Surface tension and microgravity

The behaviour of confined liquids on board an orbiting spacecraft is mainly driven by surface tension phenomena, which cause an apparently anomalous response of the liquid when compared with the behaviour that can be observed on an Earth laboratory provided that the amount of liquid is high enough. The reason is that in an orbiting spacecraft the different inertial forces acting on the bulk of the liquid are almost zero, causing thus capillary forces to be the dominant ones. Of course, since gravity forces are proportional to the liquid volume, whereas surface tension forces are proportional to the liquid surface, there are situations on Earth where capillarity can be the dominant effect, as it happens when very small volume liquid samples are considered. However, work with small size samples may require the use of sophisticated optical devices. Leaving aside the neutral buoyancy technique, a way of handling large liquid interfaces is by using drop towers, where the sample falls subjected to the action of Earth's gravity. This approach is suitable when the characteristic time of the problem under consideration is much smaller than the drop time. In this work the transformation of an out-of-use chimney into a drop tower is presented. Because of the miniaturization, hardiness and low cost of current electronic devices, a drop tower can be used as an inexpensive tool for undergraduate students to experimentally analyse a large variety of surface tension driven phenomena.

Ensemble. Acerca de las viviendas de Pérez Pita y Junquera.

Pérez Pita y Junquera, a la manera de Corrales y Molezún, es uno de los equipos más prestigiosos de su generación.

Para que le quisieran (Sobre Tanis Pérez Pita)

Artículo de opinión sobre Tanis Pérez Pita, publicado en El País

Segunda carta de D. Alonso Platina a D. Antonio Gobeyos

Antonio Gobeyos es seudónimo de Benito Martínez Gómez-Gayoso según Aguilar Piñal, V, 3441

Active learning and generic competences in an operating systems course

The Bologna Declaration and the implementation of the European Higher Education Area are promoting the use of active learning methodologies. The aim of this study is to evaluate the effects obtained after applying active learning methodologies to the achievement of generic competences as well as to the academic performance. This study has been carried out at the Universidad Politécnica de Madrid, where these methodologies have been applied to the Operating Systems I subject of the degree in Technical Engineering in Computer Systems. The fundamental hypothesis tested was whether the implementation of active learning methodologies (cooperative learning and problem based learning) favours the achievement of certain generic competences (‘teamwork’ and ‘planning and time management’) and also whether this fact improved the academic performance of our students. The original approach of this work consists in using psychometric tests to measure the degree of acquired student’s generic competences instead of using opinion surveys, as usual. Results indicated that active learning methodologies improve the academic performance when compared to the traditional lecture/discussion method, according to the success rate obtained. These methods seem to have as well an effect on the teamwork competence (the perception of the behaviour of the other members in the group) but not on the perception of each students’ behaviour. Active learning does not produce any significant change in the generic competence ‘planning and time management'.

Desarrollo y evaluación de competencias genéricas en los títulos de grado.

Los nuevos títulos de grado en la Universidad española generados a raíz del proceso de Bolonia,inciden en una nueva dimensión: las competencias genéricas que deben adquirir los estudiantes universitarios. Pero ¿cómo armonizar el desarrollo y evaluación de dichas competencias con la actual actividad docente? En este trabajo se expone un modelo que permite la citada armonización con un mínimo de “ruido” y de esfuerzo complementario por parte de los docentes. En el modelo propuesto primero se hace una selección y una ordenación de las competencias que se quieren incorporar en un plan de estudios. Se hace una proyección de las competencias en los cuatrimestres y asignaturas del plan de estudios. La introducción de las competencias en las asignaturas asignadas se hace a través del diseño de actividades de formación, desarrollo y evaluación de la competencia. La segunda componente del modelo propuesto tiene por objeto coordinar las acciones que implementen la transversalidad de las competencias bajo desarrollo tanto en espacio como en tiempo. Por último, existen un conjunto de actividades destinadas a realizar el control de calidad del proceso propuesto. Este modelo se está implementado en las dos titulaciones de grado impartidas por la Escuela Universitaria de Informática de la Universidad Politécnica de Madrid durante el curso 2012/13. La coordinación se ha mostrado especialmente difícil dado la falta de experie ncia y el desconocimiento en este campo y las reticencias de algunos docentes a implicarse en este proceso. El modelo demuestra varias bondades: flexibilidad, aplicabilidad, extensibilidad, universalidad,globalidad y economía. ABSTRACT: The new degrees in Spanish University, generated as a result of the Bologna process, affect a new dimension: the generic competences to be acquired by university students. But, how can we harmonize the development and evaluation of these competencies with current teaching? This paper presents a model that allows the aforementioned harmonization with minimal "noise" and additional effort on the part of teachers. The proposed model first makes a selection and organization of competences that are to be incorporated into a curriculum. The following is a projection of competences in the semesters and curriculum subjects. The introduction of competences in the subjects assigned is carried out by designing activities of training, development and assessment. The second component of the proposed model is focused on coordinating actions to implement the transverse character of competences in both space and time. Finally, there are a set of activities to perform quality control of the proposed process. This model is being implemented in two degree taught by the School of Computer Science at the Universidad Politécnica de Madrid during the year 2012/13. Coordination has been particularly difficult given the lack of experience and lack of knowledge in this field and the reluctance of teachers to engage in this process.

Teamwork competence and academic motivation in computer science engineering studies.

The present work is focused on studying two issues: the “teamwork” generic competence and the “academic motivation”. Currently the professional profile of engineers has a strong component of teamwork. On the other hand, motivational profile of students determines their tendencies when they come to work in team, as well as their performance at work. In this context we suggest four hypotheses: (H1) students improve their teamwork capacity by specific training and carrying out a set of activities integrated into an active learning process; (H2) students with higher mastery motivation have better attitude towards team working; (H3) students with higher mastery motivation obtain better results in academic performance; and (H4) students show different motivation profiles in different circumstances: type of courses, teaching methodologies, different times of the learning process. This study was carried out with computer science engineering students from two Spanish universities. The first results point to an improvement in teamwork competence of students if they have previously received specific training in facets of that competence. Other results indicate that there is a correlation between the motivational profiles of students and their perception about teamwork competence. Finally, and contrary to the initial hypothesis, these profiles appear to not influence significantly the academic performance of students.

From Analysis Model to Software Architecture: a PIM2PIM Mapping.

To our knowledge, no current software development methodology explicitly describes how to transit from the analysis model to the software architecture of the application. This paper presents a method to derive the software architecture of a system from its analysis model. To do this, we are going to use MDA. Both the analysis model and the architectural model are PIMs described with UML 2. The model type mapping designed consists of several rules (expressed using OCL and natural language) that, when applied to the analysis artifacts, generate the software architecture of the application. Specifically the rules act on elements of the UML 2 metamodel (metamodel mapping). We have developed a tool (using Smalltalk) that permits the automatic application of these rules to an analysis model defined in RoseTM to generate the application architecture expressed in the architectural style C2.

UML 1.4 versus UML 2.0 as Languages to Describe Software Architectures.

ML 1.4 is widely accepted as the standard for representing the various software artifacts generated by a development process. For this reason, there have been attempts to use this language to represent the software architec- ture of systems as well. Unfortunately, these attempts have ended in representa- tions (boxes and lines) already criticized by the software architecture commu- nity. Recently, OMG has published a draft that will constitute the future UML 2.0 specification. In this paper we compare the capacities of UML 1.4 and UML 2.0 to describe software architectures. In particular, we study extensions of both UML versions to describe the static view of the C3 architectural style (a simplification of the C2 style). One of the results of this study is the difficulties found when using the UML 2.0 metamodel to describe the concept of connector in a software architecture.

A Coordinated Plan for Teaching Software Engineering in the University Rey Juan Carlos.

Un plan para organizar las enseñanzas de la ingeniería del software en las titulaciones de informática de la URJC. Nowadays both industry and academic environments are showing a lot of interest in the Software Engineering discipline. Therefore, it is a challenge for universities to provide students with appropriate training in this area, preparing them for their future professional practice. There are many difficulties to provide that training. The outstanding ones are: the Software Engineering area is too broad and class hours are scarce; the discipline requires a high level of abstraction; it is difficult to reproduce real world situations in the classroom to provide a practical learning environment; the number of students per professor is very high (at least in Spain); companies develop software with a maturity level rarely over level 2 of the CMM for Software (again, at least in Spain) as opposed to what is taught at the University. Besides, there are different levels and study plans, making more difficult to structure the contents to teach in each term and degree. In this paper we present a plan for teaching Software Engineering trying to overcome some of the difficulties above.

A taxonomy of the quality attributes for distributed applications

The software engineering community has paid little attention to non-functional requirements, or quality attributes, compared with studies performed on capture, analysis and validation of functional requirements. This circumstance becomes more intense in the case of distributed applications. In these applications we have to take into account, besides the quality attributes such as correctness, robustness, extendibility, reusability, compatibility, efficiency, portability and ease of use, others like reliability, scalability, transparency, security, interoperability, concurrency, etc. In this work we will show how these last attributes are related to different abstractions that coexist in the problem domain. To achieve this goal, we have established a taxonomy of quality attributes of distributed applications and have determined the set of necessary services to support such attributes.

Application of knowledge engineering acquisition techniques to requirements capture: a case study

In this paper we want to point out, by means of a case study, the importance of incorporating some knowledge engineering techniques to the processes of software engineering. Precisely, we are referring to the knowledge eduction techniques. We know the difficulty of requirements acquisition and its importance to minimise the risks of a software project, both in the development phase and in the maintenance phase. To capture the functional requirements use cases are generally used. However, as we will show in this paper, this technique is insufficient when the problem domain knowledge is only in the "experts? mind". In this situation, the combination of the use case with eduction techniques, in every development phase, will let us to discover the correct requirements.

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.

Curioso romance, en que se refiere el tragico sucesso de un cavallero, y una señora, llamados Alonso Gonzalez, y doña Juana Perea ... : dase cuenta como los cautivaron moros, y del martyrio que se executo en una hija suya : refierese tambien como por intercesion de Nuestra Señora de la Victoria se rescataron los padres ...

El autor se cita a si mismo en los ultimos 4 versos