Designing a Learning Project on Thermodynamics for Chemistry Students According to the CDIO Teaching Mode

Cao Cu Giac^1, , Cao Thi Van Giang² and Tran Van Thanh³

¹Vinh University, Vinh City, Vietnam

²Hanoi University of Education, Vietnam

³Hung Vuong High School for the Gifted Students, Gia Lai Province, Vietnam

Cite this paper

Cao Cu Giac, Cao Thi Van Giang and Tran Van Thanh. Designing a Learning Project on Thermodynamics for Chemistry Students According to the CDIO Teaching Mode. World Journal of Chemical Education. 2024; 12(1):6-12. doi: 10.12691/WJCE-12-1-2

Abstract

General chemistry programs at universities around the world often focus on learning from the first and second school year, in which knowledge of thermodynamics plays a fundamental role in studying the theory of chemical processes. Although it is learned early at universities that train chemistry students, but with the content is difficult and complex when developing the application of thermodynamic principles to chemical processes occurring in closed systems to research chemical equilibrium, has caused many students to lose their learning direction, leading to not good academic results. In order to overcome those difficulties, we designed a learning project based on the CDIO teaching mode to guide students in forming project ideas, project design, project implementation and operation. Through the project, students will easily access thermodynamic issues to evaluate a chemical process occurring, creating a strong motivation for students to research chemistry.

Keywords

CDIO teaching mode, learning project, project based teaching, chemistry, thermodynamics

Copyright

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References

[1]	Malmqvist, J., Edström, K. & Rosén, A. CDIO Standards 3.0 - Updates to the Core CDIO Standards. Proceedings of the 16th International CDIO Conference, hosted on-line by Chalmers University of Technology, Gothenburg, Sweden, June 8–11, 2020.
[2]	Hafid Sokrat, Soumia Tamani, Mohammed Moutaabbid, Mohamed Radid. Difficulties of Students from the Faculty of Science with Regard to Understanding the Concepts of Chemical Thermodynamics. Procedia - Social and Behavioral Sciences. 2014, 116, 368-372.
[3]	Stanley I. Sandler and Leslie V. Woodcock. Historical Observations on Laws of Thermodynamics, J. Chem. Eng. 2010, 55, 10, 4485–4490.
[4]	Robert G. Mortimer. Physical Chemistry, third edition, Elsevier Inc, 2008, pp 153-182.
[5]	Srinivasan S. Iyengar and Romualdo T. de Souza. Teaching Thermodynamics and Kinetics to Advanced General Chemistry Students and to Upper-Level Undergraduate Students Using PV Diagrams, J. Chem. Educ. 2013, 91 (1),74-83.
[6]	Arthur C. Ferguson. The Gibbs Free Energy of a Chemical Reaction System As a Function of the Extent of Reaction and the Prediction of Spontaneity, J. Chem. Educ. 2004, 81, 4, 606.
[7]	Raymond S. Ochs. Thermodynamics and Spontaneity, J. Chem. Educ. 1996, 73, 10, 952.
[8]	Paul M. Mathias. The Gibbs–Helmholtz Equation in Chemical Process Technology. Industrial & Engineering Chemistry Research. 2016.
[9]	Robert M. Hanson. A Unified Graphical Representation of Chemical Thermodynamics and Equilibrium, J. Chem. Educ. 2012, 89, 12, 1526–1529.
[10]	Sebastian G. Canagaratna. A Visual Aid in Enthalpy Calculations, J. Chem. Educ. 2000, 77, 9, 1178.
[11]	David Keifer. Enthalpy and the Second Law of Thermodynamics, J. Chem. Educ. 2019, 96, 7, 1407–1411.
[12]	G. Huybrechts and G. Petre. Determining the Kp for the ammonia synthesis as a function of temperature, J. Chem. Educ. 1976, 53, 7, 443.
[13]	Yingbin Ge. Agreement, Complement, and Disagreement to “Why Are Some Reactions Slower at Higher Temperatures?” J. Chem. Educ. 2017, 94, 6, 821-823.
[14]	Roger Araujo. Potential Functions in Chemical Thermodynamics, J. Chem. Educ. 1998, 75, 11, 1490.