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Session 2613

Teaching of Thermodynamics and Fluid Mechanics using Interactive Learning Methods in Large Classes

W. Dempster, C.K. Lee, J.T. Boyle

Dept. of Mechanical Engineering University of Strathclyde Glasgow,UK

Abstract In this paper the successful implementation of interactive learning techniques to the teaching of large classes is discussed. It is believed that a number of factors, including the use of peer instruction, classroom communications systems and a team teaching approach has led to the success of the techniques. The practical implementation of the technique is presented for the difficult topic of Thermodynamic and Fluid Mechanics .

1 Introduction

The teaching of Thermodynamics and Fluid Mechanics has traditionally been perceived by students to be a difficult and challenging topic within engineering courses. This often results in poor motivation and performance by students and dissatisfaction by teaching staff. It is often the case that learning is superficial and even students in the final years of a course are still struggling with concepts and techniques taught in earlier years. The difficulties with learning Thermodynamics and Fluid Mechanics are apparent to most academics themselves: it is rich in concepts and confusing in vocabulary; it usually requires application of more than one basic principle and multiple constitutive equations to analyse any given problem, resulting in confusion as to how these equations interact. It should also be remembered that difficulties in unraveling the Thermo-Fluid Sciences are not restricted to novices. Historically the science of Thermodynamics and Fluid Mechanics was not fully resolved until the 19 th century while the basis of the sister science of Newtonian Mechanics was effectively resolved by the 17 th century. Also, students are exposed to formal Mechanics teaching but more limited Thermodynamics in their pre-university education, resulting in a more formidable challenge since the knowledge gained in Mechanics classes are not immediately useful i n Thermodynamic and Fluid Mechanic classes. Traditionally, Thermodynamics and Fluid Mechanics has been taught through a combination of lectures, problem solving tutorials and laboratory based practicals. However, it has long been known, (Bligh, 1971) that the lecture mode of teaching has severe limitations when it consists of a passive learning environment. Alternatively, learning environments that include opportunities for dialogue and discussion and challenge a student’s understanding also enhance a deepe r understanding and increase student motivation. There are a number of techniques that have been discussed in the literature which provide this environment: Peer Instruction, (Mazur 1997), Active Learning, (Leonard et.al, 1999). One of the main difficulties of applying these techniques is the large numbers of students that exist in university taught classes and the wish to create a dialogue between instructor and student and between students. Over the last few years, a number of approaches have been developed to enhance the teaching of physics. In particular, the Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American So ciety for Engineering Education

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Dempster, W., & Lee, C. (2002, June), Teaching Of Thermodynamics And Fluid Mechanics Using Interactive Learning Methods In Large Classes Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10113