|
Arbetstid enligt läro- och timplaner
|
På alla frågor utom den om närvaro kan poängen variera mellan -100 och +100, där -100 innebär att man "tar helt avstånd från påståendet" och +100 att man "instämmer helt i påståendet".
Närvaro vid undervisningen
Skalor & enskilda frågor
|
|
Fördelning av svar på fråga 26:
|
||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||
| |||||||||
The number of students registered on the course was 33 but as the course proceeded 21 students followed the course actively. Compared to last year’s course the number of course participants were almost the same (22 last year).
The course evaluation was performed using a questionnaire designed by the course responsible. The questionnaire contained questions on all elements of the course, i.e., lectures, laboratory practicals, project work, exercises, and examination. The questions were either asking for ranking on a continues scale from, e.g., “not useful at all” to “very useful”, or free-text answers.
Based on the questionnaires from 11 students and a discussion with three of the students in a follow-up meeting on December 17 2025, the following conclusions can be drawn of this year’s course:
• Overall, the students are satisfied or very satisfied with the course, both regarding content and how it was carried out.
• The fact that pre-recorded lectures were available as a complement to the live lectures was appreciated, giving the students a possibility to catch up lectured material if they could not attend the live lecture and also to recap lectured material in their own paste.
• Overall, the exercises are appreciated. In fact, the exercises were reviewed by the teachers before this course, removing some problems and making clarifications. This change was actually reflected in the course evaluation result, where the exercises got a significantly higher “grade” this year compared to last year. However, many respondents point out that they would like a solutions manual or similar material, not just the final answers to the problems. We in the course management do not consider this to be the right approach, as complete “model solutions” do not promote deep learning. The course includes several problem-solving sessions at which both of the course’s main instructors are present and available to help students with the assignments. These sessions give rise to productive discussions that lead to a deeper understanding of the physical concepts, rather than merely providing a specific solution to a specific problem. We will therefore place greater emphasis on the importance of attending the problem-solving sessions and making use of the instructors’ help to discuss the assignments. The problems will, however, be thoroughly reviewed before the next course, and we will also add “guidance/tips” to prevent students who are unable to attend the sessions from getting stuck and being unable to make progress.
• The two laboratory practicals are generally very much appreciated. The laboratory exercise on absorption spectroscopy did, however, receive some criticism regarding the lack of clarity in the lab manual concerning the actual execution of the experiment. In an advanced course, where laboratory work is often carried out using research-grade setups, the instructions do not need to be extremely detailed, but the objectives of the experiments must be clear. We will therefore update the laboratory instructions accordingly for next year.
• The laboratory visits were an extremely appreciated part of the course. It was suggested that it would be very interesting to add a visit to a company that works with optics/spectroscopy/photonics technology development and/or applications. This would certainly add another dimension – providing an opportunity to see photonics devices in action in real practical applications. We will explore the possibilities of arranging such a company visit during the course.
• Given the quite extensive course scope, assuming some previous knowledge in atomic physics, optics, and quantum mechanics, students from the 2-year Master program in photonics (a majority of the students in the course typically comes from this program) might benefit from having this course scheduled for year 2, instead of year 1, as it is now. The course responsible will therefore contact the coordinator of the Photonics Master program and discuss what would be the best for the photonics program.
• Some students commented on the course projects, and suggested to change from two oral presentations to only one. In the light of that the course contains a number of different course elements and can perhaps still be a bit too heavy, we will consider this suggestion for next year, especially if we add a company visit. We think that removing one oral presentation would give the students more time to work on exercises, which is a very important part of learning in this course.
• It turned out that the information about that the two textbooks were available as e-books through the Canvas page was not clear. This information will be clarified and emphasized in the next course.
En egendesignad enkät fylldes i (anonymt på papper) direkt efter tentan. CEQ-enkäterna var dock webbenkäter.