| 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 | |
| 0 | 4 | 8 | 0 | 0 |
| 0% | 33% | 67% | 0% | 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 |
| 2 | 8 | 0 | 2 | 0 |
| 17% | 67% | 0% | 17% | 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 | |
| 1 | 5 | 4 | 2 | 0 |
| 8% | 42% | 33% | 17% | 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 | |
| 1 | 2 | 9 | 0 | 0 |
| 8% | 17% | 75% | 0% | 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 | |
| 7 | 0 | 3 | 1 | 0 |
| 64% | 0% | 27% | 9% | 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. |
| 2 | 1 | 5 | 0 | 3 |
| 18% | 9% | 45% | 0% | 27% |
| Q 7 | The lab notebook summaries were | |||
| a useful exercise | helpful for tests and quizzes | both of the above | neither of the above | |
| 4 | 1 | 4 | 2 | 0 |
| 36% | 9% | 36% | 18% | 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 | |
| 4 | 1 | 6 | 1 | 0 |
| 33% | 8% | 50% | 8% | 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 | |
| 4 | 1 | 7 | 0 | 0 |
| 33% | 8% | 58% | 0% | 0% |
| Q 10 | I clicked on the optional links. | |||
| almost never | rarely | fairly often | almost always | |
| 2 | 7 | 2 | 1 | 0 |
| 17% | 58% | 17% | 8% | 0% |
| Q 11 | I was helped by the optional links. | |||
| almost never | rarely | fairly often | almost always | |
| 2 | 2 | 7 | 1 | 0 |
| 17% | 17% | 58% | 8% | 0% |
| Q 12 | I watched the videos. | |||
| almost never | rarely | fairly often | almost always | |
| 3 | 5 | 3 | 1 | 0 |
| 25% | 42% | 25% | 8% | 0% |
| Q 13 | I was helped by the videos. | |||
| almost never | rarely | fairly often | almost always | |
| 2 | 3 | 4 | 2 | 0 |
| 18% | 27% | 36% | 18% | 0% |
| Q 14 | The lecture notes posted online were | |||
| helpful to follow | more useful than the actual lecture | both of the above | useless | unnecessary, |
| 11 | 0 | 1 | 0 | 0 |
| 92% | 0% | 8% | 0% | 0% |
| 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 | 2 | 6 | 0 | 0 |
| 33% | 17% | 50% | 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. | |
| 8 | 0 | 3 | 1 | 0 |
| 67% | 0% | 25% | 8% | 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. |
| 0 | 0 | 1 | 7 | 4 |
| 0% | 0% | 8% | 58% | 33% |
| 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. |
| 1 | 4 | 0 | 1 | 6 |
| 8% | 33% | 0% | 8% | 50% |
| 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 | 9 | 0 |
| 0% | 0% | 25% | 75% | 0% |
| 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 | 1 | 2 | 7 | 2 |
| 0% | 8% | 17% | 58% | 17% |
| 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 | 3 | 5 | 3 |
| 0% | 8% | 25% | 42% | 25% |
| Q 22 | I feel comfortable using operational amplifiers in various configurations as needed. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 1 | 0 | 5 | 4 | 2 |
| 8% | 0% | 42% | 33% | 17% |
| 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 | 2 | 3 | 3 | 4 |
| 0% | 17% | 25% | 25% | 33% |
| Q 24 | I feel comfortable using the GPIO pins on the Raspberry Pi . | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 0 | 0 | 0 | 3 | 9 |
| 0% | 0% | 0% | 25% | 75% |
| Q 25 | I feel comfortable using the serial console on the Raspberry Pi . | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 0 | 0 | 0 | 4 | 8 |
| 0% | 0% | 0% | 33% | 67% |
| 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 | 0 | 0 | 2 | 10 |
| 0% | 0% | 0% | 17% | 83% |
| Q 27 | I feel comfortable programming in Python on the Raspberry Pi. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 0 | 0 | 1 | 0 | 11 |
| 0% | 0% | 8% | 0% | 92% |
| Q 28 | I thought that the integration 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 | 2 | 9 | 0 | 0 |
| 8% | 17% | 75% | 0% | 0% |
| Q 29 | I thought that the exploration project was | |||
| at a reasonable level of difficulty | a good way to investigate new concepts | both of the above | neither of the above | |
| 1 | 4 | 7 | 0 | 0 |
| 8% | 33% | 58% | 0% | 0% |
| Q 30 | Using something unfamiliar made the course more interesting. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 0 | 0 | 1 | 7 | 4 |
| 0% | 0% | 8% | 58% | 33% |
| Q 31 | Using something unfamiliar made the course more open-ended. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 0 | 0 | 1 | 4 | 7 |
| 0% | 0% | 8% | 33% | 58% |
| Q 32 | 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 | 0 | 8 | 3 |
| 0% | 8% | 0% | 67% | 25% |
| Q 33 | Using something unfamiliar made the course too difficult. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 2 | 3 | 6 | 1 | 0 |
| 17% | 25% | 50% | 8% | 0% |
| Q 34 | Lecture quizzes | |||
| nothing | 5 or 10% | 15 or 20% | 25 or 30% | more than 30% |
| 1 | 8 | 3 | 0 | 0 |
| 8% | 67% | 25% | 0% | 0% |
| Q 35 | Active learning exercises in lecture | |||
| nothing | 5 or 10% | 15 or 20% | 25 or 30% | more than 30% |
| 2 | 9 | 1 | 0 | 0 |
| 17% | 75% | 8% | 0% | 0% |
| Q 36 | Online quizzes | |||
| nothing | 5 or 10% | 15 or 20% | 25 or 30% | more than 30% |
| 2 | 8 | 2 | 0 | 0 |
| 17% | 67% | 17% | 0% | 0% |
| Q 37 | Lab demonstrations | |||
| nothing | 5 or 10% | 15 or 20% | 25 or 30% | more than 30% |
| 1 | 2 | 6 | 1 | 2 |
| 8% | 17% | 50% | 8% | 17% |
| Q 38 | Lab notebooks and postlabs | |||
| nothing | 5 or 10% | 15 or 20% | 25 or 30% | more than 30% |
| 1 | 8 | 3 | 0 | 0 |
| 8% | 67% | 25% | 0% | 0% |
| Q 39 | Integration project | |||
| nothing | 5 or 10% | 15 or 20% | 25 or 30% | more than 30% |
| 0 | 1 | 1 | 8 | 2 |
| 0% | 8% | 8% | 67% | 17% |
| Q 40 | Exploration project | |||
| nothing | 5 or 10% | 15 or 20% | 25 or 30% | more than 30% |
| 0 | 3 | 3 | 6 | 0 |
| 0% | 25% | 25% | 50% | 0% |
| Q 41 | A written final exam (which doesn't exist now) | |||
| nothing | 5 or 10% | 15 or 20% | 25 or 30% | more than 30% |
| 7 | 1 | 2 | 2 | 0 |
| 58% | 8% | 17% | 17% | 0% |
| Q 42 | 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 dicult. | |
| 5 | 4 | 2 | 1 | 0 |
| 42% | 33% | 17% | 8% | 0% |
| Q 43 | 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 |
| 0 | 3 | 9 | 0 | 0 |
| 0% | 25% | 75% | 0% | 0% |
| Q 44 | 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 | 1 | 1 | 0 | 0 |
| 83% | 8% | 8% | 0% | 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. | |
| 9 | 3 | 0 | 0 | 0 |
| 75% | 25% | 0% | 0% | 0% |
Wilfrid Laurier University
© 2019 Wilfrid Laurier University