Assessment guidelines (sensorveiledning) FYS4570
The final oral exam counts for 100% of the grade. A prerequisite for taking the final exam is that the candidate has given a seminar presentation on an assigned subject during the semester. The final exam lasts for about 30 minutes. The candidate, the lecturer of the course, and an external examiner are present during the exam. The lecturer is usually leading the exam, but the external examiner can also ask questions to test the candidate’s understanding. The candidate has pen and paper available to draw sketches or write down equations; alternatively, it is possible to use the blackboard. The candidate can choose between Norwegian and English for the language of the exam.
The candidate is not permitted to bring any books, notes, or other aids. Exam questions will be presented during the exam and not before. It is not foreseen to allocate a given amount of time for reflection after a question is presented. Instead, the examiners will engage the candidate in a discussion. The examiners may also show figures to stimulate discussion. Usually the examiners will start with relatively simple and general questions, and afterwards increase the level of difficulty to test the candidate’s understanding of the subject. The examiners will move on to another subject when they feel that the candidate has little understanding of a specific part of the curriculum. The candidate may also ask to change the subject if he/she feels to have insufficient knowledge to give any meaningful answers on a given topic. This will count negatively towards the grade, but will give the candidate the chance to show his/her knowledge on another topic.
It is considered positive if the candidate is active and presents explanations and insights beyond a specific question. Occasionally the examiners will stop the candidate in order to have time to move on to another subject. The exam will typically cover three to four different topics. The examiners will take notes that will help them to decide on the grade after the exam.
The exam will test the candidate’s understanding of the fundamental nuclear structure models that were discussed in the course. The candidate should know the assumptions on which the different models are based, and understand the principal parameters of the models and how they can be determined. The candidate should recognize characteristic nuclear excitations and be able to interpret experimental observables within the relevant models. The exam will furthermore test the candidate’s knowledge and understanding of characteristic nuclear structure phenomena that were discussed during the course. The exam will not test if the candidate is able to derive equations or to perform complicated calculations under pressure.
The following describes typical performances that would result in grades A, C, and E.
A: The candidate shows profound understanding of the models and concepts that were introduced in the course, and he/she has a very good overview of how they relate to each other. The candidate is able to explain phenomena and to interpret experimental observables within the fundamental nuclear structure models. He/she uses proper terminology, and his/her explanations are clear, precise, and well organized. The candidate appears as a full-fledged discussion partner for the examiners within the context of the curriculum. Minor inaccuracies are acceptable.
C: The candidate is familiar with the most important concepts and understands the main features of the models that were introduced in the course, but may lack overview of their relation to each other. The candidate is aware of typical phenomena related to the various models, and he/she is able to interpret experimental observables with some help and hints from the examiners. His/her explanations are understandable, but can have formal shortcomings, and terminology may be improperly used.
E: The candidate is familiar with a few concepts, but understands only the most basic aspects of the models that were introduced in the course. He/she fails to recognize the relation of the different concepts and models in a wider context. The candidate is struggling to give explanations and he/she uses only very simple arguments. He/she recognizes phenomena only after significant help from the examiners. The candidate’s statements are largely understandable, but reveal clear mistakes and misunderstandings.