(337d) New Tools for Teaching Thermodynamics

The teaching toolbox described by Elliott and Lira (2000)1 has been expanded to include three new tools: molecular simulation, ConcepTesting, and a test “do-over” policy. The previous list of tools included: detailed derivations (e.g. Maxwell's relations), computational tools (calculator and xls), projects, homework, analogies, examples, tours, tests (including samples from past years), quizzes, and help sessions. Students were surveyed to rank these tools from “most instructive” to “least.” The new tools are described briefly and the survey assessments are presented.

The molecular simulation tool focuses on applets posted at: http://rheneas.eng.buffalo.edu/etomica/modules/swmd/

These applets provide visualization of molecular dynamics for ideal gases, hard spheres, and square-well spheres. The students are guided through several homework assignments in which they learn about temperature, energy, pressure, and system size.

ConcepTesting refers to an interactive form of class engagement especially as it applies to the use of student response “clickers.”2 Students are prompted with multiple choice questions and their responses are instantly collected and displayed electronically. Students are encouraged to work in small groups (~3) in developing their responses. A strict interpretation of ConcepTesting would limit questions to abstract conceptual content. In our implementation, we integrate conceptual content with more conventional examples and problem solving. This leads to a class that is continuously engaged.

The “do-over” policy refers to an opportunity offered to students to improve their test scores. The students can repeat any exam if they earn the right by solving five sample tests with a score of 70% or better. The maximum score on the repeat is an 80 and their previous score is averaged together with the repeat score. This policy is deemed to be primarily responsible for a drop in attrition from 45% to 10%. Yet it maintains and even elevates the standard expected for students to pass the course.

These tools will be detailed, illustrated, and assessed in the proposed presentation.

Reference:

1. Elliott, J. R.; Lira, C. T. In A Teaching Toolbox for Thermodynamics, AIChE National Meeting, Los Angeles, 2000; AIChE: Los Angeles, 2000; p Paper 59d.

2. Falconer, J. L., Use of ConcepTests and Instant Feedback in Thermodynamics. Chem. Eng. Ed. 2004, 38, 64-67.