Recovery of traditional mortars in the laboratory of materials at the school of architectura of Madrid

The Laboratory of Materials seminar is an optional course offered to students in the School of Architecture in Madrid. It is taught during 35 class hours in the laboratory of materials distributed in two hours and forty minutes weekly. One of the working lines is the preparation of traditional mortars made by students groups, each one of 4 or 5 members. It is basically a practical course, and students have to prepare a group of tests pieces in order to confirm the initial hypothesis, or when needed, make innovations. The test pieces are of 150mmx150mmx10mm and applied to big size hollow bricks, prismatic test pieces of 40mmx40mmx160mm to apply physical and mechanical tests and brick wallings of varied dimensions.

Physical characterization of laser interaction and shock generation in laser shock processing: coupled theoretical-experimental analysis

Laser Shock Processing is developing as a key technology for the improvement of surface mechanical and corrosion resistance properties of metals due to its ability to introduce intense compressive residual stresses fields into high elastic limit materials by means of an intense laser driven shock wave generated by laser with intensities exceeding the 109 W/cm2 threshold, pulse energies in the range of 1 Joule and interaction times in the range of several ns. However, because of the relatively difficult-to-describe physics of shock wave formation in plasma following laser-matter interaction in solid state, only limited knowledge is available in the way of full comprehension and predictive assessment of the characteristic physical processes and material transformations with a specific consideration of real material properties. In the present paper, an account of the physical issues dominating the development of LSP processes from a moderately high intensity laser-matter interaction point of view is presented along with the theoretical and computational methods developed by the authors for their predictive assessment and new experimental contrast results obtained at laboratory scale.

Applying concept mapping strategies to improve students’ lifelong learning in physical chemistry

Este artículo ofrece una reflexión sobre el papel de los mapas conceptuales en el actual escenario de la educación In the present paper, we carry out the application of concept mapping strategies to learning Physical Chemistry, in particular, of all aspect of Corrosion. This strategy is an alternative method to supplement examinations: it can show the teacher how much the students knew and how much they didn´t know; and the students can evaluate their own learning. Before giving tile matter on Corrosion, the teachers evaluated the previous knowledge of the students in the field and explained to the students how create the conceptual maps with Cmap tools. When the subject is finished, teachers are assessed the conceptual maps developed by students and therefore also the level of the students learning. Teachers verified that the concept mapping is quite suitable for complicated theorics as Corrosion and it is an appropriate tool for the consolidation of educational experiences and for improvement affective lifelong learning. By using this method we demonstrated that the set of concepts accumulated in the cognitive structure of every student in unique and every student has therefore arranged the concepts from top to bottom in the mapping field in different ways with different linking" phrases, although these are involved in the same learning task.