Hands on Active Learning Approach in Thermodynamics

Thermodynamics is a 3-credit hour mechanical engineering foundation course which is a pre-requisite for Heat Transfer and Advanced thermodynamics courses. ME department enrolls 80-90 new students every year who are required to take this foundation course along with statics and several MATH fundamentals. Students in this course are either sophomores or juniors who either decide to stay back in ME program or if they don’t perform well in this sequence of foundation courses transfer to ETM (Engineering Technology Management) program. The total strength of ME department and ETM program are 360 students and 100 students respectively. Many students transfer between departments if they earn D’s or F’s in thermodynamics course. Every semester nearly 16% of the class (30 student capacity) either fail the course or receive a D and repeat the class. Statistics from the past 4 semesters show that on an average 25% of students (30 student capacity) in thermodynamics receive a C grade. Students attending this course are sophomore level students and they lack knowledge in connecting theoretical concepts to thermodynamic applications (rigid bodies, engines, heat exchangers, nozzles, diffusers, refrigeration, air conditioners, etc.). Improving student mastery of this core material should help students enjoy more success in their other engineering courses. The present study incorporated a hands-on active learning approach in thermodynamics course in Fall 2019 and Winter 2020. This study also helps the department in addressing the ABET continuous improvements in teaching.  

The present study purchased materials to prepare hands-on active display models in class to demonstrate fundamental thermodynamic concepts like the first law of thermodynamics, moving boundaries, energy balance, heat transfer modes, conservation of mass applications, etc. Students were divided into 6 groups with 5students in each group to solve the active learning problems prepared from the display models. Interactive lecture demonstrations using thermodynamics course related display models and interactive cell phone app increased student responses to questions, analyzed their understanding level, and engaged them in the subject. Additional study guidance was provided to students using online video lectures, structured homework’s and graphic organizer. These efforts showed 90% student interaction in class when compared to traditional class. The exam scores that included thermodynamic tables, energy balance and control volume concepts were compared between traditional vs interactive class and data showed improvement in the test scores.  Student survey was conducted as part of the study and their feedback states that these methods helped them learn the concepts better than traditional class.