57 Students enjoyed the interesting material and found the homework assignments useful for learning concepts. However, they often found the lectures often boring and said the professor was not good at answering questions effectively. Many students did not like the PowerPoint format of the lectures and suggested that the professor should have gone over more examples in class. Students considering this course should know that it requires a lot of math and problem-solving. It is a challenging course with a fairly heavy workload.

Students praised this course for covering interesting material and featuring “fun class presentations.” Some students disliked the format of the course, though, saying the instructor over-relied on PowerPoint slides to convey difficult concepts. Suggestions for improvement providing more example problems from the instructors and demonstrations of how to use concepts introduced in lectures. Prospective students should know that the course was tough and required independent studying and problem-solving skills.

Students in this course were happy with the effective lecturing of the instructor, who they also praised for his approachability. The also believed that the tests for the course were reasonable but chal enging. Students believed the greatest drawback of the course was the emphasis on concepts rather than practical application. Many students thought the course could have benefitted from the instructor providing more example problem during class time. Students felt it was important for future participants to know that this was a chal enging course where using the textbook as a source for practice problems was valuable.

The best aspects of this course included the in-depth exposure to thermodynamic concepts, the generous course policies, the applicable homework problem sets, and the instructor’s enthusiasm for the course material. Some students felt that the amount of time outside the classroom required to complete homework was excessive and frustrating. One suggestion included incorporating a discussion on “big picture” topics: applications and implications of the thermodynamic principle. Another suggestion included eliminating the current textbook and using one that is less antiquated and easier to follow. Prospective students are encouraged to take thorough notes, to ask for help with assignments, and to get an early start on the problem sets.

The best aspects of this course included an enthusiastic and caring instructor, interesting subject material, and a useful textbook. The TA sessions helped students especial y with homework. The worst aspects of the course include the long and difficult homework sets, the fast pace of the class, and the disorganization of lectures. Some suggestions for improvement included more examples during class, quizzes in addition to exams, and better organized lecture notes. Prospective students should know the class requires a good deal of independent learning, the course material is challenging, and the instructor is not recommended.

The best aspects of the class included the interesting subject matter taught by an enthusiastic professor who was invested in helping his students learn. Students agreed that the course was very difficult but that progress and improvement were obvious and rewarding. Many students claimed that the lectures general y moved too quickly and lacked structure, making them hard to fol ow. Students suggested that spending more time in class on example problems than formula derivation would have been beneficial. Prospective students should have a strong grasp of calculus, and be prepared to read in advance of every class. Students also advised that the professor’s weaknesses in the classroom are compensated for by his willingness to help during office hours.