Dillon, H. E. (2014, June), Thermodynamics in the Arts  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23193

\bibitem{asee_peer_23193}
  Dillon, H. E. (2014, June), \emph{Thermodynamics in the Arts}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--23193

Heather E Dillon.  "Thermodynamics in the Arts".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://strategy.asee.org/23193 Internet.  19 Jul, 2024

\bibitem{asee_peer_23193}
  Heather E Dillon.
  "Thermodynamics in the Arts".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://strategy.asee.org/23193 Internet.  19 Jul, 2024

@INPROCEEDINGS{asee_peer_23193
author = "Heather E Dillon"
title = "Thermodynamics in the Arts"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/23193}
number = {10.18260/1-2--23193}
}

TY  - CPAPER
AB  -                               Thermodynamics in the ArtsThermodynamics is a difficult course for many undergraduate students due in part to thecomplex nature of the concepts learned. Pedagogical literature has suggested that studentslearn difficult concepts better when they are presented in different formats that addressdifferent learning styles (auditory, visual, etc). During the last two years a new studentproject called “thermodynamics in the arts” has challenged students in an introductorythermodynamics course to represent one thermodynamic concept in an art project. Eachteam of students selected a thermodynamic concept and a different art medium includingpoetry, sculpture, music, painting, drawing, photography, and creative essays. Conceptsthe students visualized included entropy, enthalpy, irreversibility, exergy, phase change,Carnot cycle, Brayton cycle, internal energy, work, radiation, convection, andconduction.Assessment of the artwork used a rubric that included artistic merit, but also the accuracyof the thermodynamic concept explored. A survey of the participating students wasconducted to determine if the intersection of art and thermodynamics helped the studentsconstruct more concrete understanding of the concepts chosen. This paper explores thestudent perceptions of the project, presents examples of the student art projects, andprovides an overview of the pedagogical merits of the project.Figure 1. Example of a student art project exploring the concept of “entropy”.  
AU  - Heather E Dillon
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Thermodynamics in the Arts
UR  - https://strategy.asee.org/23193
DO  - 10.18260/1-2--23193
ER  -