Development of Experiential Learning with Finite Element

Method in Heat Transfer Topic

Afik Syaifrudin Cahya Purnama1,a) Indah Widiastuti2,b) Nugroho Agung Pambudi3,c)

1
Department of Mechanical Engineering Education, Faculty of Teacher Training and Education

Sebelas Maret University, Surakarta, Indonesia.

Rd. Ahmad Yani 200, Pabelan, Surakarta, 57162

a)
Afiksyaifrudincahyapurnama@student.uns.ac.id
b)
indahwied@uns.ac.id
c)
agung.pambudi@fkip.uns.ac.id

Abstract. Heat transfer learning in engineering education still faces challenge because some topics are considered
difficult and unable to be physically seen or touched. Conversely, experimenting with it requires special equipment and
facilities which are not easily available. This study therefore aimed to implement the Experiential Learning (EL) method
with the Finite Element Method (MEH) in heat transfer subject to improve students' understanding. The experiential
learning is used to build students’ knowledge and experience, while the finite element method is a numerical simulation
used to visualize abstract objects. In addition, in the implementation stage, a learning module was designed using the
ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), while in the development stage, EL
uses MEH to help visualize abstractengineering objects. The results of this study are in the form of developing tools and
learning methods used to improve students’ learning understanding in engineering education and future heat transfer
subjects.

INTRODUCTION

Heat transfer is one of the subjects in engineering education with many challenges because some topics are
considered difficult and not physically touched. This phenomenon developed a partially mathematical differential
equation capable of solving equations numerically [1].

The lack of heat transfer laboratories and the concept of lecturer-centered learning cause students difficulties in
understanding the subject. According to Reich, students trained using conventional methods are not ready to deal
with problems which requires to the application of their knowledge to new domains [2]. Broadly speaking, the heat
transfer process is still not well understood [3], therefore, innovations is required to facilitate students
understanding. The innovations initially carried out include using experiential learning and finite element methods.

In this study, innovations were carried out by combining both methods. Experiential learning is a process where
knowledge is created through the transformation of experience [4]. It presents a way of compiling and sorting the
curriculum based on Kolb's cycle four-stage cycle, namely, concrete experience (CE), reflective observation (RO),
abstract conceptualization (AC), and active experimentation (AE) [5]. Furthermore, experimental learning stimulates
original thinking and develops various thought strategies and perceptual skills not found in books or lectures [6].
Conversely, the finite element method was applied to help visualize abstract and numerical concepts. This numerical
method was used to overcome boundary problems characterized by partial differential equations and conditions [7].
The finite element method, used in solving problems utilizes an element discretization approach to determine the
displacement of the node / joint / grid and forces of the structure [8]. It was also applied in the field of engineering
education by Steven M. et al from the Department of Mechanical Engineering, Lafayette College, Easton,
Pennsylvania. The benefits of additional education are to combine computer graphics and MEH to provide valuable
teaching aids by visualizing the physical behavior of various mechanical systems [9].

This study therefore discusses "Development of Experiential Learning with Finite Element Method Using
ANSYS Software in Heat Transfer Courses." This research is expected to increase understanding and intended
learning innovations to overcome several problems in the learning process.

METHODS

This study utilizes a descriptive developmental phased approach, while the ADDIE development method was
used to prepare and learn the subject. In general, the ADDIE development model consists of 5 stages, namely the
analysis, design, development, implementation, and evaluation stages.

However, due to time, this research was limited to the development stage. The ADDIE stage is described as
follows

1. Learning Style Analysis.

Needs analysis was conducted by giving questionnaires to students taking the even semester heat transfer
subject for the 2018/2019 academic year. The learning style questionnaire was adapted from Barbara A.
Solomon's questionnaire and Richard M. Felder's Index of Learning Style (ILS). Its questionnaire consists of
44 questions divided into 4 dimensions and each consisting of 2 student learning styles which include
Activist / Reflector, Sensing / Intuitive, Visual / Verbal, Sequential / Global.

2. Design

This stage was carried out to design a learning implementation plan (RPP) following the analysis results.
The RPP was based on a four-stage cycle of Kolb's experiential learning and is described in detail in each of
the four-stage activities.

TABLE 1: Points of Learning Implementation Plan

Courses Heat Transfer

Basic competencies Analyze various heat exchangers

Subject matter fins heat exchangers

Indicator of Achievement Students are able to understand fineness heat

exchanger
 FIGURE 1: Kolb's Cycle

3. Development

RPP was designed according to the learning style and the four-stage cycle with the heat transfer subchapter
of finned heat exchanger packaged as student worksheets. The worksheet was also developed based on the
job's cycle and assisted with MEH software to visualize the abstract concept of heat transfer. This
development stage was further pursued by the difference between finned and non-fined radiators.

FIGURE 2: Radiator without Fins, and Radiator With Fins

 RESULTS AND DISCUSSIONS

Analysis Results

The learning style questionnaire was distributed and filled by students with the following results:

TABLE 2: The Results of the Questionnaire

No A B No A B No A B No A B

active reflective sensing Intuitive visual verbal sequensial global

1 56 -6 2 37 -26 3 56 -7 4 27 -34

5 31 -32 6 52 -11 7 36 -27 8 29 -33

9 30 -33 10 40 -23 11 54 -9 12 48 -15

13 54 -9 14 36 -27 15 29 -34 16 45 -18

17 17 -46 18 55 -8 19 49 -14 20 443 -20

21 44 -19 22 32 -31 23 45 -17 24 24 -29

25 35 -27 26 19 -45 27 35 -28 28 9 -53

29 60 -3 30 25 -37 31 28 -35 32 36 -27

33 41 -22 34 17 -46 35 37 -26 36 31 -32

37 45 -18 38 51 -12 39 52 -11 40 20 -43

41 40 -23 42 49 -14 43 52 -11 44 38 -25

sum 453 -238 sum 413 -280 sum 473 -219 sum 350 -329

215 133 254 21

The results of the questionnaire concludes that students learning style is Active (by trying various things and
enjoying working in groups), Sensing (procedural, concrete, practical and fact-oriented), Visual (representing
visuals from the material presented such as images, diagrams, flowcharts), and Sequential (using linear thinking
processes, learning with gradual steps) [10].

From the summarized dimensions and conclusions above, RPP is designed according to student learning styles
as follows:

1. Lesson plans need to be student-centered due to the nature of the learning style

2. There is need for continuous practice, because it tends to increase their sensing abilities and knowledge for
concrete and tangible results.
 3. The lesson plan, centered on students need to be in the form of learning media and instructional materials.
Students with visual learning styles are not listeners, but observers visualizing the media objects of teaching
materials.

4. The lesson plans need to be in a linear stage, because students with sequential learning styles tend to
understand each step following the previous logic.

Design Results

The following are detailed descriptions of RPP designs based on the results of the analysis using 4 stages of the
Kolb's experiential learning cycle, with basic competencies such as the types of heat exchangers, and achievement
indicators with the ability to finned heat exchangers. The next step at the core stage using experiential learning
begins with the following stages:

1. Concrete experience

The lecturer explained the material on finned heat exchanger related to situations in daily life, to encourage
students to discuss their opinions, using a radiator. Discussions are conducted by students while lecturers act
as facilitators to ensure the learning process is actively conducted with an allocated time of 15-20 minutes.

2. Reflective observation

The lecturer shows a general description in the form of a model or video containing finned heat
exchanger (radiator with fins and no fins). Students observe and analyze 2 models of the finned radiators
using the difference in temperature values from 2 different models. From this stage, visual learning is
emerged, with an allocated time of 25-30 minutes.

3. Abstract conceptualization

Students reason and explore information on how radiator fins affect its temperature value. At this stage,
they are invited to linearly learn in stages, using an allocated time of 25-30 minutes.

4. Active experiment

Students make ANSYS radiator model based on the tutorial in the descriptive worksheet and data obtained
from previous activities, which proves abstract concepts with simulations. Approximately 30-40 minutes is
allocated to this stage.

Results Of Development

In this stage, development was conducted using students’ worksheet. It is expected that the development
improves the concept of student understanding of finned heat exchanger. The activity phase is based on EL with the
Kolb's cycle, and these stages are detailed as follows:

1. Concrete experience

The lecturer gives basic questions on finned heat exchangers to determine students definition, and usage. In
addition, they discussed and argued on these basic questions, with the lecturer teaching and encouraging
them to connect with daily life. The radiator was used as an example.
 FIGURE 3: Radiator

Questions such as why it emits fluid, the process of releasing heat, and what parts plays the most important
role in the heat exchanger process were asked. At this stage, students were also encouraged to utilize their
knowledge.

2. In reflective observation, the lecturer displays the fluid flow from the analysis using the ANSYS software on
the finned radiator. Students were asked to observe and analyze their worksheet.

FIGURE 4: The Results of Ansys Radiator

From the two models, students were asked to analyze and describe the differences in the results of
temperature values .
3. Abstract conceptualization
Lecturers obtained feedback from student questions, and they encouraged them to reason/think of images
aired and presented on their worksheets. Images A and B, were analyzed using fins and from the results of
temperature values they chose which image had a finned radiator without fins. They were also encouraged to
understand why the radiator affects the results of temperature values.
4. Active experiment
The data obtained from previous activities, students were asked to prove the results. It is an abstraction and
the description is proven through visualization using MEH with Ansys software. The parameters specified in
the design model are as follows:
TABLE 3: Design Parameters

No. Bagian Dimensi Ukuran

1 Panjang Radiator 320 mm

 2 Diameter Pipa Pendingin 2 mm
3 Ketebalan Sirip 0.8 mm
4 Lebar Sirip 20 mm
5 Jarak Antar Pipa 7.5 mm
6 Jarak Antar Sirip 1.9 mm
7 Ketebalan Pipa Pendingin 0,2 mm
8 Temperature masuk 382 k
9 Besaran Kecepatan Aliran 2 m/s
10 Suhu Ruangan 300 k
11 Temperatur Aliran Udara 293 k

12 Total Temperatur Keluar 323 k

FIGURE 5: Radiator Design

On the student worksheet, a tutorial is analyzed the finned and non-fined radiator models using the Ansys
software. Students carried out activities based on the tutorial, while comparing the previous results with the
current. Furthermore, worksheets were given independent assignments where they were asked to modify the
finned radiator designs using the parameters of temperature, number of fins, length of radiator, the thickness
of fins, pipes etc. From the modification, students visualized the Ansys software to strengthen the evidence
on the effect of fins on the radiator, width, thickness and pipes on the results of the temperature value.

CONCLUSIONS

Based on the results and discussion, experiential learning with finite element methods in heat transfer subject is
applied in the engineering education especially in accordance with heat transfer subjects. The results of this study
are expected to help facilitate students in learning heat transfer.
 ACKNOWLEDGMENTS

The author wishes to thank the PNBP Universitas Sebelas Maret (UNS) for funding this research.

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