Visco, D. P. (2011, June), Student Designed Desktop Modules in a Thermodynamics Course  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18375

\bibitem{asee_peer_18375}
  Visco, D. P. (2011, June), \emph{Student Designed Desktop Modules in a Thermodynamics Course}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18375

Donald P. Visco Jr..  "Student Designed Desktop Modules in a Thermodynamics Course".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18375 Internet.  26 Apr, 2024

\bibitem{asee_peer_18375}
  Donald P. Visco Jr..
  "Student Designed Desktop Modules in a Thermodynamics Course".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18375 Internet.  26 Apr, 2024

@INPROCEEDINGS{asee_peer_18375
author = "Donald P. Visco Jr."
title = "Student Designed Desktop Modules in a Thermodynamics Course"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18375}
number = {10.18260/1-2--18375}
}

TY  - CPAPER
AB  -       Student Designed Desktop Modules in a Thermodynamics CourseThere has been much recent work on incorporating hands-on modules inside the chemicalengineering classroom. Arce emphasizes the use of student-designed and built modules(which he calls experimental prototypes) in fluid dynamics. Likewise, Minerick has useddesktop modules which are faculty designed but are literally small enough to fit on thedesktop. Finally, Van Wie has shown the utility of an all-in-one hands-on devicespecifically designed by faculty for use in fluid dynamics. It is the intention of the authorto try and synthesize the best features of each approach. In particular, the author wouldlike to have student-designed and built modules that fit on a desk or table-top that can beused to explore multiple concepts. As a first step in this approach, students in athermodynamics course were assigned the task to design and build a desktop module.The purpose of this step was to identify which types of designs might best lendthemselves to repeated use and/or address multiple concepts. Once built, the studentsdemonstrated their device to their classmates and were assessed by upperclassman whohad already taken the course for efficacy at concept demonstration. In a follow-on year,the next group of students were assigned the task to modify the existing DEMOs in orderto better expose the most salient thermodynamic concepts of the particular DEMO. Thispresentation provides an update on this work.
AU  - Donald P. Visco Jr.
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Student Designed Desktop Modules in a Thermodynamics Course
UR  - https://peer.asee.org/18375
DO  - 10.18260/1-2--18375
ER  -