Collaborative Projects with simulation assignments in mechanical engineering thermodynamics courses

Abstract

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.