The best aspects of this course included the entertaining professor and the logical material presented in lectures. Students felt that the course textbook was effective and suitable for the course. The worst aspects of the course included the professor’s handwriting and the inadequate amount of material that was covered. The course would improve if students had more practice problems and if the pace of the course was a bit quicker so that al the material could be covered. Prospective students should be

Students believed the best aspects of this course included learning Mathematica and the professor’s thorough method of teaching the materials. Students liked the class discussions and thought that they real y learned a lot over the semester. Students noted that there was a lot of work, and that the recorded lectures were not always helpful because the professor was not there to answer questions. Students suggested having in-class lectures instead, or at least taking time before class to review the lecture materials and give students a chance to ask questions. Prospective students should be prepared for a heavy workload and a big time commitment. Students should work hard, ask questions and spend some time getting familiar with Mathematica.

Students praised this course for offering students a broad overview of thermodynamics. They also appreciated that the instructor made the classroom experience interactive by incorporating a variety of group work and practice problems. Perceived issues with the course included a belief that the course had a heavy workload and was math intensive. Suggestions for improvement included a desire by multiple students that the course involve more lecture time. Prospective students should know that students found it important to have a background in thermodynamics, calculus and differential equations.