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This paper discusses an undergraduate mechanical engineering (ME) curricular sequence of four required and four elective courses (4+4) in the area of modeling, simulation, and application development with the focus on the thermo-fluids topics. The purpose is early and consistent integration of knowledge and modern computational skills across curriculum. This approach facilitates a deeper understanding of complex theoretical concepts and engineering solutions by embedding modeling and simulations in required courses from the freshmen to the junior year. Professional electives provide an additional opportunity to apply the same strategy either in the concentration format or in one-off courses that individual students may decide to take. The sequence starts with four courses that are required for all ME majors: Graphic Communication, Computer-Aided Design and Analysis, Fluid Mechanics, and Heat Transfer. Four additional courses are technical electives and a part of an undergraduate Computational Mechanical Engineering (Comp ME) concentration: Applied CFD, Multidisciplinary Modeling, Finite Element Analysis, and Convective Heat and Momentum Transfer. The first two required courses, Graphic Communication and Computer-Aided Design and Analysis, provide the foundation in model development. There can also be opportunities to embed simulations as a part select sophomore level courses, such as Thermo-dynamics. In the third year thermo-fluids sequence, as well as in the Comp ME technical electives, students gain experience creating models of new and existing systems, visualizing simulation results, going through the process of verification and validation, optimizing solutions, and building applications. We will first present the rationale for adopting a simulation-based approach to Science, Technology, Engineering, and Math (STEM) challenges. Second, we will show how this high-impact approach can be implemented without additional labor-intensive work on the part of faculty members. Finally, special attention will be devoted to the required and elective thermo-fluids courses that use COMSOL Multiphysics® as the software platform. In each course, a series of models are created and documented in technical reports. Applications are also built based on the underlying models to complete the experience. The paper provides a detailed description of the technical content in each course, learning strategies, expected outcomes, and assessment criteria. Several examples illustrating student work are presented. How and why the courses evolved and were improved over time is included. Lastly, the importance and value of this approach in view of changes coming to the ABET criteria is discussed.

The efficacy of gliding arc (GA) discharge for the generation of hydrogen peroxide (H 2 O 2) and water with a low pH was studied because H 2 O 2 combined with low-pH environment is known as a strong oxidizer that can be used for the bacterial inactivation. The ability of the GA discharge to inactivate Escherichia coli in water was tested experimentally, and the inactivation was found to increase with the plasma treatment time and rate of water injection flow to the GA discharge system. The best result showed a 2-log reduction of the number of colony-forming units of E. coli from 10 4 to 10 2 at a water injection flow rate of 180 mL/min. Furthermore, pH in the plasma-treated water was decreased from 6.0 to 3.55 after 25 min of treatment.

In the undergraduate engineering classroom, some level of collaborative learning can be employed to enhance learning. Separately, enhancements in curriculum may include the use of computer technology to provide interactivity. The present study explores a new approach to facilitate learning of an engineering thermodynamics course and seeks to address the question: “What are the impacts of a themed Collaborative Project (CP) with a simulation component, on students and their understanding of thermodynamics?”. This approach was implemented into a sophomore-level thermodynamics course at a private university in the New England area of the United States. Over the duration of the semester, the clean water-themed CP required students to: solve thermodynamics problems linked to this theme; use thermodynamics fundamentals to check the results of clean water-related thermo-fluid simulations conducted using COMSOL Multiphysics® software; and ultimately, use thermodynamics to develop a device to clean water. This approach has the potential benefit not only of demonstrating various uses of thermodynamic analysis but also in preparing career-ready students who are better capable of strategically utilizing engineering software in tandem with their fundamental engineering backgrounds. Results presented include select student work, student perceptions as per surveys, and comparison of changes in average final exam grades as compared to previous courses. While students shared limited enthusiasm in utilizing the software, they expressed that they understood thermodynamics, and they performed better on final exam questions. This study follows up on a previous effort, which revealed various benefits for students who experienced such a CP.

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