BACKGROUND
This text is an abbreviated version of standard thermodynamics, fluid mechanics, and heat transfer texts, covering topics that engineering students are most likely to need in their professional lives. The thermodynamics portion of this text is based on the text Thermodynamics: An Engineering Approach by Y. A. Çengel and M. A. Boles, the fluid mechanics portion is based on Fluid Mechanics: Fundamentals and Applications by Y. A. Çengel and J. M. Cimbala, and the heat transfer portion is based on Heat and Mass Transfer: Fundamentals and Applications by Y. A. Çengel and A. J. Ghajar, all published by McGraw-Hill. Most chapters are practically independent of each other and can be covered in any order. The text is well-suited for curriculums that have a common introductory course or a two-course sequence on thermal-fluid sciences or on thermodynamics and heat transfer.

  It is recognized that all topics of thermodynamics, fluid mechanics, and heat transfer cannot be covered adequately in a typical three-semester-hour course, and therefore, sacrifices must be made from the depth if not from the breadth. Selecting the right topics and finding the proper level of depth and breadth are no small challenge for the instructors, and this text is intended to serve as the ground for such selection. Students in a combined thermal-fluids course can gain basic understanding of energy and energy interactions, various mechanisms of heat transfer, and fundamentals of fluid flow. Such a course can also instill in students the confidence and the background to do further reading of their own and to be able to communicate effectively with specialists in thermal-fluid sciences.

OBJECTIVES
This book is intended for use as a textbook in a first course in thermal-fluid sciences for undergraduate engineering students in their junior or senior year, and as a reference book for practicing engineers. Students are assumed to have an adequate background in calculus, physics, and engineering mechanics. The objectives of this text are

• To cover the basic principles of thermodynamics, fluid mechanics, and heat transfer.
• To present numerous and diverse real-world engineering examples to give students a feel for how thermal-fluid sciences are applied in engineering practice.
• To develop an intuitive understanding of thermal-fluid sciences by emphasizing the physics and physical arguments.

PHILOSOPHY AND GOAL
The philosophy that contributed to the warm reception of the first edition of this book has remained unchanged. Namely, our goal is to offer an engineering textbook that

• Communicates directly to the minds of tomorrow’s engineers in a simple yet precise manner.
• Leads students toward a clear understanding and firm grasp of the basic principles of thermal-fluid sciences.
• Encourages creative thinking and development of a deeper understanding and intuitive feel for thermal-fluid sciences.
• Is read by students with interest and enthusiasm rather than being used as an aid to solve problems.

Special effort has been made to appeal to the readers’ natural curiosity and to help students explore the various facets of the exciting subject area of thermal-fluid sciences. The enthusiastic response we received from the users of the previous editions—from small colleges to large universities all over the world—indicates that our objectives have largely been achieved. It is our philosophy that the best way to learn is by practice. Therefore, special effort is made throughout the book to reinforce material that was presented earlier.

  Yesterday’s engineers spent a major portion of their time substituting values into the formulas and obtaining numerical results. However, formula manipulations and number crunching are now being left to computers. Tomorrow’s engineer will need to have a clear understanding and a firm grasp of the basic principles so that he or she can understand even the most complex problems, formulate them, and interpret the results. A conscious effort is made to emphasize these basic principles, while also providing students with a look at how modern tools are used in engineering practice.

NEW IN THIS EDITION
All the popular features of the previous editions are retained while new ones are added. The main body of the text remains largely unchanged.
  The primary change in this fifth edition of the text is the effective use of full color to enhance the learning experience of students and to make it more enjoyable.
  Another change is the update of the R-134a tables to make property values consistent with those from the latest version of EES. All the solved examples and end-of-chapter problems dealing with R-134a are modified to reflect this change.
  A large number of problems in the text are modified and many problems are replaced by new ones. Also, some of the solved examples are replaced by new ones.

LEARNING TOOLS

EMPHASIS ON PHYSICS
A distinctive feature of this book is its emphasis on the physical aspects of subject matter in addition to mathematical representations and manipulations. The authors believe that the emphasis in undergraduate education should remain on developing a sense of underlying physical mechanisms and a mastery of solving practical problems that an engineer is likely to face in the real world. Developing an intuitive understanding should also make the course a more motivating and worthwhile experience for the students.

EFFECTIVE USE OF ASSOCIATION
An observant mind should have no difficulty understanding engineering sciences. After all, the principles of engineering sciences are based on our everyday experiences and experimental observations. A more physical, intuitive approach is used throughout this text. Frequently, parallels are drawn between the subject matter and students’ everyday experiences so that they can relate the subject matter to what they already know.

SELF-INSTRUCTING
The material in the text is introduced at a level that an average student can follow comfortably. It speaks to students, not over them. In fact, it is selfinstructive. Noting that the principles of science are based on experimental observations, most of the derivations in this text are largely based on physical arguments, and thus, they are easy to follow and understand.

EXTENSIVE USE OF ARTWORK
Figures are important learning tools that help the students “get the picture.” The text makes effective use of graphics, and it contains a large number of figures and illustrations. Figures attract attention and stimulate curiosity and interest. Some of the figures in this text are intended to serve as a means of emphasizing some key concepts that would otherwise go unnoticed; some serve as page summaries.

CHAPTER OPENERS AND SUMMARIES
Each chapter begins with an overview of the material to be covered and chapter objectives. A summary is included at the end of each chapter for a quick review of basic concepts and important relations.

NUMEROUS WORKED-OUT EXAMPLES
Each chapter contains several worked-out examples that clarify the material and illustrate the use of the basic principles. An intuitive and systematic approach is used in the solution of the example problems, with particular attention to the proper use of units.

A WEALTH OF REAL-WORLD END-OF-CHAPTER PROBLEMS
The end-of-chapter problems are grouped under specific topics in the order they are covered to make problem selection easier for both instructors and students. Within each group of problems are Concept Questions, indicated by “C” to check the students’ level of understanding of basic concepts. The problems under Review Problems are more comprehensive in nature and are not directly tied to any specific section of a chapter—in some cases, they require review of material learned in previous chapters. The problems under the Design and Essay Problems title are intended to encourage students to make engineering judgments, to conduct independent exploration of topics of interest, and to communicate their findings in a professional manner. Several economics- and safety-related problems are incorporated throughout to enhance cost and safety awareness among engineering students. Answers to selected problems are listed immediately following the problem for convenience to students.

A SYSTEMATIC SOLUTION PROCEDURE
A well-structured approach is used in problem solving while maintaining an informal conversational style. The problem is first stated and the objectives are identified, and the assumptions made are stated together with their justifications. The properties needed to solve the problem are listed separately. Numerical values are used together with their units to emphasize that numbers without units are meaningless, and unit manipulations are as important as manipulating the numerical values with a calculator. The significance of the findings is discussed following the solutions. This approach is also used consistently in the solutions presented in the Instructor’s Solutions Manual.

RELAXED SIGN CONVENTION
The use of a formal sign convention for heat and work is abandoned as it often becomes counterproductive. A physically meaningful and engaging approach is adopted for interactions instead of a mechanical approach. Subscripts “in” and “out,” rather than the plus and minus signs, are used to indicate the directions of interactions.

CONVERSION FACTORS
Frequently used conversion factors and physical constants are listed on the inner cover pages of the text for easy reference.

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COSMOS (Available to Instructors Only)
McGraw-Hill’s COSMOS (Complete Online Solutions Manual Organization System) allows instructors to streamline the creation of assignments, quizzes, and tests by using problems and solutions from the textbook, as well as their own custom material. COSMOS is now available online at http://cosmos.mhhe.com/

SUPPLEMENTS
The following supplements are available to the adopters of the SI edition.

TEXT WEBSITE (www.mheducation.asia/olc/cengel)
Web support is provided for the text on the text-specific website. Visit this website for general text information, errata, and author information. The site also includes resources for students including a list of helpful web links. The instructor side of the site includes the solutions manual, the text’s images in PowerPoint form, and more!

ACKNOWLEDGMENTS
We would like to acknowledge with appreciation the numerous and valuable comments, suggestions, criticisms, and praise of these academic evaluators:

Their suggestions have greatly helped improve the quality of this text. Special thanks are due to Mehmet Kanoglu of the University of Gaziantep, Turkey, for his valuable contributions and critical review of the manuscript, and for his special attention to accuracy and detail. We would also like to thank our students who provided plenty of feedback from their perspectives. Finally, we would like to express our appreciation to our wives and our children for their continued patience, understanding, and support throughout the preparation of this text.

Yunus A. Çengel
John M. Cimbala
Robert H. Turner