variavel0=João Monney de Sá Paiva - jmonney@demgi.estv.ipv.pt IPV,Demgi/ESTV, Politécnico de Viseu-Portugal João Vinhas - jvinhas@demgi.estv.ipv.pt IPV,Demgi/ESTV, Politécnico de Viseu-Portugal Abstract. The present paper describes introductory physics curriculum revisions that have taken place in the Mechani-cal Engineering and Industrial Management Department during the last two years, particularly those undertaken in order to ensure a better understanding of basic thermodynamics concepts. Being traditionally focused towards Newtonian mechanics, introductory mechanical engineering physic courses tend to narrow first impressions about the roots of applied subjects to come. This results in loosing an important amount of first quality curiosity as well as induces some detachment from freshmen that may not be completely committed to this engineering course, thus reducing our ability to increase retention at a most crucial early stage of the course. Although nowadays success in engineering is becoming increasingly dependent on proficiency in skills that aren’t limited to techni-cal ability, many students select engineering not because of the solid education it provides or even as a result of a strong interest in the technical aspects of common devices but mostly because they have expectations of potential interesting income. There have been important changes both in the role engineers play and also in the social and educational background of the stu-dent’s body entering engineering faculties. We now receive individuals from all sections of society, who often have little knowledge of the way mechanical devices work as well as a lack of hands-on experience. This is particularly noticeable when heat-pressure-work concepts are introduced. Traditionally located in the second year of the curriculum, thermodynamics requires pre-teaching some basic concepts with the purpose of providing the basis for applied energy conversion through heat machines. The goal is, therefore, to ensure an appropriate coverage of a wider number of subjects, using a more diversified and stimulating program, which preserves the strong foundation in engineering sciences that characterized the previous syllabus. Keywords. Engineering education, Physics, Thermodynamics.