This paper focuses on improving the 3D-Computational Fluid Dynamics (CFD) modeling of diesel ignited gas engines, with an emphasis on injection and combustion modeling. The challenges of modeling are stated and possible solutions are provided. A specific approach for modeling injection is proposed that improves the modeling of the ballistic region of the needle lift. Experimental results from an inert spray chamber are used for model validation. Two-stage ignition methods are described along with improvements in ignition delay modeling of the diesel ignited gas engine. The improved models are used in the Extended Coherent Flame Model with the 3 Zones approach (ECFM-3Z). The predictive capability of the models is investigated using data from single cylinder engine (SCE) tests conducted at the Large Engines Competence Center (LEC). The results are discussed and further steps for development are identified.

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One of the most urgent matters in current medicine is the preservation of antibiotic treatment options due to an increasing threat of antibiotic resistance in pathogenic microorganisms. Therefore, increasing awareness by adapted science education and communication regarding this topic is of the utmost importance. This article shows that an out-ofschool laboratory course using active learning techniques is a valuable contribution to traditional teaching inciting personal and social responsibility. Attitude toward science (BRAINS), value of science to society (MATS), situational interest and emotions were tested. The participants' conception of antibiotics was evaluated by analysing follow-up mind maps. Generally, the laboratory course created positive feelings and situational interest. Compared to an instructor-directed frame, communication within an individually adapting discoursedirected frame conveyed more widespread perception of the topic, including societal and personal implications. The outcome of the study provides evidence that an out-of-school laboratory course can be a valuable tool for interest development in socio-scientific issues. Discourse-directed framing, in this environment, improves the individual ability to alter social and personal responsibility regarding science topics.

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