Infrared thermography monitoring of the NaCl crystallisation process

In this work, we describe the growth of NaCl crystals by evaporating droplets of aqueous solution while monitoring them with infrared thermography. Over the course of the evaporation experiments, variations in the recorded signal were observed and interpreted as being the result of evaporation and crystallisation. In particular, we observed sharp and transient decreases in the thermosignal during the later stages of high-concentration drop evaporation. The number of such events per experiment, referred to as “pop-cold events”, varied from 1 to over 100 and had durations from 1 to 15 s. These events are interpreted as a consequence from the top-supplied creeping (TSC) of the solution feeding the growth of efflorescence-like crystals. This phenomenon occurred when the solution was no longer macroscopically visible. In this case, efflorescence-like crystals with a spherulite shape grew around previously formed cubic crystals. Other crystal morphologies were also observed but were likely fed by mass diffusion or bottom-supplied creeping (BSC) and were not associated with “pop-cold events”; these morphologies included the cubic crystals at the centre, ring-shaped at the edge of droplets and fan-shaped crystals. After complete evaporation, an analysis of the numbers and sizes of the different types of crystals was performed using image processing. Clear differences in their sizes and distribution were observed in relation to the salt concentration. Infrared thermography permitted a level of quantification that previously was only possible using other techniques. As example, the intermittent efflorescence growth process was clearly observed and measured for the first time using infrared thermography.

Monitoring an earthfill dam using differential SAR interferometry: La Pedrera dam, Alicante, Spain

Surface displacement at the dykes of La Pedrera reservoir (SE Spain) has been measured by satellite differential Synthetic Aperture Radar (SAR) interferometry. At the main dyke, a displacement of about 13 cm along the satellite line of sight has been estimated between August 1995 and May 2010, from a dataset composed by ERS-1, ERS-2 and Envisat-ASAR images. Two independent short-term processing tasks were also carried out with ERS-2/Envisat-ASAR (from June 2008 to May 2010) and TerraSAR-X (from August 2008 to June 2010) images which have shown similar spatial and temporal displacement patterns. The joint analysis of historical instrument surveys and DInSAR-derived data has allowed the identification of a long-term deformation process which is reflected at the dam's surface and is also clearly recognizable in the inspection gallery. The plausible causes of the displacements measured by DInSAR are also discussed in the paper. Finally, DInSAR data have been used to compute the long-term settlement of La Pedrera dam, showing a good agreement with external studies. Consequently, this work demonstrates the integration of DInSAR with in-situ techniques which helps provide a complete spatial vision of the displacements in the dam thereby helping to differentiate the causal mechanisms.

Management of social networks in the educational process

The research developed in this work consists in proposing a set of techniques for management of social networks and their integration into the educational process. The proposals made are based on assumptions that have been proven with simple examples in a real scenario of university teaching. The results show that social networks have more capacity to spread information than educational web platforms. Moreover, educational social networks are developed in a context of freedom of expression intrinsically linked to Internet freedom. In that context, users can write opinions or comments which are not liked by the staff of schools. However, this feature can be exploited to enrich the educational process and improve the quality of their achievement. The network has covered needs and created new ones. So, the figure of the Community Manager is proposed as agent in educational context for monitoring network and aims to channel the opinions and to provide a rapid response to an academic problem.