Peer-Facilitating Learning-Cycle Format in Enhancing the Learning of Thermodynamics for Industrial Chemists Dr. JJ, ASERG FSG, UiTM

UNIVERSITI MALAYSIA SABAH SEMINAR FIZIK 2000 Title Quotes Results Disadvantages Advantages Students Feedback Motivation Samples Methods Conclusion Specific Learning Outcome Peer Guided Notes UNIVERSITI MALAYSIA SABAH

Themodynamics - A Killer Subject Too Many Facts Too many abstractions Too Many Equations Applied Chemisrty and Industrial Chemistry Students at UiTM

Motivation Unable to verbally explain the concept of area and volume Inability to verbally give meanings to the many different forms of ratios and division too much emphasis on quantitative (numbers) approach & lacking in qualitative reasoning

Motivation Weak reasoning ability in explaining physics central ideas about force & motion Inability to represent a physical situation pictorially & verbally Lack of power to verbally translate a mathematical equation and vice-versa

Samples Fourth semester students doing diploma in industrial chemistry - the largest group N = 35 Students without diploma in technology programs entering degree program (Hons.) in applied chemistry (N = 10)

Samples Students without diploma in technology programs or matriculation students entering degree program (Hons.) in Chemical Engineering N = 15)

Peer Facilitating Methodology Mentor-mentee cum peer facilitators session with Dr. JJ, Saturday for 3 hours. New set of FC’s Reinforcement + quiz: with all students . Thursday for 2 hrs Concept reinforcement & problem solving with FCs. Sunday/Monday for 3 hrs Reading assignment due Peer FCs meet with assigned peers (4 peers). Tue or Wed for 2 hours.

Peer Facilitating Methodology Mentor - mentee session Facilitators (FC) (between 9 -12 pupil) meet me for about 3 hours. A coordinator is appointed – those with highest CGPA. Coordinators arrange for peers to meet together after sessions with me. Responsible to assist peers to clarify confusing concepts FC gets to read a set of guided questions or simplified notes and very specific operational/outcome objectives on the week’s topic.

Peer Facilitating Methodology Mentor - mentee session - Reinforcement Facilitators (FC) meet me for about 3 hours. Some pizza or any other meals if on Sunday. Concepts are reviewed, added and discussed. Selected examples or problems are solved. Plenty of two-way discussion initiated by the mentor.

Peer Facilitating Methodology Peer Facilitating session Facilitators (FC) meet with their assigned peers (peers have submitted reading assignment). Peers go through the specific outcome by attesting it on the enclosed sheet. Review & discussions (often knowledge dissemination) started by FC. Peers go through the specific outcome again for post-analysis & they evaluate the FC. I just go around from group to group to answer questions.

Peer Facilitating Methodology

Peer Facilitating Methodology Reinforcement With All Students A lecture concentrating on overview by me. Question (often forced answer rather than voluntary) & answer. Evaluation - 15 minute quiz focusing on ability to draw, express, read tables and writing mathematical expressions.

Objectives - Review Specific outcomes I am confident that (Qin - Qout) + (Win - Wout) + (Emass,in - Emass,out) = DEsys , (kJ) I know that a refrigerator maintains a refrigerated space at a low T by removing heat (Qin=QL) from it. I am aware that a heat pump maintains a heated space at a high T by supplying Qout = QH to the space. I know that for a reversible process, Win = Wout, Qin = Qout for system and the surrounding after a cycle is completed.

Objectives - Review Specific outcomes I know that irreversibilities are caused by friction, non-isothermal heat transfer & non-quasi equilibrium movement. I realize that Carnot engines set the upper limit for the engines' performances. hmax = hrev. COPR,max = COPR,rev. I know the Carnot principles for heat engines: hrev,1 = hrev,2; & hirr < hrev for engines between same TH & TL.

Objectives - Review Specific outcomes I am aware that the ratio of heat exchanges (QH / QL)rev = TH / TL for Carnot engines. I can write: COPHP < COPHP,rev that is [ 1 / 1 - (QL / QH)] < [ 1 / {1 - (QL / QH)rev}] = [ 1 / {1 - (TL / TH)}] = [TH /{TH - TL}]. I can write: COPR < COPR,rev that is [ 1 / {(QH / QL) -1}] < [ 1 / {(QH / QL)rev - 1}] = [ 1 / {(TH / TL) - 1}] = [TL / {TH - TL}]. I can write for a SPP: hth < hth,rev that is [ 1 - (QL/QH)] < [ 1 - (QL/QH)rev].= [ 1 - (TL/TH)] = [{TH - TL} / TH] .

Objectives - Review Specific outcomes I know that the area under a T-s diagram will represent the heat transfer during an internally reversible process. I can write the entropy balance as: Sin - Sout + Sgen = DSsystem , kJ/K or Sin - Sout + Sgen = DSsystem., kW/K I can write the entropy balance as: sin - sout + sgen = Dssystem , kJ/kg K . For rev. process, Sgen= Sgen = sgen = 0. I know that entropy of a system can be changed by heat transfer, Sheat, mass transfer, Smass & irreversibilities, Sgen.; kJ/K

Notes - Review Review Energy must be conserved in any thermodynamics process

Notes - Review Specific outcomes For a stationary closed system, q –  = u. For a stationary closed system undergoing a constant-pressure process, q –  = h. For an open system that allows mass flow and undergoing a steady-state process, then the energy and the mass conservation must be obeyed and that there must be NO property change within the system’s boundary. Note that the mass and volume flow rate is related to the velocity of the moving mass.

Notes - Review Specific outcomes So, the energy balance for a steady-flow device is

Results & Discussion Disadvantages plenty of time must be dedicated to the following: preparing documentation: the peer guided notes (5-8 hrs), the self specific objectives (6-10 hrs), the course outline (2-4 hrs). Grading the reading assignment (2-4 hrs), grading the quizzes (4-6 hrs) Mentor-mentee session (6-8 hrs) always living by the hour & leaving not much time for anything else in a week

Results & Discussion Disadvantages plenty of time must be dedicated to the following: modifying lecture notes (2-3 hrs) always living by the hour & leaving not much time for anything else in a week documentation has and are still evolving for the past 3 semesters (the peer review notes just begun this semester).

Results & Discussion Advantages students (FCs) get to learn the concepts in a very personal setting: listening and discussion takes place after they reading the peer review notes & specific learning outcomes problems are solved together, FC’s first then corrected by me students are made to know the concepts before pee discussion and peer reinforcement through their summarized reading assignment

Results & Discussion Advantages students have their peer discussion in a very small group (3-4 students) students are given the chance to participate in their discussion (although at times get frustrated ‘cos FC are not very reliable to answer questions) more active learning involving mentor- mentee, and among peers. Highly probing & invoke students’ active participation (more than willing) during the reinforcement session

Results & Discussion Students Feedback 1-Strongly Disagree: 5-Strongly Agree

Results & Discussion Students Feedback - Course Evaluation 1-Strongly Disagree: 5-Strongly Agree

Results & Discussion Students Feedback - Course Evaluation 1-Strongly Disagree: 5-Strongly Agree

Results & Discussion Students Feedback - Course Evaluation 1-Strongly Disagree: 5-Strongly Agree

Results & Discussion Students Feedback - Course Evaluation 1-Strongly Disagree: 5-Strongly Agree

Concluding Remarks Mentor-mentee session is most liked by student Students are made to be ready before peer discussion through the summary of the reading assignments time spent and commitment on the lecturer’s part is extremely high until the documents and lectures are completely satisfactory

Concluding Remarks students interest in learning has improved tremendously even though most don’t take physics at any stage during their diploma program applicable to any class size as long as materials are carefully designed, and lecturers are willing to do away with their traditional method of passive learning (minimal students participation, ‘cos “we need to finish our syllabus”)

Thank You For Your Attention Dr. J.J., Applied Sciences Education Research Group (ASERG) Faculty of Applied Sciences, UiTM Email: drjjlanita@hotmail.com Phone: 03-5516-4886 WebPage: http://www.itm.edu.my/acaprg/fsg/drjj1.html