Peer-Facilitating Learning- Cycle Format in Enhancing the Learning of Thermodynamics for Industrial...

Peer-Facilitating Learning-Cycle Format in Enhancing the Learning of Thermodynamics for

Industrial Chemists

SEMINAR FIZIK 2000SEMINAR FIZIK 2000

UNIVERSITI MALAYSIA UNIVERSITI MALAYSIA SABAHSABAH

QuotesQuotes

Motivation

Methods

Samples

Specific Learning Outcome

Results Results DisadvantagDisadvantagesesAdvantagesAdvantagesStudents Students FeedbackFeedback

ConclusioConclusionn

Title

Peer Guided Peer Guided NotesNotes

Applied Chemisrty and Industrial Chemistry Students at UiTM

MotivationMotivation

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

MotivationMotivation

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

SamplesSamples

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)

SamplesSamples

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.

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

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

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

Newset ofFC’s

Reading assignmentdue

Peer Facilitating MethodologyMentor - 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 and very specific operational/outcome objectives on the week’s topic.

Peer Facilitating MethodologyMentor - mentee session -

Reinforcement

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

Some pizza/noodles/fried rice is served for lunch, MY TREAT.

Concepts are reviewed, added and discussed.

Selected examples or problems are solved.

Plenty of two-way discussion initiated by the mentor.

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

peers (peers have submitted reading assignment).

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

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.


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) = Esys , (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. max = rev. COPR,max = COPR,rev.

• I know the Carnot principles for heat engines: rev,1 = rev,2; & irr < rev 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: th < th,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 = 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 by heat 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

Review

• Energy must be conserved in any thermodynamics process

kg

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

ine

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.

s

kg ,

AV

m

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 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 & DiscussionResults & 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 weekdocumentation has and are still evolving for the

past 3 semesters (the peer review notes just begun this semester).

Results & DiscussionResults & 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 & DiscussionResults & 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 & DiscussionResults & Discussion

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 1-Strongly Disagree: 5-Strongly Agree


The structure (format) for this class has helped me to focus my learning better. 4I always do my reading and submit my reading assignment on time. 5I always do the problem assignment and submit them on time. 4I always do my preparation before my consultation with the lecturer. 3I always ask questions during consultancy, during peer-lecturing and during lecture hour. 3I always discuss with my peers outside the classroom regarding the topic of the week. 3The reading assignment is a very good exercise for me in preparing myself for class. 4The 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 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 RemarksConcluding 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”)

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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