INTRODUCTION THERMODYNAMICS CMT 251/ CMT 408 WELCOME TO ALL LECTURER Assoc. Prof. Dr. Jaafar Jantan a.k.a. Dr. J.J. Room 516, FSG Voice: or Web:

My conceptual understanding in physics is weak Freq / % Nov 01 Freq / % May 02 Disagree 16; ; 21.6 Unsure 10; ; 39.2 Agree 42; ; 39.2 Total 68; COURSE EVALUATION

I memorized most of the equations in physics and not really understanding them. Freq / % Nov01 Freq / % May02 Disagree 15; ; 30.8 Unsure 11; ; 23.1 Agree 42; ; 46.2 Total 68; 10052; 100 COURSE EVALUATION

I found thermodynamics to be a very difficult course. Freq / % Nov01 Freq / % May02 Disagree 26; ; 51.9 Unsure 17; ; 40.4 Agree 25; 36.84; 7.7 Total 68; 10052; 100 COURSE EVALUATION

The course outline/syllabi which was distributed at the beginning of the semester had helped me focus my learning and structure my time appropriately and should be employed in all classes.course outline/syllabi Freq / % Nov01 Freq / % May02 Disagree 4; 5.94; 7.8 Unsure 6; 8.86; 11.8 Agree 58; ; 80.4 Total 68; 10051; 100 COURSE EVALUATION

The textbook helped me learn thermodynamics better than if there is no textbook. Freq / % Nov01 Freq / % May02 Disagree 5; 7.44; 7.7 Unsure 3; 4.42; 3.8 Agree 60; ; 88.5 Total 68; 10052;100 COURSE EVALUATION Thermodynamics Cengel & Yunus 4 th Edition

I feel that the consultancy, peer-discussion learning cycle format is a waste of time. Freq / % Nov01 Freq / % May02 Disagree 47; ; 43.1 Unsure 12; ; 37.3 Agree 8; ; 19.6 Total 67; 10051;100 COURSE EVALUATION Thermodynamics Cengel & Yunus 4 th Edition

I feel that the traditional transmittalist method (lecturer talk in front and student listen and taking notes) is the best way of learning as compared to the peer-facilitating learning-cycle that is presently used for this class. Freq / % Nov01 Freq / % May02 Disagree 44; ; 41.2 Unsure 12; ; 25.5 Agree 12; ; 33.3 Total 67; 10051;100 COURSE EVALUATION

My command of English comprehension is not good and I have difficulties understanding the textbook, lecture and the questions in tests and quizzes. Freq / % Nov01 Freq / % May02 Disagree 24; ; 36.5 Unsure 11; ; 19.2 Agree 33; ; 44.2 Total 68; 10052;100 COURSE EVALUATION

QUOTES “I cannot teach anybody anything, I can only make them think” - Socrates. “I never teach my pupils, I only attempt to provide the conditions in which they can learn’ - Einstein. “Education consists mainly in what we have unlearned” - Mark Twain. LEARNING

Paul G. Hewitt, Conceptual Physics LEARNING PHYSICS

“..Memorization is not only useless but counterproductive..” Whitaker, 1985 LEARNING

Facilitators session with Dr. JJ, Fri/Sat for 2 hours. Remedial session & Concept Introduction with FCs only Picnic Day: Concept reinforcement & problem solving with FCs only. Sunday for 3 hrs Peer FCs discuss collaboratively with peers (4 peers/FC) on Tue for 2 hours. Use Concept Maps. Reinforcement + quiz: with all students Thurs for 2 hrs New set of FC’s All students Will Self Assess Monday Concept Map/ Reading Assignment & Self Assess is Due Discuss Outside Class Post assess Due Weds LEARNING METHODS Peer Facilitating Collaborative Learning Cycle

Mentor - mentee session  Facilitators (FC) (between pupils) meet me for about 2 hours on Fridays.  A coordinator is appointed – those with highest CGPA.  Coordinator responsible to assist peers to clarify confusing concepts.  FCs must read the textbook & simplified notes on the week’s topic. Concept Maps.simplified notes  FC evaluate themselves using specific operational/outcome objectives on the week’s topic.specific operational/outcome objectives LEARNING METHODS

Mentor - mentee session - Reinforcement  Facilitators (FC) meet me for about 3 hours on Sundays.  Lunch provided (not during Ramadhan).  Concepts are reviewed and discussed.  Selected examples or problems are solved.  Plenty of two-way discussion initiated by the mentor. LEARNING METHODS

Peer Facilitating session Facilitators (FC) meet with their assigned peers (peers have submitted reading assignment/CMAP) & initiate discussion.  Peers must self-assess using specific operational objectives & to me before peer discussion.specific operational objectives  Review & discussions (often knowledge sharing) by FC. NO TEACHING.  At end of session, peers go through the specific outcome again for post-assessment.  I just go around from group to group to answer questions. LEARNING METHODS

Reinforcement With All Students  A lecture/discussion concentrating on overview by me by using the Socratic Dialogue method + using concept maps.  Short 2-3 minute group discussion whenever I seek for answers.  Evaluation - 15 minute quiz focusing on ability to draw graphs, express ideas, read tables and write mathematical expressions – minimal or no computation. LEARNING METHODS

Confucious I hear and I forget Quotes I see and I remember I do and I understand LEARNING

Matric Perlis 2002-Conclusion Research Findings – Retention % of Learning After 3 days period Quotes Hear only – 20% See only 30% Read only – 10% Say only – 70% Say & do simultaneously - 90% See + hear – 50%

CATEGORIESAmountPercentTotal Tests310%30% Reading Assignment91%9% Quiz5 of 62%10% Peer-Facilitating Project Facilitator Self-assessment % 9% 11% Final Exam140% COURSE ASSESSMENT Refer to the course outline/syllabi for detailscourse outline/syllabi

AsPEN 2002 Change Principle: It is very difficult to change an established mental model substantially. Views on Learning Drawing of an old woman. Or is it a young one? From Harvard- Radcliffe Cognitive Science Society, Caly Budin, Pres. Reading & listening to lectures, for most students, are ineffective ways to change their mental models. or removing misinterpretation..