Peer-Facilitating Learning-Cycle Format in Enhancing...

Peer-Facilitating Learning-CycleFormat in Enhancing the

Learning of Thermodynamics forIndustrial Chemists

SEMINAR FIZIK 2000SEMINAR FIZIK 2000

UNIVERSITI MALAYSIA SABAHUNIVERSITI MALAYSIA SABAH

QuotesQuotes

MotivationMotivation

MethodsMethods

SamplesSamples

Specific LearningSpecific LearningOutcomeOutcome

ResultsResultsDisadvantagesDisadvantagesAdvantagesAdvantagesStudentsStudentsFeedbackFeedback

ConclusionConclusion

TitleTitle

Peer Guided NotesPeer Guided Notes

Applied Chemisrty and IndustrialChemistry Students at UiTM


Unable to verbally explain theconcept of area and volume

Inability to verbally give meanings tothe many different forms of ratios anddivisiontoo much emphasis on quantitative(numbers) approach & lacking inqualitative reasoning


Weak reasoning ability in explainingphysics central ideas about force &motion

Inability to represent a physicalsituation pictorially & verbally

Lack of power to verbally translate amathematical equation and vice-versa

SamplesSamples

Fourth semester students doingdiploma in industrial chemistry - thelargest group N = 35

Students without diploma intechnology programs entering degreeprogram (Hons.) in applied chemistry(N = 10)

SamplesSamples

Students without diploma intechnology programs ormatriculation students enteringdegree program (Hons.) in ChemicalEngineering N = 15)

Peer Facilitating Methodology

Mentor-mentee cum peerfacilitators session with Dr.JJ, Saturday for 3 hours.

Concept reinforcement &problem solving with FCs.Sunday/Monday for 3 hrs

Peer FCs meet withassigned peers (4 peers).Tue or Wed for 2 hours.

Reinforcement + quiz:with all students .Thursday for 2 hrs

Newset ofFC’s

Reading assignmentdue


Mentor - mentee session• Facilitators (FC) (between 10 -15 pupil)

meet me for about 3 hours on Friday.• A coordinator is appointed – those with

highest CGPA.• Coordinators arrange for peers to meet

together after session with me.• Responsible to assist peers to clarify

confusing concepts• All FCs & other peers get to read a set of

guided questions or simplified notes andvery specific operational/outcomeobjectives on the week’s topic.

Peer Facilitating MethodologyMentor - mentee session -

Reinforcement

• Facilitators (FC) meet me for about 4hours on Sunday.

• Some pizza/noodles/fried rice isserved for lunch, MY TREAT.

• Concepts are reviewed, added anddiscussed.

• Selected examples or problems aresolved.

• Plenty of two-way discussioninitiated by the mentor.

Peer Facilitating MethodologyPeer Facilitating session• Facilitators (FC) meet with their assigned

peers (peers have submitted readingassignment).

• Peers go through the specific outcome &evaluate their comprehension (pre).

• Review & discussions (often knowledgedissemination) started by FC.

• Peers go through the specific outcomeagain for post-analysis & they evaluatethe FC.

• I just go around from group to group toanswer questions.


Reinforcement With All Students

• A lecture concentrating on overviewby me.

• Question (often forced answer ratherthan voluntary) & answer.

• Evaluation - 15 minute quiz focusingon ability to draw, express, readtables and writing mathematicalexpressions.

Objectives - Review

Specific outcomes

• I am confident that (Qin - Qout) + (Win - Wout) +(Emass,in - Emass,out) = ∆Esys , (kJ)

• I know that a refrigerator maintains a refrigeratedspace at a low T by removing heat (Qin=QL) from it.

• I am aware that a heat pump maintains a heated spaceat 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 iscompleted.

Objectives - Review

Specific outcomes

• I know that irreversibilities are caused by friction,non-isothermal heat transfer & non-quasi equilibriummovement.

• I realize that Carnot engines set the upper limit for theengines' performances. ηmax = ηrev. COPR,max =COPR,rev.

• I know the Carnot principles for heat engines: ηrev,1 =ηrev,2; & ηirr < ηrev for engines between same TH & TL.

Objectives - ReviewSpecific 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: ηth < ηth,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 internallyreversible process.

• I can write the entropy balance as: Sin - Sout + Sgen =∆Ssystem , kJ/K or Sin - Sout + Sgen = ∆Ssystem., kW/K

• I can write the entropy balance as: sin - sout + sgen =∆ssystem , kJ/kg K . For rev. process, Sgen= Sgen = sgen =0.

• I know that entropy of a system can be changed byheat transfer, Sheat, mass transfer, Smass &irreversibilities, Sgen.; kJ/K

Notes - Review

kg

kJ ,e ) - ( ) - ( )q - (q

or kW , E )E - E( )W - W( )Q - Q(

sysoutmass,inmass,outinoutin

sysoutmass,inmass,outinoutin

∆=++

∆=++•••••••

θθωω

Review

• Energy must be conserved in anythermodynamics process

kg

kJ ,e e - or kW , E E - E sysoutsysoutin ∆=∆=

•••

ine

Notes - Review

Specific outcomes• For a stationary closed system, q – ω = ∆u. For a

stationary closed system undergoing a constant-pressure process, q – ω = ∆h.

• For an open system that allows mass flow andundergoing a steady-state process, then theenergy and the mass conservation must beobeyed and that there must be NO propertychange within the system’s boundary. Note thatthe mass and volume flow rate is related to thevelocity of the moving mass.

s

kg ,

νυ

νAV

mr

==

••

Notes - Review

Specific outcomes

So, the energy balance for a steady-flow device is

kW , pe]keh[ - pe]keh[

)E - E( )W - W( )Q - Q(

inout

inmass,outmass,outinoutin

∑∑••••••

••••••

++++=

=+

mmmmmm

Results & DiscussionResults & Discussion

Disadvantagesplenty of time must be dedicated to the following:

preparing documentation: the peer guidednotes (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 muchtime for anything else in a week


Disadvantagesplenty of time must be dedicated to the following:

modifying lecture notes (2-3 hrs)

always living by the hour & leaving not muchtime for anything else in a week

documentation has and are still evolving for thepast 3 semesters (the peer review notes justbegun this semester).


Advantagesstudents (FCs) get to learn the concepts in avery personal setting:

listening and discussion takes place after theyreading the peer review notes & specificlearning outcomes

problems are solved together, FC’s first thencorrected by me

students are made to know the concepts beforepee discussion and peer reinforcement throughtheir summarized reading assignment


Advantagesstudents have their peer discussion in a verysmall group (3-4 students)

students are given the chance to participate intheir discussion (although at times get frustrated‘cos FC are not very reliable to answerquestions)

more active learning involving mentor- mentee,and among peers.

Highly probing & invoke students’ activeparticipation (more than willing) during thereinforcement session


Entropy - Chapter 6Facilitators (N=11) Students (N=34)

Mode ModePost Pre G g Post Pre G g

Review 4 3 1 0.25 4 3 1 0.25Clausius Inequality 4 3 1 0.25 4 3 1 0.25

Increase of Entropy Principle 4 3 1 0.25 4 2 1 0.25Entropy Balance & entropy transfer 4 2 2 0.5 4 2 2 0.5

Students Feedback

1-Strongly Disagree: 5-Strongly Agree


The are too many terminologies in thermodynamics for me to comprehend. 3The textbook helped me learn thermodynamics better than if there is no textbook. 3The problems at the end of each chapter are very useful to increase comprehension. 4The five-hour per week is more than enough for good comprehension of the subject matter. 3

Students Feedback - Course Evaluation



The structure (format) for this class has helped me to focus my learning better. 4

I always do my reading and submit my reading assignment on time. 5

I always do the problem assignment and submit them on time. 4

I always do my preparation before my consultation with the lecturer. 3

I always ask questions during consultancy, during peer-lecturing and during lecture hour. 3

I always discuss with my peers outside the classroom regarding the topic of the week. 3

The reading assignment is a very good exercise for me in preparing myself for class. 4

The consultancy, peer-discussion is a very effective method in preparing myself before class. 4The lectures after peer discussion helped made the learning easier. 4I have worked very hard in this class to understand the materials but I still cannot understand. 3




The learning format for this class should be employed in other science classses. 5The class should be held for only three hours and not five hours. 3I feel that the consultancy, peer-discussion learning cycle format is a waste of time. 1I feel that the traditional lecturer talk in front and student listen is the best way of learning. 3




The lecturer always arrived on time. 4The lecturer is always very motivated and enthusiastic. 5The lecturer is always very patient in answering our questions. 5The lecturer always explained the materials clearly during consultancy and lecture. 5The lecturer presents his lectures in very interesting manner and always joke around in between. 5The lecturer is very confident and has a good mastery of the topic discussed. 5The lecturer is very organized with the flow of the content presented. 5The lecturer always do examples to help make the material more comprehensible. 5The lecturer always test my understanding during lecture by asking fundamental questions. 4The lecturer encouraged me to be more open in asking questions and motivate me. 5The lecturer has succeeded in imparting valuable knowledge about thermodynamics. 5I look forward to be lectured by this lecturer again in the future. 5



Concluding RemarksConcluding Remarks

( Mentor-mentee session is most liked bystudent

( Students are made to be ready before peerdiscussion through the summary of the readingassignments

( time spent and commitment on the lecturer’spart is extremely high until the documents andlectures are completely satisfactory

Concluding RemarksConcluding Remarks

( students interest in learning has improvedtremendously even though most don’t takephysics at any stage during their diplomaprogram

( applicable to any class size as long asmaterials are carefully designed, and lecturersare willing to do away with their traditionalmethod of passive learning (minimal studentsparticipation, ‘cos “we need to finish oursyllabus”)

Dr. J.J.,

Applied Sciences Education Research Group(ASERG)

Faculty of Applied Sciences, UiTM

Email: [email protected]

Phone: 03-5516-4886

WebPage:http://www.itm.edu.my/acaprg/fsg/drjj1.html

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