2 resultados para 091503 Engineering Practice

em Biblioteca Digital da Produção Intelectual da Universidade de São Paulo


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The flow of sediment from cropped land is the main pollutant of water sources in rural areas. Due to this fact, it is necessary to develop and implement technologies that will reduce water and sediment discharges. Accordingly, an experiment was conducted in the Department of Biosystems Engineering - ESALQ / USP, Piracicaba - SP with the objective to evaluate the effect of different soil cover (bean, grass and bare ground) and erosion control practices (wide base terraces and infiltration furrows in slopes (no practices to control erosion)) while measuring water losses in runoff. The statistical design adopted was randomized blocks in a 3x3 factorial scheme resulting in 9 treatments with 3 replicates (blocks). The period of rainfall data collection was December 6, 2007 to April 11, 2008. A 21.1 cm diameter rain gauge was installed in the experimental area. Terraces were the most efficient practices for reducing erosion losses in the treatments with infiltration furrows being better than the control treatment. Bean was more effective than grass in reducing erosion. Bare ground was the least efficient.

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The results of a pedagogical strategy implemented at the University of Sao Paulo at Sao Carlos are presented and discussed. The initiative was conducted in a transportation course offered to Civil Engineering students. The approach is a combination of problem-based learning and project-based learning (PBL) and blended-learning (B-learning). Starting in 2006, a different problem was introduced every year. From 2009 on, however, the problem-based learning concept was expanded to project-based learning. The performance of the students was analyzed using the following elements: (1) grades in course activities; (2) answers from a questionnaire designed for course evaluation; and (3) cognitive maps made to assess the effects of PBL through the comparison of the responses provided by the students involved and those not involved in the experiment. The results showed positive aspects of the method, such as a strong involvement of several students with the subject. A gradual increase in the average scores obtained by the students in the project activities (from 6.77 in 2006 to 8.24 in 2009) was concomitant with a better evaluation of these activities and of the course as a whole (90 and 97% of options "Good" or "Very good" in 2009, respectively). A growing interest in the field of transportation engineering as an alternative for further studies was also noticed. DOI: 10.1061/(ASCE)EI.1943-5541.0000115. (C) 2012 American Society of Civil Engineers.