Using Concept Maps in a Thermo-Fluids Design Course

In many practical applications, the topics of thermodynamics, fluids, and heat transfer are intricately connected. However, many students are exposed to these subjects in standalone courses; hands-on thermo-fluids labs may follow these courses in many programs. Students’ ability to interconnect these concepts is seen as a critical skill, particularly tackling real-world problems. Concept maps are valuable tools for conveying information and organization about a specific topic and have been used for assessment purposes. Concept maps were used to investigate students’ understanding of the interconnectedness of thermodynamics, fluids, and heat transfer topics in a 4^th-year thermo-fluids design lab for mechanical engineering undergrads. Following a series of guided experimental labs, students were tasked with designing a setup to measure a thermo-fluid-related property experimentally. For each lab and the design project, they were asked to draw concept maps individually. This study points to opportunities for identifying students’ misconceptions and a need to address the connections between these topical areas earlier in students’ exposure.