# Nov 2004 

JKS

# HEP Summer School 2004 -- Questionnaire Summary

31 responses received from 57 students.

Averages given (with std.dev.).

Summary of comments.

I have attempted to summarise the comments. The numbers in brackets
indicate the number of students who made a similar comment to the one
listed.

## 

+----------------------------+----------+----------+--------+--------+
| ## Lecture courses         | Evans    | P        | Da     | M      |
|                            |          | hilipsen | vidson | oretti |
|                            | (QED)    |          |        |        |
|                            |          | (QFT)    | (SM)   | (Ph    |
|                            |          |          |        | enom.) |
+----------------------------+----------+----------+--------+--------+
| Number of lectures         | 27       | 24       | 20     | 21     |
| attended 8                 |          |          |        |        |
|                            | 2        | 3        | 1      | 4      |
| 7                          |          |          |        |        |
|                            | 1        | 2        | 5      | 2      |
| 6                          |          |          |        |        |
|                            | 1        | 2        | 3      | 2      |
| 5                          |          |          |        |        |
|                            |          |          | 2      | 2      |
| \<5                        |          |          |        |        |
+----------------------------+----------+----------+--------+--------+
| Level of lectures          | 5.3 +/   | 5.9 +/   | 6.0 +/ | 5.5 +/ |
|                            | 0.7      | 1.6      | 1.4    | 1.2    |
| 1=Too easy; 9=Too hard     |          |          |        |        |
+----------------------------+----------+----------+--------+--------+
| Content                    | 6.7 +/   | 6.8 +/   | 6.0 +/ | 6.1 +/ |
|                            | 1.3      | 1.3      | 2.1    | 2.1    |
| 1=Boring; 9=Fascinating    |          |          |        |        |
+----------------------------+----------+----------+--------+--------+
| Delivery                   | 8.1 +/   | 7.5 +/   | 4.6 +/ | 5.8 +/ |
|                            | 0.2      | 1.5      | 2.1    | 1.7    |
| 1=Poor; 9=Excellent        |          |          |        |        |
+----------------------------+----------+----------+--------+--------+
| Problems                   | 6.5 +/   | 6.4 +/   | 5.3 +/ | 5.5 +/ |
|                            | 1.6      | 1.6      | 1.8    | 1.8    |
| 1=Useless; 9=Very useful   |          |          |        |        |
+----------------------------+----------+----------+--------+--------+
| Pre-school problems        | Did not  | Did not  |        |        |
|                            | do: 4    | do: 4    |        |        |
| 1=Useless; 9=Very useful;  |          |          |        |        |
| 0=Did not do               | Rest:    | Rest:    |        |        |
|                            | 5.1      | 5.3      |        |        |
+----------------------------+----------+----------+--------+--------+

## Tutorials and Tutors Student Seminars

+--------------------+--------+---+--------------------------+-----------+
| Number             | 5.2 +/ |   | Others' seminars         | 6.4 +/    |
|                    | 0.8    |   |                          | 1.6       |
| 1=Too few; 9=Too   |        |   | 1=Boring; 9=Very         |           |
| many               |        |   | interesting              |           |
+--------------------+--------+---+--------------------------+-----------+
| Length             | 5.1 +/ |   | Preparing & giving own   | 6.1 +/    |
|                    | 1.0    |   |                          | 1.9       |
| 1=Too short; 9=Too |        |   | 1=Not very useful;       |           |
| long               |        |   | 9=Very useful            |           |
+--------------------+--------+---+--------------------------+-----------+
| Usefulness         | 6.6 +/ |   |                          |           |
|                    | 1.7    |   |                          |           |
| 1=Useless; 9=Very  |        |   |                          |           |
| useful             |        |   |                          |           |
+--------------------+--------+---+--------------------------+-----------+
| Experimentalist    | 6.2 +/ |   |                          |           |
| tutors             | 1.5    |   |                          |           |
|                    |        |   |                          |           |
| 1=Useless; 9=Very  | (2     |   |                          |           |
| useful             | blank) |   |                          |           |
+--------------------+--------+---+--------------------------+-----------+
| What aspects of    |        |   |                          |           |
| tutorials did you  |        |   |                          |           |
| find useful?       |        |   |                          |           |
|                    |        |   |                          |           |
| Problem-solving /  |        |   |                          |           |
| going through      |        |   |                          |           |
| answers / feedback |        |   |                          |           |
| (13) Good problems |        |   |                          |           |
| (1)                |        |   |                          |           |
|                    |        |   |                          |           |
| Tutors good /      |        |   |                          |           |
| having different   |        |   |                          |           |
| tutors (2)         |        |   |                          |           |
| Mathematical       |        |   |                          |           |
| tricks on          |        |   |                          |           |
| problem-solving    |        |   |                          |           |
| (1)                |        |   |                          |           |
|                    |        |   |                          |           |
| Going over key     |        |   |                          |           |
| concepts from      |        |   |                          |           |
| lectures (2)       |        |   |                          |           |
| Presenting answer  |        |   |                          |           |
| to group (3)       |        |   |                          |           |
|                    |        |   |                          |           |
| Discussion /       |        |   |                          |           |
| physical meaning / |        |   |                          |           |
| roving theorist    |        |   |                          |           |
| (9) More useful    |        |   |                          |           |
| than lectures (1)  |        |   |                          |           |
|                    |        |   |                          |           |
| Students from      |        |   |                          |           |
| different          |        |   |                          |           |
| universities /     |        |   |                          |           |
| expts. mixed (2)   |        |   |                          |           |
+--------------------+--------+---+--------------------------+-----------+
| What aspects of    |        |   |                          |           |
| tutorials didn't   |        |   |                          |           |
| you like?          |        |   |                          |           |
|                    |        |   |                          |           |
| Some               |        |   |                          |           |
| poor/unprepared    |        |   |                          |           |
| tutors (5) Too     |        |   |                          |           |
| much algebra &     |        |   |                          |           |
| maths, not physics |        |   |                          |           |
| (9) Lack of time   |        |   |                          |           |
| (2) Not relevant   |        |   |                          |           |
| to my research (1) |        |   |                          |           |
|                    |        |   |                          |           |
| Lack of            |        |   |                          |           |
| participation by   |        |   |                          |           |
| some students (2)  |        |   |                          |           |
| Different          |        |   |                          |           |
| knowledge levels   |        |   |                          |           |
| of students (1)    |        |   |                          |           |
|                    |        |   |                          |           |
| Problems in 2^nd^  |        |   |                          |           |
| week less useful   |        |   |                          |           |
| as lectures more   |        |   |                          |           |
| difficult (1)      |        |   |                          |           |
+--------------------+--------+---+--------------------------+-----------+

+---------------------------------------------------+------------------+
| About how many hours of HEP postgraduate lectures | "Many" "lots": 3 |
| did you have before coming to the school (e.g.    |                  |
| QFT, QED, particle physics, etc.)?                | \> 200 3         |
|                                                   |                  |
| *I think these data are unreliable as some        | 100-200: 10      |
| students will have counted advanced undergrad.    |                  |
| courses and MSc courses, and others won't.*       | 20-40: 10        |
|                                                   |                  |
|                                                   | \< 20: 3         |
+---------------------------------------------------+------------------+

Comments on academic aspects of the School (e.g. lectures, lecturers,
topics, tutorials, tutors, problems, guest lectures, timetable, books,
work space, seminar room 1, etc.)

**Lectures:**

Topics good / interesting (4)

First week topics done before (2)

QFT difficult (1)

QED/QFT excellent (1)

Second week topics done before (1)

Second week lectures poor / confusing (2)

Phenomenology interesting (1)

SM course assumed too much prior knowledge (1)

Level just right (1)

Well-delivered (1)

Hoping to have LHC experiment specific lectures (1)

Provide brief outline of lecture courses to students before school (1)

Lack of CP violation / B physics (1)

More experimental topics -- too much theory (1)

Notes useful (1)

Not useful to my research in any way whatsoever (1)

## Timetable 

Would like break between two morning lectures (2)

Intensive -- but OK / good (4)

Too intensive / too difficult / second week fatigue (3)

Break before dinner good (2)

Would like more discussion sessions (1)

Not enough time to do problems / too many problems (5)

Too much time taken by student seminars (1)

Dinner later & talks before dinner (1)

Good structure -- especially group study (1)

Tutors / Tutorials:

Would like theorist / tutor available during private study time (1)

Would like pre-school problems to be covered in tutorials (1)

Problems & tutorials very useful (1)

Number of problems manageable (1)

Tutorial rotation good (1)

Some tutorial problems poor (1)

Make tutorial groups according to prior knowledge (1)

**Rooms/Facilities**

Ringbinder would be more useful than clipboard (1)

Lack of work space for private study (especially when weather poor) (5)

Lack of left-handed tables (1)

## Student seminars 

Often ran late (2)

Guest lectures

Good / Interesting (4). NuFact talk good / interesting (3). E-science
talk boring (1).

**Books**:

> Plenty to borrow/share (2). More Aitchison & Hey and Halzen & Martin
> (1).
>
> Useful to bring Halzen & Martin to the school (1).

**General**

Good - well structured / arranged /organised (4)

Preparation before school essential (1)

Comments on domestic arrangements and facilities of the School (e.g.
meal times, food, accommodation, service, travel, etc.)

## General 

Good / Very good / Perfect / Excellent (16)

Too many spiders (2)

Accom. / Facilities

Good / very good / excellent (4)

Lack of laundry facilities on-site (4)

Prefer single room (1). Shared room too small (1)

Would like Guardian / Independent newspapers (2). More board games in
lounge (1)

Very cold (1)

**Food**

Good / very good / excellent (16)

Chinese & Indian nights -- no alternatives provided (1)

Vegetarian meals could be improved (1). Vegetarian meals good (1)

**Meal times**

Good (2)

**Cosener's staff**

Service good (friendy & helpful) (12)

**Travel/transport**

Good (5)

Computing facilities:

Would like 2 ports in shared rooms (1). Problems with wireless LAN (1)

## Any other comments

Enjoyed / benefited from school (4)

Prefer school to be earlier / before LTA (1)

Effective way to learn (1)

Provide map of the area to students (1)

PPARC money could be spent on better things (1)