Development of a Problem-Based and Design-Driven Thermodynamics Course

This paper describes a Problem Based Learning (PBL) environment for a first course in Thermodynamics. Students are challenged through a strong emphasis on design projects that expand the boundary of their thermodynamics knowledge through the integration of fluid mechanics and heat transfer fundamentals. Design projects range from determining the blower size of an automotive HVAC system, to adept selection of nozzle diameter for a jet engine at a specified speed. These design projects are used as the platform for students to solidify their knowledge of thermal fluid systems. The authors provide their personal journey in developing a problem-based and design-driven thermodynamics course that show promise for the design integration throughout the Energy Systems Thread. An outcomes-based survey conducted on student achievement of educational outcomes is also presented. 1