Integrating Thermodynamics and Fluid Mechanics Instruction: Practical Solutions to Issues of Consistency

Historically, the disciplines of fluid mechanics and thermodynamics have been taught as separate courses using separately developed textbooks. Most undergraduate students form an early belief that these two aspects of thermal-fluid science and engineering are as far removed from each other as cats are from dogs. It is not until the senior year or even into their graduate school experience that the student begins to understand and appreciate the underlying physical conservation laws upon which both of these disciplines are based. As a result of mechanical engineering curriculum revision at the United States Military Academy at West Point, New York, separate courses in thermodynamics and fluid mechanics were integrated into a two-course sequence, Thermal-Fluid Systems I and II, in academic year 2005-2006. While succeeding in developing the two disciplines together under one overarching set of physical laws, there was still an issue with finding a suitable textbook. After four years of instruction using available textbooks from publishers, the mechanical engineering faculty developed a text tailored specifically to the integrated two-course sequence. The experience in writing a text that integrates concepts in thermodynamics and fluid mechanics highlights the need for consistency between the two disciplines. Issues identified include logical organization of topics, selection of appropriate variables, consistent use of sign convention throughout all topics, recognition of various forms of the same fundamental principle, and definition of performance parameters. This paper explores these issues and how they were addressed for integrated instruction of thermodynamics and fluid mechanics. Feedback gleaned from student surveys and faculty comments with regard to the initial implementation of the text was used to modify the text and examples. Performance feedback and newly identified issues are presented.