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Students then write and solve an engineering-estimate, homework-like problem based on video events. Pilot implementations with 300+ students build a database of videos and questions that reinforce core concepts, including energy balances and phase behavior. 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LIBERATORE  \nCHARLES R. VESTAL  \nAND  \nANDREW M. HERRING  \nDepartment of Chemical and Biological Engineering Colorado School of Mines  \nGolden, Colorado  \nABSTRACT  \nYouTube Fridays devotes a small fraction of class time to student-selected videos related to the course topic, e. g. , thermodynamics. The students then write and solve a homework-like problem based on the events in the video. Three recent pilots involving over 300 students have developed a database of videos and questions that reinforce important class concepts like energy balancesand phase behavior. A set of example problems and videos are presented from a sophomore level engineering thermodynamics course and a sophomore level material and energy balances course. Student evaluations found a vast majority (79%) of the students felt better at relating real world phenomena to thermodynamics from participating in YouTube Fridays. Overall, YouTube Fridays is a student led activity that provides practice of problem solving on open-ended, course related questions.  \nKeywords: Technology in the classroom, YouTube  \nINTRODUCTION  \nToday, most students enrolled in higher education were born in the 1980s or 1990s and have grown up with access to computers, the Internet and many other electronics for daily use. The men and women who make up this demographic are designated as digital natives or the Net Generation. Numerous studies on the positives and negatives of the technology savvy students in education  \nWINTER 2012 1  \nADVANCES IN ENGINEERING EDUCATION  \nYouTube Fridays: Student led development of engineering estimate problems  \nand the work force have been published [1-6] . Here, a simple use of technology, specifically videos from YouTube, can be used to engage this generation of students and be a source of new course material.  \nYouTube Fridays (YTF) began as a way to encourage attendance at 8 am on Friday mornings during the Fall 2008 semester. The first five minutes of class was dedicated to videos related to the professor’s research at the beginning of the semester and the course, namely thermodynamics, for the remainder of the semester. The videos were student selected by groups of 3 or 4 students. After showing the videos, a short discussion on the videos relationship to the course topics followed. The first two pilot studies of YouTube Fridays were published [7] and provide the starting point for developing new course problems from the videos (the topic of this paper) . Overall, YouTube Fridays provides one active learning strategy [8] to engage the digital natives in higher education.  \nEach homework assignment in the Introduction to Engineering Thermodynamics class at the Colorado School of Mines includes an “Engineering Estimate” or EE problem. These are open-ended problems where most, if not all, of the data needed must be estimated in order to arrive at a reasonable solution. Initially introduced in the fall of 2003, many problems are cast to show if something is possible or if it is fraudulent or infeasible. EE problems are an easy way to include problems dealing with energy and the environment into the class. For example, one EE problem asks if the government claim that increasing the gas mileage from 20 mpg to 25 mpg will result in reducing the carbon dioxide added to the atmosphere by 10 ton/year for each vehicle (This estimate is reasonable) .  \nHere, YouTube videos selected by the students have been successfully used as a basis for EE problems and for active classroom discussion. Implementation of YouTube Fridays and a select group of example problems derived from the videos are presented first. Evaluations of this teaching technique, including student comments, and concluding remarks complete this work.  \nIMPLEMENTATION  \n","cbCaihtNNZEhFeip","https://ap.wps.com/l/cbCaihtNNZEhFeip","pdf",1362690,16,"English","# Abstract\n# Introduction\n# Implementation\n## Pilot course structure\n## Engineering estimate (EE) problems\n# Evaluation and findings\n# Example problems and materials","[{\"question\":\"What is the core idea of YouTube Fridays (YTF)?\",\"answer\":\"YTF uses a small slice of class time for student-selected YouTube videos related to the course topic, then has students write and solve an engineering-estimate problem based on what happens in the video.\"},{\"question\":\"How do YTF pilots support learning in thermodynamics-related courses?\",\"answer\":\"Pilots generate a database of videos and questions that reinforce key concepts such as energy balances and phase behavior, with example problems drawn from thermodynamics and material/energy balances courses.\"},{\"question\":\"How were student groups organized during YTF assignments?\",\"answer\":\"Students were assigned to groups of 3 to 5 for the assignment across a semester, either randomly or via self-selection. Later pilots added peer evaluation to ensure contributions, using a five-point scale and withholding credit for low average peer scores.\"}]","YouTube Fridays: Student led development of engineering estimate problems | PDF"]