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An electronic homework delivery system was developed for an advanced undergraduate engineering thermodynamics course due to limitations in available electronic homework systems. A commercially available system was effectively used in the introductory course for simple problems. The complexity of problems in the advanced course made adoption of the same system problematic as students needed feedback in the problem solving process. A system was devised that delivers individual problems to each student, provides feedback throughout the process, and records results for assessment. The system has helped students become more active in homework assignments in both completing assignments and in doing original work. Over time, students would share general solutions from previous semesters and shortcut a deeper understanding of the problems. A recent addition to the system has been the introduction of problems that are based on fundamental concepts rather than using the right equation to get the correct numerical answer. A successful example gives students a randomly generated 4-6 state heat engine cycle (from 200 developed cycles) that does not correlate with any cycle in literature. Students are forced to work through the basic steps of evaluating a new process which is theirs alone without being aided by a Google search or a classmate. The overall impact of the system and the latest addition on student learning is presented.


© 2018 American Society for Engineering Education.

Publication Title

2018 ASEE Annual Conference & Exposition





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