1. The Eighth Annual University of Leeds Learning and Teaching Conference 1 Computational software and the learning cycle Malcolm Povey, Nick Parker and Mel Holmes School of Food Science and Nutrition 7 th January 2011

2. Context and challenge 2 Food science is multidisciplinary (biology, chemistry, physics, maths) Food science undergraduates have limited ability/interest in mathematics and physics Level of physics required is often a surprise to students and they often struggle to see the relevance of the theory The conventional approach to physics and maths based on progressive theory and highly simplified case studies is not ideal How do we engage and convey the principles effectively ?

3. Vehicle - Food 2045: Food Innovation and Design Supported by a Academic Development Fund for Learning and Teaching 2008-2010 Learning outcomes To understand the physical principles underlying the analysis of food processing operations and their application to process design. To become proficient with an advanced modelling tool capable of supporting design and innovation for new and existing foods. To be able to gain a quantitative understanding of complex problems in food processing operations. Teaching format 14 hours of lectures on the basics of heat processes 7 hours of problem classes 9 hours of computing classes (COMSOL Physics package)

4. Hierarchical thought – Kolb’s Learning cycle and Bloom’s Taxonomy 4

5. Addressing the Learning Cycle 5 1.Experience - Define real-world problem and develop intuitive theoretical model 2.Reflective observation - Discuss relationships between model and real situation and consider limitations 3.Abstract conceptualisation - Solve and interpret results, are they reasonable? 4.Active experimentation – Redefine model parameters, boundary conditions etc to improve results. Apply to new situations

6. COMSOL Multiphysics 6 Powerful Industry-recognised solver Predefined multiphysics-application templates solve many common problem types. Fluid flow, heat transfer, structural mechanics and electromagnetic analyses. http://www.comsol.com/products/multiphysics/

7. COMSOL and Basic Theory 7

8. Comsol Modelling stages 8 The typical modelling steps include: 1.MODEL (Definition of the geometry: Draw, Draw mode) 2.PHYSICS (Definition of the equations, parameters of the matter, initial and boundary conditions: Physics) 3.MESHING 4.SOLVING 5.RESULTS (Postprocessing)

9. Worked Example – the Battered Chip Experience and observation 9 Appropriate Boundary Conditions also required

10. 10 Post-processing – Concepts and interpretation Variety of plots available, e.g. Surface Probe Cross-section

11. 11 Demonstration

12. ‘Open’ project – Extensional thought 12 Our suggestion: modify the battered chip - 50% students 50% produced new, innovative models

13. Student Feedback 13 Very challenging A little challenging Too easy A little easy Neutral Very stimulating A little stimulating Very boring A little boring Neutral Challenging Stimulation COMSOL Lectures

14. Summary 14 Pro’sCon’s User-friendly and visually engagingCould be over-whelming to some students Large user resourcesSoftware is a ‘black box’ Learning cycle quickly negotiatedBy-passes fundamental material Develops and encourages higher-order thinking Easy to be complacent and avoid critical thinking Real life problem solving with limited maths/physics/computing background Not suited to visually impaired Encourages innovation & exploration and active learning Positive student feedback Attain a transportable and recognised skill (CV – employment) Expands knowledge and application of mathematical models (further studies)