CHED 149

“When I first encountered the works of J.W. Gibbs, I felt like a small boy who had discovered a book describing the facts of life.” (von Karmann)

When contemplating the factors that make thermodynamics interesting, we must recognize that our spectrum of learners spans a broader range than, say, from Denbigh to von Karmann. Achieving the broadest coverage of that spectrum requires a variety teaching methodologies. The present work classifies several teaching methodologies, discusses their implementation in the classroom, and surveys students to probe the spectrum of students that is actually encountered and the manner in which they are affected.

We interpret the general goal of Chemical Engineering thermodynamics to be connecting conceptual insight about molecular interactions (size, shape, and stickiness) with understanding of macroscopic applications like refrigeration and distillation. It is tempting to simply call a molecular simulator or chemical process simulator, but students cannot make the connection in this manner. They can simply see that they are connected. Looking inside the black box requires an assembly of technology-based tools. Excel worksheets provide hierarchical levels of computation that blur the lines between hand calculation and computer programming. Technology also plays a role in reinforcing conceptual insights through ConcepTests with Classroom Performance Systems (CPS) and virtual tours of chemical plants.

We assess this approach through opinion surveys, detailed tallies of test questions, and CPS reports. We observe that conceptual insights are the most appreciated by students, represented by creative analogies and virtual tours. Detailed derivations are perceived as drudgery. CPS shows that students can master conceptual insights after a few trials and this mastery is reflected in exam tallies.