Characterization of HFO2 Capacitors

Hafnium oxide (HfOn) is a promising dielectric for future microelectronic applications. Hf02 thin films (10-75nm) were deposited on Pt/Si02/Si substrates by pulsed DC magnetron reactive sputtering. Top electrodes of Pt were formed by e-beam evapo- ration through an aperture mask on the samples to create MIM (Metal-Insulator-Metal) capacitors. Various processing conditions (Arloz ratio, DC power and deposition rate) and post-deposition annealing conditions (time and temperature) were investigated. The structure of the Hf02 films was characterized by X-ray diffraction (XRD) and the roughness was measured by a profilometer. The electrical properties were characterized in terms of their relative permittivity (E,(T) and ~,.(f)) and leakage behavior (I-V, I-T and I- time). The electrical measurements were performed over a temperature range from -5 to 200°C. For the samples with best experimental results, the relative permittivity of HfOa was found to be -- 27 after anneal and increased by 0.027%/"C with increasing temperature over the measured temperature range. At 25"C, leakage current density was below lop8 ~ l c m ' at 1 volt. The leakage current increased with temperature above a specific threshold temperature below which the leakage current didn't change much. The leakage current increased with voltage. At voltages below lvolt, it's ohmic; at higher voltages, it follows Schottky model. The breakdown field is - 1 . 8 2 ~ lo6 Vlcm. The optical bandgap was measured with samples deposited on quartz substrates to be 5.4eV after anneal.

Visualizing the Simulation of 3-D Underwater Sensor Networks

The majority of sensor network research deals with land-based networks, which are essentially two-dimensional, and thus the majority of simulation and animation tools also only handle such networks. Underwater sensor networks on the other hand, are essentially 3D networks because the depth at which a sensor node is located needs to be considered as well. Due to that additional dimension, specialized tools need to be used when conducting simulations for experimentation. The School of Engineering’s Underwater Sensor Network (UWSN) lab is conducting research on underwater sensor networks and requires simulation tools for 3D networks. The lab has extended NS-2, a widely used network simulator, so that it can simulate three-dimensional networks. However, NAM, a widely used network animator, currently only supports two-dimensional networks and no extensions have been implemented to give it three-dimensional capabilities. In this project, we develop a network visualization tool that functions similarly to NAM but is able to render network environments in full 3-D. It is able to take as input a NS-2 trace file (the same file taken as input by NAM), create the environment, position the sensor nodes, and animate the events of the simulation. Further, the visualization tool is easy to use, especially friendly to NAM users, as it is designed to follow the interfaces and functions similar to NAM. So far, the development has fulfilled the basic functionality. Future work includes fully functional capabilities for visualization and much improved user interfaces.

Identifying Moderator Variables Through Requirements Elicitation Experiments Limitations

Interviews are the most widely used elicitation technique in Requirements Engineering (RE). Despite its importance, research in interviews is quite limited, in particular from an experimental perspective. We have performed a series of experiments exploring the relative effectiveness of structured and unstructured interviews. This line of research has been active in Information Systems in the past years, so that our experiments can be aggregated together with existing ones to obtain guidelines for practice. Experimental aggregation is a demanding task. It requires not only a large number of experiments, but also considering the influence of the existing moderators. However, in the current state of the practice in RE, those moderators are unknown. We believe that analyzing the threats to validity in interviewing experiments may give insight about how to improve further replications and the corresponding aggregations. It is likely that this strategy may be applied in other Software Engineering areas as well.

Catadioptric panoramic stereovision for humanoid robots

This paper proposes a novel design of a reconfigurable humanoid robot head, based on biological likeness of human being so that the humanoid robot could agreeably interact with people in various everyday tasks. The proposed humanoid head has a modular and adaptive structural design and is equipped with three main components: frame, neck motion system and omnidirectional stereovision system modules. The omnidirectional stereovision system module being the last module, a motivating contribution with regard to other computer vision systems implemented in former humanoids, it opens new research possibilities for achieving human-like behaviour. A proposal for a real-time catadioptric stereovision system is presented, including stereo geometry for rectifying the system configuration and depth estimation. The methodology for an initial approach for visual servoing tasks is divided into two phases, first related to the robust detection of moving objects, their depth estimation and position calculation, and second the development of attention-based control strategies. Perception capabilities provided allow the extraction of 3D information from a wide range of visions from uncontrolled dynamic environments, and work results are illustrated through a number of experiments.

Survey on student motivation and approval of educational environment at Universidad Politécnica de Madrid within the European Higher Education area implementation

A recent study elaborated by Vicerrectorado de Ordenación Académica y Planificación Estratégica of Technical University of Madrid (UPM) defines the satisfaction of the university student body as "the response that the University offers to the expectations and demands of service of the students, considered in a general way ". Besides an indicator of academic and institutional insertion of the student, the assessment of student engagement allows us to adapt the academic offer and the extension services of the University to the real needs of the students. The process of convergence towards the European Higher Education Area (EHEA) raises the need to form in competitions, that is to say, of developing in our students capacities and knowledge beyond the purely theoretical-practical thing. Therefore, the perception and experience of the educational process and environment by the students is an important issue to be addressed to accomplish their expectations and achieve a curriculum accordingly to EHEA expectations. The present study aims to explore the student motivation and approval of the educational environment at the UPM. To this end a total of 97 students enrolled in the undergraduate program of Civil Engineering, Computer Engineering and Agronomic Engineering at UPM were surveyed. The survey consisted of 40 questions divided in three blocks. The first one of 20 questions of personal character in that they were gathering, besides the sex and the age, the degree of fulfilment, implication and dedication with the institution and the academic tasks. In the second block we identify 10 questions related to the perception of the student on the teaching quality, and finally a block of 10 questions regarding the Bologna Process. The students personal motivation was moderately high, with a score of 3.6 (all scores are provided on a 5-point scale), being the most valuable items obtaining a university degree (4,3) and the friendship between students (4,2). Any significant difference was shown between sexes (P=0.23) since the averages for this block of questions were of 3.7±0.3 and 3.5±0.4 for women and men respectively. The students are moderately satisfied with their graduate studies with an average score of 3,2, being the questions that reflect a minor satisfaction the research profile of the teachers (2,8) and the organization of the Schools (2,9). The best valued questions are related to the usefulness and quality of the degrees, with 3,5 and 3,4 respectively, and to the interest of the courses within the degree (3,4). For sexes, the results of this block of questions are similar (3.1±0.3 and 3.2±0.3 for men and women respectively=0.79). Also, there were no differences (P=0.39) between the students who arrange work and studies or do not work (3.1±0.2 and 3.2±0.3 respectively). In conclusion, students at UPM present an acceptable degree of motivation and satisfaction with regard to the studies and services that offer their respective Schools. Both characteristics receive the same value both for men and for women and so much for students who arrange work and studies as for those who devote themselves only to studying. In a significant way, students who are more engaged and are in-class attendants present the major degree of satisfaction.Overall, there is a great lack of information regarding the Bologna Process. In fact to the majority, they would like to know more on what it is, what it means and what changes will involve its implementation.

Supporting the design and development of Project Based Learning courses.

The use of Project Based Learning has spread widely over the last decades, not only throughout countries but also among disciplines. One of the most significant characteristics of this methodology is the use of ill-structured problems as central activity during the course, which represents an important difficulty for both teachers and students. This work presents a model, supported by a tool, focused on helping teachers and students in Project Based Learning, overcoming these difficulties. Firstly, teachers are guided in designing the project following the main principles of this methodology. Once the project has been specified at the desired level of depth, the same tool helps students to finish the project specification and organize the implementation. Collaborative work among different users is allowed in both phases. This tool has been satisfactorily tested designing two real projects used in Computer Engineering and Software Engineering degrees.

Cooperative Learning vs. Project Base Learning.

The Bologna Declaration and the implementation of the European Higher Education Area are promoting the use of active learning methodologies such as cooperative learning and project based learning. This study was motivated by the comparison of the results obtained after applying Cooperative Learning (CL) and Project Based Learning (PBL) to a subject of Computer Engineering. The fundamental hypothesis tested was whether the academic success achieved by the students of the first years was higher when CL was applied than in those cases to which PBL was applied. A practical case, by means of which the effectiveness of CL and PBL are compared, is presented in this work. This study has been carried out at the Universidad Politécnica de Madrid, where these mechanisms have been applied to the Operating Systems I subject from the Technical Engineering in Computer Systems degree (OSIS) and to the same subject from the Technical Engineering in Computer Management degree (OSIM). Both subjects have the same syllabus, are taught in the same year and semester and share also formative objectives. From this study we can conclude that students¿ academic performance (regarding the grades given) is greater with PBL than with CL. To be more specific, the difference is between 0.5 and 1 point for the individual tests. For the group tests, this difference is between 2.5 and 3 points. Therefore, this study refutes the fundamental hypothesis formulated at the beginning. Some of the possible interpretations of these results are referred to in this study.

Técnicas de Gamification para entregas de trabajos online: comprobaciones de la fase de análisis de la compilación

Este Trabajo de Fin de Grado (TFG) tiene el objetivo de aportar un sistema de enseñanza innovador, un sistema de enseñanza mediante el cual se consiga involucrar a los alumnos en tareas y prácticas en las que se adquieran conocimientos a la vez que se siente un ambiente de juego, es decir, que se consiga aprender de forma divertida. Está destinado al sistema educativo de la Escuela Técnica Superior de Ingenieros Informáticos de la Universidad Politécnica de Madrid, en concreto a las asignaturas relacionadas con los Procesadores de Lenguajes. La aplicación desarrollada en este trabajo está destinada tanto a los profesores de las asignaturas de Procesadores de Lenguajes como a los alumnos que tengan alguna relación con esas asignaturas, consiguiendo mayor interacción y diversión a la hora de realizar la tareas y prácticas de las asignaturas. Para los dos tipos de usuarios descritos anteriormente, la aplicación está configurada para que puedan identificarse mediante sus credenciales, comprobándose si los datos introducidos son correctos, y así poder acceder al sistema. Dependiendo de qué tipo de usuario se identifique, tendrá unas opciones u otras dentro del sistema. Los profesores podrán dar de alta, ver, modificar o dar de baja las configuraciones para los analizadores de los lenguajes correspondientes a las diferentes asignaturas que están configurados previamente en el sistema. Además, los profesores pueden dar de alta, ver, modificar o dar de baja los fragmentos de código que formarán los ficheros correspondientes a las plantillas de pruebas del analizador léxico que se les ofrece a los alumnos para realizar comprobaciones de las prácticas. Mediante la aplicación podrán establecer diferentes características y propiedades de los fragmentos que incorporen al sistema. Por otra parte, los alumnos podrán realizar la configuración del lenguaje, definido por los profesores, para la parte del analizador léxico de las prácticas. Esta configuración será guardada para el grupo al que corresponde el alumno, pudiendo realizar modificaciones cualquier miembro del grupo. De esta manera, se podrán posteriormente establecer las relaciones necesarias entre los elementos del lenguaje según la configuración de los profesores y los elementos referentes a las prácticas de los alumnos.Además, los alumnos podrán realizar comprobaciones de la parte léxica de sus prácticas mediante los ficheros que se generan por el sistema en función de sus opciones de práctica y los fragmentos añadidos por los profesores. De esta manera, se informará a los alumnos del éxito de las pruebas o bien de los fallos ocasionados con sus resultados, bien por el formato del archivo subido como resultado de la prueba o bien por el contenido incorrecto de este mismo. Todas las funciones que ofrece esta aplicación son completamente on-line y tendrán una interfaz llamativa y divertida, además de caracterizarse por su facilidad de uso y su comodidad. En el trabajo realizado para este proyecto se cumplen tanto las Pautas de Accesibilidad para Contenidos Web (WCAG 2.0), así como las propiedades de un código HTML 5 y CSS 3 de manera correcta, para así conseguir que los usuarios utilicen una aplicación fácil, cómoda y atractiva.---ABSTRACT---This Final Year Project (TFG) aims to contribute the educational system of the School of Computer Engineering at the Polytechnic University of Madrid, especially in subjects related with Language Processors. This project is an interactive learning system whose goal is to learn in an amusing environment. To realize this target, the system involves students, using environments of games in tasks and practices. The application developed in this project is designed for both professors of the subjects of Language Processors and students who have some relation to these subjects. This perspective achieve more interaction and a funny environment during the subject‘s tasks. The application is configured in order to the users can be identified by their credentials, checking whether the identification data are correct to have access to the system. According on what type of user is identified, they will have different options within the system. Professors will be able to register, modify or delete settings for the scanner of languages for all the subjects preconfigured in the system. Additionally, professors can register, show, modify or remove the code of the templates from scanner tests that are offered to students for testing the practical exercises. The professors may provide also different characteristics and properties of fragments incorporated in the system. Moreover, students can make the configuration of languages, getting in the systems by the administrators, for the scanner module of their practical exercises. This configuration will be saved for the group of the student. This model can also be changed by any group member. The system permits also establish later the relationships between the elements of language fixes by professors and elements developed by the students. Students could check the lexical part of their practical exercises through files that are created according to their practical options and the fragments added by professors. Thus students will be informed of success or failure in the uploaded files format and in the content of them. All functions provide by this application are completely on-line and will have a striking and funny interface, also characterized by its ease of use and comfort.The work reaches both the Web Content Accessibility Guidelines (WCAG 2.0), and the properties of an HTML 5 and CSS 3 code correctly, in order to get the users to get an easy, convenient application and attractive.

Sistema web de gestión de seminarios

El Trabajo de Fin de Grado (TFG) aquí descrito es el resultado de la necesidad de crear un sistema de gestión de seminarios que utilizarán los planes de postgrado de la Escuela Técnica Superior de Ingenieros Informáticos de la Universidad Politécnica de Madrid. Su objetivo es facilitar, tanto al alumnado como al personal de dicha institución, la creación de seminarios ofertados para el alumnado de los distintos planes de postgrado, además de permitir la inscripción de éstos de un modo cómodo e intuitivo. La aplicación de gestión de seminarios deberá permitir que los coordinadores de un plan de postgrado puedan crear seminarios de tal manera que puedan quedar publicados para el alumnado. Para ello, será necesario que sean recogidos todos los datos necesarios del seminario, así como el plan de postgrado organizador y los planes de postgrado para los que serán ofertados. La aplicación además deberá permitir la creación de seminarios sin ser publicados al alumno provisionalmente, la edición de los seminarios ya existentes así como la creación de un seminario nuevo importando los datos de otro ya realizado. Por otra parte, se deberá incorporar en las páginas web de planes de postgrado el listado de los seminarios ofertados para el curso actual, de tal manera que se permita a los alumnos inscribirse a éstos. Por último, el personal de administración del plan de postgrado organizador de un seminario deberá tener acceso a la lista de alumnos inscritos a los seminarios, para el caso de enviar información urgente o ver los alumnos inscritos. El módulo de gestión de seminarios deberá obtener los datos de los planes de postgrado actuales gracias a un módulo de gestión de postgrados, donde se deberá permitir crear, editar y dar de baja planes de postgrado, así como gestionar el personal del postgrado que podrá realizar acciones sobre los seminarios organizados por éste. Los módulos de gestión de seminarios y de gestión de postgrados estarán integrados en un módulo de administración.---ABSTRACT---The Final Project Degree (TFG) described here is the result of the need to create a management system that will use seminars postgraduate plans at the Higher Technical School of Computer Engineering at the Universidad Politécnica de Madrid. It aims to facilitate both the students and staff of the institution, creating seminars offered to the students of the various postgraduate plans, besides allowing the registration of these in a convenient and intuitive way. The management application will allow the coordinators of a postgraduate plan to create seminars so that they can be published for students. To do this, you will need to collect all the necessary details about the seminar, as well as the postgraduate plan owner and postgraduate plans for which it will be offered. The application must also enable the creation of seminars without being published provisionally to students, the editing of existing seminars and the creation of a new seminar importing data from another already done. Moreover, it should be incorporated into web pages of postgraduate plans seminars listing offered for the current course, so that students are allowed to enrol in these. Finally, the staff of the plan organizer should have access to the list of students enrolled at seminars, in the case of sending urgent information or to see students enrolled. The management module must obtain data from current postgraduate plans through a postgraduate management module, which should be allowed to create, edit and terminate postgraduate plans, and manage staff that can perform actions on seminars organized by it. Management modules of seminars and postgraduate programs will be integrated into a management pack.

Riskmática: Una tecnología educativa desarrollada con Unity

Historically, teachers have always searched for a connection with their students to make education interesting and a vital experience. In the 19th century, pedagogue Johann Heinrich Pestalozzi taught children how to sum using wood blocks. His successors have followed his legacy and today they use a wide variety of media, including board games, in order to reach out to their students. These methods are denominated educational technologies, which are defined as the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources. With the advent of the information technologies, teachers have at their disposal new media with which they can increase the interest of their students. This technologic revolution is changing the present educational model. The objective of this dissertation is to develop an educational videogame in order to help students learn mathematics. To reach this goal, the videogame has been developed with the game engine Unity as the main tool. Additionally, agile software development methodologies as well as other software engineering techniques have also been used. The result is Riskmatica, an educational videogame based on geographical domination in which knowledge is the best weapon. The players must conquer enemy teritories answering correctly a mathecatical question. Moreover the videogame has the functionality required to configure a new game and input new questions. To conclude, this project has created an educational technology which greatly appeals to students and that can be used by the educators to improve their lessons in mathematics.---RESUMEN---A lo largo de la historia, los educadores siempre han buscado conectar con los alumnos para poder captar su interés y hacer que la educación se convierta en una experiencia vital. El pedagogo Johann Heinrich Pestalozzi conseguía esto en el siglo XIX, enseñando a niños a contar con bloques de madera. Sus sucesores han seguido su legado y hoy en día utilizan variedad de medios con los que motivar a sus alumnos, en algunos casos los juegos de mesa. Estos métodos son denominados tecnologías educativas, que se definen como los estudios y prácticas éticas que facilitan y mejoran la enseñanza, mediante la creación, el uso y el empleo de procesos y recursos tecnológicos. Con el advenimiento de las tecnologías de la información, los educadores tienen a su disposición un nuevo medio con el que llegar al alumnado. Esta revolución tecnológica está cambiando el modelo educativo actual. El objetivo de este proyecto es el de crear un videojuego educativo que ayude a los alumnos a estudiar matemáticas. Para lograrlo se ha utilizado el popular motor de videojuego Unity como herramienta principal. También se han empleado metodologías ágiles de desarrollo además de otras técnicas de ingeniería del software. El resultado es Riskmática, un videojuego educativo de dominación geográfica en el que el arma más eficaz es el conocimiento. Los jugadores deberán conquistar territorios a sus adversarios mediante la respuesta de preguntas de carácter matemático. Además el videojuego cuenta con la funcionalidad necesaria para configurar una partida e introducir nuevas preguntas. Como conlusión, este proyecto ha logrado crear una tecnología educativa muy atractiva para los alumnos con la que los profesores pueden mejorar la enseñanza de las matemáticas.

Auscultación de presas de hormigón con láser escáner terrestre y modelización de las deformaciones del paramento

Se está produciendo en la geodesia un cambio de paradigma en la concepción de los modelos digitales del terreno, pasando de diseñar el modelo con el menor número de puntos posibles a hacerlo con cientos de miles o millones de puntos. Este cambio ha sido consecuencia de la introducción de nuevas tecnologías como el escáner láser, la interferometría radar y el tratamiento de imágenes. La rápida aceptación de estas nuevas tecnologías se debe principalmente a la gran velocidad en la toma de datos, a la accesibilidad por no precisar de prisma y al alto grado de detalle de los modelos. Los métodos topográficos clásicos se basan en medidas discretas de puntos que considerados en su conjunto forman un modelo; su precisión se deriva de la precisión en la toma singular de estos puntos. La tecnología láser escáner terrestre (TLS) supone una aproximación diferente para la generación del modelo del objeto observado. Las nubes de puntos, producto del escaneo con TLS, pasan a ser tratadas en su conjunto mediante análisis de áreas, de forma que ahora el modelo final no es el resultado de una agregación de puntos sino la de la mejor superficie que se adapta a las nubes de puntos. Al comparar precisiones en la captura de puntos singulares realizados con métodos taquimétricos y equipos TLS la inferioridad de estos últimos es clara; sin embargo es en el tratamiento de las nubes de puntos, con los métodos de análisis basados en áreas, se han obtenido precisiones aceptables y se ha podido considerar plenamente la incorporación de esta tecnología en estudios de deformaciones y movimientos de estructuras. Entre las aplicaciones del TLS destacan las de registro del patrimonio, registro de las fases en la construcción de plantas industriales y estructuras, atestados de accidentes y monitorización de movimientos del terreno y deformaciones de estructuras. En la auscultación de presas, comparado con la monitorización de puntos concretos dentro, en coronación o en el paramento de la presa, disponer de un modelo continuo del paramento aguas abajo de la presa abre la posibilidad de introducir los métodos de análisis de deformaciones de superficies y la creación de modelos de comportamiento que mejoren la comprensión y previsión de sus movimientos. No obstante, la aplicación de la tecnología TLS en la auscultación de presas debe considerarse como un método complementario a los existentes. Mientras que los péndulos y la reciente técnica basada en el sistema de posicionamiento global diferencial (DGPS) dan una información continua de los movimientos de determinados puntos de la presa, el TLS permite ver la evolución estacional y detectar posibles zonas problemáticas en todo el paramento. En este trabajo se analizan las características de la tecnología TLS y los parámetros que intervienen en la precisión final de los escaneos. Se constata la necesidad de utilizar equipos basados en la medida directa del tiempo de vuelo, también llamados pulsados, para distancias entre 100 m y 300 m Se estudia la aplicación del TLS a la modelización de estructuras y paramentos verticales. Se analizan los factores que influyen en la precisión final, como el registro de nubes, tipo de dianas y el efecto conjunto del ángulo y la distancia de escaneo. Finalmente, se hace una comparación de los movimientos dados por los péndulos directos de una presa con los obtenidos del análisis de las nubes de puntos correspondientes a varias campañas de escaneos de la misma presa. Se propone y valida el empleo de gráficos patrón para relacionar las variables precisión o exactitud con los factores distancia y ángulo de escaneo en el diseño de trabajos de campo. Se expone su aplicación en la preparación del trabajo de campo para la realización de una campaña de escaneos dirigida al control de movimientos de una presa y se realizan recomendaciones para la aplicación de la técnica TLS a grandes estructuras. Se ha elaborado el gráfico patrón de un equipo TLS concreto de alcance medio. Para ello se hicieron dos ensayos de campo en condiciones reales de trabajo, realizando escaneos en todo el rango de distancias y ángulos de escaneo del equipo. Se analizan dos métodos para obtener la precisión en la modelización de paramentos y la detección de movimientos de estos: el método del “plano de mejor ajuste” y el método de la “deformación simulada”. Por último, se presentan los resultados de la comparación de los movimientos estacionales de una presa arco-gravedad entre los registrados con los péndulos directos y los obtenidos a partir de los escaneos realizados con un TLS. Los resultados muestran diferencias de milímetros, siendo el mejor de ellos del orden de un milímetro. Se explica la metodología utilizada y se hacen consideraciones respecto a la densidad de puntos de las nubes y al tamaño de las mallas de triángulos. A shift of paradigm in the conception of the survey digital models is taking place in geodesy, moving from designing a model with the fewer possible number of points to models of hundreds of thousand or million points. This change has happened because of the introduction of new technologies like the laser scanner, the interferometry radar and the processing of images. The fast acceptance of these new technologies has been due mainly to the great speed getting the data, to the accessibility as reflectorless technique, and to the high degree of detail of the models. Classic survey methods are based on discreet measures of points that, considered them as a whole, form a model; the precision of the model is then derived from the precision measuring the single points. The terrestrial laser scanner (TLS) technology supposes a different approach to the model generation of the observed object. Point cloud, the result of a TLS scan, must be treated as a whole, by means of area-based analysis; so, the final model is not an aggregation of points but the one resulting from the best surface that fits with the point cloud. Comparing precisions between the one resulting from the capture of singular points made with tachometric measurement methods and with TLS equipment, the inferiority of this last one is clear; but it is in the treatment of the point clouds, using area-based analysis methods, when acceptable precisions have been obtained and it has been possible to consider the incorporation of this technology for monitoring structures deformations. Among TLS applications it have to be emphasized those of registry of the cultural heritage, stages registry during construction of industrial plants and structures, police statement of accidents and monitorization of land movements and structures deformations. Compared with the classical dam monitoring, approach based on the registry of a set of points, the fact having a continuous model of the downstream face allows the possibility of introducing deformation analysis methods and behavior models that would improve the understanding and forecast of dam movements. However, the application of TLS technology for dam monitoring must be considered like a complementary method with the existing ones. Pendulums and recently the differential global positioning system (DGPS) give a continuous information of the movements of certain points of the dam, whereas TLS allows following its seasonal evolution and to detect damaged zones of the dam. A review of the TLS technology characteristics and the factors affecting the final precision of the scanning data is done. It is stated the need of selecting TLS based on the direct time of flight method, also called pulsed, for scanning distances between 100m and 300m. Modelling of structures and vertical walls is studied. Factors that influence in the final precision, like the registry of point clouds, target types, and the combined effect of scanning distance and angle of incidence are analyzed. Finally, a comparison among the movements given by the direct pendulums of a dam and the ones obtained from the analysis of point clouds is done. A new approach to obtain a complete map-type plot of the precisions of TLS equipment based on the direct measurement of time of flight method at midrange distances is presented. Test were developed in field-like conditions, similar to dam monitoring and other civil engineering works. Taking advantage of graphic semiological techniques, a “distance - angle of incidence” map based was designed and evaluated for field-like conditions. A map-type plot was designed combining isolines with sized and grey scale points, proportional to the precision values they represent. Precisions under different field conditions were compared with specifications. For this purpose, point clouds were evaluated under two approaches: the standar "plane-of-best-fit" and the proposed "simulated deformation”, that showed improved performance. These results lead to a discussion and recommendations about optimal TLS operation in civil engineering works. Finally, results of the comparison of seasonal movements of an arc-gravity dam between the registered by the direct pendulums ant the obtained from the TLS scans, are shown. The results show differences of millimeters, being the best around one millimeter. The used methodology is explained and considerations with respect to the point cloud density and to the size of triangular meshes are done.

Introducción a la informática para estudiantes de enseñanza secundaria mediante programación de aplicaciones móviles

Este trabajo contiene el diseño y análisis de dos modalidades de docencia de programación de aplicaciones móviles, con el objetivo de aumentar el interés de los estudiantes de enseñanza secundaria por la Ingeniería Informática. Primeramente se analizó la estructura y el contenido de las diferentes materias relacionadas con la informática que existen actualmente en la educación secundaria en España, con el fin de localizar las carencias del currículo. Estas carencias principales son: la falta de reconocimiento de la Ingeniería informática al mismo nivel que el resto de ingenierías y una falta de contenidos relacionados con el desarrollo de software, tanto a nivel de programación como de diseño. A continuación, una vez analizados diferentes posibilidades de entornos con los que desarrollar dichos cursos, se diseñaron los dos modelos de docencia utilizando App Inventor como herramienta conductora, con los que poder cubrir esos conocimientos. El primer modelo consiste en un curso de cuatro semanas a impartir directamente en el centro, mientras que el segundo se trata de un taller de una mañana a impartir en la Escuela Técnica Superior de Ingenieros Informáticos de la Universidad Politécnica de Madrid. De los resultados de esos modelos se han obtenidos resultados muy positivos en cuanto al incremento de los conocimientos de los alumnos sobre informática, además de aumentar su interés por la Ingeniería Informática y obtener una visión más ajustada a la realidad de la misma.---ABSTRACT---This work details the design and realization of a workshop and a course for teaching mobile application programming to Spanish high school students, with the aim of increasing their interest in Computing. In order to locate the shortcomings of the curriculum, the structure and contents of various subjects related to Computing in currently secondary education in Spain were analyzed. The results show a lack of recognition of computer engineering at the same level as the rest of engineering disciplines and a lack of content related to software development, both in terms of programming and design. Then, after analyzing existing programming environments available for covering the basic programming objectives, App Inventor was chosen as mobile programming environment for both teaching activities (the workshop and the course). The first activity consists of a four-week course to teach directly in the high school, while the second one is a 4-hour workshop to be held at the university. The workshop and the course were carried out with students of two secondary schools, obtaining very positive results in terms of increasing students’ knowledge about computers, increasing their interest in Computing, and making them get a more accurate vision of the discipline.

Ambientes tecno-pedagógicos para o desenvolvimento de competências transversais para a inovação em engenharia.

Muito se fala na crescente velocidade de inovações tecnológicas que se apresenta ao mundo e que vai se acelerando. Antes, gerações se passavam para termos uma evolução tecnológica. Hoje, uma mesma geração presencia vários saltos tecnológicos. Neste contexto de inovações frequentes, surge a preocupação sobre como formar um profissional responsável, ético e que consiga acompanhar e ser protagonista de tais mudanças. O trabalho desenvolvido nesta tese busca colaborar na discussão sobre a formação do engenheiro, com foco na engenharia elétrica e de computação, revisitando as definições de conceitos como educação em engenharia, aprendizagem ativa, inovação, Design Thinking e competências transversais, e definindo, como contribuição de pesquisa, os conceitos de tecno-pedagogia e ambientes tecno-pedagógicos, como pressuposto de convergência de estruturas tecnológicas, estratégias pedagógicas e métodos de avaliação em aprendizagem ativa para a inovação. Apresenta um método para identificar e quantificar o grau de ênfase das competências transversais para a inovação a partir da demanda de mercado para engenheiros eletricistas e da computação; e um método de observação, coleta e análise de dados sobre o desenvolvimento de competências transversais na participação em duas experiências de aula: na disciplina global ME310 da Universidade de Stanford; e na disciplina 030-3410 da Escola Politécnica da Universidade de São Paulo. Com isso, foi possível elaborar um método para auxiliar no planejamento de disciplinas e cursos com foco em inovação, identificando as competências transversais que devem ser incentivadas e relacionando tais competências com estratégias de ensino e aprendizagem e sugerindo a estrutura tecnológica e método de avaliação a serem adotados.

Dirección estratégica de la asignatura Dirección Estratégica de las Tecnologías de la Información

¿Se pueden utilizar las habilidades, las técnicas y los principios de la dirección estratégica en el diseño y ejecución de la programación docente de una asignatura? Esta es la pregunta que nos planteamos al diseñar la asignatura Dirección Estratégica de las Tecnologías de la Información perteneciente al Máster Universitario en Ingeniería Informática de la Universidad de Alicante. Estas técnicas las aplicaremos a aspectos clave de la innovación educativa: contrato pedagógico, objetivos, evaluación, trabajo en equipo y comunicación oral. Algunas de las propuestas innovadoras, que tienen el doble objetivo de ser un instrumento de la asignatura pero al mismo tiempo recoger aspectos de dirección y de mejora continua, son el SLA (“Service Level Agreement”) de aprendizaje, las actas de aprendizaje, el análisis de tendencias en las TI y el espacio para la creatividad. Tras dos cursos académicos de ajuste de la propuesta docente, en el curso 2014-2015 hemos analizado el nivel de satisfacción de los estudiantes con la misma y la autoevaluación crítica de los profesores que la han impartido. Los resultados han sido muy satisfactorios, con comentarios del estilo “ha sido una experiencia de aprendizaje efectivo”. Los estudiantes agradecen que los profesores prediquemos con el ejemplo. Nos hace más humanos y más creíbles.

The hardware design of a cognitive model demonstrator /

"Supported in part by Contract No. U.S. AEC(11-1)1469."