Self-heating function of carbon nanofiber cement pastes

The viability of carbon nanofiber (CNF) composites in cement matrices as a self-heating material is reported in this paper. This functional application would allow the use of CNF cement composites as a heating element in buildings, or for deicing pavements of civil engineering transport infrastructures, such as highways or airport runways. Cement pastes with the addition of different CNF dosages (from 0 to 5% by cement mass) have been prepared. Afterwards, tests were run at different fixed voltages (50, 100 and 150V), and the temperature of the specimens was registered. Also the possibility of using a casting method like shotcrete, instead of just pouring the fresh mix into the mild (with no system’s efficiency loss expected) was studied. Temperatures up to 138 °C were registered during shotcrete-5% CNF cement paste tests (showing initial 10 °C/min heating rates). However a minimum voltage was required in order to achieve a proper system functioning.

New Approaches for Teaching Soil and Rock Mechanics Using Information and Communication Technologies

Soil and rock mechanics are disciplines with a strong conceptual and methodological basis. Initially, when engineering students study these subjects, they have to understand new theoretical phenomena, which are explained through mathematical and/or physical laws (e.g. consolidation process, water flow through a porous media). In addition to the study of these phenomena, students have to learn how to carry out estimations of soil and rock parameters in laboratories according to standard tests. Nowadays, information and communication technologies (ICTs) provide a unique opportunity to improve the learning process of students studying the aforementioned subjects. In this paper, we describe our experience of the incorporation of ICTs into the classical teaching-learning process of soil and rock mechanics and explain in detail how we have successfully developed various initiatives which, in summary, are: (a) implementation of an online social networking and microblogging service (using Twitter) for gradually sending key concepts to students throughout the semester (gradual learning); (b) detailed online virtual laboratory tests for a delocalized development of lab practices (self-learning); (c) integration of different complementary learning resources (e.g. videos, free software, technical regulations, etc.) using an open webpage. The complementary use to the classical teaching-learning process of these ICT resources has been highly satisfactory for students, who have positively evaluated this new approach.