Session: 10-06-01: Fluid Mechanics, Machine Learning and Predictive Simulations in Fluid Flows, Aerospace Systems, Thermodynamics, Heat Transfer, Energy Systems, Fluid Power and Pneumatic systems, and Renewable Energy Applications I

Paper Number: 165613

Implementing Activity-Based Learning in Teaching Phase and Quality Determination in Thermodynamics to Improve Student Learning Effectiveness 

Thermodynamics, an entry-level engineering classes, is critical for students pursuing engineering degrees across various engineering disciplines. However, the class often presents challenges for both students because thermodynamics heavily relies on physics and calculus, containing abstract concepts that can be difficult for students to grasp. As a result, students may struggle to understand the fundamental principles, leading to lower learning outcomes and decreased student retention rates.

Given the interdisciplinary nature of thermodynamics, as an entry-level engineering classes, which is shared among multiple engineering programs, it is essential to develop and implement innovative instructional methods to increase student motivation, persistence, and success in engineering and, ultimately, in STEM fields. The paper aims to demonstrate the implementation of novel activity-based learning strategies specifically tailored for thermodynamics teaching.

Many students struggle with determining the phase and quality of a mixture in thermodynamics. A common difficulty is understanding when to use the saturated table versus the superheated table. Many students misinterpret phase regions, leading to errors in their calculations. Without a strong grasp of these concepts, they often misidentify whether a substance is in the saturated, superheated, or liquid state. This confusion directly impacts their ability to correctly determine properties such as enthalpy, internal energy, and specific volume. As a result, many students perform poorly on exams, as they are unable to apply the correct thermodynamic tables to different scenarios. This challenge highlights the need for effective instructional strategies to improve students' understanding and retention of these fundamental concepts.

To address this issue, an activity-based learning approach was implemented to teach phase determination and quality calculations. Instead of relying solely on lectures, students actively practiced identifying phase regions and selecting the correct tables during the class period. By working through multiple in-class exercises with instructor guidance, students reinforced their understanding in real time. This hands-on approach allowed students to ask questions, receive immediate feedback, and correct their mistakes before encountering these concepts on exams. As a result, students demonstrated a significantly improved grasp of phase and quality determination. Their grades on related exam questions were notably higher.

The implementation of activity-based learning strategies in author’s classes has yielded numerous positive outcomes. Students have shown enhanced learning effectiveness and higher average grades compared to the national average. For example, the students taught by the author achieved an impressive average score of 80 out of 100. This trend is consistently observed every semester in his thermodynamics course. All these grades were obtained organically without any curving of the scores. This significant improvement in student performance is a testament to the efficacy of activity-based learning in fostering problem-solving skills during the class period.

Moreover, the author’s teaching evaluations have consistently reflected the success of these strategies. Students have provided a lot of positive feedback on the effectiveness of the activity-based learning approach, expressing that they have learned a great deal and achieved a high level of understanding. The author received teaching evaluation scores of 4.89 and 4.51 out of 5 for thermodynamics in Spring 2023 and 2024, respectively, indicating a high level of student satisfaction and appreciation for the implemented teaching methods.

Presenting Author: Qi Guo McNeese State University

Presenting Author Biography: Dr. Guo is a multidisciplinary faculty with expertise in the fields of economics, social science, and engineering. He obtained dual Bachelor's degrees in Mechanical Engineering and Business Administration, and also obtained Master's and Ph.D. degrees in Mechanical Engineering. Currently, Dr. Guo holds the position of Assistant Professor of Mechanical Engineering at McNeese State University. Dr. Guo has extensive experience teaching various classes in mechanical engineering. He has taught computer graphics, mechanics, thermos-fluids, engineering materials, manufacturing, and design, and energy efficiency and sustainability. He is a strong proponent of student-centered learning and actively incorporates active and hands-on learning approaches in his classes. By engaging students during class, Dr. Guo aims to create an environment where they can actively participate and acquire practical knowledge that can be applied to real-world projects.

Authors:

Qi Guo McNeese State University
Qinhe Zhang Shandong University
Jiangtao Cheng Virginia Tech