ChE Tulsa University

 
           

ES 3053:  Thermodynamics
Required course for ChE program

Current Catalog Description:  First and second laws, application to closed and open systems.  Flow processes.  Thermodynamic properties of fluids.  Steam.

Prerequisites:  Phys 2053.

Corequisites:  Math 2073

Prerequisites by Topic:  Steady state energy balances, definitions of internal, kinetic and potential energy, partial derivatives, integration

Recent Textbook:  Thermodynamics, 6th Edition, by Sonntag, Borgnakke and Van Wylen, Published by John Wiley & Sons, 2004. 

Other Required Material:  None

Course Objectives:  By the end of the course the student should be able to demonstrate that he (1)  has an introductory understanding of the properties of pure substances;  (2)  has an understanding of the first law of thermodynamics as applied to closed, steady –state, and transient processes;  (3) can determine thermodynamic properties using steam tables and computer software;  (4) has an understanding of the second law of thermodynamics as applied to simple and cyclic processes; (5) has an understanding of basic thermodynamic cycles; (6) can apply thermodynamic principles to design and (7) can incorporate writing skills, computer skills and a knowledge of safety and ethical concerns.

Major Topics Covered in the Course:  Properties of pure substances, definition of heat and work, first law for closed, steady-state and transient processes, second law for cycles, thermal efficiency, process efficiency, second law for closed, steady-state and transient processes, applications to cycles.

Class/Laboratory Schedule:  Lecture sessions meet for three 50-minute session each week for 14 weeks.   

Professional Component Contribution:  This is an engineering science/design course.

Relationship to Program Outcomes: 

  • Outcome a:  Students use mathematics to derive and use the Maxwell equations. Science and engineering are inherently required for all mass and energy balances.
  • Outcome b:  Students do not design actual experiments but they are required to interpret the results of their design calculations.
  • Outcome c:   Students do one design project such as comparing various refrigeration cycles or alternative processes for obtaining power from geothermal water. Economic, health and safety considerations were  emphasized; e.g., use the environmentally friendly R134a refrigerant in place of the more economical R22.
  • Outcome d:  The above design project was done individually, but students were encourage to discuss project is done with classmates. Discussion was encourage, copying was severely discouraged.
  • Outcome e:  Every effort was made to use practical examples for both class lectures and homework.  Such problems require the students to identify, formulate, and solve engineering problems.
  • Outcome f:  Ethical behavior is required in the course. The professional and ethical aspects of the design problem are emphasized.
  • Outcome g:  Students are required to write a design report and revise the report if necessary.
  • Outcome h:  Lectures included issues relating to environmental and societal needs.
  • Outcome i:  Students were encouraged to take the F.E exam as the first step in eventually obtaining a PE license.
  • Outcome j:  Current events are used whenever appropriate.
  • Outcome k:  Students are required to use computers to solve problems throughout the course.  Excel is required for the design project.

Prepared by:  Francis S. Manning, P.E.  (May 12, 2006)