Advanced Engineering Thermodynamics, 5ECTS
The course is a selective course intended for Masters’ degree students in the field of Energy technology.
Intended learning outcomes
- At the end of the course, the students should be able to:
- Analyse vapour power cycles
- Analyse ideal vapour compression refrigeration cycle
- Understand the concept of availability and its relation to quality of energy
Course content
The course is divided into two broad content:
- Vapour power cycles
- Power cycles
- Rankine cycle
- Improved Rankine cycle
- Regenerative cycle
- Binary cycle
- Reverse Carnot cycles
- Refrigerating effect and coefficient of performance
- Ideal vapour compression, refrigeration cycle and heat pump
- Power cycles
- Availability/Exergy
- Definition
- Availability equation for closed systems
- Availability equation for open systems
- Introduction to exergy computations
Target Group
This course is intended for Masters degree students in Chemical, Mechanical and energy related studies. The students should have prior basic thermodynamics knowledge.
Learning environment and teaching method
The course structure to build theoretical understanding upto analysing real case scenario of steam power plant and refrigeration systems. The teaching method combinesof face-to-face lectures, flipped learning and problem-based learning. Thermodynamically principle exist, incentifying and guiding the students to learn and apply these principles is the fundamental role as a teacher. Problem-based learning is an active strategy that will allow students to take the lead, be responsible for learning process, opportunity to work collaboratively as well as ability to learn under their own directions [1]. PBL will be executed in groups or teams as schematics shown in the Figure below. Small-Group PBL uses a learning envirionment in which student are active and cooperative to accomplishe a clearly defined tasks. Initially students draw the different Group would work on a specific task then retreating to own groups. This in my opinion incentify the student to learn deeply because they will share the same information the rest of the Group members. Problems from real situation that requires solution will be worked on, therefore, the students take inventory of his knowledge about the subject, analyse it, reflect upon, share information with classmates and teachers to obtain a solution [2]. PBL requires the student to have some knowledge on the subject, thus to compliment it face-to-face and flipped learning method will be utilised [3].
| The evaluation of student learning is based on: Individual written examination (40%)Project works – Presentations and reports (60%). The projects works involves the assignment carried out within their parent group and the assessment will be conducted by both the student and teacher. |
References
1. Hmelo-Silver, C.E. (2004), “Problem-based learning: what and how students learn?”, Educational Psychology Review, Vol. 16 No. 3, pp. 235-266
2. Gwee, M.C. (2009), “Problem-based learning: a strategic learning system design for the education of healthcare professionals in the 21st century”, Kaohsiung Journal of Medical Sciences, Vol. 25 No. 5, pp. 231-239
3. Byers, T., Imms, W. & Hartnell-Young, E. (2018). Comparative analysis of the impact of traditional versus innovative learning environment on student attitudes and learning outcomes. Studies in educational evaluation, Vol. 58, Elsevier. 167-177
Didactics in Higher Education 
Hi!
I think it was very good about your plan, that you use a mixed assessment (individual and group task) method. I also liked, that you are using PBL, which suits very well to the scope of the course.
I was wondering, however, whether it is a good idea to have BSc and MSc students participating as well? Unfortunately, I am very much lacking the theoretical knowledge, to be able to state a firm opinion on this, but I wonder whether MSc students have perhaps more background knowledge (and experience) in the sense, that it would be harder for BSc students to keep up with them?
Of course, this is also dependent on the actual major, and the stage in which they are at (e.g. very beginning of undergrads, or almost before graduation), but it still popped up in my mind, so I thought I’d ask about it.
Another thing I thought of, is maybe you could be a tad more descriptive and mention the exact assessment (what kind of exam will it be, what kind of group tasks will you give, etc.). I hope this helps!
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Thank you very much for your comments.
I have added details on the assessment as well as describing briefly the tasks. I further noted that in one line I had target group as masters students and in other part I had bachelors and masters students as the target group.
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Hi, I observed that the structure and design of your course is well implemented. It will help your student understand the expectations from the very beginning of the course.
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Hi, this looks like an interesting course for your students. I like that you are utilising different didactic models, such as face-to-face, flipped class room and PBL. You have an interest for engaging students in deeper learning, which is very wise in my opinion.
I was wondering, how long will this course be? With that in mind, how extensive are the tasks that you are going to give your students and are they all equally difficult?
The way you are intending to implement PBL seems very effective, but I’m worried that some of the tasks are more difficult than others. Therefore, some students may have to work harder than others to achieve the tasks. Is this going to be reflected upon in your individual assessment of the students? I’m also wondering how you are going to prepare for a situation where a students has not understood the initial task and cannot deliver that knowledge to his/her parent group?
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Very interesting course.
I liked very much that you included a lot of group activities and PBL method. Also schematic description of your PBL method is quite clear and interesting. The fact that the problems are based on real situations. However you did not mention how students will find the knowledge for solving those realistic problems. Yes there are lectures as you mentioned but are they enough for them to solve the problems? Also the students should have more sources and references if they want to find more information around the subject. You did not mention any reference for your course.
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