Rathmann W, Wensing M, Zepf S (2016)

**Publication Language:** English

**Publication Type:** Conference contribution

**Publication year:** 2016

**URI:** http://www.math.chalmers.se/SEFIMWG2016/Book%20of%20accepted%20abstracts/part49.htm

For master students of the process technology and energy technology we offer a course on simulation of transport processes. Two aims are focused:

The students should learn or repeat the basics in using a simulation tools.

They should learn to combine specialized knowledge with mathematical concepts to simulate a technical process.

In the first part of the course the students collect first experiences in programming by modeling a Rankine cycle using Matlab. Hereby they discuss the quality of the presented mathematical model and possible improvements. The students are accompanied by the lecturers of the lecture "Transport processes" (master studies) and “Mathematics for Engineers” (bachelor studies). While working on the computer learners can discuss their questions, programming ideas and difficulties with each other and the trainers and they receive immediate feedbacks. The second part of the course is focuses on simple heat transfer processes described by ODE or PDE models. Therefore some mathematical concepts (e.g. linear equation systems) are needed, but they have learned it about three years ago.

Up to now the mathematical models of the technical processes and the repetition of the mathematical basics were presented as talks during the lectures with little time remained for the discussion. But the students need enough time to reconsider the introduced topics. We have seen, that this process needs more time then scheduled, e.g. to understand the way to describe the first derivative of a function on a interval by a system of linear equation system.

Now we are working on a didactic reorganization (flipped classroom) of our course, so that the students will have enough time, to repeat subjects needed in our course.

Therefore on-line learning modules and formative on-line tests have to be finished to prepare the single sessions. Thus questions can be discussed quite early and it remains more time to discuss, e.g. improvements of the models. By using the flipped classroom concept the students will be motivated to work more independently and they may reach a better understanding by using the digital learning materials as starting point for the considerations. Thus we will generate a more active participation in the teaching and learning events and better learner’s results can be achieved.

In my talk I would like to discuss these ideas and I will give a short status report of the actual course.

Wigand Rathmann
Lehrstuhl für Angewandte Mathematik
Michael Wensing
Professur für Fluidsystemtechnik
Stefanie Gerl
Zentrum für Lehr-/Lernforschung, -innovation und Transfer, Abteilung ILI

Institut für Lern-Innovation der Philosophischen Fakultät und Fachbereich Theologie
Zentrum für Lehr-/Lernforschung, -innovation und Transfer, Abteilung ILI

**APA:**

Rathmann, W., Wensing, M., & Zepf, S. (2016). Flipped classroom in interdisciplinary course. In *Proceedings of the The 18th SEFI Mathematics working Group Seminar*. Gothenburg, SE.

**MLA:**

Rathmann, Wigand, Michael Wensing, and Stefanie Zepf. "Flipped classroom in interdisciplinary course." *Proceedings of the The 18th SEFI Mathematics working Group Seminar, Gothenburg* 2016.

**BibTeX:** Download