Having Fun in the Heat Transfer Classroom

Abstract

In this article, we discuss the possibility of starting heat transfer coursework with transient problems. We begin with the analysis of a microscopic transient problem, from when the process begins until it reaches a steady state. In addition, we propose that the students perform four or five activities per month in the classroom, in pairs, instead of requiring traditional exams. We developed a questionnaire to check the level of student satisfaction with the methodology used. Of the students, 59% had little difficulty understanding the theory, 59% did not have difficulty calculating microscopic transient balances, and 46% had no difficulty with steady-state calculations. A total of 59% preferred that all the evaluations were conducted as activities in the classroom, and 41% and 51% preferred that the course began with transient and steady-state problems, respectively.