Faculty of Engineering

EXAMINATION FEEDBACK FORM

Module Code:

H82INC

Module Title:

Interfacial Chemistry

Credits: 10

Semester: 1

Module Convenor(s):

Dr. Ernesto Hernandez

Comments on individual questions in which students’ performance could have been improved and

suggested strategies for improving performance in the future

Q1

Q1A: In general, the class showed very good degree of knowledge and understanding.

Q1B: A serious deficiency in basic thermodynamics is common among the class. This was reflected in

all the stages of the course, from lectures to the exam. Such deficiency rendered individuals unable

to answer this question. The negative effects on understanding how engineering works may be

severe and likely to occur. Students are urgently advised to use any type of training available to

reinforce their background in thermodynamics. Note: This comment does not apply to individuals

pursuing non-STEM* careers.

Q1C and QE: A serious deficiency in dimensional analysis and analysis of functions is common among

the class. This was reflected in all the stages of the course, from lectures to the exam. Such

deficiency rendered individuals unable to answer this question. The negative effects on designing

engineering hardware and software may be very high and very likely to occur. Students are urgently

advised to use any type of training available to reinforce their background in dimensional analysis

and analysis of functions. Note: This comment does not apply to individuals pursuing non-STEM*

careers.

Q1D: In general, the class showed very good degree of knowledge and understanding.

Q2

Q2A: A serious deficiency in dimensional analysis and analysis of functions is common among the

class. This was reflected in all the stages of the course, from lectures to the exam. Such deficiency

rendered individuals unable to answer this question. The negative effects on designing engineering

hardware and software may be very high and very likely to occur. Students are urgently advised to

use any type of training available to reinforce their background in dimensional analysis and analysis

of functions. Note: This comment does not apply to individuals pursuing non-STEM* careers.

Q2A, Q2B and Q2C: In general, the class showed very good degree of knowledge and understanding.

Q3

Q3A: In general, the class showed very good degree of knowledge and understanding.

Q3B: A serious deficiency in dimensional analysis; analysis of functions and stoichiometry is common

among the class. This was reflected in all the stages of the course, from lectures to the exam. Such

deficiency rendered individuals unable to answer this question. The negative effects on designing

engineering hardware and software may be very high and very likely to occur. Students are urgently

advised to use any type of training available to reinforce their background in dimensional analysis;

analysis of functions and stoichiometry. Note: This comment does not apply to individuals pursuing

non-STEM* careers.

Q3C: A serious deficiency in reaction engineering is common among the class. This was reflected in

all the stages of the course, from lectures to the exam. Such deficiency rendered individuals unable

to answer this question. The negative effects on designing engineering hardware and software may

be very high and very likely to occur. Students are urgently advised to use any type of training

available to reinforce their background in reaction engineering. Note: This comment does not apply

to individuals pursuing non-STEM* careers.

Q4

Q4A: The class shows a serious deficiency in linking the reasons behind the arousal of a particular

phenomenon and thus the possible effects or potential applications in engineering, i.e. identifying the

principles behind a phenomenon and how its features are used to create a particular analytical

technique as a tool for chemical engineers. Such deficiency rendered individuals unable to answer

this question. This was reflected in all the stages of the course, from lectures to the exam. The

negative effects on selecting analytical methods from the engineer’s toolbox may be very high and

very likely to occur. Students are urgently advised to use any type of training available to reinforce

their basic background analytic chemistry. Note: This comment does not apply to individuals

pursuing non-STEM* careers.

Q4B: A serious deficiency in A-levels geometry; dimensional analysis and analysis of functions is

common among the class. This was reflected in all the stages of the course, from lectures to the

exam. Such deficiency rendered individuals unable to answer this question. The incapacity to solve

the easiest problems on chemical engineering may be very high and very likely to occur. Students

are urgently advised to use any type of training available to reinforce their A-levels maths;

dimensional analysis and analysis of functions. Note: This comment does not apply to individuals

pursuing non-STEM* careers.

Q4C: A serious deficiency on dimensional analysis and analysis of functions is common among the

class. This was reflected in all the stages of the course, from lectures to the exam. Such deficiency

rendered individuals unable to answer this question. The negative effects on designing engineering

hardware and software may be very high and very likely to occur. Students are urgently advised to

use any type of training available to reinforce their background in dimensional analysis and analysis

of functions. Note: This comment does not apply to individuals pursuing non-STEM* careers.

Q4D: A serious deficiency on analysis of functions is common among the class. This was reflected in

all the stages of the course, from lectures to the exam. Such deficiency rendered individuals unable

to answer this question. The negative effects on designing engineering hardware and software may

be very high and very likely to occur. Students are urgently advised to use any type of training

available to reinforce their background in analysis of functions. Note: This comment does not apply

to individuals pursuing non-STEM* careers.

General comments about technique

The present comments were gathered after analysing assignments; participation; progress monitoring,

individual and group meetings and final assessment (coursework and exam).

*STEM: Science, Technology, Engineering, and Math (STEM) Careers.

Notes

The Faculty policy is that all module convenors should provide a generic examination feedback report for

each module to the relevant group of students using the above template. The feedback should:

(a) highlight examination questions on which students’ performance could be improved and suggest

strategies for improving performance in the future;

(b) give general comments about technique.

The information should be provided by the date of the Examiners’ Meeting that considers the results at the

end of the relevant semester, so that it is available to students when they receive their marks. The normal

mode of delivery will be in pdf format via Moodle (http://moodle.nottingham.ac.uk)