Q 1 | Being required to demonstrate things in the lab was | |||
useful to summarize important sections of each lab | a good way to have part of the lab mark assigned | both of the above | neither of the above | |
2 | 0 | 5 | 0 | 0 |
29% | 0% | 71% | 0% | 0% |
Q 2 | The post-lab requirements were | |||
well-chosen to test what was learned in the lab | reasonable to be able to answer after doing the lab | both of the above | neither of the above | |
0 | 1 | 6 | 0 | 0 |
0% | 14% | 86% | 0% | 0% |
Q 3 | Keeping a lab notebook was | |||
a good idea because it kept all important information in one place | easy to learn to use productively | both of the above | neither of the above | |
2 | 0 | 5 | 0 | 0 |
29% | 0% | 71% | 0% | 0% |
Q 4 | Using the lab notebook for lab tests was | |||
helpful for the tests | good for helping to know what to write in the notebook in the labs | both of the above | neither of the above | The notebook wasn't really needed for the tests. |
2 | 0 | 5 | 0 | 0 |
29% | 0% | 71% | 0% | 0% |
Q 5 | The lab web page was | |||
organized and easy to follow | better than having a printed lab manual | both of the above | neither of the above | |
0 | 1 | 5 | 1 | 0 |
0% | 14% | 71% | 14% | 0% |
Q 6 | Doing analysis, measurement, and simulation for different circuits | |||
made me see how they all fit together | helped me have confidence that my results were correct | both of the above | was usually a waste of time; especially after the first couple of labs | |
1 | 2 | 4 | 0 | 0 |
14% | 29% | 57% | 0% | 0% |
Q 7 | Working with similar circuits two weeks in a row (e.g. DC and AC circuits, RC and LC filters, regular and Zener diodes) | |||
made the second weeks' labs easier | made the comparison of the two circuits more clear | both of the above | was pretty much irrelevant | |
1 | 2 | 4 | 0 | 0 |
14% | 29% | 57% | 0% | 0% |
Q 8 | After using Kirchhoff's laws and phasor analysis for the circuits in these labs, | |||
I feel pretty confident doing that from now on. | I could do what I had to do in the labs again, but I'm not sure I could do it well for bigger circuits. | I don't think I could do it like I did in the lab without following the lab instructions again. | I was never really clear on how to do it in the lab. | |
2 | 5 | 0 | 0 | 0 |
29% | 71% | 0% | 0% | 0% |
Q 9 | For doing Kirchhoff's laws and phasor analysis | |||
I'd prefer doing it by hand using algebra. | I'd prefer using a computer algebra package like Maple or Maxima. | I'm pretty comfortable doing it either way. | I'm not very comfortable doing it either way. | I'd like to use a computer algebra package, but I'd need more instruction about how to use it first. |
3 | 1 | 2 | 0 | 1 |
43% | 14% | 29% | 0% | 14% |
Q 10 | I feel comfortable using a digital meter to measure the DC offset of a waveform. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
0 | 0 | 0 | 1 | 6 |
0% | 0% | 0% | 14% | 86% |
Q 11 | I feel comfortable using a digital meter to measure the amplitude of a waveform. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
0 | 0 | 0 | 4 | 3 |
0% | 0% | 0% | 57% | 43% |
Q 12 | I feel comfortable using an oscilloscope to measure DC offset of a waveform. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
0 | 0 | 0 | 2 | 5 |
0% | 0% | 0% | 29% | 71% |
Q 13 | I feel comfortable using an oscilloscope to measure the amplitude of a waveform. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
0 | 0 | 0 | 2 | 5 |
0% | 0% | 0% | 29% | 71% |
Q 14 | I feel comfortable using an oscilloscope to measure period and frequency. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
0 | 0 | 0 | 1 | 6 |
0% | 0% | 0% | 14% | 86% |
Q 15 | I feel comfortable using the oscilloscope math functions, for instance to measure voltage across a component. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
0 | 0 | 0 | 3 | 4 |
0% | 0% | 0% | 43% | 57% |
Q 16 | I feel comfortable using a function generator to produce specific waveforms. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
0 | 0 | 0 | 0 | 7 |
0% | 0% | 0% | 0% | 100% |
Q 17 | I feel comfortable wiring a circuit from a schematic diagram. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
0 | 0 | 0 | 1 | 6 |
0% | 0% | 0% | 14% | 86% |
Q 18 | I feel comfortable converting between amplitude and RMS values for a given waveform. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
0 | 0 | 1 | 2 | 4 |
0% | 0% | 14% | 29% | 57% |
Q 19 | I feel comfortable sketching a waveform from digital multimeter measurements. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
0 | 0 | 0 | 5 | 2 |
0% | 0% | 0% | 71% | 29% |
Q 20 | I understand when, why, and how to do DC Bias Point analysis. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
0 | 0 | 1 | 2 | 4 |
0% | 0% | 14% | 29% | 57% |
Q 21 | I understand when, why, and how to do Transient analysis. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
0 | 0 | 1 | 3 | 3 |
0% | 0% | 14% | 43% | 43% |
Q 22 | I understand when, why, and how to do AC analysis. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
0 | 1 | 1 | 3 | 2 |
0% | 14% | 14% | 43% | 29% |
Q 23 | I understand when, why, and how to do DC Sweep analysis. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
0 | 0 | 0 | 6 | 1 |
0% | 0% | 0% | 86% | 14% |
Q 24 | I understand when, why, and how to add models and subcircuits. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
0 | 2 | 1 | 4 | 0 |
0% | 29% | 14% | 57% | 0% |
Q 25 | I am comfortable using cursors to measure waveform properties. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
0 | 0 | 1 | 2 | 4 |
0% | 0% | 14% | 29% | 57% |
Q 26 | I am comfortable figuring out how to use unfamiliar features on my own; i.e. without formal instruction in the lab exercise. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
0 | 0 | 1 | 5 | 1 |
0% | 0% | 14% | 71% | 14% |
Q 27 | The lab tests were | |||
at a reasonable level of difficulty | a good test of important concepts | both of the above | neither of the above | |
2 | 2 | 3 | 0 | 0 |
29% | 29% | 43% | 0% | 0% |
Q 28 | Having each person work with a slightly different circuit from anyone else for the lab tests | |||
was a reasonable way to get people to do their own work | still made it easy for people to copy from each other | wasn't necessary; people would have worked independently anyway | wasn't necessary; the lab tests were really easy anyway | wasn't necessary; the lab tests were too hard anyway. |
7 | 0 | 0 | 0 | 0 |
100% | 0% | 0% | 0% | 0% |
Q 29 | I liked doing the video project more than regular labs or lab tests. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
0 | 1 | 0 | 4 | 2 |
0% | 14% | 0% | 57% | 29% |
Q 30 | I think the video project was a good alternative to a lab test. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
1 | 0 | 0 | 4 | 2 |
14% | 0% | 0% | 57% | 29% |
Q 31 | After doing the video project I understood the material better than before I did the project. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
1 | 0 | 0 | 3 | 3 |
14% | 0% | 0% | 43% | 43% |
Q 32 | I liked evaluating the other projects. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
0 | 0 | 2 | 2 | 3 |
0% | 0% | 29% | 29% | 43% |
Q 33 | I liked the feedback I got from the other students who evaluated my project. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
1 | 1 | 0 | 2 | 3 |
14% | 14% | 0% | 29% | 43% |
Q 34 | I think a similar video project would be a good idea in other courses like PC/CP200. | |||
disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
1 | 0 | 0 | 3 | 3 |
14% | 0% | 0% | 43% | 43% |
Q 35 | The labs were | |||
a good complement to the lectures | a good reinforcement of the lectures | both of the above | pretty disconnected from the lectures and not much use | Both the labs and the lectures seemed pretty useless. |
3 | 1 | 1 | 1 | 0 |
50% | 17% | 17% | 17% | 0% |
Q 36 | Comparing these labs to the labs in PC/CP200, I thought | |||
these labs were more useful | these labs were less useful | the two labs fit together well | both the labs seemed pretty useless. | I don't remember the PC/CP200 labs to be able to compare. (or, I didn't take PC/CP200.) |
0 | 0 | 6 | 0 | 1 |
0% | 0% | 86% | 0% | 14% |
Q 37 | Did the similarity in format and expectations to the PC/CP200 labs help you in these labs? | |||
Yes, quite a bit. | Yes, but only a little. | No, but neither one seemed very hard. | No, this was like a completely different endeavor. | I don't remember the PC/CP200 labs to be able to compare. (or, I didn't take PC/CP200.) |
5 | 1 | 0 | 0 | 1 |
71% | 14% | 0% | 0% | 14% |
Q 38 | Given the difference between this course and PC/CP120 in content, i.e. analog vs. digital electronics, | |||
the difference in the labs were reasonable (or, I didn't take PC/CP120.) | the PC/CP120 labs were better because of the project | this lab with both the tests and video project was better than PC/CP120 with the project | the approach seemed similar in both labs anyway | both labs were a disappointment |
3 | 1 | 1 | 2 | 0 |
43% | 14% | 14% | 29% | 0% |
Q 39 | In general, | |||
I like labs more than other people in my courses. | I like labs less than other people in my courses. | I like labs about as much as other people in my courses. | I have no idea what other people in my courses think about labs. | |
1 | 0 | 4 | 2 | 0 |
14% | 0% | 57% | 29% | 0% |
Q 40 | In order to improve teaching beyond my own courses, I'd like to be able to share the results of these evaluations with other instructors, students, etc. May I have your permission to do that? | |||
Yes, I'd be glad if any improvement could come from this. | Yes, this is anonymous enough that I don't mind how the results are used. | No, this isn't anonymous enough for me to be comfortable with the results being shared. | No, even though this is anonymous I don't want the results to be shared. | |
7 | 0 | 0 | 0 | 0 |
100% | 0% | 0% | 0% | 0% |
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