A student of fluid mechanics
carried a heavy metal ball.
Oops, he let it fall,
the heavy metal ball;
this was bound to apall;
His ball,
it didn't stall:
its velocity became terminal,
as if it had a fall
from the top of a high hall,
the highest of them all.
The student had a close call,
but the ball
missed his feet after all.
Method of teaching. (EGN 3454/5455 F91).
N/A. (EGN 3454/5455 F91).
The computer applications. (EGN 3454/5455 F91).
Dr. Van Dommelen seems to be very knowledgable about the material and he is also kind of comical, which is refreshing in a professor. (EGN 3454/5455 F91).
The book was pretty good, it had good examples. (EGN 3454/5455 F91).
Individual attention and help provided. Simplicity of the presentation of the material. The moderate pace at which the class was taught. (EGN 3454/5455 F91).
The way of addressing boundary layer theory. Homework problems and solutions. (EML 5709 S92).
Instructor's vast knowledge in the field. (EML 5709 S92).
Prof's sense of humor, casual nature. Course driven by specific examples. (EML5060 F92).
The instructor was knowledgable and helpful. (EML5060 F92).
Van Dommelen's wit and humor, although rather subtle. The textbooks were rather good also. (EML5060 F92).
Instructor's accent. (EML5060 F92).
The use of the word 'vast knowledge'. (EML5060 F92).
It was a good thorough review of the fundamentals of engineering math. (EML5060 F92).
The way the teacher showed us some examples. (EML5060 F92).
Van Dommelen is a very good teacher. (EML5709 S94).
I appreciate the timely manner in which the homework and test were graded and returned. The book was very good. (EML5709 S94).
I found the course a good basic overview of fluid mechanics. (EML5709 S94).
Very well organized course. (EML5709 S94).
The material was new to me, but I still learned enough that my interest in the subject matter increased. (EML5709 S94).
It is nice to be taught by an instructor that is very competent in his area and is capable of effectively teaching it to his students. (EML 5060 F94).
Very challenging but fair questions. (EML 5060 F94).
The length of the various homework assignments. (EGN 3454/5455 F91).
The length of the homework assignments. (EGN 3454/5455 F91).
The fact that I had to watch much of it on a TV monitor downstairs. The class is much better live and in person. (EGN 3454/5455 F91).
The homework 'programs' took too much time for what they were worth. The instructor had a sick sense of humor. The class would have been more effective if it was not a FEEDS class. The exams required more time than was allotted; the students would score better if enough time was granted. (EGN 3454/5455 F91).
Project assignments. (EGN 3454/5455 F91).
Expensive references. Time of class and days. (EML 5709 S92).
No attempt was made to relate concepts to physical situations. I felt that this class was just another math class. The only difference being that I couldn't go to the teacher for help in solving the math problems. (EML 5709 S92).
The examinations had nothing to do with the physical concepts of fluid dynamics. A student could get a very high grade without knowing any physics in fluid dynamics. (EML 5709 S92).
Tests graded too harshly. Competance in (even excellence) and commitment to the course could too easily be lost on exam via careless mistakes. This discouraged and humiliated otherwise motivated scholars. (EML5060 F92).
The fact that the notes were written on paper and presented on closed circuit TV. Those sitting in back need binoculars in order to see the notes. Please use the white board instead.
Taking the tests. I don't think that the tests reflected the material properly. The reason behind this is my average score on the homeworks was between 85 and 90 while my test scores averaged about 42. (EML5060 F92).
Grading was harsh for silly mistakes. (EML5060 F92).
The instructor's attitude toward the students. We were *often* treated with contempt. (EML5060 F92).
Nothing. (EML5709 S94).
It seemed like a general overview and we did not have enough time to go into more depth. (EML5709 S94).
Please don't allow student to ask extremely simple questions in class, refer them to TA or office hours. It seems a waste of time for the rest of the class. (EML 5060 F94).
He's got a sick sense of humor. (EGN 3454/5455 F91).
Needs to work on enunciation and be a *little* more friendly to students when they come to his office to ask questions rather than keeping his back to the student the whole time. (EGN 3454/5455 F91).
Give student more info about the VAX before classes start. (EGN 3454/5455 F91).
Space homework and project assignments. (EGN 3454/5455 F91).
I think this course should be one of the core courses for chemical engineering graduates. This course will help well the student to understand transport phenomena. I conveyed this idea to the ChE department. (EML 5709 S92).
1. Theory needs more explanation. 2. Course must give the student a chance to get over one bad exam performance. (EML5060 F92).
Explain in detail the theory first, before going for the problems. (EML5060 F92).
I think more time should be spent on complex variables and PDE. Tensors should also be included. If possible, divide the course into two parts. (EML5060 F92).
Instructor could have spend more time on PDE. (EML5060 F92).
It would be nice if the math concepts were reinforced without assuming that we remember everything we were taught in previous classes. (EML5709 S94).
Change your homework assignments. Don't let people cheat during exams. (EML 5060 F94).
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