatment
According to theLund University Policy for gender equality, equal treatment and diversity, everyone has the right to be "treated with respect and consideration and being given the opportunity to develop on the basis of his or her personal
circumstances".
Do you think that everyone has been given equal opportunities during the course? If not, please specify in what way? Suggestions for improvements are also welcome.
Equal treatment
According to theLund University Policy for gender equality, equal treatment and diversity, everyone has the right to be "treated with respect and consideration and being given the opportunity to develop on the basis of his or her personal circumstances".
Do you think that everyone has been given equal opportunities during the course? If not, please specify in what way? Suggestions for improvements are also welcome.
Yes yes Yes
Online study environment
With the teaching and examination being remote your study environment has changed. Please describe below if there is something particular you want to bring attention to, for example regarding your ability to concentrate on your studies and your motivation and how this has affected your learning.
Online study environment
With the teaching and examination being remote your study environment has changed. Please describe below if there is something particular you want to bring attention to, for example regarding your ability to concentrate on your studies and your motivation and how this has affected your learning.
It work alright, of course there were more distractions and sometimes difficult but do able. When need be I could change room to get a more quiet place.
I think the adaptation was really well implemented!
It is always a bit harder to work at home but I found the online lectures to work well
Good to have the lectures avalible at all times!! My motivation honestly has been pretty close to non-existent. The biggest killer is to not being able to work together with peers. Didnt know i depended so much on other people.
It has been more difficult than expected to say focus and motivated, not because of the course but because of this exceptional situation. In this sense, the videos haven been a great help. I wish this idea was kept once we come back to regular teaching. I have realized it helps to focus more on what the teacher says as there is always the possibility to check what was written in the blackboard in case one missed something.
What did you particularly like with the course?
What did you particularly like with the course?
The teacher and being able to go back and review passages in lectures. Top notch! Should be the case even for live-classes, having the classes recorded and available afterwards - if even only for a few days.
It was interesting and I learned much. The lectures were good and the teachers took our opinions into account and was respectful towards the students, wanting to make as easy and good as possible while keeping the rules, for example when it came to the exam format.
Patrik is an excellent lecturer, one of the best I have had (I also thought so when taking the quantum mechanics courses in person). Also, Patrik's videos were very well made and very clear.
The information was interesting and presented to us in a good manner.
The dedication of the teacher
The teacher was really good and described the concepts very intuitively.
Good teacher!
The lectures and the videos.
What in the course do you think could improve?
What in the course do you think could improve?
A few example problems during the lectures would be beneficial.
Clarity of lectures and phrasing exercises much more clearly
There are very many interesting subjects in the course. I would like a bit more focus on the turbulence part More solutions to old exams
Maybe more hand ins to cover more topics.
Other comments (both positive and negative) on the course?
Other comments (both positive and negative) on the course?
The way of making a problem or writing a problem is unnecessarily confusing and not clear what the problem is asking.
Although strange circumstances im amazed at how well - and fast - you were able to solve everything! I had to drop out of another course due to 1. couldnt hear anything, 2. couldnt see anything on the board. Im so happy i did this one instead.
It was a very nice course.