# Thermodynamics

Hours | 3.0 Credit, 3.0 Lecture, 0.0 Lab |

Prerequisites | PHSCS 123 & CHEM 105 |

Taught | Fall, Winter |

Programs | Containing ME EN 321 |

### Problem Solving

1. Each student can use structured techniques (e.g. The 5 Ps of Problem Definition) to develop an engineering problem statement based on real-world applications of thermodynamics. Each student can apply structured problem solving techniques (e.g. SAFER) to solve thermodynamic engineering problems.

### Writing

2. Each student can write a technical theory section consistent with specified guidelines (e.g. How to Write a Technical Theory Section) that documents their analysis of thermodynamic devices and processes.

### Thermodynamic Systems

3. Each student can select an appropriate system and model the interactions between the system and its surroundings.

### Thermodynamic States, Properties and Processes

4. Each student can use the state postulate to fix the state of a thermodynamic system. Each student can distinguish between point functions (thermodynamic properties) and path functions (heat, work, mass transfer and entropy generation). Each student can use process diagrams to illustrate isobaric, isometric, isothermal, isentropic, isenthalpic processes.

### Obtaining Thermodynamic Property Values

5. Each student can properly characterize a thermodynamic system as either an ideal gas, an incompressible substance, a superheated vapor or a saturated liquid-vapor mixture in order to identify appropriate property relationships. Each student can use equations of state, charts, tables or software to obtain thermodynamic property values.

### Conservation of Mass and Energy

6. Each student can use conservation of mass and conservation of energy principles to build models of open and closed thermodynamic systems undergoing transient and steady processes.

### Principle of Increasing Entropy

7. Each student can identify irreversibilities and determine whether a process may be approximated as reversible, internally reversible or externally reversible. Each student can explain the increase of entropy principle, and can use the entropy balance equation to model open and closed systems undergoing transient and steady processes.

### Analysis of Engineering Devices and Processes

8. Each student can describe the hardware, the operation, the purpose, and the approximations typically used to model common engineering devices and processes.

### Cycles

9. Each student can list the devices and describe the processes needed to execute power and refrigeration cycles. Each student can build thermodynamic models in order to analyze and evaluate these cycles and to draw conclusions regarding the performance of these cycles.