Using the Experiential Learning Model to Transform an Engineering Thermodynamics Class

34th ASEE/IEEE Frontiers In Education Conference

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Using the Experiential Learning Model to Transform an Engineering

Thermodynamics Class

Margaret Bailey, Ph.D., P.E. (Assoc. Prof.)John R. Chambers (4th Year ME BS/MS)

Rochester Institute of TechnologyKate Gleason College of EngineeringMechanical Engineering Department


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Presentation Outline• RIT Description

• Experiential Learning @ RIT

• Classroom Learning Aids

• Course Assessment

• Conclusions, Acknowledgements, and Questions


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Rochester Institute of Technology• Kate Gleason College of Engineering (KGCOE)

– 5 Departments– Ranked 6th in Nation among non-Ph.D. (2002 U.S. News & Word Report)

• RIT Enrollment – Fall 2003 - 2004 15,334 – RIT Undergraduate 12,994 (KGCOE: 1992)– RIT Graduate 2,340 (KGCOE: 367)

• RIT Academic Degrees – Certificate, Diploma, AA, AAS, AOS, AS, BFA, BS, ACERT, MBA, ME,

MFA, MS, MST, Ph.D • Department of Mechanical Engineering • KGCOE Co-op Requirement


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Experiential Learning @ RIT • RIT firmly believes in learning

through doing• Experiential learning

methodology based on Kolb’s educational model

• Model can also be used to improve student learning in courses like Thermodynamics

• During course design, using an experiential learning model can help to ensure that planned activities give full value to each stage of the learning process.

ActiveExperiences(Stage One)

ActiveExperimentation

(Stage Four)

ReflectiveObservations(Stage Two)

AbstractConceptualization

(Stage Three)


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Experiential Learning @ RIT• Includes real life

experiences involving thermodynamic devices

• Small subset of engineering students have already completed this step upon entering course

ActiveExperiences(Stage One)


(Stage Four)



(Stage Three)


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Experiential Learning @ RITActive

Experiences(Stage One)


(Stage Four)



(Stage Three)

• Students are able to look back and examine the underlying principals of thermodynamic devices and processes


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(Stage Four)



(Stage Three)

• Usually occurs in a traditional lecture style learning environment


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(Stage Four)



(Stage Three)

• Students are able to make parametric adjustments to devices used in stage one and observe the effects


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Classroom Learning Aids• Computer Simulation Packages and Available

Animations– Auto Insight– Engineering Equation Solver (EES)– Example(s) of animations and clips available on the web

(contact Authors for more detailed listings)

• Physical Device Examples– Absolute vs. Gage Pressure Set-Up– Vacuum Boiling Bottle– V6 Chrysler Engine– Gas Turbine Engine


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Absolute vs. Gage Pressure Set-Up

• Used to show students how atmospheric pressure impacts pressure gage readings


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Air is pumped into left chamber

Right chamber is at atmospheric

pressure

Air is pumped into right chamber

Pressure of left chamber appears to

drop as pressure around gage

increases


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Vacuum Boiling Bottle• Used to demonstrate

the interdependence of boiling temperature and pressure


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Internal Combustion Engine Displays


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Course Assessment• Course Learning Objectives:

– Apply conservation of mass, conservation of energy, and the second law of thermodynamics to open and closed systems.

– Apply thermodynamic properties and equations of state for an ideal gas, steam, and refrigerants.

– Analyze the common ideal power generation cycles including the Rankine, Otto, Diesel, Brayton and their respective actual cycles.

– Analyze the ideal and actual vapor compression refrigeration cycle.

– Relate principles learned in thermodynamics with emerging technologies, cycles, and processes.

– Improve engineering problem solving abilities.


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Course End Evaluation• Through course end student evaluation and review of written

comments, the course appears to be achieving its learning objectives

• Standard Course End Evaluation– Questions regarding the quality and effectiveness of the instructor,

clarity of the course objectives, consistency of lesson preparation, adequacy of textbook, etc.

– 2003 fall quarter class / 20 students– Overall course rating: 4.64/5.00 (highest among all courses taught

within the ME department during the fall quarter of 2003) • In a separate survey, students were asked to assess their

competency in achieving the course objectives. – Overall result: 4.8/5.0


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Conclusions• Course-end feedback results from

experiential learning based course show improvements over the same course taught in previous quarters using the more traditional lecture style. Because of professor variance, a direct comparison is not included.

• Future efforts to improve Thermo @ RIT


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Acknowledgements• Kate Gleason Endowment Fund

• Mechanical Engineering Department - Machine Shop Staff and Admin Staff

• Mr. Richard T. Chambers


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QuestionsAuthor Contact Info:

Margaret Bailey, [email protected] Chambers, [email protected]

mailto:[email protected]

mailto:[email protected]

Using the Experiential Learning Model to Transform an Engineering Thermodynamics Class

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