Thermal Systems Board Problems
                                Developed by Dr. Richard Layton
                                  Rose-Hulman Institute of Technology

Overview:
The purpose of this lesson is to have student teams work together to solve thermal systems problems. Each team is provided with a set of problems/examples. Each of the examples is followed by a series of instructions and opportunities to check the consistency of work before moving on. Each team uses a different whiteboard. Once all teams have completed the board work, one member of each team will be randomly chosen to discuss one of the problems. Other teams will contribute feedback to the presenting team.

To view video of Dr. Layton introducing the assignment, forming teams and discussing and assigning team roles, click here

Learning Objectives or Student Outcomes:
By the end of this lesson or activity, students will be able to
1. work as a team to solve thermal systems problems.

Length of Lesson:
One class period

Assignment(s) to Ensure Student Preparation:
There is no specific assignment to ensure student preparation for this task; however, the students will be using prior knowledge obtained in the course in order to complete this task.

Team Size/Composition:
Teams of 4 work best; if necessary, a few teams of 3 or 5 students may be formed.

How is positive interdependence ensured?
Students must work together to complete the thermal systems problems on the board and to be sure that each member understands the problems. One team member will be randomly called on at the end of the activity to present their solution to the rest of the class.

How is individual accountability ensured?
Individual accountability is ensured through the random selection of one team member to present the team’s solution to a given problem. Another method that can be used is for the instructor to take note of who is/is not participating as he/she goes around from group to group to help them work out their problems. This is most effective in a smaller class, where the instructor can get around enough to each group in order to make such an assessment. The instructor may also choose to issue a brief peer evaluation at the end of the activity. Each individual can then be assessed by his/her peers for his/her contribution to the group in completing the board problems. Also, whether or not each student participated and understood the concepts will become apparent when an exam on the material is administered.

Components of Assessment:
Teams will be assessed on the presentation of a problem solution by one member of the team at the end of the activity. If peer assessments are used, this can also be a contributing factor in the assessment of the team as a whole and of the individual team members.

Team Skills Needed for Success:
All team members must have the ability to communicate, cooperate and collaborate; they must also feel free to share their own ideas and to give and receive constructive feedback.

How Are These Skills Emphasized?
Team members are expected to be able to discuss study questions in an open-minded manner and to see perspectives other than those that have been self-formed.

Materials to be given to Students:
• Dry erase marker
• Thermal Systems Board Problems Packet
• Thermal Systems Board Problems Solution Packet

Instruction to Students

Handouts

Thermal Systems Board Problems Packet

Thermal Systems Board Problems Solution Packet

NOTE: While these problems are specific to the lesson being done in this particular course, they are provided here as examples which can be followed using any type of problems.

©2003, Richard Layton                                                                                     
These materials may be duplicated for educational purposes if properly credited.