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ME126: Thermodynamics

Course Description

Introduction to the concept of energy and the laws governing the transfers and transformations of energy. Study of thermodynamic principles and their applications to engineering problems. Includes a study of the first and second laws, the properties of pure substances and ideal gas, gas/vapor mixtures, and an introduction to thermodynamic cycles. 3 units. Prerequisites: MATH 32, PHYS 11A, CHEM 1E. Upper division

enrollment: 60 in two sections, Fall 2021

Structure; On-line zoom synchronous

Course Learning Objectives:

The students should be learning to:

Determine properties of real substances, such as steam and refrigerant 134-a, and ideal gases from either tabular data or equations of state.
Analyze processes involving ideal gases and real substances as working fluids in both closed systems and open systems or control volumes
Determine process diagrams, apply the first law of thermodynamics to perform energy balances, and determine heat and work transfers.
Analyze systems and control volumes through the application of the second law.
Analyze the Carnot, ideal gas and steam power cycles and refrigeration cycles to determine system components and process diagrams, perform energy balances, determine heat and work transfers, calculate the cycle efficiency or coefficient of performance.

Before:

Motivation for Redesign;

Previously, I thought heavy-content course like Thermodynamics has required me to deliver considerable amounts of lectures for skillset, which caused me to have little room for providing students activities to explore concepts while sharing new idea between students. Thus, in order to build strong learning community to support the teamwork for team-based-learning(TBL), I have installed "guided group quiz" for groups to discuss and explore key concepts and find their answers to those guided questions to present to whole class.

After:

Evidence of Student Learning

Canvas sample

Community share slides

Group quiz slides

Team activitiesA.JPG

Team activitiesB.JPG

Techniques Incorporated Into Redesign

In every module, I installed preview assignments and review quizzes for individuals and groups in the Canvas. In Zoom meetings, I use Break-out room for group activities to work together in Google Slide, Google Jamboard, Group discussion boards.

Assessment of Redesign Project

Student Survey Samples

I really like that we are working in group. Also, I like the exit ticket because I should go back and review the chapter again. Also, I like the discussion . Also, I like the FE practice homework. Also, I like the YouTube videos and PowerPoints for each chapter.

I learned that teamwork during class is very helpful in understanding and learning more of the subject. I like how the discussions helps everyone opens up what they know about a certain topic and learn from each other. I like how organize class is and how the midterm is set up.

Equitable & Inclusive Outcomes for Students

In this redesign of the course for active learning, I observed that building a community to learn as a group helps group members very inclusive since most of them enjoy to work together, and team class activities promote an equitable environment between students since the activities help every member to work as a team member.

Reflection: Challenges and Lessons Learned

At first forming groups is a challenge with time and effort, but it helps a lot later for more effective activities of groups. Implementing TBL and Active Leaning techniques takes quite a class meeting time to be effective so it is necessary to make the group activities to be very efficient in time. Sometimes, traditional lecture time or instructor's demonstration of solving an example problem to the class may be limited. The following example is one sample of the survey from the students; 1) A ton of work... I am currently enrolled in 6 other classes (24 units this semester) and it is a lot of work. This class has the most work compared to the others. 2) Need more example problems. I think that the best way we all can learn, is by working on super difficult questions in zoom together. 3) I wish we had more time to work on assignments. Especially the iRat quizzes, where we are given only 5 minutes to complete 3 problems. I think it is too short.

Faculty Biography

Faculty Bio
	Greg Cho, Ph.D. Mechanical Engineering, California State University, Sacramento I usually teach Thermodynamics, Thermo-Fluid systems and its labs, Heat Transfer, Gas dynamics, Advanced Fluid Dynamics, Turbo-machinery. Participating in and learning from divers Faculty Learning Community program (FLC) for a few years provided by the Center for Teaching and Learning(CTL) with excellent advisors was instrumental for my traditional teaching style to be gradually renovated to adopt active learning and students-centered learning.

**Program Sponsors**
	This work was supported by the Sacramento State and The Higher Education Emergency Relief Fund