Bi modal no more shifting the curve in material and energy balances courses

Bi-modal No More Shifting the Curve in Material and Energy Balances Courses Common wisdom states that a bi-modal distribution in process analysis is “normal”, with asignificant number of students needing to take the course twice before they “get” the material. Asclass sizes in second year chemical engineering at the University of Alberta have grown to over100 students, we took a hard look at the root causes of this distribution. The goal was toconsciously uncover and remove barriers to student learning which result in the “bi-modaldistribution”. The solutions include visual learning, experiential learning, industrial bestpractices and structured problem solving techniques which are now embedded in the course. Themodified teaching approach progresses in three stages: first, vocabulary building throughresearch on a specific process, through flowsheet construction, and problem statementdeconstruction; second, structured visual problem solving tools which are also the back bone ofindustrial best practice; third, active learning exercises throughout the course to pull outquestions and ensure that students are well prepared to tackle problems independently beforethey get stuck; fourth, problem solving groups which hand in their solutions together. Whilethere is still see a tail in our distributions, the lower hump in the curve has disappeared. This is aclear indication that we are reaching and helping students who previously were lost andbewildered, as well as improving the learning experience for all of the students in the class.These teaching methods take relatively little effort to implement in the classroom, and create adynamic learning environment based on interaction and critical thinking which is more fun toteach than the stress laden environment more typically associated with bimodal performance.


Students understanding of limit concept: an apos perspective
Çetin, İbrahim; Özden, Yaşar; Department of Computer Education and Instructional Technology (2009)
The main purposes of this study is to investigate first year calculus students’ understanding of formal limit concept and change in their understanding after limit instruction designed by the researcher based on APOS theory. The case study method was utilized to explore the research questions. The participants of the study were 25 students attending first year calculus course in Middle East Technical University in Turkey. Students attended five weeks instruction depending on APOS theory in the fall semester...
Investigating Relationships between Undergraduate Students' Flow Experience, Academic Procrastination Behavior, and Calculus Course Achievement
ALP, Aysenur; Sungur, Semra (Ani Publishing and Consulting Company, 2017-01-01)
Purpose: Calculus is generally offered as a freshman-year course and is a prerequisite for some advanced STEM-related courses in some undergraduate programs. However, some students experience difficulties in Calculus courses, leading to lower levels of achievement. Thus, there is a need to examine the factors which may be related to students' achievement in Calculus courses. According to relevant literature, procrastination can diminish students' achievement. Additionally, flow emerges as an important facto...
Assessment in Early Childhood Curriculums: A Comparison of Turkey and New Zealand
Gülçiçek, Turan; Erden, Feyza; Ay Yalçın, Fatma (2018-06-01)
The purpose of this study is to compare the early childhood education curricula in New Zealand (Te Whāriki) and Turkey [ECE] in terms of assessment approaches and processes. The curricula are compared with regard to perceptions of assessment, guidance for teachers on how to assess children, self-assessment of teachers, and additional sources for teachers in assessment. Overall, the curricula regard assessment as a tool enabling educators to obtain knowledge related to children's learning and their developme...
Beginning early childhood education teachers' career perceptions, expectation, concerns and their experiences in public schools
Akdağ, Zeynep; Haser, Çiğdem; Department of Elementary Education (2012)
The aim of this study was to scrutinize perceptions, expectations and concerns of pre-service early childhood education (ECE) teachers before they start their careers and their challenges in their first year as they became beginning teachers. This study also focused on documenting public school contexts where beginning teachers have been either supported and given the opportunity to develop as successful teachers or discouraged and left alone with the challenges in their first year of teaching. In order to ...
Project-based geometry learning: Knowledge and attitude of field-dependent/independent cognitive style students
Ubuz, Behiye (Informa UK Limited, 2019-01-01)
The authors in a convergent parallel mixed method design aimed to investigate whether and how the geometry knowledge and attitude toward geometry of students with field-dependent/independent cognitive style improve differentially within a project-based learning environment. Quantitative data were collected from 97 seventh-grade students before and after the treatment. Repeated measures multivariate analysis of covariance results, controlling for gender and prior mathematics achievement, revealed a statistic...
Citation Formats
İ. Ayrancı Tansık, “Bi modal no more shifting the curve in material and energy balances courses,” 2011, p. 22.286.1 , Accessed: 00, 2021. [Online]. Available: