New methodology on Applied Geology and Geology for Engineers education by using practical trip

There has been much discussion on the primacy of theory over practice. Today prevails the exaggeration of practice. This idea forgets too that teaching problem is a problem of right balance. The approach of the action lines on the European Higher Education Area (EHEA) framework provides for such balance. Applied Geology subject represents the first real contact with the physical environment with the practice profession and works. Besides, the situation of the topic in the first trace of Study Plans for many students implies the link to other subjects and topics of the career. This work analyses in depth the justification of such practical trips only on Applied Geology. This methodology could be usual in Study Plans of pure sciences career, Geology or Biology, but not in Civil Engineering like teaching method. It shows the criteria and methods of planning and the result which manifests itself in pupils. Therefore, work shows a methodology taking in account the engineering perspective, the practical point of view and the learning process inside students and their evaluation and, hence, their marks.

Desarrollos metodológicos y aplicaciones hacia el cálculo de la peligrosidad sísmica en el ecuador continental y estudio de riesgo sísmico en la ciudad de Quito

En el presente trabajo de tesis se desarrolla, en primer lugar, un estudio de peligrosidad sísmica en Ecuador continental, siguiendo una metodología probabilista zonificada. El estudio se plantea a escala regional y presenta como principales aportaciones: 1) la elaboración de un Estado del Arte sobre Tectónica y Geología de Ecuador, concluyendo con la identificación de las principales fuentes sísmicas; 2) La confección de un Catálogo Sísmico de proyecto, recopilando información de distintas agencias, que ha sido homogeneizado a magnitud momento, Mw, depurado de réplicas y premonitores y corregido por la falta de completitud para la estimación de tasas en diferentes rangos de magnitud; 3) la propuesta de un nueva zonificación sísmica, definiendo las zonas sismogenéticas en tres regímenes tectónicos: cortical, subducción interfase y subducción in-slab; 4) la caracterización sísmica de cada zona estimando los parámetros de recurrencia y Magnitud Máxima (Mmax), considerando para este último parámetro una distribución de valores posibles en función de la sismicidad y tectónica, tras un exhaustivo análisis de los datos existentes; 5) la generación de mapas de peligrosidad sísmica de Ecuador continental en términos de aceleración pico (PGA) y espectral SA (T= 1s) , en ambos casos para periodos de retorno (PR) de 475, 975 y 2475 años; 6) La estimación de espectros de peligrosidad uniforme (UHS) y sismos de control mediante desagregación de la peligrosidad, para PR de 475 y 2475 años en 4 capitales de provincia: Quito, Esmeraldas, Guayaquil y Loja. Una segunda parte del trabajo se destina al cálculo del riesgo sísmico en el Barrio Mariscal Sucre de Quito, lo que supone incidir ya a una escala municipal. Como principales contribuciones de este trabajo se destacan: 1) definición del escenario sísmico que más contribuye a la peligrosidad en Quito, que actuará como input de cálculo del riesgo; 2) caracterización de la acción sísmica asociada a ese escenario, incluyendo resultados de microzonación y efecto local en la zona de estudio; 3) Elaboración de una Base de Datos partiendo de información catastral e identificación de las tipologías dominantes; 4) Asignación de clases de vulnerabilidad y obtención de porcentajes de daño esperado en cada clase ante la acción sísmica definida previamente, con la consiguiente representación de mapas de vulnerabilidad y daño; 5) mapas de indicadores globales del riesgo sísmico; 6) Base de datos georreferenciada con toda la información generada en el estudio. Cabe destacar que el trabajo, aunque no formula nuevos métodos, si plantea una metodología integral de cálculo del riesgo sísmico, incorporando avances en cada fase abordada, desde la estimación de la peligrosidad o la definición de escenarios sísmicos con carácter hibrido (probabilista-determinista), hasta la asignación de vulnerabilidades y estimación de escenarios de daño. Esta tesis trata de presentar contribuciones hacia el mejor conocimiento de la peligrosidad sísmica en Ecuador y el riesgo sísmico en Quito, siendo uno de los primeros estudios de tesis que se desarrolla sobre estos temas en el país. El trabajo puede servir de ejemplo y punto de partida para estudios futuros; además de ser replicable en otras ciudades y municipios de Ecuador. -------------------- ABSTRACT: ------------------ This thesis first develops a study of seismic hazard in mainland Ecuador, following a zoned, probabilistic methodology. The study considers a regional scale and presents as main contributions: 1) The development of a State of Art on the Tectonics and Geology of Ecuador, concluding with the identification of the main seismic sources; 2) The creation of a Seismic Catalog project, collecting information from different agencies, which has been homogenized to Moment magnitude, Mw, purged from aftershocks and premonitories and corrected for the lack of completeness to estimate rates in different maggnitude ranges; 3) The proposal of a new seismic zoning, defining the seismogenic zones in three tectonic regimes: cortical, subduction interface and subduction in-slab; 4) The seismic characterization of each zone, estimating the parameters of recurrence and Maximum Magnitude (Mmax), considering the latter as a distribution of possible values, depending on the seismicity and tectonics, and after a thorough analysis of the existing data; 5) Seismic hazard maps of continental Ecuador in terms of peak ground acceleration (PGA) and spectral SA(T=1), and return periods (PR) of 475, 975 and 2475 years; 6) Uniform hazard spectra (UHS) and control earthquakes obtained by hazard disaggregation, for PR 475 and 2475 years in four provincial capitals: Quito, Esmeraldas, Guayaquil and Loja. The second section focuses on the calculation of seismic risk in the Quito Mariscal Sucre parish, which is already supposed to be influencing at a municipal level. The main contributions here are the: 1) Definition of the seismic scenario that contributes most to the hazard in Quito, which acts as an input in the risk calculation; 2) Characterization of the seismic action associated with that scenario, including results of micro-zoning and local effect in the study area; 3) Development of a database, based on cadastral data and identification of key typologies; 4) Allocation of vulnerability classes and obtaining percentages of damage expected in each class faced with the seismic action previously defined, with the consequent representation of maps of vulnerability and damage; 5) Global maps of seismic risk indicators; 6) Geo-referenced database with all the information generated in the study. It should be noted that although new methods are not prescribed, this study does set a comprehensive methodology for the calculation of seismic risk, incorporating advances in each phase approached, from the hazard estimation, or definition of seismic scenarios applying a hybrid (deterministic-probabilistic) method, to the allocation of vulnerabilities and estimation of damage scenarios. This thesis aims to present contributions leading to a better understanding of seismic hazard in Ecuador and seismic risk in Quito, and is one of the first studies in the country to develop such themes. This study can serve as an example and starting point for future studies, which could replicate this methodology in other cities and municipalities.

Survey on integration of Applied Geology and Geomorphology in Civil Engineering curricula in the framework of the European Higher Education Area (EHEA) by using practical trips

The engineer must have sufficient theoretical knowledge to be applied to solve specific problems, with the necessary capacity to simplify these approaches, and taking into account factors such as speed, simplicity, quality and economy. In Geology, its ultimate goal is the exploration of the history of the geological events through observation, deduction, reasoning and, in exceptional cases by the direct underground exploration or experimentation. Experimentation is very limited in Geology. Reproduction laboratory of certain phenomena or geological processes is difficult because both time and space become a large scale. For this reason, some Earth Sciences are in a nearly descriptive stage whereas others closest to the experimental, Geophysics and Geochemistry, have assimilated progress experienced by the physics and chemistry. Thus, Anglo-Saxon countries clearly separate Engineering Geology from Geological Engineering, i.e. Applied Geology to the Geological Engineering concepts. Although there is a big professional overlap, the first one corresponds to scientific approach, while the last one corresponds to a technological one. Applied Geology to Engineering could be defined as the Science and Applied Geology to the design, construction and performance of engineering infrastructures in and field geology discipline. There has been much discussion on the primacy of theory over practice. Today prevails the exaggeration of practice, but you get good workers and routine and mediocre teachers. This idea forgets too that teaching problem is a problem of right balance. The approach of the action lines on the European Higher Education Area (EHEA) framework provides for such balance. Applied Geology subject represents the first real contact with the physical environment with the practice profession and works. Besides, the situation of the topic in the first trace of Study Plans for many students implies the link to other subjects and topics of the career (tunnels, dams, groundwater, roads, etc). This work analyses in depth the justification of such practical trips. It shows the criteria and methods of planning and the result which manifests itself in pupils. Once practical trips experience developed, the objective work tries to know about results and changes on student’s motivation in learning perspective. This is done regardless of the outcome of their knowledge achievements assessed properly and they are not subject to such work. For this objective, it has been designed a survey about their motivation before and after trip. Survey was made by the Unidad Docente de Geología Aplicada of the Departamento de Ingeniería y Morfología del Terreno (Escuela Técnica Superior de Ingenieros de Caminos, Canales y Puertos, Universidad Politécnica de Madrid). It was completely anonymous. Its objective was to collect the opinion of the student as a key agent of learning and teaching of the subject. All the work takes place under new teaching/learning criteria approach at the European framework in Higher Education. The results are exceptionally good with 90% of student’s participation and with very high scores in a number of questions as the itineraries, teachers and visited places (range of 4.5 to 4.2 in a 5 points scale). The majority of students are very satisfied (average of 4.5 in a 5 points scale).

Enseñanza (y aprendizaje) virtual de Geología por parte del alumno=Virtual education (and learning) of Geology by students

Una de las maneras más efectivas para asentar conocimientos se produce cuando, además de realizar un aprendizaje práctico, se intentan transmitir a otra persona. De hecho, los alumnos muchas veces prestan más atención a sus compañeros que al profesor. En la E.T.S.I. Minas de Madrid se ha llevado a cabo un programa de innovación educativa en asignaturas relacionadas con la Geología mediante nuevas tecnologías para mejorar el aprendizaje basado en el trabajo práctico personal del alumno, con la realización de vídeos en el medio físico (campo) en los que explican los aspectos geológicos visibles a diferentes escalas. Estos vídeos se han subido a las plataformas “moodle”, “facebook” y canal “youtube” donde compañeros, alumnos de otras Universidades y personas interesadas pueden consultarlos. De esta manera se pretende que, además de adquirir conocimientos geológicos, los alumnos adquieren el hábito de expresarse en público con un lenguaje técnico. Los alumnos manifestaron su satisfacción por esta actividad, aunque idea del rodaje de vídeos no resultó inicialmente muy popular. Se ha observado una mejora en las calificaciones, así como un incremento de la motivación. De hecho, los estudiantes manifestaron haber adquirido, además de los conceptos geológicos, seguridad a la hora de expresarse en público. Palabras clave: innovación educativa, nuevas tecnologías (TIC), Geología Abstract- Knowledge is gained by practice, but one of the most effective ways is when one tries to transmit it to others. Likewise, students pay more attention to their classmates than to teachers. In the Geological Engineering Department of the Madrid School of Mines, we have run an educational innovation program in courses related to Geology using new technologies (ITC) in order to increase the acquisition of geological knowledge. This program is designed mainly on the basis of individual and group work with video recordings in the field in which students explain geological concepts at various scales. These videos have been uploaded to the “Moodle”, “Facebook” and “YouTube” channel of the Madrid School of Mines, where other students from the same university or elsewhere can view them. Students acquire geological knowledge and the ability to address the general public using technical language. The realization of these videos has been warmly welcomed by students. Notably, they show increased motivation, accompanied by an improvement in grades, although at the beginning this program was not very popular because of student insecurity. Students have expressed that they learnt geological concepts but also gained confidence in public speaking using technical language

Reason and Being of Engineering Geology

This paper demonstrates the importance of a holistic comprehension of the Earth like a planet that is alive, not only in its Biosphere, looking at the atmosphere-ocean-crust-mantle interactions as its different sectorial expressions (climate, fluid-dynamics, morpho-dynamics, tectonics…) following the solar radiation and nuclear geothermal sources of energy. It considers the environmental incidence of different engineering activities to realize their underfeeding as the raison, and leads to that holistic formation as the being of the engineering geology