The Truth According to My Students

Teaching requires a sense of humor. Of the students, that is.

Some Tall Numbers

Electronic calculators are a tremendous help that allow engineers to perform complex computations correctly. They do not make mistakes. In fact, they are so perfect that students often forget to check whether the results make any sense. The stories below are dramatic re-enactments based on some answers I received, without comment, on exam questions.

The thrust of a balloon

After completing his first test in the Fundamentals of Flight class, one of my students went home to secretly decorate his apartment for his wife's birthday party. Blowing up balloons can be hard work, and it is not surprising that our student let one of them slip through his fingers. The half-filled balloon shot away from his hand, and one wall of his apartment collapsed when the balloon, propelled by thousands of tons of thrust force, pushed it away as a piece of tissue paper. The most puzzling aspect, however, was that the wall collapsed inward. It was the balloon of the student next door, which, fortified by beans, generated a thrust force of millions of tons!

The bathtub vortex

Before taking his test in Fluid Mechanics, our student took a relaxing bath. Stepping out of the tub, it occurred to him to check whether bathtub vortices in the northern hemisphere really rotate counter-clockwise. So he waited, breathing gently through a towel, until the water in the tub was perfectly at rest; then he slowly pulled the plug. Quickly, the morning quiet became shattered by a deafening roar as the draining water reached supersonic air speeds while exiting through the hole. The water pressure build up to 2000 athmospheres and the bathtub exploded, at last restoring peace to the quiet residential neighborhood.

Terminal velocity

If you drop an heavy object from a great height, such as from a plane, it will crash downward with, eventually, its terminal speed. An exam answer inspired me to the below (horrible) poetry:

     A student of fluid mechanics
       carried a heavy metal ball.

             Oops, he let it fall,
             the heavy metal ball;
          this was bound to apall;

                         His ball,
                  it didn't stall:
     its velocity became terminal,
              as if it had a fall
      from the top of a high hall,
          the highest of them all.

     The student had a close call,
                     but the ball
        missed his feet after all.

Student Comments from SIRS

These comments are given anonymously. After ten years, there are simply too many comments to list them all. So, to be more or less fair, I took the all the comments, but only from a few representative classes. Note that in 1995, the SIRS system was replaced by the SUSSAI. (There was a committee.)

The thing I liked MOST about this course:

Method of teaching. (EGN 3454/5455 F91).

N/A. (EGN 3454/5455 F91).

The computer applications. (EGN 3454/5455 F91).

Dr. Van Dommelen seems to be very knowledgable about the material and he is also kind of comical, which is refreshing in a professor. (EGN 3454/5455 F91).

The book was pretty good, it had good examples. (EGN 3454/5455 F91).

Individual attention and help provided. Simplicity of the presentation of the material. The moderate pace at which the class was taught. (EGN 3454/5455 F91).

The way of addressing boundary layer theory. Homework problems and solutions. (EML 5709 S92).

Instructor's vast knowledge in the field. (EML 5709 S92).

Prof's sense of humor, casual nature. Course driven by specific examples. (EML5060 F92).

The instructor was knowledgable and helpful. (EML5060 F92).

Van Dommelen's wit and humor, although rather subtle. The textbooks were rather good also. (EML5060 F92).

Instructor's accent. (EML5060 F92).

The use of the word 'vast knowledge'. (EML5060 F92).

It was a good thorough review of the fundamentals of engineering math. (EML5060 F92).

The way the teacher showed us some examples. (EML5060 F92).

Van Dommelen is a very good teacher. (EML5709 S94).

I appreciate the timely manner in which the homework and test were graded and returned. The book was very good. (EML5709 S94).

I found the course a good basic overview of fluid mechanics. (EML5709 S94).

Very well organized course. (EML5709 S94).

The material was new to me, but I still learned enough that my interest in the subject matter increased. (EML5709 S94).

It is nice to be taught by an instructor that is very competent in his area and is capable of effectively teaching it to his students. (EML 5060 F94).

Very challenging but fair questions. (EML 5060 F94).

The thing I liked LEAST about this course:

The length of the various homework assignments. (EGN 3454/5455 F91).

The length of the homework assignments. (EGN 3454/5455 F91).

The fact that I had to watch much of it on a TV monitor downstairs. The class is much better live and in person. (EGN 3454/5455 F91).

The homework 'programs' took too much time for what they were worth. The instructor had a sick sense of humor. The class would have been more effective if it was not a FEEDS class. The exams required more time than was allotted; the students would score better if enough time was granted. (EGN 3454/5455 F91).

Project assignments. (EGN 3454/5455 F91).

Expensive references. Time of class and days. (EML 5709 S92).

No attempt was made to relate concepts to physical situations. I felt that this class was just another math class. The only difference being that I couldn't go to the teacher for help in solving the math problems. (EML 5709 S92).

The examinations had nothing to do with the physical concepts of fluid dynamics. A student could get a very high grade without knowing any physics in fluid dynamics. (EML 5709 S92).

Tests graded too harshly. Competance in (even excellence) and commitment to the course could too easily be lost on exam via careless mistakes. This discouraged and humiliated otherwise motivated scholars. (EML5060 F92).

The fact that the notes were written on paper and presented on closed circuit TV. Those sitting in back need binoculars in order to see the notes. Please use the white board instead.

Taking the tests. I don't think that the tests reflected the material properly. The reason behind this is my average score on the homeworks was between 85 and 90 while my test scores averaged about 42. (EML5060 F92).

Grading was harsh for silly mistakes. (EML5060 F92).

The instructor's attitude toward the students. We were *often* treated with contempt. (EML5060 F92).

Nothing. (EML5709 S94).

It seemed like a general overview and we did not have enough time to go into more depth. (EML5709 S94).

Please don't allow student to ask extremely simple questions in class, refer them to TA or office hours. It seems a waste of time for the rest of the class. (EML 5060 F94).

Additional comments:

He's got a sick sense of humor. (EGN 3454/5455 F91).

Needs to work on enunciation and be a *little* more friendly to students when they come to his office to ask questions rather than keeping his back to the student the whole time. (EGN 3454/5455 F91).

Give student more info about the VAX before classes start. (EGN 3454/5455 F91).

Space homework and project assignments. (EGN 3454/5455 F91).

I think this course should be one of the core courses for chemical engineering graduates. This course will help well the student to understand transport phenomena. I conveyed this idea to the ChE department. (EML 5709 S92).

1. Theory needs more explanation. 2. Course must give the student a chance to get over one bad exam performance. (EML5060 F92).

Explain in detail the theory first, before going for the problems. (EML5060 F92).

I think more time should be spent on complex variables and PDE. Tensors should also be included. If possible, divide the course into two parts. (EML5060 F92).

Instructor could have spend more time on PDE. (EML5060 F92).

It would be nice if the math concepts were reinforced without assuming that we remember everything we were taught in previous classes. (EML5709 S94).

Change your homework assignments. Don't let people cheat during exams. (EML 5060 F94).


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Comments: dommelen@eng.famu.fsu.edu