| Q 1 | The lecture quizzes were | |||
| at a reasonable level of difficulty | a good test of important concepts | both of the above | neither of the above | |
| 3 | 6 | 9 | 1 | 0 |
| 16% | 32% | 47% | 5% | 0% |
| Q 2 | Did the online quizzes help you remember the important points? | |||
| Yes, almost all of the quizzes helped that way. | Yes, one or two quizzes helped that way. | Not really - I would have remembered those points without the quizzes. | Not really - even after the quizzes I didn't get those points. | |
| 9 | 7 | 3 | 1 | 0 |
| 45% | 35% | 15% | 5% | 0% |
| Q 3 | Did the online quiz help you understand the important points? | |||
| Yes - answering the questions clarified what was important. | Yes - correcting my mistakes in the quiz helped me remember. | both of the above | neither of the above | |
| 7 | 6 | 4 | 3 | 0 |
| 35% | 30% | 20% | 15% | 0% |
| Q 4 | 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 | |
| 5 | 2 | 12 | 1 | 0 |
| 25% | 10% | 60% | 5% | 0% |
| Q 5 | 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 | |
| 10 | 1 | 9 | 0 | 0 |
| 50% | 5% | 45% | 0% | 0% |
| Q 6 | Using the lab notebook for quizzes was | |||
| helpful for the quizzes | 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 quizzes. |
| 4 | 2 | 11 | 0 | 3 |
| 20% | 10% | 55% | 0% | 15% |
| Q 7 | The lab notebook summaries were | |||
| a useful exercise | helpful for tests and quizzes | both of the above | neither of the above | |
| 6 | 8 | 4 | 2 | 0 |
| 30% | 40% | 20% | 10% | 0% |
| Q 8 | The emphasis on modularity when designing and building circuits was | |||
| very useful | helpful for the project | both of the above | neither of the above | |
| 6 | 3 | 10 | 1 | 0 |
| 30% | 15% | 50% | 5% | 0% |
| Q 9 | The course web page was | |||
| organized and easy to follow | better than having a printed lab manual | both of the above | neither of the above | |
| 6 | 4 | 9 | 1 | 0 |
| 30% | 20% | 45% | 5% | 0% |
| Q 10 | I clicked on the optional links. | |||
| almost never | rarely | fairly often | almost always | |
| 3 | 7 | 10 | 0 | 0 |
| 15% | 35% | 50% | 0% | 0% |
| Q 11 | I was helped by the optional links. | |||
| almost never | rarely | fairly often | almost always | |
| 2 | 8 | 8 | 2 | 0 |
| 10% | 40% | 40% | 10% | 0% |
| Q 12 | I watched the videos. | |||
| almost never | rarely | fairly often | almost always | |
| 3 | 7 | 6 | 4 | 0 |
| 15% | 35% | 30% | 20% | 0% |
| Q 13 | I was helped by the videos. | |||
| almost never | rarely | fairly often | almost always | |
| 2 | 8 | 5 | 5 | 0 |
| 10% | 40% | 25% | 25% | 0% |
| Q 14 | The lecture notes posted online were | |||
| helpful to follow | more useful than the actual lecture | both of the above | useless | unnecessary, |
| 14 | 0 | 5 | 0 | 1 |
| 70% | 0% | 25% | 0% | 5% |
| Q 15 | The lectures | |||
| provided useful background for the labs | provided sufficient background for the labs | both of the above | neither of the above | |
| 4 | 5 | 11 | 0 | 0 |
| 20% | 25% | 55% | 0% | 0% |
| Q 16 | In some lectures, I showed videos as part of the lecture. What did you think of that? | |||
| The videos were usually a good addition to the lecture. | The videos were usually a waste of time. | The videos were usually good, but could have been watched some other time. | I don't remember any of the videos. | |
| 17 | 0 | 3 | 0 | 0 |
| 85% | 0% | 15% | 0% | 0% |
| Q 17 | There's no required textbook for this course. How do you feel about that? | |||
| I would have liked one would have bought one if it covered most of the topics in the course. | I might have bought one if it covered some of the topics I didn't understand well. | I might have bought one if it seemed to be a good reference book. | I wouldn't have bought one this year because the lecture material was sufficient. | I never buy textbooks unless they're needed for assignments, etc. |
| 3 | 3 | 3 | 6 | 5 |
| 15% | 15% | 15% | 30% | 25% |
| Q 18 | What do you think about the split between theory and practice in this course? | |||
| The course has too much theory. | The amount of theory is OK, but it's not clear how this will fit with other courses now or in the future. | The course is too much practice and not enough theory. | The amount of practical material is OK, but it's not clear how this will fit with other courses now or in the future. | The mix of theory and practice seems about right. |
| 0 | 4 | 0 | 0 | 16 |
| 0% | 20% | 0% | 0% | 80% |
| Q 19 | I feel comfortable figuring out how to use an unfamiliar device from the data sheet. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 0 | 0 | 3 | 12 | 5 |
| 0% | 0% | 15% | 60% | 25% |
| Q 20 | I feel comfortable building circuitry to produce a desired range of output voltages from a sensor. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 0 | 0 | 3 | 11 | 6 |
| 0% | 0% | 15% | 55% | 30% |
| Q 21 | I feel comfortable building circuitry to control a DC motor or relay from any type of input. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 0 | 1 | 4 | 8 | 7 |
| 0% | 5% | 20% | 40% | 35% |
| Q 22 | I feel comfortable using operational amplifiers in various configurations as needed. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 0 | 0 | 2 | 11 | 7 |
| 0% | 0% | 10% | 55% | 35% |
| Q 23 | I feel comfortable combining sensors, actuators, and other components as needed to produce more complex circuits. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 0 | 0 | 2 | 8 | 10 |
| 0% | 0% | 10% | 40% | 50% |
| Q 24 | I feel comfortable using the GPIO pins on the Raspberry Pi . | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 0 | 1 | 0 | 3 | 16 |
| 0% | 5% | 0% | 15% | 80% |
| Q 25 | I feel comfortable using the serial console on the Raspberry Pi . | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 1 | 2 | 1 | 3 | 13 |
| 5% | 10% | 5% | 15% | 65% |
| Q 26 | I feel comfortable using the Raspberry Pi standalone with a monitor, keyboard, and mouse. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 0 | 1 | 0 | 3 | 16 |
| 0% | 5% | 0% | 15% | 80% |
| Q 27 | I feel comfortable programming in Python on the Raspberry Pi. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 1 | 0 | 1 | 3 | 15 |
| 5% | 0% | 5% | 15% | 75% |
| Q 28 | I thought that the lab project was | |||
| at a reasonable level of difficulty | a good way to bring together important concepts | both of the above | neither of the above | |
| 1 | 6 | 13 | 0 | 0 |
| 5% | 30% | 65% | 0% | 0% |
| Q 29 | Using something unfamiliar made the project more interesting. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 0 | 1 | 0 | 7 | 12 |
| 0% | 5% | 0% | 35% | 60% |
| Q 30 | Using something unfamiliar made the project more open-ended. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 0 | 0 | 0 | 5 | 15 |
| 0% | 0% | 0% | 25% | 75% |
| Q 31 | Using something unfamiliar gave me confidence that I could apply what I had learned to new situations. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 0 | 1 | 2 | 7 | 10 |
| 0% | 5% | 10% | 35% | 50% |
| Q 32 | Using something unfamiliar made the project too difficult. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 4 | 9 | 3 | 2 | 2 |
| 20% | 45% | 15% | 10% | 10% |
| Q 33 | Lecture quizzes | |||
| nothing | 5 or 10% | 15 or 20% | 25 or 30% | more than 30% |
| 3 | 13 | 2 | 1 | 1 |
| 15% | 65% | 10% | 5% | 5% |
| Q 34 | Online quizzes | |||
| nothing | 5 or 10% | 15 or 20% | 25 or 30% | more than 30% |
| 3 | 12 | 5 | 0 | 0 |
| 15% | 60% | 25% | 0% | 0% |
| Q 35 | Lab demonstrations | |||
| nothing | 5 or 10% | 15 or 20% | 25 or 30% | more than 30% |
| 0 | 4 | 4 | 10 | 2 |
| 0% | 20% | 20% | 50% | 10% |
| Q 36 | Lab notebooks and postlabs | |||
| nothing | 5 or 10% | 15 or 20% | 25 or 30% | more than 30% |
| 2 | 7 | 6 | 4 | 0 |
| 11% | 37% | 32% | 21% | 0% |
| Q 37 | Lab project | |||
| nothing | 5 or 10% | 15 or 20% | 25 or 30% | more than 30% |
| 0 | 0 | 0 | 6 | 14 |
| 0% | 0% | 0% | 30% | 70% |
| Q 38 | A written final exam (which doesn't exist now) | |||
| nothing | 5 or 10% | 15 or 20% | 25 or 30% | more than 30% |
| 17 | 0 | 1 | 1 | 1 |
| 85% | 0% | 5% | 5% | 5% |
| Q 39 | PC/CP320 only requires CP164 and PC/CP220 as prerequisites. Is that reasonable? | |||
| Yes, I think those should adequately prepare anyone. | It depends - someone who did well in those courses would be OK but someone who didn't do well would struggle in this course. | Somewhat - more physics or electronic background would help a lot. | Not really - if one partner in a group did not have a more extensive background than that, the labs would be very difficult. | |
| 9 | 6 | 2 | 2 | 0 |
| 47% | 32% | 11% | 11% | 0% |
| Q 40 | If someone was thinking of taking this course as an elective, you'd tell them | |||
| the labs make it more fun | the labs make everything seem more 'real' | Both of the above are true | the labs make it a lot more difficult | the labs don't really make much difference |
| 3 | 3 | 14 | 0 | 0 |
| 15% | 15% | 70% | 0% | 0% |
| Q 41 | Pick the answer that best describes your feelings: | |||
| I look forward to doing more electronics labs in the future, if they're similar to these. | I dread doing more electronics labs in the future, if they're similar to these. | I don't expect to do any more electronics labs, so what I thought of these doesn't matter for the future. | I think the labs in different courses will be different enough that I can't base my expectations for future electronics labs on these. | |
| 10 | 3 | 6 | 1 | 0 |
| 50% | 15% | 30% | 5% | 0% |
| Q 42 | The 'proof-of-concept' demonstrations during the project | |||
| helped me break down the project into modules | made it easier to schedule my work | Both of the above | Neither of the above | |
| 6 | 2 | 11 | 1 | 0 |
| 30% | 10% | 55% | 5% | 0% |
| Q 43 | Having crossover between different courses (eg. combined PC320/PC319 project) | |||
| reduced the workload for the term. | made the connections between the courses more obvious. | Both of the above | Neither of the above | |
| 1 | 1 | 5 | 2 | 10 |
| 5% | 5% | 26% | 11% | 53% |
| Q 44 | Since this was the first time PC/CP320 has been offered, you were 'guinea pigs' for the course. Based on this experience, would you be willing to take another course the first time it was offered? | |||
| Yes, I enjoyed this course in spite of it being untested. | If I had a choice, I'd wait until it had been taught at least once before. | It would depend on who was teaching it. | Not really - there were too many confusing things about this course that will probably be sorted out by the next time it is offered. | |
| 13 | 2 | 3 | 1 | 0 |
| 68% | 11% | 16% | 5% | 0% |
| Q 45 | 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. | |
| 16 | 3 | 0 | 0 | 0 |
| 84% | 16% | 0% | 0% | 0% |
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