STATEMENT OF TEACHING METHODOLOGY/STRATEGIES
I incorporate various teaching methodologies in my classes as follows:
Syllabus Overview: In the beginning of the semester, I begin my class by giving the students the course syllabus, learning outcomes, assessment method and briefing them my teaching styles (do’s and don’ts) in order for the student to have an overview of the subject, prepare before coming to my lecture and understand how I am assessing their marks.
Class session – lecture, discussions and exercises: I try to begin each class with a brief summary of the previous class session and remind the topic that we are currently working on. At this point I usually ask if there have any questions from the reading, tutorial or previous class. Then, I usually begin the lecture with a brief overview and I always try to include several examples during the lecture. I always encourage them for questions and pause during the lectures to answer them. Sometimes, I post something for them to think and brainstorm in a pair for a minute or two just to simulate students thinking. I usually give lectures only for 30 to 40 minutes before giving them an in-class exercise for them to try and apply the knowledge either individually, in pair or in groups.
Cooperative learning: Depending on the time and topic, I may conduct cooperative learning where I give case studies and appropriate reading materials. The students work in pairs or group of three to five with specific instructions on how to share ideas and come up with a solution. While the groups are working, I will move around the classroom to help various groups, and at the end, we will compare and discuss various groups’ solutions. The cooperative learning method urges the students to learn in a team and in an active way. This type of teaching can help to improve the student’s generic skills such as team working, leadership and communication skills.
Individual and Group Assignments/Projects: In order for students to understand the interlink of the chapters taught in class, I usually give the students an individual or group assignment/project where they have to use each new understanding that they have learnt in order to solve the assignment/project. The assignment/project also gives them a feel on how the materials taught in class can be implemented practically.
Exam, tests and quizzes: When I create the questions, I try to follow several guidelines. First, I try to test over a reasonable range of class material, and I try to stress the important concepts and also include problem of varying difficulty. Before each exam, I spend some time in class discussing what topics will be covered and which are the most important.
Grading: I view the purpose of grading as mostly motivational, not judgmental. By requiring students to demonstrate knowledge of course material, this motivates them to do the necessary work required to learn the subject. When grading exams, I try to strike a balance: be fairly strict while at the same time avoid discouraging the students. This gave the student a good idea of where they stand in the course, so there are no surprises at the end.
Uses of technology: I try to keep up with the modern technology of teaching such as posting
notes and assignments in e-learning, encourage students to use online web search to find
information and introducing assignments where students have to use software for analysis and presentations such as Microsoft Excel, Microsoft Power Point, Video making and post in U-Tube, etc. I also open many forum discussions in my e-learning for students to interact with each other’s and also with me. Recently, I am using plagiarism detection software ‘turnitin’ to help the students to write/prepare their assignment by expressing their own ideas. This will help them for undergraduate final year project and when they are ready to further their studies in MSc and PhD.
DESCRIPTION OF COURSE MATERIALS (SYLLABI, HANDOUTS, ASSIGNMENTS)
SSP 2113 – THERMODYNAMICS
The course starts with discussions on basic concepts of thermodynamics, thermodynamic properties of materials and thermodynamic processes. The next topics will emphasize on energy transfer and energy analysis of systems and processes using the explained first and second laws of thermodynamics. The principles of gas power and refrigeration cycles are also briefly highlighted. In general, the course provides on the basic concepts of thermodynamics and it applications in conservation and utilisation of energy as well as in automobile industry.
By the end of the course, students should be able to:
- Express the terms and definitions regarding thermodynamics systems and processes.
- Demonstrate the ability to use property tables and state equations to analyze and solve common thermodynamics processes of pure substance.
iii. Demonstrate the ability to use the principles that govern the energy transactions regarding the first law of thermodynamics.
- Describe the second law of thermodynamics and related topics including entropy, Carnot principle, exergy and irreversibility.
- Demonstrate the ability in explaining and calculating regarding gas power and refrigeration cycles.
This course is designed to enable student to comprehend the many types of physical processes occurring at cell level of the body. It will emphasize on the transport mechanism in an infinite medium which will include the flow, flux, diffusion Brownian motion and fluid drag. Transport through membrane structure will be dealt especially with regards to the volume transport, solute transport and ionic motion in and outside cell membrane. Properties of the signal transport by nerve cell will be studied and modelling of nerve impulse will be based on Hodgkin-Huxley experiment. Brief description on biophysics of hearing, optics and vision, and also thermal-regulation of the body (heating and cooling phenomena) will also been included. Finally during the course, the student will be provided with fundamental knowledge of the mechanisms and biological responses of human beings to ionizing and non-ionizing radiations through the study of the effects of radiation on biological molecules, cells, and man including cancer and mutagenesis. The course will develop the ability to make objective decisions regarding the relative risks and benefits of radiation use in a variety of applications (food irradiation, radioactivity, radiation protection etc).
BASIC CONCEPTS OF THERMODYNAMICS
– closed and open systems
– properties of a system
– state and equilibrium
– processes and cycles
– equation of state
– temperature and the Zeroth Law
PROPERTIES OF PURE SUBSTANCES
– Pure substance
– Phases of pure substance
– Phase-change processes of pure substances
– Property diagrams for phase-change processes.
IDEAL GAS LAW
– definition of an ideal gas
– internal energy, enthalpy and specific heats of ideal gases
ENERGY, ENERGY TRANSFER AND ANALYSIS
– heat transfer
– energy transfer by work
– mechanical form of work
– work in thermodynamics system
– flow work and the energy of flowing fluid
THE FIRST LAW OF THERMODYNAMICS
– energy balance for steady flow system
– energy balance for closed system
the first law for simple systems and ideal gas systems
THE SECOND LAW OF THERMODYNAMICS
– introduction to the second law
– thermal energy reservoirs
– heat engines
– efficiency of heat engine
– statement of the second law of thermodynamics
– refrigerators and heat pumps
– reversible and irreversible processes
– Carnot cycle
– Carnot principles
– thermodynamics temperature scale
– Clausius inequality
– the increase of entropy principle
entropy change in an irreversible processes
– entropy change of pure substances
– isentropic processes
– entropy changes of ideal gasses
GAS POWER AND REFRIGERATION CYCLES
– cycles for internal combustion engines
– overview of reciprocating engines
– Otto cycle
– Diesel cycle
– reversed Carnot cycle
– vapour-compression refrigeration cycle
– work potential of energy
– reversible work and irreversibility
– second-law efficiency
– exergy changes of a system
THERMODYNAMICS PROPERTIES RELATIONS
– some mathematical relations
– General relation for du, dh, ds, CV and CP
– throttling processes
– The Joule-Thomson Coefficient
– Maxwell Relation
– Clapeyron equation
Students can download the course notes/lecture slides from e-learning. Other additional resources/books for further readings are also recommended.
Assignments and Projects
This class employs continuous assessment systems. In the beginning of the class, students will be grouped into teams of 3 to 5 students. In the first week, the teams have to complete a group assignment/ project. This contributes to 10% of the total marks. Students will have to present as well as write a report to show their contribution. An individual exercises and also peer teaching will also be given as assignments (15%) in order to enhance student’s understandings on the topics learnt. Peer review assessments are conducted after each group assignments to evaluate team working skills which are the major generic skills assessed in this course. 3 Quizzes (5% each) are also given in between the classes in order to ensure students are prepared all the time.
Test and Examinations
The class will have two tests and one final examination. The mid-term test covers learning outcome 1 to 4 while the final examinations cover all the learning outcomes.
Appendices 1 and 2 show the detail Learning Outcome for the Thermodynamics as well as Thermal and Statistical Physics subjects.
EFFORTS TO IMPROVE TEACHING
Improving subject understanding: I believe that before one should teach someone, that person should understand and master the subject themselves first. With that in mind, my first effort when I am given a subject to teach is to study the subject in details, read as much books and materials as possible, do all the exercises myself and went to relevant workshops. I would love to have ‘team teaching’ techniques in order to coach new lecturers by putting them under a ‘senior lecturer’ as a mentor for a given subject to be implemented in the Faculty of Science/Physics Department.
Improving method of delivering a lecture: As I was also a student previously, I understand that conventional lectures are boring for students and normally student only absorbs approximately 30% of what the lecturers taught in a class before their mind began to wonder. As an effort to improve myself, I have attended various teaching workshops and talks in order to improve my teaching.
Appendix 3 shows the list of workshops and talk that I have attended to improve my teaching capabilities. After all the workshops, I now understand that each student has their own learning styles and that it is important to remain flexible, and modify the teaching methods to fit the students in the class. Some student learns well in groups, and others prefer more individual attention. In the future, I will experiment with all the various methods of teaching that I have learnt in delivering information/materials, in order to sustain the level of student’s enthusiasm on particular subject.
Improving grading skills: Previously, I am grading students based on their assignments, projects, quizzes and exams just as a conventional lecturers do. I currently learn that it is very important to have rubric system of assessment in order for student to know in what area they are being assessed at and how the markings are being done. I also learn that it is important to also evaluate student generic skills such as leadership, team working, communication skills and etc. Hence, for the coming semester, I am planning to create assessment forms such as peer ratings, rubric, student reflection journals, self-evaluation forms, group rating, e-learning forum and participation rating.
Some of the comments made by my students in my class are as follows:
Senarai Komen Pelajar Subjek SSCP2133
|1.||This course is interesting. Tq dr.|
|2.||This course is good with real world application that is easy to relate too. The lecturer is well equipped to answer question and make me understand the more about this course.|
|3.||This course is interesting.|
|4.||This course is interesting but challenging a little bit. But no need to worry as everything is going well with the help of Dr Wan!|
|5.||Very good and nice teaching|
|7.||Best kelas ni|
|8.||This is a very interesting course.|
|9.||This subject is interesting!|
|10.||Interesting and I gain lots of knowledge from this course. Dr. Wan was so kind throughout the semester and she treated all of us like her children. love you Dr.|
|2.||this course has interesting content|
|3.||This course really interesting and gain our knowledge.|
|4.||you are soo awesome doctor. if i fail, its my fault. and im so sorry if i ever hurt you. i love you dr,,|
|5.||Keep it up|
|6.||I need more time to understand the subject|
|7.||A bit difficult for me because I am a late bloomer.|
|8.||This is an interesting course that help us to discover the working principle of some phenomena in this world.|
|9.||I love Thermodynamics|
|subjek yang menarik untuk dipelajari..
thanks dr for helping and teaching us from zero to hero pray for me in final exam.
|this course is interesting.
You are the best lecturer..
|this course is interesting. Tq so much Dr. We love u. Stay cute..
This course taught me to observe my surrounding because almost everythings
relate to thermodynamics
|tq for everything dr wan
|Thanks Dr Wan. Good Luck
This course is so interesting and I hope Physics department find an amazing way to make students falling love to this subject. 🙂
|this subject is the best for this semester. i can learn many things from this subject.
|this course are very tough and requires strong memory.
it is interesting course but it’s not easy to follow
|26.||this course is interesting. i love thermodynamics
hope can succeed in this course
|27.||This course give a positive and negative information about many thing in the world, For the negative side , they teach how to handle it.|
|Dr Wan had taught a good and better way to understand the topics more easy.
I love this course and the lecturer too
|thermodynamic is so interesting and awesome
in the future, hope to have a field trip to laboratory that applies thermodynamics
|thank you Dr.i am bit confused in finding the steam table.
Make the tutorials as the assignments
TEACHING GOALS: SHORT TERMS & LONG TERMS
Short Term Goals (6 – 12 months)
- Update this Teaching Portfolio annually in order to re-evaluate my teaching philosophy. Make a copy of my Teaching Portfolio available to students so that they may have a clearer picture of my expectations of them in class.
- Revise and update the course content and assessment criteria. Try to apply active learning and cooperative learning in my teachings.
- Create a rubric for student assessment in order for student to understand how I give marks. Update contents of my lecture materials and upload them in e-learning website, so that students can access material and information online (syllabus, teaching portfolio, assessment rubrics, notes, assignment, quiz, solutions, announcements etc) from this site.
- Encourage forum discussion among students in e-learning in order to know their level of understanding, their problems and for knowledge sharing among students.
- Execute evaluation in each class at least twice in a semester, in order to monitor teaching effectiveness. Read more material and join more workshops on how I can improve my teaching techniques.
Long Terms Goal (1 – 2 years)
- Apply research grants and try to embark in research and application to improve my
- Write papers to high impact international journals.
- Improve communication skills and research network by contacting with researchers
from other countries.
LIST OF APPENDICES
|1||Sample Course Learning Outcome – SSCP2113||12|
|2||Sample Course Learning Outcome – SSCP3133||16|
|3||List of workshops or talks attended to improve teaching capabilities||19|
|4||List of workshops or talks attended to improve supervising capabilities||21|
APPENDIX 1: SAMPLE COURSE OUTLINE- SSCP2113
|Department & Faculty: Physics/Science||
Academic Session: 2016/17
|Code & Subject: SSP 2123 – THERMODYNAMICS
Total Lecture Hour: 42 hours
|Lecturer||:||DR. WAN NURULHUDA WAN SHAMSURI|
|Synopsis||:||The course starts with discussions on basic concepts of thermodynamics, thermodynamic properties of materials and thermodynamic processes. The next topics will emphasize on energy transfer and energy analysis of systems and processes using the explained first and second laws of thermodynamics. The principles of gas power and refrigeration cycles are also briefly highlighted. In general, the course provides on the basic concepts of thermodynamics and it applications in conservation and utilisation of energy as well as in automobile industry.|
By the end of the course, students should be able to:
Student Learning Time
c) Co-operative Learning
d) Independent Study
|Assessment Distribution Based on PLO-CLO|
APPENDIX 2: SAMPLE COURSE OUTLINE- SSCP3133
|Department & Faculty: Department of Physics,
Faculty of Science
Academic Session: 2016/17
|Code & Subject: SSCP 3133 Thermal and Statistical Physics
Total Lecture Hour: 42
|Lecturer||:||Dr. Wan Nurulhuda Wan Shamsuri|
Introduces the concepts of statistical mechanics and quantum statistics. The properties of large numbers of particles and the Fermi Dirac, Bose-Einstein and Maxwell-Boltzmann distribution laws are discussed. Upon completion, the student must have the ability to solve problems, relating to the properties of large numbers of particles and explain the connection between entropy and the number of accessible quantum states. The students should also be able to relate between the free energy and the partition function and be able to calculate the properties of different systems.
By the end of the course, students should be able to:
Student Learning Time
Appendix 3: List of workshop to improve teaching skills
- Workshop on CRR preparation using OBE online system, Universiti Teknologi Malaysia, 21 January 2013.
- UTM Global Outreach programme (GOP) to Bandung Indonesia, Institut Teknologi Bandung (ITB) nad Universiti Padjajaran (UnPad), 2 minggu 2009.
- Bengkel e-learning Jabatan Fizik, 19 September 2017, 8 Mac 2017, 6 September 2016, 20 April 2016.
- Bengkel Semakan Kurikulum (L1) SSCZ/SSCF, 7 Februari 2017, 20 Mac 2017.
- Bengkel Outcome-based Learning Jabatan Fizik, 22 Januari 2017.
- Kursus Advanced e-learning@UTM, 8 Februari 2017.
- Kursus Constructive Alignment@UTM, 1-2 Oktober 2017.
- Bengkel Task-Force L1 iCGPA(kursus tahun 1 semester 1) Jabatan Fizik (SSCF/SSCZ), 7 November 2017.
- Bengkel CAR online Jabatan Fizik, Fakulti Sains, 29 Jun 2016, 18 Januari 2016.
- Bengkel pemetaan Course Outcome (CO) dan Program Outcome Fakulti Sains, 25 Mei 2016.
- Bengkel SCO Online Jabatan Fizik, Fakulti Sains, UTM, 11 Mei 2016.
- Kursus Auditor Akademik Dalaman, 27 Jun 2016.
- Bengkel Pemetaan PO MSCF, Fakulti Sains, UTM, 4 Ogos 2016.
- Taklimat Penasihatan Akademik, Fakulti Sains, 23 ogos 2016.
- Taklimat Semakan Semula Kurikulum Program Akademik dan Bidang Tujahan UTM, 14 Ogos 2016.
- Bengkel Website Jabatan Fizik, Fakulti Sains, UTM, 13 Oktober 2015.
- Bengkel Website PSM jabatan Fizik, UTM, 1 Disember 2015.
- Program AKEPT Strategic Leadership Development UTMLead in Learning and Teaching:Project-Orientated, AKEPT, 12-14 Ogos 2014.
- Program Worldview of New Academia, UTM, 24-25 Februari 2014.
- Kursus Membina Blog & Photoshop (siri 1), UTM, 7 Disember 2013.
- Bengkel Penyediaan Bahan Pembelajaran Open Courseware (OCW) UTM, 28-30 September 2012.
- Bengkel Analisis CRR & PRR Jabatan Fizik, Fakulti Sains, 13 Julai 2011.
- Bengkel Audit Keselamatan dan Amalan 5S Jabatan Fizik, Fakulti Sains, 14 Julai 2011.
- Bengkel e-learning Jabatan Fizik, Fakulti Sains, UTM, 14 Jun 2011.
- Bengkel Pemurnian Prosedur, Kod Amalan dan Penilaian Program Pasca Ijazah Jabatan Fizik, Fakulti Sains, UTM, 12 Julai 2011.
- Bengkel Penambahbaikan dan Penyediaan Soalan berasaskan L1, Jabatan Fizik, Fakulti Sains, UTM, 6 September 2011.
- Bengkel Penyediaan CRR, Jabatan Fizik, Fakulti Sains, UTM, 7 September 2011.
- Bengkel Semakan Amali Jabatan Fizik, Fakulti Sains, UTM, 21 Julai 2011.
- Bengkel Perlaksanaan “Harvard Business School Case Study Method” (HBS), Fakulti Sains, UTM, 9 Februari 2011.
- Outdoor Camp, First Year Experience (FYE), 4 Mac 2011.
- Teaching by the Case-method, UTM, 7 Julai 2011.
- Video Montage Development using Coral video Studio Pro (Beginner), UTM, 2 Disember 2011.
- Workshop on Outcome Based Education: Assesment and Course Review Report, UTM, 21 Mac 2011.
- Bengkel “Plagiarism Detection Software”, UTM, 28 April 2010.
- Bengkel Strategic Initiative Profile (SIP) Jabatan Fizik, 13 Julai 2010.
- Bengkel “Course Outline”, Jabatan Fizik, Fakulti Sains, UTM, 5 Mei 2010.
- Bengkel E-Learning Jabatan Fizik, Fakulti Sains, UTM, 20 Januari 2010.
Appendix 4: List of workshop to improve supervision skills
- 1st International Conference and Workshop on Basic and Applied Sciences (1stICOWOBAS) and Regional Annual Fundamental Science Symposium (RAFSS 2013) 3-5 September, 2009 at Johor Bahru, Johor, Malaysia.
- Regional Annual Fundamental Science Symposium 2011 (RAFSS 2011), Thistle Hotel, Johor Bahru, 20-21 December 2011.
- UTMost Imagination, Innovation and Creativity Festival 2011, Universiti Teknologi Malaysia, 23-28 March 2011.
- Bengkel UV-Vis Spectroscopy for Material Science Research, 17 Januari 2017.
- High Resolution XRD Workshop, DK2, Fakulti Sains, UTM, 27 Oktober 2017.
- Kursus Orientasi Penyeliaan (AS101), UTMLead, 31 Oktober 2017.
- Popular Science Seminar Series: Plastic – can we live without it? Fakulti Sains, UTM, 7 November 2017.
- External Supervisory Special Program for PhD students between Taibah University and UTM, Taibah University, Madinah, Saudi Arabia, 24 April- 6 May 2018.
- Supervisory Development program (AS102), Faculty of Biomedical Sciences, UTM, 14-16 November 2017.
- Bengkel Introduction to Latex, Fakulti Sains, UTM, 29 Ogos 2016.
- Candid Talk Show – Lead in Women in Academia and the will to Lead, UTM, 24 Mei 2016.
- Nuclear Forum: Nuclear Power Malaysia: Are we ready?, Fakulti Sains, UTM, 14 Disember 2016.
- RF Workshop Jabatan Fizik, Fakulti Sains, 25 Februari 2016.
- Taklimat Middle-East Research Grants, UTM, 24 Mei 2016.
- Bengkel “Write a Great Paper & Get It Published in a Research Journal”, UTM, 4 Mac 2015.
- Bengkel Penulisan “Book-Chapters” untuk Staf Akademik, Fakulti Sains, 11 mac 2015.
- Journal Publication Seminar 2012, UTM, 15 Mei 2012.
- Course on Advanced Spectroscopy Technique Jabatan Fizik, Fakulti Sains, UTM, 27 Disember 2011.