PREFACE Thermodynamics is a mature science.

Many excellent engineering textbooks have been written

on the subject, which leads to the question: Why yet another textbook on classical thermodynamics?
There is a simple answer to this question: this book is different. The objective of this book is to provide
engineers with the concepts, tools, and experience needed to solve practical real-world energy
problems. With this in mind, the focus of this effort has been to integrate a computer tool with
thermodynamic concepts in order to allow engineering students and practicing engineers to tackle
problems that they would otherwise not be able to solve. It is generally acknowledged that students
need to solve problems in order to integrate concepts and skills. The effort required to solve a
thermodynamics problem can be broken into two parts. First, it is necessary to identify the fundamental
relationships that describe the problem. The set of equations that leads to a useful solution to a
problem results from application of appropriate balances and rate relations, simpliÞed with justiÞed
assumptions. Identifying the necessary equations is the conceptual part of the problem, and no
computer program can provide this capability in general. Proper application of the First and Second
Laws of Thermodynamics is at the heart of this process. The ability to identify the appropriate equations
does not come easily to most thermodynamics students. This is an area in which problem-solving
experience is helpful. A distinguishing feature of this textbook is that it presents detailed examples and
discussion that explain how to apply thermodynamics concepts identify a set of equations that will
provide solutions to non-trivial problems. Once the appropriate equations have been identiÞed, they
must be solved. In our experience, much of the time and effort required to solve thermodynamics
problems results from looking up property information in tables and solving the appropriate equations.
Though necessary for obtaining a solution, these tasks contribute little to the learning process. For
example, once the student is familiar with the use of property tables, further use of the tables does not
contribute to the studentÕs grasp of the subject Ð nor does doing the tedious algebra that is required to
solve a large set of equations. Practical problems that focus on real engineering issues tend to be more
interesting to students, but also more mathematically complex. The time and effort required to do
problems without computing tools may actually detract from learning the subject matter by forcing the
student to focus on the mathematical complexity of the problem rather than on the underlying
concepts. The motivation for writing this book is a result of our experience in teaching mechanical
engineering thermodynamics in a manner that is tightly integrated with the EES (Engineering Equation
Solver) program. EES eliminates much of the mathematical complexity involved in solving
thermodynamics problems by providing a large bank of high-accuracy property data and the capability
to solve large sets of simultaneous algebraic and differential equations. EES also provides the capability
to check equations for unit consistency; do parametric studies; produce high-quality plots; and apply
numerical integration, optimization, and uncertainty analyses. Using EES, students can easily xv xvi
Preface obtain solutions to interesting practical problems that involve nonlinear and implicit sets of
equations. They can quickly display the results of these calculations in plots. They can conduct design
studies by varying the inputs or constraints and by applying optimization methods. EES is a powerful tool
that can be of great advantage for solving thermodynamics problems. However, like all tools, some
training and experience are needed to use it effectively. The presentation in this book teaches readers
by example how to use EES most effectively, with more advanced features introduced in a sequential
manner throughout the text. A review of the table of contents shows that the topics and order of
presentation are similar to those provided in current mechanical engineering thermodynamics
textbooks. SufÞcient material is provided for both undergraduate and graduate thermodynamics
courses. The book can be used in a single-semester undergraduate course by appropriately selecting
from the available topics. For example, we typically do not cover Chapter 7 and Chapters 14Ð16 in our
single-semester undergraduate course. Topics such as absorption cycles (9.4), cryogenic cooling cycles
(9.5Ð6), desiccants (12.4.4), exergy relations for psychrometrics (12.6), and fuels (13.5) are also usually
not included in our undergraduate courses. The reason that this book can be used for a Þrst course
(despite its expanded content) while remaining an effective graduate-level textbook is that all concepts
and methods are presented in detail, starting at the beginning without skipping steps. You will not Þnd
many occurrences of the clause, Òit can be shown that . . . Ó in this textbook. The use of examples,
solved and explained in detail and supported with property diagrams that are drawn to scale, is
ubiquitous in this textbook. The examples are not trivial drill problems, but rather complex and timely
real-world problems that are of interest by themselves. As with the presentation, the solutions to these
examples are complete and do not skip steps. The book includes a large collection of real-world
problems at the end of each chapter. A larger selection of problems is provided on the Web site
associated with this textbook (www.cambridge.org/kleinandnellis). Most of the problems provided with
this book are more detailed than those provided in currently popular thermodynamics textbooks. It may
appear upon Þrst review that these problems are too complex for use in a Þrst course in
thermodynamics. Our experience, however, is that the organized approach to problem solving
presented in this textbook, combined with the use of EES, allows undergraduates to successfully solve
these more detailed problems. Indeed, we have found that students are more interested in the course
because the problems are challenging and relevant. Complete solutions to all problems are provided to
instructors. This book is unusual in its linking of thermodynamic concepts with detailed instructions for
using a powerful equation-solving computer tool that eliminates much of the tedious effort that is
otherwise needed to solve thermodynamics problems. It Þlls an obvious void that we have encountered
in teaching both undergraduate and graduate thermodynamics courses. The text and the EES program
were developed over many years from our experiences teaching the undergraduate and graduate
thermodynamics courses at the University of Wisconsin. It our hope that this text will be a lifelong
resource for practicing engineers. Sanford Klein Gregory Nellis June 2011 ACKNOWLEDGMENTS The
development of this book has taken several years and a substantial effort. This has only been possible
due to the collegial and supportive atmosphere that makes the Mechanical Engineering Department at
the University of Wisconsin such a unique an