ENHANCEMENT

Heat exchangers are fundamental components in thermal engineering, enabling efficient transfer of heat between fluids across various phase states. Their performance largely depends on the thermal characteristics of the working fluid, and improving these characteristics remains a central research focus. Nanofluids—base fluids enhanced with suspended nanoparticles—have emerged as promising candidates due to their potential to significantly improve heat transfer rates. This study investigates the viability of nanofluids as enhanced working fluids for heat exchanger applications, addressing the persistent challenge of increasing heat transfer efficiency in thermal systems. The methodology involved selecting a shell-and-tube heat exchanger and performing detailed mathematical modelling, numerical simulations, and comparative analyses. Simulations were conducted using ANSYS Fluent, supported by theoretical models such as the Maxwell-Garnett relations, Pak and Cho density formulation, and Brinkman viscosity correlations. Mesh generation, boundary condition setup, and performance evaluation were carried out systematically between July and November 2025. Various nanofluid types and volume fractions were iteratively tested to identify the most thermally efficient fluid configuration for the system. The results demonstrate a clear improvement in heat transfer characteristics when nanofluids are employed compared to conventional fluids. Significant enhancements were observed in thermal conductivity, convective heat transfer coefficients, and reduction in hot-air exit temperatures from the heat exchanger. The comparative outcomes confirm the strong potential of nanofluids to boost thermal energy recovery and overall system performance, highlighting their suitability for advanced industrial heat exchanger applications.

This study examined students’ perceptions of the use of multimedia and metacognitive learning strategies for enhancing Integrated Science education at the University of Benin, Edo State, with emphasis on students’ awareness, perceptions, and learning experiences. A descriptive survey research design was adopted for the study. The population comprised undergraduate students of Integrated Science Education at the University of Benin, from which a suitable sample was selected using an appropriate sampling technique. Data were collected using a validated and reliable structured questionnaire and analyzed using descriptive statistics such as mean and standard deviation Findings revealed that students generally had positive perceptions of multimedia and metacognitive learning strategies, as they enhanced understanding, engagement, critical thinking, and retention of scientific concepts. However, challenges such as inadequate instructional facilities, limited access to multimedia resources, insufficient lecturer expertise, and time constraints were identified. The study concluded that these strategies can significantly enhance Integrated Science education when effectively implemented