EF151 Fall, 2013 Feedback

Please take a few minutes and give us feedback on the class. Your constructive comments are invaluable to us in helping improve the class each semester.

Lectures

Rate the overall quality of the EF 151 lectures.

19% (70/373) Very good (1) 54% (201/373) Good (2) 18% (67/373) Average (3) 7% (25/373) Marginal (4) 2% (9/373) Poor (5) 0% (1/373) N/A (0) Avg: 2.19, NZAvg: 2.20, sum=818, cnt=373, nzcnt=372

Rate the overall quality of Prof. Schleter's effectiveness in presenting the material.

39% (144/373) Very good (1) 46% (173/373) Good (2) 10% (38/373) Average (3) 3% (11/373) Marginal (4) 2% (6/373) Poor (5) 0% (1/373) N/A (0) Avg: 1.82, NZAvg: 1.82, sum=678, cnt=373, nzcnt=372

Rate the overall quality of Prof White's effectiveness in presenting the material.

17% (64/373) Very good (1) 42% (156/373) Good (2) 28% (104/373) Average (3) 9% (32/373) Marginal (4) 4% (16/373) Poor (5) 0% (1/373) N/A (0) Avg: 2.40, NZAvg: 2.41, sum=896, cnt=373, nzcnt=372

Rate the effectiveness of having a team-taught lecture.

24% (90/373) Very good (1) 46% (171/373) Good (2) 19% (70/373) Average (3) 7% (26/373) Marginal (4) 3% (11/373) Poor (5) 1% (5/373) N/A (0) Avg: 2.15, NZAvg: 2.18, sum=801, cnt=373, nzcnt=368

How often did you use lecture videos (recorded by OIT from the balcony)?

22% (81/373) Weekly (1) 27% (101/373) Monthly (2) 27% (100/373) Rarely (3) 14% (53/373) Never (4) 5% (20/373) Tried them, didn't use them (5) 2% (7/373) Tried them, had problems (6) 3% (11/373) Didn't know about them (7) Avg: 2.72, NZAvg: 2.72, sum=1014, cnt=373, nzcnt=373

General comments/suggestions on lectures:

1.  n/a. 2.  I feel like the lack of clarity within the lecture was a detriment. 4.  no 7.  no 8.  It was my favorite lecture out of all my classes 11.  N/A 12.  The clicker questions were a good way to get me to attend lecture; I only ever skipped one. 13.  The lectures were good 14.  Awesome lecture. 17.  none 18.  Show better examples in lecture, be more productive with time. 20.  Good 23.  None 25.  It was a different type of lecture but well presented. 26.  We rushed to finish and didn't finish on many occasions. 29.  it was very helpful. 32.  The professors did a great job. I liked the clicker questions. 33.  Keep doing hands on examples 34.  . 38.  N/a 39.  Could Be better on time 40.  need more tiiiime, but really good otherwise! 41.  Not to cram everything that's important in the last 5 mins of lecture 42.  The lecture videos are extremely helpful 44.  Slow down a little, seems like we flew through the hardest topics 45.  none 46.  Explain more problems similar to homework 47.  n/a 48.  Schleter was efficient in teaching, White kinda got off track at times. 49.  Learned more from lecture 50.  It may help if more homework problems were explained before the test maybe on review day and module 4 seemed rushed 51.  I thought the lectures were helpful. But the timing was bad and could have been slowed down so i had time to grasp the concept. 52.  Prof Schleter tried to rush through most of the lectures. I know there is a certain amount of material that has to be covered, but I'd like to understand some of the material before we leave lecture. 54.  Seemed too fast-paced; assumed everyone knew things right away with little explanation. Didn't finish all examples most of the time, so a lot of the material was self-taught at home. Hard for students without physics backgrounds. 55.  The lectures were very informative. It sometimes felt a little rushed, but overall good. 56.  More examples like homework 57.  N/A 58.  Because there were too many people, if anyone got behind in the lecture, they might as well not have paid attention to the rest of the lecture due to how lost the individual would end up being trying to catch up and take in the new stuff simultaneously 59.  Professor White was somewhat difficult to follow; it felt like she spent too much time on the little things. Other than that, lecture was very helpful. 60.  Lectures need to move more quickly through extraneous material that is not on the homework or that won't be tested. 61.  some of the lectures by the end of the semester were too rushed and did not teach as detailed 63.  none 64.  Do not rush through the examples. People who have never had physics struggle greatly due to that. 65.  I really enjoyed the recored lectures 66.  Don't waste so much time in the lectures so that we can actually work out all the problems 68.  The time management was not good in this class, they spent a lot of time on clicker questions that help to an extent, but when they skip the hw example problems it makes it rather difficult to do without those examples from lecture 69.  You all never get through the whole lecture. The problems that we have to rush through are the ones everyone needs the most help on. 70.  try to space time evenly, because I felt like some points or topics were rushed due to time and I didnt grasp the entire concept of whatever topic we were on. 71.  I like the amount of student participation and more would be even better 72.  Very good 73.  The size of the lecture makes it hard to catch everything. Also, there were lots of time crunches, and the material felt very rushed. That made it hard to learn those certain concepts. 74.  Don't save the hardest examples for last, because half the time we didn't even get to them. 75.  I really like having the option of the lecture videos in case you have to miss lecture for illness or another reason. I didn't miss lecture much, so I didn't use the videos often, but I'm glad they were there. 77.  They were good 78.  Good lectures and demonstrations. Just need to be better at pacing the lecture to finish on time. 82.  Good job with explaining everything! 83.  Only reason quality of lecture was good and not "very good" is because too often did we run out of time. Very frustrating when I have to figure out the rushed calculations and concepts in the thirty seconds available as people are leaving class, or I have to re-watch the last 60 seconds of the lecture video to figure out what was being said or done (especially frustrating if it was an example problem). 84.  They were good. However, the times when we didn't get to finish the examples and they weren't in the annotated notes. I wish there would have been a way to see those worked out. 85.  Sometimes went a little to fast, and some concepts were hard to grasp at such a fast pace. 89.  The lectures sometimes got off track, however the video lectures always helped me understand the material better. I'm more of a solo learner so the videos by myself were very helpful. 90.  i thought they were taught pretty well although occasionally ran out of time but it happens 91.  Informative and helpful for the homework. 92.  I felt that lectures where we had 3+ clicker questions began to take away from the effectiveness of the lesson. Limiting the amount of clicker questions would help the professors complete lectures on time instead of rushing through the last few slides. 94.  I may not be the best judge as I have already learned this material so I was largely board during the lectures. 95.  . 96.  Wish there was more time to explain every step in notes, too often they just gave us answers but not how to get the answer for lack of time. 98.  Too many People 99.  N/A 100.  I think it would be beneficial to ensure that there is enough time in class to make it through all of the material presented in the notes. 101.  The lectures were fun and pretty easy to follow. 102.  i have none at the moment 103.  The lectures were good and they were effective. The only way I could think of fixing the lectures would be to explain where some of the formulas actually come from. 104.  - 106.  Time seemed to be an issue, and I believe this was to do in part because the lecture was team taught. 107.  Hard to pay attention. 108.  Well done. 109.  hard to focus and learn with 500 other kids 112.  Extremely helpful. 114.  It always seems rushed. 116.  It was okay. 118.  I love the video lectures. They are extremely effective. 120.  I understand that lecture time is short, but I would like for the lecturers to find better ways to explain concepts. Especially in modules three and four, I left lecture confused nearly every time. 123.  none 125.  I felt that the lectures would have been more effective if they had focused more on conceptual understanding and left homework/extra practice problems for recitation (less conceptual recitation work). 126.  Lecture needs to be split into two section to provide a better student-teacher ratio. 127.  They were structed well and the online notes are very helpful. 128.  i loved having 2 professors 129.  Make sure all the material needed can be covered in the lecture time. 130.  Sometimes they seemed rushed. 132.  n/a 133.  None 135.  Lecture was pretty good. I think you should incorporate more in class live examples. 137.  Splitting the lectures is definitely valuable. This helps to make sure all bases are covered and the shift from one professor to the other throughout the lecture likely helps to keep a number of students more alert. 138.  lectures were good but maybe there was too many examples because we were always rushing at the end of class 139.  None 141.  None. 142.  Work more practice problems. 143.  I thought the lectures were very effective. 145.  147.  none 148.  I did not understand the point of flexible football fridays. They were nice, but I do not think they were beneficial. 149.  It would be a lot more effective if the concepts were emphasized rather than working problems. If someone understands the concepts they will do good on the problems. 151.  Feel like we would cover more if we did not have to take time to switch between teachers. 153.  I think too much time gets used up in lecture going over simple problems but by the time we get to the hardest problems the explanation is rushed and not as helpful. 154.  It was a little rushed at times trying to squeeze the lecture notes in the period. 155.  stay on topic 156.  - 157.  na 158.  I liked the demonstrations and the attempts to get the students involved 162.  N/A 163.  Lecture was helpful, I just felt like every lecture we were pressed for time, which disrupted the final 10 minutes of class, which often included important information 164.  too many people 165.  less time spent on the general notes and more time spent on doing the practice problems. this way the problems are not rushed through. 167.  none 168.  Less clicker questions 169.  Work through the examples more especially ones that are on homework 172.  I didn't like how we rushed through problems and didn't finish. 173.  Very helpful 174.  . 175.  - 177.  none 178.  Plan them out so we are not always rushing at the end of class. It seemed the hardest problem was always taught in the least amount of time right at the end of class. 179.  The lectures were very helpful. 180.  Schleter just seems to know exactly whats going on and what to teach, White seems lost sometimes. Both together make a good team. Schleter is a saint to make all his help videos, and the recorded lecture can help too 181.  Lectures were very broad. We learned it at a basic lever and were expected to magically know how to perform tasks at a much higher level. 182.  None. 184.  The lectures would be more helpful if they were longer, so that we got more examples. I have mno idea if this is even possible given how the university schedules classes, etc, but I think it would be a big help. 185.  It was very helpful having lecture videos when I was gone for a research trip. 186.  I felt like we rushed through important material that was going to be on tests and wasted time with demonstrations. I didn't mind the demonstrations, I just felt like they were dragged on longer than necessary and because of this most days we didn't finish or rushed through the last few slides of notes. 187.  Very good job, made a class of 500+ feel much smaller than that 190.  The lectures were great, I always looked forward to attending them! 191.  Lectures were good but skipping the algebra part of some of the more difficult problems were what I would have the most trouble with because we never did it in lecture. 193.  Lectures taught us almost nothing that was on homework 90% of the time. 195.  Frequently skip over important material, rush through the hardest problems. 196.  Were hard to follow because of going through the problems quickly 197.  N/A 198.  I hated when we would run out of time and not go over everything, I would rather skip demonstrations and go over all of the notes especially when they just confused us even more. 200.  Lectures were helpful in learning the material. 201.  Felt rushed every time. 202.  I enjoyed going to lecture 203.  I didn't mind having a team taught lecture but I felt like when you switch back and forth between slides and instructors I feel like you loose a lot of time. 205.  feel like I learned way more in these lectures in one semester than I did in all four years in high school 206.  I really liked the lectures although some of them were a little over excessive in the amount of information that was covered but the videos helped. There were numerous times in which the more difficult problems were not covered well in lecture and I struggled with those similar on homework 208.  Sometimes you guys don't finish the lecture notes which sucks, and I feel like you rushed through some of the material making it harder to learn. And also way more confusing to us. For instance we should have taken way more time on module four. The information was way to difficult to squeeze in that small window of time. I understand we were in a time crunch, but I am a slow learner and that class pace was way too fast. 210.  Maybe leave more space to write on the example problems. 212.  Good. I would prefer a lecture with less people so it would be easier to ask questions and get to get help but overall I thought it the lectures were very good. 213.  I feel like the lectures were over the extreme general topic and would think more people would be successful if the lectures were more complex-example oriented. 216.  Lecture was very informative and the live examples were useful in concept understanding 217.  at the begging it was good and very detailed, then toward the end i felt they lost the motivation to teach 220.  Lectures should have more experiments or demonstrations. 221.  Always ran out of time. 222.  Good 226.  I thought the class would have been a lot more successful if Prof. Schleter had taught the whole time. 227.  N/a 228.  Switching professor's between slides took a lot of time away from presenting the material. 229.  Lectures are great but sometimes problems were not fully worked or work written on the slides was not legible. 231.  Being able to print off the notes on days I missed was great. Outstanding resources on the site as well (a bunch too). 232.  n/a 233.  The lecture videos were very good for studying or looking for homework help. 234.  Physical examples helped me more than written ones. Use more props. 235.  I liked the use of clickers. 237.  I learned more from flex Friday and YouTube. 238.  I really enjoyed attending the lectures. 239.  none 240.  Feels like we are always rushed to do the last problem, and those problems are typically the hardest. Maybe just trying to figure out time issues was the biggest problem. 241.  Almost never left enough time at the end of class to get to the example problems that would have helped a lot with homework. 242.  the class is so big so many students in it 243.  Occasionally the clicker session would kick me off with no explanation and then I could never rejoin. 244.  They were fun. 245.  Either increase the lecture time or make a way to show more problems that deal with the homeowrk each night. 246.  The technology used to present to lecture seemed to be a problem on most days. It need to be upgraded. 248.  give yourself enough time to thoroughly get through the examples at the end. They are what help us the most. 250.  I like the way the notes were presented as fill in the blank with example problems. 251.  The lectures were fine. The team-taught approach probably helps keep the attention of such a large class. 252.  allocate less time for easy introduction slides & more time for problem solving slides. 255.  Not enough time sometimes to cover everything 257.  Please don't waste as much time in the beginning. It was so frustrating when we would have to rush through the last few slides especially when they were the harder concepts. 258.  Very effective and helpful for the homeworks 259.  Good, but almost every lecture we ran out of time. And most of the material at the end was what could be used to help with homework. 261.  Trying to cover the material faster, the harder problems at the end of lecture were always cut off and these were the ones that needed the most help. 262.  Make sure to get through all the slides. 263.  They are usually very good, however they go way too fast sometimes. I realize they are under a time crunch but they should still slow down for us to actually understand the material. Oh, and if they don't finish a couple slides, they should complete them AND THEN upload them to the ef website. Sometimes when I'm trying to learn what we missed in lecture, and I go to look at the completed powerpoints, they don't finish the problem or the other slides before uploading them which is kind of frustrating. 264.  None. The lectures were really good. 265.  Have amble time to teach the material and don't rush when time is out. No one is able to understand when you rush to finish the section. Also it would be very helpful to work more problems similar to the homework, and show students how to derive things when asked more complex things than they are taught. 267.  the lectures are awesome 269.  I think the lectures are presented very well. 271.  Get to tough material instead of rusing through everything. 272.  none 273.  well paced 274.  They were very engaging. 277.  I think a team-taught lecture is very distracting. Material is complicated enough. But to then have a different tone, style, pace, every other 5-10 minutes is annoying. 278.  Maybe don't give us days off if it means the instructors have to skip the lectures dedicated to review. 279.  Really enjoyed the lectures! I hope EF 152 is similar! 282.  Make sure you cover the hard problems at the end of the lectures even if it means skipping a few slides in the middle. The problems on the last sides are always the most important in learning the material and helping with the homework. 283.  This was an awesome class. 284.  Good 285.  Some more time on the clicker questions would be nice :) 286.  They try to cram way too much material into these lectures and they also cut some lectures. They also fly through the material way too fast. 287.  None 288.  Maybe if you start solving the hard questions before the easy ones in the lecture. 289.  Effective 293.  I think the dual taught class wastes time. You spend too much time switching speakers, and often rushed to cover all the material. 295.  The physical examples (Throwing the footballs, spinning on the stool, etc.) were excellent. They really helped expedite the learning process. You should do as many as you can. 300.  Nonr 301.  For the size of the class, the professors did a good job. But classes as large as this are difficult to refrain information. 303.  the need to be extended at least 30 minutes more 304.  The only issue I have with the lectures were the time constraints. The first part of the notes would be explained well but by the time we continue to the last few practice problems we would fly through them and left to figure it out on our own. This wasn't too much of an impact on my performance but I think it could be improved. 305.  Make sure there's enough time to go over the material in lecture 306.  Better Explanations. 308.  The lectures were sub-par. There are a combination of issues I find with this class. First off, often the amount of material we attempted to cover in a lecture caused us to either run-over (I only signed up for 50 minutes) or just rush through the examples(the important parts) at a pace that made them pointless. I feel that the difficulty of this course would be lessened if the lectures were focused solely around providing ALL necessary formulas and teaching WHEN and HOW to use them. I feel that a great portion of lecture was spent trying to learn WHY something was the case, when at the end of the day knowing WHY something happens is only extra benefit if I know how to do the problems and get a 100 on everything. 309.  There needs to be much more time spend on the last module. My understanding of the last section is very low compared to the other 3 modules that we spend at least a week longer on. 311.  It was good. 312.  set up great learned a lot 315.  Didn't go to many becuase i did not find them as an effective learning tool, Just as easy to look at annotated notes and videos if confused. 316.  none. 317.  none 318.  do more written examples. 319.  The use or worksheet notes mirroring the lecture is very useful in retaining focus. 320.  Schleter is better at explaining things. 323.  N/A 324.  keep doing flex fridays 328.  Have lectures that are run by one prof. and switch every lecture. 329.  None 330.  Really Liked the videos. Learned the most through them b/c it was more of a one on one scenario where I couldn't be distracted by others or fall asleep like in lecture. 331.  Lectures were helpful but we often needed to cover more example problems. 334.  Loved the fact that the videos and annotated notes were posted online, helped me a lot. 337.  The clicker questions are good for participation points, but it removes from the lecture. 339.  N/A 340.  Provide more help on difficult homework problems. Or, teach the ways to complete the homework. A lot of times, I would start a homework problem and notice that there was a certain variable missing that I didn't know how to solve for because I had never learned it that way. I understand it is hard to teach so much in so little time, but please, if the homework problems are going to be thorough, have your teaching be just as thorough. 342.  The lecture seemed to follow a pattern throughout the year. The introductory material would take the majority of the time, but the more complex material at the end of the lecture would seemed rushed and explained incompletely, leaving students lost. 343.  It was a little overwhelming with so many people and two lecturers, but it wasn't bad. 345.  It's very monotone. 347.  It was nice having two professors. Especially if one of them slipped up, the other would catch it and helped us from being misinformed. They also both comical and not boring as some of my classes have been. 348.  Running out of time and never rushing through the last few slides of material 349.  love the videos! 354.  Video lectures and sitting lectures present the same quality to me. 356.  none 357.  - 358.  You just need to teach, maybe its because their are two of you up there but i feel like you guys are either so random or just teach right off the notes i dont learn anything. 361.  I think it would be good to work more examples of problems during class. 363.  very good 365.  solid 366.  none 368.  The tag-team nature of the lectures seemed to make the class use up more time than needed and in general seemed to detract from the objective quality of the class (different handwriting styles would sometimes lead to confusion about the numbers, while a couple of times there would be a difference between what one professor writes and the other says); still, it overall improved the class because it raised subjective interest and allowed for some more flexible teaching. As is, the lecture quality is good to average; there needs to be more time spent on the lecture notes, either by adjusting the time spent on the notes instead of on other subjects concerning the class or by adjusting the material taught, since there would frequently be problems that are left unsolved by the end of lecture and students would have to check the online materials for them. Frankly, though, I do not know if that is possible; there just seems to be too much material to cover in detail on a day-to-day basis. 370.  None. 371.  All in all they were good for teaching the material 373.  none

Flex Fridays

Rate the effectiveness of the 'Flex Friday' optional/video lectures

46% (171/373) Very good (1) 32% (121/373) Good (2) 15% (57/373) Average (3) 3% (13/373) Marginal (4) 2% (7/373) Poor (5) 1% (4/373) N/A (0) Avg: 1.80, NZAvg: 1.82, sum=671, cnt=373, nzcnt=369

How many 'Flex Friday' lectures did you attend?

47% (176/373) None (0) 25% (94/373) A few (1) 13% (47/373) Most (2) 15% (56/373) All (3) Avg: 0.95, NZAvg: 1.81, sum=356, cnt=373, nzcnt=197

How many 'Flex Friday' videos did you watch?

5% (19/373) None (0) 21% (77/373) A few (1) 24% (91/373) Most (2) 50% (186/373) All (3) Avg: 2.19, NZAvg: 2.31, sum=817, cnt=373, nzcnt=354

Should the 'Flex Friday' concept be extended to include all lectures?

21% (80/373) Definitely (1) 17% (63/373) Probably (2) 38% (140/373) Probably Not (3) 20% (74/373) Definitely Not (4) 4% (16/373) Don't care (5) Avg: 2.69, NZAvg: 2.69, sum=1002, cnt=373, nzcnt=373

General comments/suggestions on the 'Flex Friday' approach:

1.  n/a. 2.  Flex Friday would be a good idea to implement for extra help, however I think that lecture attendance would plummet if the program was implemented fully at all times. 3.  Hard to pay attention to videos 4.  no 7.  no 8.  I didn't seem to learn as much... If I'm.not forced to go I usually wont 11.  N/A 12.  It was nice to be able to sleep in on a Friday and still be able to have the same amount of class/lecture material. 13.  I really like the flex Friday option 14.  Good in variation. 17.  enjoy 18.  I enjoyed the Flex Friday concept because it allows you to work at your own pace. 20.  Good 23.  None 25.  It helped explain concepts better. 27.  Learning the materials from a video just doesn't have the same effectiveness. 28.  I liked it. 29.  I prefered going to class 32.  It was nice to not have to go to lecture on Friday. 33.  I think it's a good option 34.  . 36.  Flex friday was a nice break at the end of the week and allowed me to get material early, in order to get homework done for extra credit deadline. 38.  Don't learn as well from flex Friday 39.  The videos were not as good in teaching the material as lecture 40.  really good for most. i only went to lecture no matter what because i haven't had any kind of physics before and i needed the reinforcement 41.  Not a bad idea 42.  Not having class on friday is great. And we can still learn because you have to watch the videos to get the questions right. its a win win 44.  It was nice to have occasionally, but I didnt learn as much when I didnt come 45.  none 46.  Allow 110% by Friday at midnight 47.  n/a 48.  Very convenient. 49.  On the videos, I like seeing just the notes . 50.  Could do extra credit for getting it done early 51.  I think that offering flex Friday for all lectures could benefit some people but should also offer lecture as an alternative. 52.  I really learned more from the Flex Friday approach because I could slow down the material and take the time to learn it. So, posting these kind of videos instead of lecture videos would be extremely helpful. That way as a student, we could break down the material however we want to. 54.  I learned more this way- more casual, relaxed, no clicker questions, smaller group of people. 55.  It was ok, but when you have heard the material before, it was easy to skip. 56.  Good 57.  N/A 58.  It almost encourages students to not pay attention to the material with the leniency given. 59.  The videos were okay, but sometimes it was tempting to just answer the questions and not watch the videos. I learned better in actual lecture. 60.  Good because the videos are more applied to the homework problems. 61.  was a nice addition but only for friday is good 63.  I liked it a lot. It allowed you to not have to be stressed about making it to lecture and allowed you to go over the notes at your own pace. 64.  Going to lecture helped because they went over material better on these days. 65.  I really liked flex fridays! 66.  The video is great because the professor is not rushing through the material and if the professor is going too slow for you, then you can fast forward as well 68.  Much easier to pay attention, more relaxing. 69.  The video "Flex" lecture are entirely more effective than actual lectures. 70.  With the flex friday videos i felt like i could learn the content more at my own pace with a more detailed look at each concept. 71.  It's a constructive way to break up the routine of lectures 72.  I liked the videos because more example problems were given 73.  I really liked them. I'm more motivated to do work when I can lay in my bed. 74.  I enjoyed the Flex Friday's because it enabled me to watch the videos online, and then attend lecture incase I did not fully understand the material. 75.  I think the Flex Friday thing is great for once a week, but I like getting to see my classmates and build relationships on the other days. 76.  It gives students the option of learning the material comfortably at home. 77.  I liked it 78.  Liked the flex fridays. Did take advantage of all of them. I think they should only apply to fridays though. Still like lecture. 82.  Flexible friday was useful by going at my own pace. 83.  Usually takes me a little bit longer than attending lecture, so I have to plan out the time I have to commit to it, but otherwise great idea and very nice to have class optional on fridays. 84.  Overall a good concept. I went to all the lectures. They were go for going over concepts later on. 85.  It was easier to learn by watching the videos because if i didn't understand something I could pause the video and look through my notes until I understood the concept. In lecture, if I got lost I would have to stay lost until the end of class because the lecture was at a faster pace. I definitely felt like I learned at a deeper level watching the videos, and it was also easier and much more convenient to learn on my own time. 87.  It was good for the the people that went to the lecture and/or watched the videos. But some students that felt like they didnt have to do either so it really hurt them. 89.  Loved it. The ability to watch videos on my own and answer questions involving the material we learned during lecture did wonders for me and my ability to learn the material. Strongly recommend this option for next semester. 90.  it was a good thing for friday but having scheduled class lectures is alot easier to keep up with 91.  Lectures are more informative than videos. 92.  Awesome idea that allows students who feel like they grasp the material to stay at home while allowing a smaller, more focused lecture for those who attend. 93.  is a nice thing to have but i sometimes didnt get the questions done fast enough. 94.  If flex Friday was every day I would likely fail just from the participation grades as I always manage to forget to answer the questions. I have no idea what others will say, but I would guess that the material taught through flex Friday lectures was largely less understood (or at least scored lower on tests than the rest). 95.  . 96.  I prefer lecture, I just learn better from actually having someone there as opposed to watching videos. The interaction is much better in lecture 98.  Good 99.  N/A 100.  It is nice to have "Flex Friday" where one can choose to leave for home early for the weekend or prepare for a football game. 101.  Harder questions on under the videos. 102.  it was great but I kinda got lazy and would forget to actually watch and do the assignment until the next Monday morning 103.  The Flex Friday rocked, but I feel like I would do better if I actually showed up for class. 104.  - 106.  I found Flex Friday to be extremely helpful - maybe more helpful than actual lecture. 107.  I enjoyed it. 108.  Not a huge fan. 109.  i like it learned it just as well if not better 110.  Flex Friday was very convenient if it was tough to come to lecture, but it was always hard to make myself watch the videos. 112.  I liked the option of only watching videos. 113.  As long as there is a video with the lecture posted, this is an amazing idea! 114.  Yes. It is yes. 115.  Good idea and relaxing 116.  I went anyways. 117.  The flex Friday approach would work really well if all the lecture videos had homework examples to help make homework more smooth. 118.  Flex Friday was an awesome bonus. The videos were extremely effective, and I loved having those to study with as well. 120.  Being me, I attended all the Flex Friday lectures, but I'm sure many students enjoyed the option. I like the idea. 121.  It is great for fridays, but i feel like a lot of people will slack off if the concept is used for every lecture. 123.  none 125.  I liked the flex friday approach, but if it was available every lecture I wouldn't have showed up. Ever. 126.  Flex Friday's were effective for those who wished to get an early start to the weekend but if it were extended throughout the entire week, people would keep putting off the videos and end up never watching them. 127.  It gives students a good break from lectures sometimes, but shouldn't be applied to all of them. 128.  loved it 129.  It helped that you could cover all the material fully without having a time constraint. 132.  n/a 133.  Quicken the pace of the videos 135.  Flex friday gives students options which provides better learning opportunities. 136.  I liked getting out of class... 137.  Great idea. Allows for some freedom in the method of lecture. I attended all but two of the Flex Friday lectures. The video sessions are very well done and cover the material in more depth than is possible just in class in some cases. This should not become the norm for all lectures, though, as the accountability of being present in class the majority of the time helps more students to do well from what I can see. 138.  i like flex fridays but i dont think it should be all the time 139.  None 141.  Most of the questions can be answered without the use of the videos, which takes away incentive to watch the videos and learn the concepts. 142.  I like to have to go to the lectures because I wouldn't actually watch the videos if I didn't go to lecture. 143.  I think it shouldn't be utilized on every Friday. Some material that was taught in the videos should have been covered in class. 147.  none 148.  The videos work for those couple of days within the semester, but would not be effective in teaching the material if it was done more days than that. 149.  I think they were ok and gave us a good break to work on homework. 151.  Very convenient and effective. 153.  I like going to lecture so its fun. 154.  I really liked it because when I went, there were less people and it was more laid back. 155.  nothing 156.  - 157.  I liked it better than regular lecture to be quite honest. 158.  I personally got more out of a lecture than watching a video, but still didn't go to lecture when i didn't have to 162.  great idea 163.  Good idea, but it hurts people who don't put maximum effort into the class 166.  They were great 167.  none 168.  I enjoyed the option to have a free friday 169.  none 173.  I liked have Flex Friday but it made the weekend homework harder it I didn't go to lecture. 174.  . 175.  It is effective for this particular class, since most of the learning is occuring outside of class time regardless. 177.  the flex Friday videos seemed to cover the material a little better or at least was often more like the homework problems we had. 178.  I liked it because I was one of the few who came so I was able to focus more and also the professors seemed more laid back because this same material was also online. So maybe it should be extended to all lectures. 179.  I really liked the concept of 'Flex Friday' however, I don't think it would be good to do that for every lecture because I would be more liable to take notes during class instead of on my outside time. 180.  They were awesome for me since i only had one other class on Friday 181.  I learned more from these videos. However I also think Schleter is the better teacher and I feel like I learn more when he explains it. 182.  Very good if you are busy on a Friday. 184.  Flex Fridays were my favorite part of the class. I still came to all lectures and felt like I got better instruction when the class was smaller, and the people who don't want to come can do their own thing. I would support expanding it to all lectures. 185.  I think going to lecture is important. I do not think overall people will do as well if you do the flex idea every day. Plus, students should be adult enough to be able to come to class. 186.  I liked Flex Friday, because it made fridays a more relaxing time and I still learned the material. But, I do not think they should be extended to all lectures, because no one would go to actual lecture and actual lecture is much more helpful than the videos. 187.  Flex Friday was good once a week 190.  I loved attending flex friday lectures, because there were less people there and it felt like a more relaxed environment 191.  n/a 195.  Works well for what it is. However, it is only effective when looked at like a treat. I do not believe it would work every day. 196.  It was good, allowed us to pause the video and go back if needed 197.  N/A 198.  The videos are really helpful, its nice to be able to pause them when needed. I think going in person can also be affective too, and sometimes I focused too much on answering the video questions correctly instead of trying to understand the material. 200.  I like the Flex Friday, so I don't have to attend class. Basing every lecture on this would make me lazy. A once a week reward is nice so that I can watch the lecture video over the weekend. 201.  I could pause and rewind when I didn't understand something. Could attend whenever I had time. Did not feel rushed. 202.  Helped me learn cause i could watch videos over again 203.  N/a 205.  Very convenient but not to be used for all lectures as I don't think all online classes are as helpful. its best to get to know the professors and know who you can ask for help 206.  It helped with the smaller class size to be able to ask more questions regarding certain concepts I struggled with 207.  I think its great because you can rewind and replay stuff if you need to and if you're busy you can go back and do it at another time. 208.  If there was a way to ask professors questions while watching the video that would be great. 210.  I love it! I think if it was every lecture I would procrastinate on watching the videos and get behind. But once a week it was really nice to be able to watch the lecture in my bed haha. 212.  I like Flex Friday because if something is unclear or if I dont understand something I can always stop and go back in the video. 213.  I feel like I got more out of the videos because I was able to pause and re-watch. I also did not have the distractions of the students who talk in lecture. I think that this should be continued in the future. 217.  flex fridays were good if i had other homework in class. it gave me more time to work on it 220.  Awesome :) 221.  It's okay unless it's a really hard section. 222.  fine 224.  It's great. Keep doing it. 225.  IT IS AWEEEESOME. 226.  It was a good idea for those busy getting ready for the game on Saturday. 227.  N/a 228.  It was nice to get a break from lecture every now and then, but it should definitely only take place on Fridays because going to lectures is way more effective. 229.  I thought this was an awesome idea-- this was my only class on Fridays so Flex Friday was perfect for me. 231.  Seemed like a big help to football players and band members. Y'all really care. 232.  i liked it. a nice break every once in awhile 233.  I think it's great for people who live off campus (like me) especially if you don't have any classes close to the time of lecture. 234.  It's a good approach. I personally forgot to fill out a questionnaire but that's my problem not the professors'. 235.  At times it was unnecessary, but I think it is a very effective option for days that many students will skip either way. 237.  Flex Friday good. 238.  I personally enjoyed going to lecture over watching the videos. It was easier for me to pay attention and actually absorb the material, but I know many other people appreciated the video option. 239.  none 240.  I learn better being in class, not from a video. 241.  Liked the idea, but I learned better in a normal lecture. 242.  the videos does not answer all the questions 243.  I generally enjoyed the concept of the Flex Friday. However, it is probably best left as a once a week thing. 244.  I liked it. It was nice to have the option of going to lecture or not, especially since I would not have had a lunch break otherwise. 245.  Flex Friday's were most beneficial when you could see the work that the professors completed. 246.  Its a good system. Keep doing it 247.  It was nice, but I felt I didn't learn as much. 248.  Good idea for the people that didn't necessarily need to be in class. 250.  I like the flex friday option. 251.  I think that I can get as much out of a 'Flex Friday' as a normal lecture, but some lectures are still better in person. I am not quite sure if a 'Flex Friday' would handle demonstrations as well. Seeing the concepts we are studying put to use is helpful. 252.  Great alternative method of learning. 255.  Dont make it to all lectures. It wont reflect good results on tests. 258.  The videos could be more interesting. 259.  I learn more effectively with an actual teacher, so the videos didn't help much. 261.  Go vols 262.  I really liked it; I would even like it every time, but that probably wouldn't be good for everyone. 263.  I love not having to go to class; however, I seem to become lazy whenever we have a flex Friday and I don't learn the material as well as I should or would in a regular lecture. 264.  Sometimes the videos were hard to understand but I got the gist of it towards the end. I think it was good that Prof. Scheleter was the one doing all of them so we only focused on one voice. 265.  Learned more from flex friday, the video were to the point and straight forward. The material made more sense when you weren't rushing yourself. It also explained the problems and how to work them out fairly well. 267.  I love when the class is not completely full 268.  If you come to lecture the questions should be provided as clicker questions. While those who do not attend should answer the online questions. 269.  Flex Friday is a good idea, but I think just having class is better. 271.  I go to all lectures regardless. 272.  it was okay every once and a while. I learned more in lecture so I usually attended on flex Fridays anyways 273.  did not help me 274.  good for fridays. 275.  Really nice to have it on Friday, but I don't think freshman could handle the responsibility of having no mandatory lectures. Plus, attending lectures with other students builds comradery and study group relationship. 277.  Why should students be rewarded for not showing up for work just because it is friday? It is too demanding of a profession to be always looking for ways to avoid hard work and discipline. Better to learn it now, then suffer later. The world is only becoming more competitive. 278.  It's good. 279.  It gives students a needed day off. I really enjoyed the online videos. It gives a more one on one approach. 282.  I like the way you had it set up. If you made every day like flex friday there would never be anyone in classes, people would procrastinate, and I don't think the grades would be as good. 284.  I like it 285.  It was really helpful, especially when I had major tests in other classes. Also, the video lectures were very helpful :) 286.  Flex Friday was a whole lot better than going to lecture because the videos actually took the time to work out the whole problem. 288.  Maybe if you can make it work on Tablets. 289.  Awesome 295.  Meh.... 300.  You can learn at your own pace with the video 301.  I learned just as much as attending lecture, and they were easier because i am a commuter. 303.  none 304.  Flexible lectures are nice to have but I felt like most days that I decided to stay home it was very difficult to push myself to learn the material from watching the video. Being "forced" to go to lecture helped me learn the material. 306.  I could watch the video and rewind what I didn't understand and pause the video to write everything down. Instead of using MORE of my already small amount of free time to go look the video back up after lecture and rewatch it, I could do it during the time of the actual lecture, or even before. 308.  Useless. Trying to sit infront of a computer for 50 minutes and continuously erase all of the "oops" created by following Professor Schleter almost killed me. 311.  It was good. 312.  I love it and it helped me a lot. 315.  Everyday was flex Friday to me 316.  none. 317.  none 318.  just extend it. 319.  The Flex Friday is convenient because it allows the student to follow the notes on his or her own time. However, the actual lecture presents a convenient opportunity for a confusing concept noticed by one student to be clarified to all the students. The Flex Friday is good for Fridays where non-mandatory attendance is convenient, but one in-class lecture at least would be best. 320.  It was a very good idea. Made things hard for some homework occasionally, but overall enjoyed the break. 323.  Hard to actually understand the concepts. Found myself more just trying to get done with it. 324.  it is awesome 328.  Great idea for once a week. 329.  None 330.  Same as above. The videos were awesome learned everything I could've through them. 331.  I learned better when I was forced to sit in my quiet room and learn the material. 333.  With Flex Friday the problems are able to be explained more thoroughly than by rushing through during lecture. 334.  Loved the idea, but it should only be on friday, having everyday would be a bad idea. 337.  Flex Friday allowed more time to study because the time was not spent in lecture. 339.  N/A 340.  It was a very welcome idea on Fridays. It should not be applied to every lecture. The material is way too important for that. 341.  N/A 342.  It is a good approach to keep students refreshed while attending lectures. If every friday was a flex friday lecture this might end up affecting students negatively. 343.  I loved the idea but since I had classes before and after I still went to the lectures. 345.  I liked that I could learn the material on my own time, such as when I was more awake, and I could pay attention easier. 347.  The flex Fridays were often on days when i had extra homework due, so it was helpful to have the chance to work on them and watch the lecture videos when i was able. 349.  the videos are nice to watch when you are stuck on a homework problem. 354.  The videos were very helpful and accounted for less distractions then a full sit-in lecture 356.  none 357.  - 358.  If we came we shouldnt have to do the online video questions. 361.  It is something to look forward to during the week, but if it was an option for every lecture, then I believe there would be a very low turnout at lecture. I believe it would result in lower grades overall. 363.  videos can sometimes be unclear 365.  amazing 366.  none 368.  Flex Fridays were perfect for me, and in my opinion benefited those who were struggling or those who were easily solving the class equally. People who already understood the concepts could skip around in the videos or just answer the questions while those who struggled could have an in-depth view of each problem. While I am not sure all lectures should be flexible, more Flex Fridays is definitely better. 370.  None. 371.  I enjoy flex friday as it provides a nice break at the end of the week while allowing me to work at my own pace on things, however I feel that regular lectures in general are more effective thus every lecture should not be replaced. 373.  none

Clickers

Rate the overall effectiveness of the clickers in lecture.

20% (75/373) Very good (1) 38% (141/373) Good (2) 28% (105/373) Average (3) 9% (32/373) Marginal (4) 5% (20/373) Poor (5) 0% (0/373) N/A (0) Avg: 2.41, NZAvg: 2.41, sum=900, cnt=373, nzcnt=373

Did you use your clicker in any other class this semester?

36% (134/373) Yes (1) 64% (239/373) No (0) Avg: 0.36, NZAvg: 1.00, sum=134, cnt=373, nzcnt=134

How did you obtain/use the clicker that you used this semester?

80% (299/373) Bookstore (1) 6% (24/373) Friend/Family (2) 5% (18/373) Already owned (3) 3% (11/373) Other (4) 0% (1/373) Did not buy (5) 0% (1/373) Used laptop (6) 4% (16/373) Used phone (7) 1% (3/373) Used tablet (8) Avg: 1.59, NZAvg: 1.59, sum=592, cnt=373, nzcnt=373

General comments/suggestions on the clickers:

1.  n/a. 2.  ` 4.  no 7.  no 8.  I liked using them 9.  none 11.  N/a 12.  It's nice to be able to answer questions like that in class, I feel I learn more. 13.  Clicker questions were very stressful. 14.  Good stuff. 17.  none 18.  The clickers were okay, but were mainly beneficial for attendance points. 20.  Good 23.  None 25.  The clicker were a helpful way to study more. 27.  They help break up class. 28.  They were good. 29.  Kept us engaged. 32.  They were good because they force you to pay attention. 33.  Clicker questions were helpful 34.  . 38.  Clickers work 39.  The clickers were kinda pointless. If you don't com you don't learn the material 40.  sometimes frustrating, and a bit time consuming, but good tools 41.  Good idea 42.  clickers..... yeah. 44.  They were good for the class 45.  they are expensive 46.  Discuss the concept before asking the questions 47.  n/a 48.  Click questions were fun. 49.  I like how you get full credit even if you miss one or two. 50.  None 51.  Not enough time to read the question and think about the concept 52.  Clickers keep people coming to class. I think they're very important. However, most classes offer partial points for clickers just for attending and full points for a question if you get it right. I like that method best. 54.  Clicker questions stressed me out. I felt like I didn't have time to think, and sometimes missed problems I could have gotten correct if I had had more time. I like that they counted as an attendance grade though. 55.  I loved the clicker questions. They really helped keep my attention while making sure I understood the material. 56.  Good 57.  N/A 58.  The clickers did not help me learn anything in this class whatsoever 59.  I thought the clickers were a good incentive to come to class. 60.  Pretty cool. 61.  annoying 64.  More time on the questions. 65.  Clickers can be a pain sometimes. 68.  Frustrating 71.  The clicker questions were helpful 72.  helped with understanding the concepts 73.  They're a good way to see how much material is actually being understood by the class as a whole. 74.  Overall good 75.  none 76.  They were more of an attendance grade than they were a teaching tool. 77.  They didn't help me very much 78.  Give us more time on some of the harder problems. 79.  annoying. really really annoying. 82.  There should be a clicker attendence. 83.  Very fair– I am unrealistically poor at answering clicker questions correctly, and I will still be passing the quota for the clicker score. 84.  They were fine and sometimes fun. 89.  They were decent in my opinion. Unfortunately my weak immune system kept me from some lectures and in turn hurt my clicker grade. 90.  stupid 91.  Helps understanding concepts. 92.  Decrease amount of clicker questions to increase amount of time on actual information. 93.  clicker questions were too fast at the beginning of the semester but improved. 94.  Though the clickers are the only reason I attended most lectures (just trying to be honest), I don't feel like they truly did anything. Because of the policy that you are graded on how many questions you answer (which I totally understand the purpose of), it is possible to simply press any button when a question comes up and, so long as you answer enough, get 100%. 95.  . 96.  Good concept questions and very helpful for understanding the material 98.  It always said i was to late and didn't get to submit an answer, this reflected poorly on my participation grade. 99.  N/A 100.  I enjoyed using the locker system to rate my current progress on the subject matter. 101.  a higher percent of the answers should have to be correct so that people pay more attention to lecture 102.  none 103.  Keep giving us the free five points. 104.  - 106.  No comment. 107.  I did not like the clickers. 108.  Good thing for the class 109.  brother had one 112.  I do not think this is useful. 113.  I think we should be notified earlier that we can just use our phones! 114.  Not really. There's nothing to say. They click. 116.  Too expensive for what it is used for. 118.  I understand how the clickers are necessary to take attendance in a class that large. But some days, I would be there and forget my clicker, or my clicker wouldn't work.. So the clickers are not necessarily accurate. 121.  They were good for keeping me focused in class. 123.  none 124.  I really enjoyed the day we competed against the other T.A. teams using clicker questions. That should be done more often. 125.  I felt that it was too difficult to get the clicker questions correct. 126.  Clickers are cool. 127.  They mainly are just implimented to make sure you're paying attention. 128.  expensive, but effective 129.  Great system. 132.  n/a 133.  Show us the time on all the questions and give us more time 135.  I didn't like the clickers very much. 136.  Keep em. 137.  They work well, make the class interactive and get us involved, and as they don't hurt our grades they give us participation points and allow some students who wouldn't chime in with even a guess the chance to do so. 139.  None 141.  None. 142.  They worked as were intended. 143.  I think it's a good way to ensure attendance. 145.  147.  none 148.  It makes sense in order to take attendance, but they did not contribute to my learning in this class whatsoever. 149.  I thought the clickers were a good way to make sure everyone understood the content in the lecture. 151.  None 153.  sometimes I forgot it and I didn't get the points or if I took too long thinking I wouldn't answer the question on time and end up not participating. 154.  None 155.  nothing 156.  - 157.  na 158.  Expensive 162.  n/a 163.  N/A 165.  give more time for the clickers dealing with math calculations because it made it hard to answer them in time. 166.  They are expensive 167.  none 168.  It was good for testing my knowlege 169.  none 173.  Awesome 174.  . 175.  They were alright in class, but being effectively counted as absent because you left your clicker in your room was a bit annoying. 177.  none 178.  I liked using the clickers it kept you active and made you really think. 179.  The clickers were a good way to keep me awake at times. 180.  They are fun to mess around with, but not that important 181.  N/a 182.  Pointless. 184.  A lot of people, myself included, just felt like we paid a lot of money for a teaching tool that didn't really help us out that much. 185.  I prefer clickers over the flex Friday work because clickers didn't have as big of an impact if you didn't understand the concept and got it wrong. However, It was frustrating that I had to be gone on a couple of days for mandatory school trips and I couldn't get the clicker points. 186.  Clickers were good. 187.  Clicker kept you engaged well 190.  Clickers are a very neat concept 191.  I liked the concept of them but I didn't like how much time they took up in class. 195.  Keep the audience interested, and adds extra points to grade. 196.  Felt rushed to answer questions 197.  N/A 200.  The clicker questions stress me out because of the time limit. 201.  I'm too busy writing down the notes most of the time to understand the concepts being taught. 202.  Didn't help me with the course. 203.  N/a 205.  Very cool concept 206.  they were helpful but sometimes took away time that was needed to cover more concepts 208.  no comment 210.  I think it would be cool to have an option to do the clicker questions online for less credit if you miss lecture. 212.  Good. 213.  I think the clickers are a good source of extra points. 216.  If it were possible to make an instant response program for laptops without having to buy software/clicker it would save money for the students. 220.  Hope the lecture have more clicker questions. 221.  More time. 222.  fine 226.  Loved them 227.  N/a 228.  Good method. Keeps us paying attention. 229.  I don't like that we lose points for not answering clicker questions-- I think it should be some sort of extra credit system for clicker questions because a few times I attended lecture and realized once at AMB I didn't have my clicker. 231.  Meh 232.  sometimes there wasnt enough time to answer the questions 233.  Felt like they provided no benefit, but weren't necessarily a bad thing. It's a good way to help boost the grades of people who actually attended lectures and tried to learn. 234.  Rather annoying but a way to keep student in class nonetheless. 235.  It helped keep me engaged in lecture at times in which I probably would have zoned out. It also helped as almost practice for the homework at times. 237.  Clickers bad. 238.  I like that you only have to get 75% credit on the clicker questions to receive full participation. It slightly lowers the pressure to get all the answers correct, but keeps it a fun competition to get the right answers. 239.  none 240.  Made sure i paid attention. 241.  Make it a competition somehow 242.  Make the questions more easier 243.  See Lecture comment. 244.  Sometimes I felt rushed with the clicker questions. 245.  Dont use the clickers. Not worth the time taken up in lectures. 246.  They slow down the lectures quite of bit. Some days you did not finish the lecture because we spent so much time doing clicker questions. The lecture should be top priority. 247.  Made me want to attend lecture more. 248.  Made me pay attention during class 250.  The clicker was a good way to ensure that I went to lecture. 251.  I might prefer the clickers to be used to test your knowledge rather than for a grade. The questions go by quickly, and sometimes there it is difficult to answer in time. 252.  Great way to learn. 255.  n/a 258.  easy way to take attendance 259.  Give more time. 262.  N/A 263.  They are a good way to practice concrete examples in class. 264.  None. 265.  none 267.  they are alright 269.  You should the give the students a little more time to answer each question. 271.  NA 272.  none 273.  good idea 274.  it works 275.  I loved being able to use my phone. 277.  Another distraction. Material is difficult enough to master. Between taking notes, people talking in lecture, and hot potato lecture presentation every 5 minutes, it seems to me the objective of learning a SPECIFIC topic gets a back seat on the bus. 279.  Would have liked for the clickers to be a larger part of the grade. 282.  I like the clicker questions because it forces you to talk to other people if you don't understand something allowing one to learn from a different perspective instead of the teachers perspective. 284.  Dont like it 285.  Kinda expensive when you only have to use them for one class, but the grades are helpful from them. 286.  Clicker's were good in telling me how bad I was in understanding the material. 287.  None 288.  I like the tricky questions. It is so helpful. 289.  Lost clicker made grade lower 300.  None 301.  Were not used enough. 303.  they are pretty good 306.  They are expensive, and my clicker grade brought down my participation grade. 308.  Waste of Time 311.  Good. 312.  mine was not working a few lectures lost a lot of points and had to buy another one. 315.  Rarley used, always guessed, never cared 316.  none. 317.  none 318.  none 320.  Used my phone and occasionally had problems connecting to the server. Overall good attendance checker idea 323.  N/A 324.  already good 328.  More time is needed to work on the problems sometimes to make the use of the clicker effective. 329.  None 330.  Fun. Made the lecture more interactive. Gave a competitive edge to the lecture between friends, which was fun. 334.  Very good way on making people come to lectures, and have people participate. 336.  Was not able to buy a clicker until much later in the semester because I was waiting on a disbursement, and by then it felt useless to try and use it. Many times I attended lecture I forgot my clicker. I wish there had been some other way to prove my attendance. I 337.  The clicker was not worth the money. 339.  N/A 340.  Worked very well as a supplement to the lectures. 341.  Didn't really have enough timem to answer questions 342.  They are effective in keeping students engaged. 343.  I think they're really cool I just wish more classes used them. 345.  They are good for understanding concepts, and seeing that you are not alone when you do not understand it. 347.  The clicker questions were a good way to determine if i understood the material as it was being taught. 349.  the instant feed back is nice. and the number of people who put which answer is also cool. 350.  I honestly did not like using the clickers and did not think they helped very much. 354.  Sometimes did not work but overall am effective idea 356.  none 357.  - 358.  More annoying than anything. 361.  I like the clickers. They make you come to class, so they help attendance. I just wish I could get them all right. 365.  helpful 366.  Awesome. 368.  While the lectures already get cut short often enough, there is usually not enough time to answer a question correctly during a clicker question. 30 seconds, give or take, is good for concept questions, but sometimes calculations would be needed yet more time is not given. Still, even though I personally had lots of technical and time issues with the clickers, I think they overall benefited the class (though not necessarily me). 370.  None. 371.  They are a good way to get input during lectures. 373.  none

Recitations

Rate the overall effectiveness of the EF 151 recitations.

29% (109/373) Very good (1) 32% (121/373) Good (2) 23% (87/373) Average (3) 9% (33/373) Marginal (4) 6% (23/373) Poor (5) 0% (0/373) N/A (0) Avg: 2.30, NZAvg: 2.30, sum=859, cnt=373, nzcnt=373

Rate the overall effectiveness of your EF 151 TA.

47% (177/373) Very good (1) 27% (100/373) Good (2) 17% (63/373) Average (3) 5% (20/373) Marginal (4) 3% (13/373) Poor (5) 0% (0/373) N/A (0) Avg: 1.91, NZAvg: 1.91, sum=711, cnt=373, nzcnt=373

If you had any interaction with the recitation/workshop technician (Nate) please rate his effectiveness.

25% (92/373) Very good (1) 31% (117/373) Good (2) 7% (26/373) Average (3) 1% (4/373) Marginal (4) 1% (2/373) Poor (5) 35% (132/373) N/A (0) Avg: 1.15, NZAvg: 1.78, sum=430, cnt=373, nzcnt=241

General comments/suggestions on recitations:

1.  n/a. 4.  no 7.  no 8.  Recitation was my favorite class 9.  none 11.  N/A 12.  While sometimes boring, recitation was a nice opportunity to ask homework questions and have a more personal class. 13.  I wish there was time alotted for homework questions. 14.  Helpful. 17.  helpful 18.  The recitations were very helpful for understanding and reviewing the material. 20.  Good 23.  None 25.  It helped clarify the problems i had. 27.  The material could be a little more relevant. 28.  It should address the homework more. 29.  very helpful and friendly environment 32.  It was nice to learn in a small group. 33.  Keep doing hands on examples 34.  . 38.  Kevin is excellent 40.  maybe less experiments and more problems to practice 41.  Very helpful 42.  My TA was super nice and knowledgeable but the recitations were pointless in my opinion 43.  Nate was very helpful. The moment he saw we needed help, he came right over to help. 44.  Kevin was an awesome TA, he really knew what he was doing and helped us. However, it felt like the tasks werent really useful for learning the material. It would have been better if Kevin was able to just review what we learned in lecture without having to do projects that didnt feel like they fit. 45.  Recitations should explain more in depth the concepts. 46.  Recitation helped a lot 47.  n/a 48.  Daniel taught really well. 49.  My TA was really helpful. 50.  Explain more homework problems 51.  Work on homework in recitation 52.  Recitation is very helpful! I like the structure and the material covered is helpful too! 54.  I liked working in groups on projects, and doing the practice exams. 55.  Recitations were great. They were a great way to cement the course content. 56.  I liked having the practice tests 57.  N/A 58.  The recitations didn't help me very much, especially given that I fell behind in lectures. Also, my TA seemed to genuinely care about the class as a whole, but I wasn't convinced he cared about us individually. 59.  I didn't really get much out of recitation. Our TA went though the questions pretty briefly and we didn't discuss the concepts very much/at all. 60.  Most of them provided little help because the homework was due (for extra credit) the night before and I almost always completed it by then and so recitation was not stimulating enough to provide me with useful knowledge. Some of the projects were interesting though but were stressful when we had to use ipads and do a bunch of stuff that can't be feasibly completed in an hour and 15 minutes. 61.  helpful most of the time 64.  Seemed to go over useless stuff instead of actually learning how to use the stuff we went over in lecture. 65.  My TA was awesome! 66.  My TA had no idea what she was doing most of the time. She just made us work on the packet, answered little to no questions, and then just let us go 68.  The recitations were interesting because of the hands on material, if they got more away from the packets and focused more on the aspect of visualizing what was happening then recitation would be a great deal of help in understanding concepts. 69.  Too much pointless stuff. Need to go over test type examples strictly. The team-projects are a waste of time. 71.  Daniel was a cool, helpful GTA 72.  helped a little. wish they focused more on problem solving than experiments 73.  I thought Kevin was very helpful. He was always open to explain as much or as little as he needed to. He also went above and beyond with help sessions that were extremely helpful. 74.  Kevin was an amazing TA, he was always willing to help even if it was outside of class time. 75.  none 77.  They were helpful 78.  Needs to be more organized and have practice problem that will help us on the test. 79.  i had a really bad TA,who didnt teach me a single thing the whole semester 82.  Kevin was great and really helped all of his students. 83.  Would like for the second half of recitation to work on homework problems, have questions answered, etc. 84.  Josh really helped with understanding the concepts from lecture that I was having trouble with. 85.  I felt like they were sometimes very disorganized. I feel like I would have gotten a lot more out of recitation if my TA had gone over the worksheets with us as worked out all the problems and explained why. Some of them I did get a lot out of though, and the hands-on activities usually helped give me a better understanding. 89.  The recitations were average honestly. My TA Jordan did an excellent job of incorporating us into the recitation instead of leaving it just himself talking. Some of the themes of the recitations were kind of useless but overall it was helpful. I wish attendance wasn't taken for these however because at some points it was more useful for me to spend the hour and half or so doing homework instead of attending. 90.  dont help much 91.  Not very helpful. 92.  Josh was awesome. 93.  were very helpful to my understanding. 94.  My TA was very helpful, and did a good job leading recitation. 95.  . 96.  My ta never finished on time so I never got the full benefit of recitation because too often I would have to leave for my other classes. Take less time for remedial task and more time for the more time-consuming material 98.  They were not helpful. 99.  N/A 100.  the recitations were thorough. 101.  the recitations are fun and i learn a lot from them 102.  none it was great 103.  It was interesting, but my groups were not always fun or exciting. 104.  - 106.  No comment. 107.  Recitations were very helpful. 108.  Well done. 109.  loved recitation and the final project in the lab. my TA was very helpful and so was nate 112.  The TAs were very helpful and knew al of the material. 113.  It would be much more effective if we could work on homework in recitation. I don't care about projects, I want to understand material better! 114.  They were sometimes okay. 116.  I though recitation should be more about homework instead of projects. 118.  At times, I felt like recitation was pointless. At times I felt as though I didn't get much out of it. However, we did do some really interesting examples. 121.  Sometimes the material was just really boring and did not really help me. 123.  none 125.  I felt that recitation could be better used for practice problems as there is enough time to carefully work out and explain the processes and problems. 127.  Sometimes he seemed like he didn't know what he was supposed to do, but it was his first time being a TA and he seemed to understand the material well. 129.  Devote more to test review. 130.  I really liked Josh and he helped me out one on one whenever I needed it. 132.  Very effective and extremely helpful 133.  None 135.  Recitation was good at clearing up any questions I might've had. 136.  I would like to do more homework problems. 137.  A little more prep for some of the more difficult/details recitations would be a plus, though in general both TAs in my section were prepared. I do take into account the course load that they have, as well as attending some of our lectures as well. 138.  recitation didn't always help me understand the material more 139.  None 141.  The small group approach helps to reinforce the concepts learned in lecture. 142.  Teach the things that the students are actually struggling with, not what are in the recitation packers. 143.  I think they were effective. 145.  147.  none 148.  Love the fact that recitation was available on Monday/Wednesday because the material was still fresh from lecture and then i did not have engineering class every single day. 149.  To be honest, they could be a whole lot better. The recitation assignments should be worth more points so that people actually take them seriously. In fact, rather than doing any assignments at all it may be a good idea to simply do a second lecture during recitations to make sure people understand the content. 151.  Not helpful at all 153.  Jordan goes to slow. we never finished early! 154.  It was helpful and my TA gave us good tips on exams. 155.  nothing 156.  - 157.  na 158.  Too early 162.  N?A 163.  I learned most of my information from recitation 166.  My TA was good he should a promotion 167.  none 168.  They seemed pointless at most times 169.  recitation seems like a waste of time I didn't learn anything in it 173.  Fun and helpful 174.  . 175.  - 177.  none 178.  I wish we had more time to go over homework and stuff that pertains to our exams rather than long drawn out experiments most of which were heavy laden with calculations and not very interactive. 179.  My TA was awesome, however, with the recitation in general, I felt that I wasn't really learning anything. 180.  My TA wasnt really friendly, wasnt helpful when you needed a specific question answered, and overall the class just wasnt into the projects as a whole. . However, when she helped on exam questions it was really beneficial 181.  Recitations felt like a waste of time compared to recitation in other classes. The "labs" were basic and not very helpful to learning the material. I think Recitation should be focused on more extended teaching than busy work. 182.  None, pretty boring and non helpful. 184.  Recitations were interesting and built upon lecutres well. 185.  Recitation seemed like a waste of time usually. I didn't really learn much from it. It would have been more helpful as a small tutoring type session rather than the way we used it. Like a refresher on the material, I rarely felt like that was how it ended up. 186.  My TA was not good at helping when you had questions and spoke very quietly (When I was put in a seat in the back i could barely hear her). 187.  Very good TA, Josh 190.  I loved my TA. Kevin did a great job explaining things! 191.  Recitations helped a ton in clearing up things that weren't clear the day before in lecture. 195.  Some of the material in recitation was not very useful for the course. 196.  Learned but it was not always relevant to the homework we were doing at that time 197.  N/A 198.  Recitations generally confused me more and didn't really help me understand any better. 200.  Recitations were helpful in clarifying lecture material. Katherine helped me if I had any questions. Nate was helpful in the workshop for building my final project. 201.  Did most of my learnin' during recitation. 202.  Recitation should be optional in my opinion 203.  I wish we could do homework problems in recitation rather then the little projects we did in them because I feel like I would have learned and understood the concepts better. 205.  Not as helpful as I had hoped. learned a lot more from lectures 206.  Recitation was helpful for me to better understand the concepts discussed in lecture and how to apply them to problems 208.  I felt like our TA's shouldn't have been given a lesson plan they should have been there to better help us understand how to use the equations, and to help us get a better understanding of the concepts. The set lesson plan gets in the way of that. Or if your going to give them lesson plans center the plans around the understanding of the students and no some dumb pointless experiment. The experiments were cool, cool but there were way to many. A recitation is supposed to be a smaller closed group that helps a student through the class, and these EF recitations did not do that. 210.  My TA didn't know what she was talking about and Nate was rude. 212.  Very good. My TA was very knowlegeable and helpful. 213.  I think that the recitations should be more homework problem oriented or test material oriented. 216.  Fun times 219.  who is nate 220.  Recitation is fun, my RA is awesome. 221.  My TA was approachable and usually well-prepared. 222.  good 226.  Didn't think they helped that much. 227.  N/a 228.  Sometimes recitations did not pertain to lecture or homework. Recitations may have been better if we focused more on the homework questions. 229.  Kevin O'Rear was an awesome TA! He was great at explaining concepts and actually cared about us understanding the material. 232.  helpful 233.  Some of the activities/demonstrations felt a little unnecessary and I would have liked more opportunities to ask homework questions, but overall it was very helpful to be able to ask questions about things covered in lecture 234.  Favorite part of recitation. 237.  I only learned on the review the day before the exams. Recitation is just OK. 238.  I like that we had the opportunity to ask questions about homework and discussed a practice test for most exams. 239.  none 240.  I loved recitations. It helped clear up any problems that i had with the material or homework. This is where i truly learned concepts and other things. My TA was really awesome too. Fun and smart guy that sacrificed his time before each test to help us the night before. Jordan is a great TA. 241.  Do more exam concentrated preparation 242.  none 243.  Recitation was okay. There were several recitations where I didn't entirely see the relevance. 244.  They were interesting. 245.  Recitations are worth going to. I wished that the recitations would have been more about solving more example problems then working through some of the other things we did. 246.  I got noting out of recitation, but I feel like a should have. My TA was very poor. Every time we would ask a question, her answer was either "I don't know" or "That's just the way it is". I feel I would have done much better in the class if I had had a TA that I could rely on. 247.  I thought it was the best part of the class. 248.  Very helpful 250.  The recitations were not as helpful for me to learn the material. I thought doing the homework was a better way for me to grasp the concepts. 251.  The recitations were very good. 252.  Helps to understand concepts covered in lecture. 255.  n/a 257.  Recitations for me were a waste of time. The little experiments didn't help me any. I'd rather the recitation time to be open for question on homework or questions in general. 258.  Jason was very helpful and practical and made it not so much like a class, which was good. 259.  Helpful, but sometimes people in the group were not good at working with others, making the concepts difficult to grasp. 261.  Very helpful 262.  n/a 263.  Honestly, recitations don't really help me much if at all. We just blindly answer questions. So improvements kind of need to be made to improve the effectiveness of recitations. 264.  none. 265.  none 267.  the workshop the really awesome 269.  I liked recitations better than lectures because I learned more in there. 271.  I enjoyed them alot. 272.  none 273.  good 274.  they were very helpful. 277.  Should be more supportive of lecture material, rather than just another think to muddle through ever other day. 278.  They're good. 279.  I would have liked if the recitation notes were closer to the lecture notes. I felt like I was learned two different ways to solve problems at times. 282.  They were a fun way to see the things we learn about. 284.  Kinda boring only need one recitation a week not two 285.  Kevin was a really great TA. He made class fun and interesting and is really good at explaining concepts and homework help. 286.  Recitations were often useless to me because if I didn't understand the material in lecture then I didn't understand it in recitation, which was often. 287.  None 288.  It is very helpful, and fun to attend. 289.  Good 300.  Wasn't always beneficial. 301.  The recitatin concept is fantastic however, the TA has to know what he/she are taking about. 303.  none 306.  I didn't really learn much in recitation, and because of this, it became difficult for me to get the motivation to attend them and waste my time. 308.  Our T/A was wonderful. He was funny, he made EF recitation a really fun time. The only problem I seemed to have was that if I actually needed help on the class, he didn't know his ass from his elbow. 311.  Good. 312.  helped a lot 315.  TA was quiet and never helped 316.  none. 317.  none 318.  none 319.  Jason was fun to learn from, and Nate was helpful when asked about project materials. 320.  Josh Metz is a very good TA and cares about the students on an individual basis 323.  N/A 324.  more time 328.  The professors should sit in on a few recitations to insure the quality of the recitation. 329.  None 330.  Felt very lackadaisical at times, and honestly wasn't effective but more of a waste of time. 332.  Kevin did an awesome job! 334.  Kevin was a very good TA, loved him and how he worked with us. Helped on a lot of homeowrk and could easily relate to him. 339.  N/A 340.  Recitations were great. A good way to reinforce the material learned. Also forced me to meet other people in the class. 341.  I liked them the most 342.  TA's seemed to be well selected and helpful. 343.  In my opinion, the recitations were useless. It didn't help me understand the material at all and what we did in there didn't match up to the lectures. And no one would pay attention. It was just a waste of time. 345.  Maybe going over homework more instead of doing other activities. 347.  Our TA was always helpful, and if he didn't know an answer, he would find it and the route to solution for us. 349.  fun, even at 8am!!!! 351.  Jason is a great teacher 354.  I actually enjoyed this class. 356.  none 357.  - 358.  Found recitation way more beneficial than lecture. 363.  wish we did more homework during recitation 365.  good 366.  None 368.  Recitation usefulness tended to vary day-by-day. On some days we would go over problems in detail that genuinely helped with the concepts, but on others we would go over projects or practical ideas that made real-world sense and were interesting, but didn't help too much on the homework or tests. This was amplified because of my TA, who had a laid-back style of teaching and therefore only skimmed over the practical problems such as the hands-on showcases or the real-world examples (on some days, we would not need to even write anything down or answer any questions by ourselves since he would go over the entire lesson orally to finish early). 370.  None. 371.  Recitation was at its best when it was about going over what we learned and reinforcing and explaining it, whenever focus had to be shifted to team projects it became less helpful and more of an annoyance 373.  none

On-line Homework

Rate the overall effectiveness of the on-line homework.

31% (114/373) Very good (1) 45% (168/373) Good (2) 18% (66/373) Average (3) 5% (17/373) Marginal (4) 2% (7/373) Poor (5) 0% (1/373) N/A (0) Avg: 2.01, NZAvg: 2.02, sum=751, cnt=373, nzcnt=372

How many hours, on average, did you spend on each week on on-line homework?

Average: 10.1 Max: too much Min: 1 Count: 373 Data

How did you generally work the homework?

51% (190/373) By myself (1) 34% (126/373) With one other person (2) 15% (57/373) In a group of three or more (3) Avg: 1.64, NZAvg: 1.64, sum=613, cnt=373, nzcnt=373

Your thoughts on the requirement for providing units with most homework answers?

17% (63/373) Very Helpful (1) 24% (88/373) Helpful (2) 54% (202/373) Necessary, but a pain (3) 5% (20/373) Unnecessary (4) Avg: 2.48, NZAvg: 2.48, sum=925, cnt=373, nzcnt=373

Rate the usefulness of the intermediate value checks added in module 4.

53% (198/373) Very good (1) 25% (92/373) Good (2) 12% (43/373) Average (3) 4% (14/373) Marginal (4) 2% (6/373) Poor (5) 5% (20/373) Did not know about it (6) Avg: 1.92, NZAvg: 1.92, sum=717, cnt=373, nzcnt=373

How does the homework system compare to other systems you may have used?

1.  no 3.  Good 4.  no 5.  It's better. 7.  no 8.  It works so much better than any other system 9.  better 11.  Never had to do onrine homework. 12.  While necessary, I feel that the online homework could be somewhat frustrating. For me, it's better to be able to sit down and spend two hours on some difficult written homeworks, turn them in and have someone correct them so I can see what I've done wrong instead of struggling with the online homeworks which provide no feedback other than you're wrong, unless it's being off by a certain factor. 13.  I like that we have a chance to earn 110% 14.  The best and easiest. 17.  more reliable and useful 18.  The homework system was very good compared to ones I've used in the past. 20.  Good 22.  Much better than anyone else's. 23.  More tedious. 25.  It is much better since the correct answer is required rather than turning it in before knowing the answer. 26.  I would rather have the due date at class time. 27.  Works well. Used WebAssign in calc. Worked much more smoothly. 28.  This system uses units. 29.  very rigorous 30.  Pretty good. Definitely a lot better than Mastering Physics or Mastering Chemistry 32.  It is different because it is online, and I like the hints. 33.  I've never used online systems 34.  Helpful hints. 36.  I found it helpful to get immediate feedback on answers. This allowed me to know whether or not I was on the right track or not. 37.  Much more organized. 38.  Very effective 39.  I didn't have homework in any of my other classes 40.  Incredibly better than some other homework systems I've seen 41.  All my other classes do it online as well so not very differnt 42.  Its the best one i use minus the amount of homework we get for this class 43.  It is a a lot better than web assign and mastering chemistry. 44.  I liked the EF website a lot more than other homework websites I use. 45.  good 46.  This system is much more user friendly 47.  similar 48.  I like this homework method much better than other methods. 49.  I like it more than Mastering. 50.  Better I like how you can go back after the due date for partial credit and it is overall more organized than another program I used 51.  I felt like yeah discussion board was very effective 52.  It is more complicated. But it works for the format of this class. 53.  average 54.  Better than systems such as the mastering chemistry program. I liked the hints and the intermediate value checks, as well as the discussion boards. 55.  I've used web assign before and I liked this better. 56.  I like it better than other on line homework 57.  I thought it was much better than most online homework systems. I have used mastering chemistry and was not as good as they system we use in EF151. 58.  It automatically telling me whether or not my answer was right or wrong was good, but the units were often a pain, and having to use three significant digits was annoying given that we weren't following the rules involving them. 59.  I thought the homework was helpful, even if it was time-consuming. 60.  Overall a very intuitive system that I thought was pretty cool. 61.  so much better I love knowing that night whether or not i have the question correct and if incorrect i can go back and find my own mistakes 63.  It was a lot better. I liked the chance to get extra credit that way if you missed some on the 1st few tries you can still get full credit. 64.  great compared to my chemistry homework 65.  I think it is a good system but it took forever. 66.  I like the on-line homework where you can immediately know if you are doing it correctly 67.  It is way more efficient than any of the other online homework systems I have used. All of the pearson lab program and the online homework system for math pale in comparison. The hints, the discussion board, and the small subtraction of percentage of the grade instead of just getting it wrong are all very helpful. 68.  A lot more advanced, very good on accepting varying answers rather than a specific exact answer that is ridiculous. 69.  Better 71.  One of the best homework systems I've used 72.  This homework system was the first I had ever used like it. I thought it was very good 73.  There is a lot more of it, but I like that you have multiple tries so you can see where you're messing up rather that only having one shot. 74.  It is infinitely better than the mastering site. 75.  better 76.  I has similar online homework in high school physics 77.  Much better 78.  Best online homework system I have ever used. Continue using it. 79.  HORRIBLE. i hate the online homework so much. i could spend 3 hours on a problem and still get 0 credit for it because it wasnt the right answer.i 100% prefer being given problems from a book to work out on a piece of paper that i turn into a teacher. that way i dont waste massive amounts of time only to still get a 0 on a problem because its way too difficult. with homework this hard it made me very discouraged and made it very hard for me to care about going to class or even attempting homework sometimes just because it didnt matter the amount of effort i would put in my grades would be bad regardless 80.  It is not as good as webassign which doesn't take points off for the first 5 tries 81.  On par with others for the most part. 82.  This is more reliable and easier to maneuver. 83.  Very effective, very fair, very realistic. Been through a number of homework programs in my progress at UTK, and this is by far the best I have used– I feel like I am doing homework for class and for the professors– not some standardized system with standardized, general questions. 84.  It was good with me knowing my grade hints help a lot. 85.  This system is the best I've used because it does accept a lenient amount of answers and it can convert units. While it can sometimes be picky, it made entering answers a lot easier and does provide helpful hints. 86.  pretty much the same 87.  I like this one a lot better because on some of the others they were really picky on what the answer should be. 88.  It is better than mastering chemistry. 89.  Usually on-line homework is a pain because you're going off of the computer and praying that you didn't mess up one decimal, whereas when a human grades your work, they can find where the mistake was. Thus system however was the best on-line system I've used thus far. WebAssign and MasteringChemistry pales in comparison to the system EF uses. 90.  this one is most helpful for me personally 91.  Better than web assign. 92.  Very well organized. Although I probably spent too much time on the website it was a very effective tool. 93.  the most effective and most reliable. 94.  the system its self is good, but the weight of homework and participation in our final grade is too high. 95.  i liked that it told us we were wrong and let us try to correct our mistakes 96.  Much better than others, I prefer this the most, I enjoy being rewarded with extra credit for finishing early 98.  The system was good. 99.  N/A 100.  The homework system is very nice compared to others. It is extremely helpful that it accepts multiple forms of syntax which many other homework sites do not accept. 101.  This was a good homework program 102.  it wasn't great. if i would just turn in the homework it would be great but with the blackboard the system would count a question wrong even though the answer put in was right. it would be off by a decimal. if there was a teacher grading the test then they would understand the error. 103.  The Homework is the best way to use homework. 104.  much better 106.  The homework system is overall a good one, and I find it better than the others I have used. 107.  I like this system. 108.  I liked it. Loved the extra credit aspect and that it helped our grade. 109.  good 111.  I would much prefer the EF system to any other. 112.  This is by-far my favorite homework system. 113.  Much better. I think the homework was a bit extensive and over detailed, sometimes just unneccessary work, but the hints and IVC's were nice, along with what you were off by a factor of. 116.  This was the easiest but a pain that 110% deadline was the night you learned the material. 118.  This was my favorite homework system that I used this semester. 119.  It is much better and much more helpful than other online homework systems I have used. 120.  The homework system for EF 151 seems to work extremely well. I found no incorrect answers or bugs, and the small problem that occurred in module four was promptly fixed. 121.  This is the first time I have had to do homework online. I really enjoyed it. 123.  Much better, it lets you know if a sign or a simple mistake is the only thing throwing you off. The other systems just tell you the answer is wrong with no helpful explanation or way to help you come to the correct answer. 124.  I found it far better than traditional, hand in paper, methods 125.  This homework system is above average. 126.  It helped me understand the material but the homework was too tedious and time-consuming. Definitely a homework overload. 127.  It's better than WebAssign. 128.  I love having online homework. It makes me feel like I have to complete the deadline. Also, I loved having the opportunity for extra credit. 129.  I liked that it gave you feedback and analyzed what might be wrong with your answer. 130.  It is much better than the one linked through blackboard. 131.  It is very picky about the answers. If they were not exact, I feel as if it was too intolerant of rounding and such. 132.  similar to web-assign 133.  It is far superior to other systems I used 134.  Compares to Mastering Chem, this is a gift from God. 135.  The system work really well, it's just a lot of work. 136.  Great! 137.  Much more in-depth. The hints are worthwhile, and overall there weren't a lot of issues with how answers were evaluated. There were times when the values used to obtain the accepted answer were slightly off, causing a wrong answer when there shouldn't be one, but for using a system that varies given values and final answers there's not much to complain about. 138.  only system of homework i have used but i really liked it 139.  First time I've ever used online homework 140.  it is very percise 141.  Much more user friendly than other homework programs such as WebAssign or Mastering Chemistry. The directions are much more clear. 142.  It is very organized and has very few glitches, unlike others. 143.  Good 145.  147.  alot easier to use 148.  It honestly works a lot better and I only had a problem with it being very picky about the closeness of the answer once or twice. Definitely a lot better than the Chemistry one. 149.  I think this one was very good compared to other ones I have used. 151.  Better than others used 153.  it's very detailed 154.  I have one other class where we have online homework, and it is about the same. 155.  good 156.  - 157.  Its alright 158.  Much better than webassign 160.  Very good system for the most part. 161.  I like the homework system, especially when it gives feedback for wrong on wrong answers. 162.  much better i loved how if you didn't complete a hw assignment on time you still had time to complete it 163.  It is much more effective 164.  better than others 165.  good 166.  I like how its online but the hints are not that helpful considering we were not told to buy a textbook and the textbook never even helped. The only way I managed to get the answers to some of the questions was through the discussion board. 167.  I liked the homework system better than most others I have used. 168.  Much better 169.  I like this homework system better than any of the other ones I've used 170.  I like it, though encouraging doing the homework in groups would have certainly been a benefit to me. 171.  It was very easy to understand to use and very helpful for the overall class. 172.  Very good 173.  Way better 174.  . 175.  It works well. 176.  Homework system itself is alot better than any other I have ever used. 177.  It is better than mastering chemistry but only barely. I lost a lot of points because I either had the right answer but could not figure out the units or had the right answer and units but could not figure out the correct way to enter the units in to the computer so it would accept them. 178.  It is much better because it understands many different answers and units and also provides hints and commonly performed mistakes. 179.  This homework system is a lot more effective. 180.  I like it better than blackboard or mastering chemistry by far. 181.  I love this online system. I do however think you shouldn't be counted off for mistake in units sometimes you just mess up. 182.  A lot of homework. Very time consuming. 183.  More work, but more effective 184.  I think that the online homework is awesome. I like the fact that it works on my phone too, so I don't have to have my laptop to use it. 185.  The system was a bit different. More fickle on sig figs and units. 186.  I like this homework system much more than webassign. 187.  Much more useful due to the discussion board, hints, and intermediate value checks 188.  Much better then the turn in homework of other physics classes. I actually have an immediate return on my work at minimal deductions. The only problem was the amount of homework I had not anticipated for this class. 190.  This was by far my favorite homework system ever 191.  This is the best homework system by far. Webassign and Mastering Chemistry are awful compared to this. I wish they were more like the EF site. 193.  N/A 194.  This semester is the first semester I have had to do homework online. 195.  The system was very good, I have no complaints 196.  First online homework system I have used 197.  N/A 198.  It was fine, the discussion board and intermediate checks were very helpful. 199.  By far the best one. 200.  I like that the homework is online and that it gives you feedback when you're close to the answer. The homework helps me understand the material more even though it can be frustrating. I like how I can turn it in late, just for less points. I also like how there was a set number of sig figs to type in. 201.  Amazing. Whoever makes these should start working on other online homework systems (mastering chemistry, web-assign, etc...) 202.  Never have used another on line homework system 203.  This homework system provides hints, which I like and another homework system I have worked on does not. 204.  I liked the feedback 205.  Much more organized 206.  I like this one a lot better than the one I was using for chem 120. It was less finicky and overall I think it helped me to understand the concepts 208.  Its better than webassign 209.  It allows tolerance for answers and gives you hints. 210.  It's way better than masteringchemistry 211.  It is good but it is very picky about the answers. 212.  Better than the other system I had to use for Chemistry. 213.  I like this system more than mastering. 215.  It really helped because you got immediate feedback, but if it was hard to tell what you were messing up on. If you couldn't get one answer, it could limit you for several others. 216.  N/A 218.  Much better 219.  probably my favourite 220.  This homework system is very good. 221.  I like it more than Blackboard. 222.  fine 223.  It was a pain to use and not entirely helpful 224.  Probably the best one 225.  I like this one a lot. 226.  I thought it helped me understand the material much better than other homework systems. 227.  Nothing to compare to 228.  I really like the online homework. I think it's very effective. It's a great system. 229.  I really dislike how much homework was assigned-- I think it took away from my ability to learn in a way because I would be stuck on one problem for so long I would be behind in the homework. 231.  Compared to the MasteringChemistry software, EF 151's is stellar. I actually enjoyed being able to receive instant feedback on my work. It helps me learn. 232.  great 233.  It is better than or just as good as my other online homework systems used this semester. 234.  Hard 235.  Far superior. It makes MasteringChemistry look like Windows94. As far as running smoothly, it was comparably with MyPsychLab, but it accomplished far more. 237.  NE Dr had online homework before 238.  I really appreciated this homework system. I really liked that it doesn't count off a lot if you miss a problem, but it does keep you wanting to use the least amount of tries. 239.  A lot better than most. 240.  The only other one i've used this year is mastering chemistry, which sucks. I liked EF's homework system a lot. I enjoyed the 110% night, the intermediate value checks, and the hints a lot. The IVC was the most helpful thing. It let me know that i was on track with my problems. The hints were good, except when it said "check textbook example …" This got on my nerves. I also really enjoyed the discussion board. When I didn't know how to do a problem, i could ask and get an answer. I also could read the previously asked questions to get an idea of what to do. The discussion board is amazing. 241.  Similar, and i liked it. 242.  the home works are so long compared to others 243.  Well it's much better than mastering chemistry, I'll say that. 244.  It is much better than Mastering Chemistry. 245.  similar to other homework systems 246.  Its good, but very lengthy. 247.  better 248.  It's really annoying when you have no idea what to do and you're just sitting there kind of helpless. 249.  Did not use any other homework systems 250.  I like the homework system much better than webassign. 251.  It was the best homework system I used. 252.  Love it. 253.  It's freaking awesome. I wish every class I took this semester used this system of online homework. I also really liked that the homeowork accepted different forms of annotation as correct. 254.  I liked it especially when the intermediate value checks were added. 255.  It allows us to see what we might have done wrong if we get a try wrong. 256.  Far better than most other systems. 257.  Like it being online and having instant feedback whether I got it right or wrong. 258.  I haven't used online homework systems before but I liked the fact that you got multiple guesses 259.  Helpful. 260.  sooo much better! 261.  Better than chemistry 262.  It is good, similar to web assign in many ways. I like the instant "you are right or wrong" when doing homework. 263.  I like this homework system very much, and helped me a lot when it came to accuracy and units. 264.  I didn't have other online homework to do. It was a easy method for doing homework though. 265.  not well the questions at time seemed to not be the same stuff we went over in class, they were similar. But not the same, usually was off by a factor or something that we didnt go over in class. 267.  this is really good, because you have an area you can go to ask question to the people who are taking the homework as well as the TA'a and teachers 268.  It allows me to find mistakes in my work immediately. 269.  I liked this one better than chemistry's. 270.  it is far more effective 271.  It was very good. Discussion board helps alot. 272.  it is good 273.  not as good as web assign 274.  I enjoyed this homework system more than any of my other clases. 275.  Fine 276.  The best and most comprehensive I 've used yet 277.  More time-intensive. 278.  It works well apart from the few mistakes in the intermediate value checks. While this system is new, it was frustrating to think that I was doing it wrong when I wasn't because of the value check. To the best of my knowledge though, the issues were resolved. 279.  I like this system MUCH better. I hope other classes use it. 281.  It's more homework than I'm assigned for any of my other classes. And i'm doing the worst in this class. 282.  I find it easier when it's online to get the homework done at whatever pace you want. However, I hate submitting the homework online. I know units are important but one minor error and it counts it wrong, or if you round incorrectly it'll count it wrong. 284.  Better than my math lab 285.  I like it a lot better because you get instant feedback, and if you're close it tells you what you've done wrong. 286.  I thought the homework system was good just putting in the answers was a pain. It sucks that we get graded on the answer instead of all the work that we put into the problem. 287.  It is by far the best homework system. 288.  It is harder, but more beneficial. 289.  never did online hw 290.  Very time consuming 291.  It is the best online homework possible I believe 292.  I haven't used any other systems 294.  Good 295.  It sure beats Mastering Chemistry. 296.  Its good, but still has its flaws 297.  The overall setup is fairly user friendly and navigation is not very difficult. 298.  It's useful especially because of the discussion board aspect of the website as well as the hint system. 299.  I like this better then webassign. 300.  I like it better than mastering chemistry 301.  Compared to the "Mastering" series and WebAsign this homework system was by far the best. 302.  Well.... it was way easier to keep organized so I could come back to work on it later. 303.  it s more complex but it is effective. 304.  Much better than the Aplia or MasteringChemistry systems I have used in the past. 306.  I like it much better than WebAssign 307.  Rather good, but too lengthy for those who already understand the concepts 308.  As with most classes, the homework for me has primarily been used to LEARN the material. To see what to do and what not to do in actual problems. The issue is that we get penalized for learning. Everytime I get closer to finding out hoe to do the problem correctly,"Learning", my grade is lowered. Additionally, the discussion board is not set-up in the format of a student asking how to do a problem, and then receiving the steps to do it. i.e. "Learning" WE are just provided with some random comment about something pertaining to the problem so as to further draw out the process of completion. Come on please, you're here because our dads pay for you..... 310.  NA 311.  Good. 312.  like it more than others 313.  I think it is the best system I have used so far. 315.  More effective as a learning tool then any other class 316.  better 317.  much harder 318.  best. 319.  The system was on the rare occasion glitchy, but it is one of the quickest and most effective systems because the student at least learns if his or her work produces the correct answer, and the online discussion board was helpful if none of my friends had figured out the problem. 320.  It is the best system I have used out of three this semester. Very happy with it 323.  Only online system I used. 324.  very different 328.  Not at all. 329.  I have not used a homework system like this before. 330.  This hw system is great being that it tells you that you are wrong, then provide hints (sometimes); others just say your wrong with no idea of where you went wrong. 331.  I didn't like or dislike the way it was to be used. 332.  Much better. Blackboard crashes too often 334.  This one was my favorite, discussion board helped a lot. 336.  Better set up than most online homework programs. 337.  This homework system is great and should transfer to other classes. 339.  HARD! but great system wise 340.  It is very good in its utility. The discussion board was a godsend most of the time, and the intermediate value checks helped a ton. 341.  I like it better mastering chem and web assign 342.  It was effective but the binder organization was highly time consuming and took away from time spent actually learning. 343.  It is much better than other systems I have used. 344.  This homework system is probably better than any other system that I have used. 345.  It is good, but would be helpful if there were more similar examples to look at, because half the time the frustration of not getting the correct answer would just stop me from trying. 347.  I like the online homework, especially if I am too busy, I can still turn it in late, or do it early. 349.  i don't think our homework grade should be affected for using the wrong units. 354.  I love the use of computer graded homework systems that actually work well 356.  ok 357.  Effective for learning material. Too much content though. 358.  Like nothing i have every used. 361.  1000 times better than using webassign. Very good. 362.  Too much homework and at times (like the review) it is detrimental to learning overall. 363.  I used webassign before this 364.  Much better than WebAssign 365.  better 366.  The homework system was much better than web assign. It gave good hints and even feedback on answers. 367.  i love it. its more forgiving. 368.  This was my first experience with an online homework system with a built-in ability to check answers, and my experience is mixed. It is extremely effective at what it provides to students in terms of verification, but for me and likely others the program is very finicky or confusing, whether it be in determining the units, explaining that something is off by "a factor of n", or by quirks such as disallowing comma usage (which is by itself not bad, but accidentally adding a comma detracts points). I feel like a lot of tries used and points missed are not due to student error as much as an unrefined system. Still, considering what it is and what it provides, I dislike it yet think it's good. 370.  The time limits placed on the homework are at times difficult to work with considering my schedule. 371.  This homework system is good all in all, I like that we get multiple tries to see what we are doing wrong, and I like that we get a little extra credit by doing it earlier. 372.  Better than most, just very lengthy. 373.  about the same

General comments/suggestions for improving the homework system:

1.  no 4.  no 7.  no 8.  have intermediate value checks for all problems 9.  none 11.  N/A 12.  None, really. 13.  Homework was tough, but helpful. 14.  Works great aside from a few bugs. 17.  none 18.  Put the intermediate checks on every module. 20.  Good 23.  None. 25.  Clarify some of the hints a little more. 26.  I was unaware that after the 100% deadline that the points only go down by one point an hour. I would quit at midnight and come back the next day. It would be helpful to make it better known that you can get more credit by working later. 27.  Add intermediate checks to other modules. 28.  visual hints. 29.  fix the bugs with the intermediate value check 32.  I would recommend weighting the homework more. 33.  Better hints 34.  . 38.  N/a 39.  Improve the margin of error in the decimal places 40.  its pretty much perfect 41.  Make examples more relatible to the notes 42.  none 43.  More intermediate value checks. Maybe unlock more hints if the student goes over a certain number of tries. 44.  Make sure the intermediate value checks are actually right. Otherwise the homework system was really good. 45.  i think it is very well 46.  Keep the intermediate value checks 47.  make the homework relate more to the tests and have them act more as a study tool instead of making it such a challenge 48.  very good. 49.  Keep the intermediate value checks!!! 50.  Doing more intermediate checks 51.  Felt like it was helpful 52.  The later modules, 3 and 4, didn't have homework that matched what we covered in lecture. The sassy hints about looking in the textbook were very annoying. Most of the time, the textbook examples weren't even helpful. I'd prefer a real hint. Sometimes, the only way I could work a homework problem is the look at Dr. Bennett's old posts on the Discussion Board. 53.  more hints on the historically difficult questions 54.  N/A 55.  None. It was very effective and easy to use. 56.  I like the intermediate value checks 57.  N/A 58.  Take out the units, fix the sig figs 59.  The intermediate value checks were great. 60.  No try penalty for missing units or signs the first time. 61.  n/a 63.  Add intermediate value check to all homeworks 64.  homework system was good and better than any other class 65.  Not making it so long 67.  The 110% credit for doing the homework early was really helpful and I appreciate it. Definitely keep it. 68.  More attention to the discussion board. 69.  Not so much. I got bogged down with the amount. 70.  I think that it would help for there to be more examples to cover each type of problem instead of leaving many students utterly confused on how to work certain problems. That way being better prepared for the tests 71.  Intermediate value checks and hints for alternate solution methods 72.  using the intermediate value checks for all the modules 73.  Maybe have the discussion board constantly monitored. Sometimes it took a while to respond to questions. 74.  Some of the questions were extremely difficult, but overall it helped me succeed in the class. I also liked how we could complete the homework for 110% if we did it early. 75.  more value checks 77.  I thought it was a good system 78.  No suggestions. 79.  problems that arent so ridiculously hard. 81.  Remove or at least increase the limitations on decimal precision. That, or simply change the penalty for being too precise to a warning, rather than a wrong answer. The system itself gives incorrect reasons for wrong answers sometimes, leading one to have to sacrifice more points in order to test and figure out if they were wrong due to precision, or actually wrong. 82.  Should not have a two homeworks due on one night. 83.  Sometimes kills me on top of other classes– maybe tone down the amount due by just a little, or what would be better since all the homework is necessary, is to extend the 110% due date to the day AFTER the material is presented, rather than at the end of the day it was presented. Very difficult to make as many 110% deadlines as I would like to when I am presented the material to be efficiently working the homework just 12 hours before it is due (had some uncontrollably spontaneous classes this semester that never found a routine). 84.  I didn't really like how some of the hints would be in the book, but they didn't match the book examples. 89.  Hmm, not to sure there is anyway to improve what you all already have set up. 90.  n/a 91.  Good as is. 92.  I felt that most homework problems began to become repetitive in a way that students would rather just credit for a correct answer instead of actually learning the material. 93.  shorten the amount of homework. 94.  lower the weight of the homework,and extend the 100% deadline to the test. While it is helpful for almost all to learn at a steady pace, it is not truly necessary to know the material until the time of the test (or if you use it in a project). 95.  . 96.  Keep the intermediate value checker, That really helped a lot 98.  Make them more like the lecture problems. 99.  N/A 100.  The hints could be changed slightly to be more specific. Instead of just saying "FBD", it could say in which direction the forces need to go. 101.  none 102.  not sure 103.  The system must have intermediate value checks. 104.  - 106.  Intermediate value checks are a big help, but I would like for there to be a few more hints if you get the wrong answer the first time. 107.  Nothing could be improved. 108.  No suggestions. 109.  nope 111.  Homework is hard, sometimes incredibly so. While challenging homework is sometimes necessary, there was an assignment every now and again that was entirely too hard. 112.  It was very good. 113.  Less of it >.< 114.  It gets rather frustrating. Many times it is hard to tell what was done wrong. 115.  Intermediate value check was great for me as I could see if I were on the right track. It could be misused, I suppose 116.  Put the 110% deadline one day after you have talked about it. 118.  I wish that it wouldn't count off when you forget units. I wish that it wouldn't deduct off the points you could get and tell you that you must add units before you get the full credit. 120.  Sometimes I was not sure where to find something on the website overall. Besides that though, it's a good site. 121.  Never have the only hint on a problem be "See text example #". 123.  none 124.  The hints to refer to the book were useless. 125.  I would include some way to provide conceptual assistance outside of the often vague discussion board. 127.  It seems to work pretty well, doesn't need to be changed. 129.  Add the intermediate value check to al the homework's. 130.  More consistent hints when the answer is off by a small factor or a negative sign 131.  Keep the intermediate value check. 132.  n/a 133.  None 135.  Add the intermediate value check to all modules. 136.  none 137.  The intermediate value checks were definitely of help in multi-step problems to ensure that simple math errors won't cause a wrong answer at the end. 138.  the online homework made me study and made sure i understood the material 139.  none 141.  See above. 142.  Have more help available. 143.  I thought there was too much homework. Focus on homework problems that will be on the test. 145.  147.  none 149.  Maybe a few multiple choice concept questions like on the tests. 151.  Like intermediate value checks and hints. 153.  be more clear in the wording and don't say refer to text book as a hint that doesn't help! 154.  None 155.  nothing 156.  - 157.  less lengthy problems 158.  I genuinely like the way homework is handled in this class, it can just be challenging sometimes and it is easy to fall behind 162.  N?A 163.  Add intermediate value checks to modules two and three 164.  dont refer to the textbook examples as hints 166.  Make it better 167.  none 168.  I enjoyed the online concept 169.  none 173.  No 174.  . 175.  - 176.  More intermediate value checks 177.  make it so if the computer does not recognize the units it just tells you it will not accept the answer with out losing any points. 178.  Perhaps add a button that when clicked, collects a vote for more coverage on this particular topic. That why if everyone is struggling with something you immediately know and can assist us in lecture or add it in recitation. 179.  Even though doing the homework was a pain because it took a long time to finish majority of the time. it was helpful. 180.  Module 4 blew my mind in homework. 181.  see last comment 182.  None. 184.  Use intermedite value checks for the whole semester! They're very helpful. 185.  You should tell people to find others to work with, I spent a VERY large portion of my life working on homework from this class alone. It is very very hard to figure out problems when you don't have others to collaborate with. Also, giving homework the day before a test, is never a good idea. I also didn't ever get to study as much as I would have liked because I had to do homework before it was not 100% anymore. 186.  I think if the topics are covered clearly in lecture the homework is not a problem. But, when lecture is rushed it is much harder to do the homework. 187.  None at this time 188.  Maybe broaden a few of the homework limitation boundaries for the answer, there were a few problems that I left unanswered due to round off of numbers from large problems. 190.  No need for improvement, it is already great! 191.  Don't count off points if there is a double symbol. Such as accidentally putting two decimals or hyphens or dashes. 195.  At times the homework was just too overwhelming I believe less homework, but more focused on the unit would greatly help. 196.  Add intermediate value checks to all problems, work more homework-related problems in recitation 197.  N/A 199.  It's the bomb. 200.  Some of the homework problems seemed to be harder than what was on the test. I'm not sure it's necessary to make some so hard in comparison if we do not need to know how to do such hard problems. 201.  None. 202.  helped with studying for test but was long 203.  Not assign such hard problems for homework. I feel like the problems we went over in lecture didn't even compare to some of the homework problems we had to do.not assign as much weekly homework because it was easy to get behind bad when you got behind you lost points very quickly and easily. 205.  Its as good as it can be 206.  maybe give the formula needed to solve the problem after the 100 percent deadline has passed to help students that struggle with the concepts. I feel like I better understand the concepts after watching a video of schleter working out a similar problem 208.  no comments 210.  Sometimes the decimals are way too picky and sometimes they aren't picky at all and that can be really frustrating. 212.  Maybe worked out solutions to similar problems to the homework availble 213.  I think that the intermediate value check should be continued. I really liked the addition. 216.  Adding more hints or extending full credit due dates 220.  The hints system should update with the textbook, because sometime I follow the hint to look at the textbook, but I cannot find the correct section. 221.  Less homework. 224.  The best study tool I had 226.  I thought it was great. 227.  N/a 228.  None. 229.  Please less homework. I understand it is important to work problems to understand the concepts and be prepared for exams but I feel the amount of homework was excessive. 231.  A little less HW :) maybe. It's great though. 232.  none 233.  Some of the homework problems felt more difficult than problems done in recitation, but overall homework was good 234.  More examples done in class. 235.  Add a clear guide for annotation of units 237.  Less work, more productivity. Busy work never helps anyone it just makes them mad 238.  Having the units in the answers was helpful, because it made me realize what unit was needed and I was able to remember for the tests. However, I did not like that it counted off if you got the units wrong but the answer right. Something as simple as forgetting to include the units or not using the correct abbreviation cost a percentage. 239.  none 241.  Shorter 242.  decrease the number of homeworks 243.  Sometimes the book hints didn't coincide with the homework problem. They were always close, but I experienced some mistakes on that front. 244.  I really don't like online homework. 245.  If the homework system could somehow give you hints on ways to start the problem without looking at the discussion board, that would be beneficial. 246.  Make it shorter. 247.  I would just reduce the amount of questions and not give homework the week of a test. 248.  Put the punt system back in. 250.  I think the homework system works really well. The hints were helpful and I liked that I could do the homework early for extra credit. 251.  There is quite a bit of homework, but practice is essential. 252.  no suggestions. 255.  n/a 257.  Homework was definitely a struggle. I was never really able to get ahead in the homework. Spent so much time simply getting it done that I wasn't able to truly understand what I was doing. It's helpful, but there needs to be less of it. Also it was aggravating when parts of homework required you to get the answer right to certain parts before answering later parts. If you can't get the early ones you're screwed for the later ones until you can get help. 258.  maybe make them shorter? they often took a very long time. 259.  I like the system, but there was definitely a lot of homework. But the homework helped with the tests. 262.  Intermediate value check needs to be re-done. Some of the values were not even needed based off how the material was taught in lecture. 263.  NONE. 264.  None. 265.  work more problems in lecture similar to the homework. 267.  what you have is good, keep it up 269.  You shouldn't make two homeworks due on the same night. 270.  Include conceptual questions that will help put us on the right track, even if they are worth little to no points. Don't put hints from the textbook that only some people bought. Label the lecture problems and reference them 271.  Better lectures before the assignments. 272.  make fewer hints based off of examples in the book. 273.  good 274.  I like the system. 275.  Intermediate value systems are good! Book hints are not helpful when you tell us that the book is optional. 277.  More things like the intermediate value checks would make it more useful as a learning tool, rather than just a countdown timer for the answer for points. 278.  More intermediate value checks and DON'T use textbook examples as hints. They are useless for the people without the book and, from what I can tell, for most of the people with the book. 279.  More typical problems found in class would have been better. 280.  should not have some hints such as "refer to textbook" since most people don't have the book 282.  have less homework questions. 284.  Not as much homework 285.  The hints that say refer to the book are kinda pointless. I have the book, but I know a lot of people that didn't so they were kind of stuck. 286.  The homework should be able to tell you when you are close to an answer and have a potential rounding error because I missed a whole lot just because the computer system is picky. 287.  None 288.  Use intermediate value checks for all the modules. 289.  none 290.  Lot of time is needed 294.  Loved the new hint system when it worked. 295.  Make "punt" a viable option after 15 minutes and 10 tries. 297.  Each question says it is looking for 3 sigfigs and on many occasions, my answers were wrong because I rounded to 3 sigfigs. The "correct" answer is always given with 4 sigfigs. That was very confusing to me from the beginning and I found myself almost always answering with 4 sigfigs. 299.  I want the field goal system. 300.  Just give the extra credit due date 24 hours instead of the night of lecture 301.  Put the Punt back in 303.  none 304.  An online resource for practice problems which are similar to the homework problems would be helpful because I know many people do not have the suggested text book (including myself). This made the tips to look in the textbook ineffective. Unfortunately I realize there is not one website with all of the material covered in the way our homework does, so I understand the limitations. 306.  Using questions more relevant to the tests. 307.  Don't muddle it with arbitrary units that only seek to perturb me and avoid 308.  Completion Grades. Better assistance when struggling. 311.  None. 312.  n/a 315.  None 316.  none 317.  none 318.  none 319.  Beware of glitches. One homework glitch revealed the equations required for the problems, albeit covered in a lot of confusing symbols, and only for seemingly random students that happened to update the page at this one specific instant. 320.  More people on the discussion board that know what they're doing more than just Schleter so more questions may get answered. 323.  N/A 324.  not as long 328.  More helpful hints. 329.  None 330.  No improvement necessary. Great number of problems bc it really sunk n the knowledge, plus level of difficulty was good, challenging but solvable. 331.  I don't think that there should be quite as many homework assignments to complete (approx 2 to 3 a week). I often had to work or had other homework as well. 334.  IVT check on all the homework. 339.  N/A 340.  The problems themselves. It was mentioned earlier, but most of the problems did not correspond exactly with the material taught, forcing myself to spend several tries and an hour or so searching for the correct way to complete the problem. Discouraged me from doing some of the assignments completely. 341.  I didn't like how much time was put into the portfolios for only three problems to be graded 342.  Do not require all the homework to be on engineering paper in a overly organized fashion in a binder. 343.  Having to include units is aggravating at times and the significant figures thing, cause you can have the answer right but get it wrong cause you have too many or not enough significant figures. 344.  Make it so that you can do the problem again with different numbers for better practice. 345.  Add the punt system back in. 347.  The extra credit opportunities were very nice to have. 349.  love the unit converter; not many people know about it. i would also like a better explanation on how to use that calculator thingy. 354.  The penalty for getting an answer wrong is very generous. Please don't change it 356.  none 357.  - 358.  I like the online homework but some of the problems are pointless mindless questions that require a lot of time and don't teach us anything; like all that smoot crap and how you insist on having 50 different units in one question. It becomes very annoying and doesn't teach me anything but how to jump around and yell in frustration. Please don't waste our time. Oh and the intermediate value checks are definitely useful. Another thing is that on some of the harder problems the tips were like "look at example 5.6", and as a person who didn't get the book this didn't help me at all when i needed it. Something i would like is if you had a link for not the same but a similar problem that has been worked out that could be viewed as a reference or something for some of the harder problems. 361.  More hints would be great. 362.  read above comment. 363.  better hints please 365.  i like it 366.  None 367.  text example hints aren't hints. -_- 368.  In general I somewhat disliked the difficulty in homework problems compared to the exam. There is such a huge difference in the way one approaches a homework problem (spending lots of time and checking back and forth) compared to an exam problem (rushing against the clock with relatively easy problems). While this is to be expected to some extent, in my opinion there is a lopsided emphasis on certain concepts for homework problems that is simply ignored for the exams, and one way or another this should be balanced. For the intermediate value checks, adding hints for the units would be appreciated for certain problems where the unit may be unclear. For example, in some problems the mass is unneeded for a mass moment of inertia problem because it cancels out; when the IVC asks for the mass moment of inertia, it is initially confusing when one first uses the IVC because the correct answer simply pretends like the mass is 1kg (thus making the overall unit kg-m^2), when the mass could be any nonzero constant. 370.  None. 371.  The intermediate value check was good for making sure we were on the right track, however when hints are given I feel that they should always actually be hints about how to do the problem, not a page number in the book to look at. 373.  none

Discussion Board

Rate the overall effectiveness of the discussion board.

40% (151/373) Very good (1) 38% (142/373) Good (2) 11% (41/373) Average (3) 2% (9/373) Marginal (4) 2% (8/373) Poor (5) 6% (22/373) N/A (0) Avg: 1.70, NZAvg: 1.81, sum=634, cnt=373, nzcnt=351

Rate the effectiveness of having access to posts from previous semesters.

60% (225/373) Very good (1) 23% (84/373) Good (2) 7% (26/373) Average (3) 2% (9/373) Marginal (4) 1% (2/373) Poor (5) 7% (27/373) N/A (0) Avg: 1.39, NZAvg: 1.49, sum=517, cnt=373, nzcnt=346

How often did you ASK questions on the discussion board?

65% (244/373) Never (0) 28% (105/373) 1 - 4 times (1) 6% (21/373) 5 - 10 times (2) 0% (1/373) 11 - 20 times (3) 1% (2/373) More than 20 times (4) Avg: 0.42, NZAvg: 1.22, sum=158, cnt=373, nzcnt=129

How often did you ANSWER questions on the discussion board?

87% (323/373) Never (0) 11% (40/373) 1 - 4 times (1) 3% (10/373) 5 - 10 times (2) 0% (0/373) 11 - 20 times (3) 0% (0/373) More than 20 times (4) Avg: 0.16, NZAvg: 1.20, sum=60, cnt=373, nzcnt=50

How often did you VIEW questions/answers on the discussion board?

5% (17/373) Never (0) 9% (32/373) 1 - 4 times (1) 13% (47/373) 5 - 10 times (2) 18% (67/373) 11 - 20 times (3) 56% (210/373) More than 20 times (4) Avg: 3.13, NZAvg: 3.28, sum=1167, cnt=373, nzcnt=356

General comments/suggestions for improving the discussion board:

1.  no 4.  no 7.  no 9.  none 11.  N/A 12.  Discussion board was a godsend on the homework front. Helped me solve many problems. 13.  The discussion board was very helpful! 14.  Works great. 17.  very useful 18.  Provide more detailed comments. 20.  Good 23.  None 25.  There is nothing to improve. 27.  Answers could be more detailed. 28.  I like it. 29.  insert an equation function, like in Microsoft word. 32.  I would recommend encouraging more people to use it. 33.  Very helpful in finding answers to my own questions 34.  . 38.  Discussion board is very helpful when doing homework alone 40.  nothing 41.  Helped alot 42.  didn't really use it till 2-3 weeks ago 44.  I thought it was really good 45.  I think its very good 46.  Answer the questions people say they figured out because people still have trouble with it 47.  n/a 48.  Very helpful for questions that were confusing. 49.  N/A 50.  None 51.  Felt it was very helpful 52.  I love the discussion board. I know you all try to give us answers that get us thinking, but Dr. Bennett's old answers were more helpful. If you are straightforward, it makes up for the points you skipped or didn't explain well in lecture. 54.  Very helpful. I liked having access to questions from previous years and the fast feedback I usually got from answering questions. 55.  I didn't need to use it much, but it was helpful when I did need it. 56.  Good 57.  N/A 58.  n/a 59.  none 60.  It was great. Very helpful. 61.  used it when i was stuck often 64.  in some cases it helped really well but i believe it is hard to explain physics through them 67.  Looking at past sections questions was really helpful, because often times someone would have already asked a question similar to mine or made a mistake I also made. 69.  It's all good. 71.  It works pretty well so far 72.  maybe incorporate something like Microsoft's equation editor so you don't have to type out formulas in normal text 73.  Have it monitored more. 74.  Definitely keep the questions from previous semesters. 9 times out of 10, I was able to figure out my questions by looking at the previous semester questions. 75.  liked having stuff from other semesters. 77.  I liked having access to the discussion board 78.  Like the discussion board as is. 79.  uploading a link to a pdf or something to show us the correct work would help a lot 81.  To make it more efficient, they could probably be edited down to remove unnecessary posts, as well as being organized into which question they're asking about. Maybe have an option to mark which question letter you're asking about while submitting questions. 82.  they help guide me 83.  None. 84.  I liked it. I wish I would have thought of using it earlier in the semester. 85.  If you ever did get stuck on a problem, it was a helpful resource for students and tutors to look at. 86.  none 87.  Really helpful tool when you dont know where to get started. 89.  The discussion board made my homework this semester. There were times where I was stuck and had no idea where to go next but seeing someone explain something or see a keyword made everything click for me. 90.  faster answers 91.  Very good no changes. 92.  It would be cool to see others work on the boards so that we can learn from each other. 93.  i didnt use it enough to say 94.  I didn't use it much, so I don't have much to say. 95.  . 96.  Like the discussion board, helpful for times when I get stuck on a difficult problem 98.  It was the only way i was able to complete the hw 99.  N/A 100.  It could be organized a little better. It sometimes gets confusing as to which post is replying to which comment. 101.  I done't know how to help it 102.  its nice 103.  Stop letting people post things that say oh sorry I messed up without saying where they messed up. 104.  - 106.  No comment. 107.  Discussion board was very helpful. 108.  No suggestions 109.  never used it 112.  I liked the layout and organization of the board. 113.  discussion board is AMAZING. most helpful tool all semester 114.  I always forgot it was there. 116.  nothing i thought it was perfect. 118.  I loved the discussion board. It made me feel better to see that other students had some of the same questions I did. And the professors did an excellent job of monitoring the discussion board. 120.  I looked to the discussion board twice or three times for help, and I never found anything useful. 121.  It is pretty great. Not much else to say. 123.  none 125.  I often used the discussion board to either check my work or to help when I was confused. 126.  Discussion board was great for help on problems that you couldn't solve. A lot of questions required answers to previous problems but if you couldn't solve the earlier problems you were screwed for the entire one. The discussion board helped me find these answers to answer other questions. 127.  It seems to work pretty well; doesn't need to be changed. 132.  n/a 133.  None 136.  getting everyone to use it. 137.  The discussion area is very good. The majority of the time I am able to go there and verify my method before submitting answers or to ask a question if necessary and have it answered in a reasonable amount of time. 138.  i feel like there should be monitored times like at the beginning of the semester 139.  None 141.  None. 142.  N/A 143.  I think it is effective. 145.  147.  none 148.  I found the discussion board very useful and was very grateful to people who did post questions on it. It helped me answer most of my questions and if it did not, then I would have posted a question on it. 149.  I think it was a little disorganized and not always useful. I did not use it very much however, so I am not a very good source for the discussion board. 151.  Very helpful when stuck with a problem 153.  It's too much reading 154.  None 155.  nothing 156.  - 157.  Loved it 162.  N/A 163.  It is helpful, but some people in the past post incorrect work, which throws readers for a loop. Maybe consider revising past posts, even though it will be a pain 166.  discussion board is very usefull 167.  none 168.  Was very helpful 169.  It helps with homework 173.  They were very helpful 174.  . 175.  - 177.  it needs to be set up so it is easier to understand peoples formulas when they post them maybe by adding something like Microsoft office has so you can make equations. 178.  Maybe add an equation editor toolbar so when people try to show work for all to see it is much easier to understand. 179.  The discussion boards were the VERY helpful. Most of the time I didn't ask a question because someone from previous semesters have already asked and it answered my question. 180.  dont change it 181.  Great system! 182.  Very helpful. 184.  I think the discussion board is great. I normally work a problem, and before submitting the answer I look back at the board and see if anyone else has done it differently so that I can compare my work without losing points if my approach was wrong. 185.  I used the discussion board so much. I used it a lot especially when I would get stumped on the later modules. 186.  The discussion board was very helpful especially when lecture was rushed. 187.  Very helpful 188.  None. 190.  No improvement needed 191.  n/a 195.  some of the answers by the instructors were extremely vague. I know they cant give away answers but some of their responses did not help at all. 196.  Remove incorrect information 197.  N/A 198.  maybe have a window of time that we know that a professor will be on it able to answer questions. A lot of the times my questions never got answered. 200.  The discussion board really helped me when I was stuck on a problem. I appreciate the professors paying attention to the board. 201.  None. 202.  This helped me get through the homework much easier 203.  N/a 205.  its as good as it can be 206.  the discussion board helped me to get started or figure out what I did wrong on a problem by allowing me to access others processes 208.  no comment 210.  I love being able to look at the questions from previous semesters when I got stuck, but actually asking questions was kind of a pain. 212.  Very good. 213.  N/A 216.  N/A 219.  i often just blindly copied the discussion board just to have my homework complete on time and i didn't actually understand why i was doing what i was 220.  The discussion board is very helpful. 221.  I love it. It's a nice way to see what others are having trouble with and using that to get help. 222.  good 224.  It really saved me when I was stuck 226.  N/A 227.  N/a 228.  Sometimes students would ask questions that I have, but then post again saying they have solved the problem. That is very redundant and kind of annoying. It would be better if someone could answer ALL of the questions, even if the person asking the original question has solved the problem. 229.  - 231.  Big help - lifesaver even. 232.  very helpful when stuck 234.  More organized less clustered. 237.  I didn't know there was one till halfway through the semester 238.  I like having the option to view suggestions for working problems on the discussion board. It really helps when I get stuck. 239.  none 240.  Best thing we had was the discussion board. 241.  It's good already 242.  none 243.  The discussion board was extremely helpful. 244.  I think it was fine. 245.  Discussion board is worth having. 246.  None 247.  can't think of any 248.  helpful 250.  The discussion board was great for finding out where to start on homework problems that I did not know how to do 251.  I did not really use the discussion board. 252.  no suggestions. 255.  n/a 257.  Discussion board saved my life. 258.  very helpful 259.  The discussion board was very helpful when I was stuck. 262.  n/a 263.  They are good, however, when a person asks a question and then figures out the answer themselves, the professors should still answer it so other people could be helped out. 264.  None. 265.  none 267.  It is a cool thing to have because you can ask your classmates and teachers questions 269.  N/A 271.  NA 272.  none 273.  very helpful sometimes 274.  I like it. 275.  The comments need titles. If the question is about part B, it needs to have a title of Part B, etc. 277.  Explain to people how to clearly convey their questions. Majority of posts were just useless nonsense of people who clearly were just too lazy to make an effort, and wanted someone to do their homework for them. 278.  Very good. 279.  Add parts to each question so that one can sort depending on which part (A, B,.. etc.) 282.  I loved the discussion board, it helped me learn the material better. 284.  nothing 285.  When people would post a question and then be like never mind I got it it was kind of frustrating because oftentimes I would have the same problem and still be stuck. 286.  The discussion board helped me a lot through this class, and I don't think it could improve. 287.  None 288.  Maybe if it is until 12 am. 289.  none 295.  Having previous semesters' posts solved most of the problems I had. 300.  None 301.  The discussion board really helped me learn the material better. 303.  none 306.  HELPFUL 308.  Absolute Shit. 311.  Good. 312.  helped me so much 315.  Good resource 316.  none 317.  none 318.  none. 320.  I like the idea of connecting students after class hours to work on problems together 323.  N/A 324.  it is good 328.  Make it more user friendly. 329.  None 330.  No idea on how to improve it. 334.  Thought it was well put together. 339.  answer questions more thoroughly 340.  Worked very well. No ideas for improvement. 341.  N/A 342.  The access to previous years was very helpful. 343.  Nothing really. 345.  I really liked that we could look back at previous questions and get help. 347.  I did not use the discussion board as often as I should, but it is good to have. 349.  n/a 354.  I would not change this feature. 356.  none 357.  - 358.  I looked at the discussion board when i had no idea what to do, sometimes it helped sometimes it didnt. 363.  never used it oncw. 365.  helpful 366.  None 367.  we should be able to post pictures and see pictures. 368.  If there is ever a shortage of TA work, combing through the old discussion boards and removing specific questions that are not generally useful to future students would be appreciated (for example, a student asking someone to look at their notes without any details does not hold any useful context for future students who read their question, especially if the professor or a TA replies with a terse answer saying they made a calculation mistake or something equally basic). 370.  None. 371.  It was a good place to go when I was feeling confused about a problem and the hints weren't helping me. 373.  none