The Use of Applets in an Engineering Chemistry Course - Web-Based Engineering Education: Critical Design and Effective Tools - page 114

• Question 5: Regarding the application of

the computational simulations that was
made today, which one you thought was
the most interesting?
A. The expositive simulation.
B. The interactive simulation.

C. The chemistry equations.
D. Application of the day-by-day of
engineering.

dAtA

• Question 6: What could be better in the ex-

positive simulation?
A. User friendly.
B. Interactive.
C. Content.
D. Graphics.

With the data from questions 1 and 2 (Figure 1
and 2), it's possible to notice that most of the
students studied at private institutions and made
at least one year of pre-college schools, before
joining The Polytechnic School of the University
of São Paulo. • Question 7: What could be better in the in-

teractive simulation?
A. User friendly.
B. Interactive.
C. Content.
D. Graphics.

Figure 1. In what kind of high school did you study?

The questions 8, 9 and 10 deal with the ap-
plication and contents of the simulations in the
context of the QTG discipline. The results of these
questions are going to be the base of the future
adaptations of the Applet. With that, we plan to
use the Applet in the QTG discipline by 2010.

• Question 8: These simulations complement

the contents taught in the QTG discipline?
A. No.
B. Little.
C. Regular.
D. A lot.

Figure 2. Did you go to a pre-college school?

• Question 9: What is the best way to present

these simulations for the students?
A. Leaving it in the QTG`s website.
B. Asking for a work assignment involv-
ing the simulation, done at home.
C. Presenting it in the class.
D. Doing an assignment involving the
simulation in the class.

• Question 10: What subjects could be deep-

en in the interactive simulation?
A. Electricity.
B. The graphics of the Tafel`s equation.