The sound absorption coefficient of three different materials is proved in a reverberation room against different layouts of the material and different back air layers, compared to those results where the same material is placed as a single piece. With the analysis of the data, a linear regression model is established in order to predict, for certain frequencies, the alteration produced in the absorption coefficient by using the same amount of material but placing it in patches separated from each other, instead of in one piece, and at different distances from the wall. The model is validated and proven to be robust and it is shown to be applicable to a variety of materials. It becomes a simple predictive tool which allows to estimate in situ the improvement in the absorption property of an absorbent material due to the separation of the patches.
Diferencia de niveles estandarizada de acuerdo con la Norma ISO 140-4. Medidas in situ del aislamiento al ruido aéreo entre recintos. David Caballol Volumen del recinto emisor: Volumen del recinto receptor: Frecuencia, Hz D nT (1/3 de octava) dB 2000 Baremo de acuerdo a la Norma ISO 717-1: 3150 4000 2500 D nT,w (C;C tr ) = 5000 * : Límite de medida por ruido de fondo. Tomar valor mayor o igual al dado.
En la Escuela Técnica Superior de Edificación de la Universidad Politécnica de Madrid, el profesorado ha detectado varios problemas que están relacionados con el aprendizaje del alumnado, entre otros nos encontramos con, el abandono de los estudios, el alto absentismo y la elevada compartimentación de los conocimientos. En muchas ocasiones los conocimientos adquiridos por los estudiantes en una asignatura concreta, no se aplican más allá de dicha asignatura o semestre. Con el fin de dar solución a los problemas anteriormente mencionados, varios docentes de distintas disciplinas han preparado cooperativamente varias asignaturas mediante el modelo de enseñanza de Aula Invertida. Tras aplicar la metodología de aula invertida propuesta en este trabajo y realizar encuestas al alumnado, se ha observado que en general los estudiantes están contentos con la técnica empleada. En concreto, del total de los encuestados se obtuvieron los siguientes porcentajes: el 3,5% muy en desacuerdo; el 8% en desacuerdo; el 21,5% no sabe; el 48% de acuerdo y el 19% muy de acuerdo. Por otro lado, a pesar de que el alumnado encuestado acepta la metodología empleada existe un 31% de estudiantes que no se muestra favorable a que sea ampliada a otras asignaturas. El trabajo realizado se enclava dentro del proyecto de innovación educativa “Conocimiento Transversal a través de Aula Invertida” realizado por varios integrantes del Grupo de Innovación Educativa UPM “Actitud Constructiva”.AbstractIn the School of Building Engineering of the Universidad Politécnica de Madrid (UPM), lectures have identified several problems that are related to student learning. Among others we can highlight the abandonment of studies, the high absenteeism, and the high compartmentalization of knowledge. There are many situations in which the knowledge acquired by students in a specific subject is only applied to pass the subject and it is forgotten at the end of the semester. In order to solve the issues, a group of lectures from different disciplines have cooperatively prepared some subjects through the Flipped Classroom model. After applying the flipped classroom methodology proposed in this work and conducting student surveys, it has been observed that in general the students are happy with the method used. Specifically, the following percentages were obtained from the total of the respondents: 3.5% strongly disagree; 8% disagree; 21.5% do not know; 48% agree and 19% strongly agree. On the other hand, even though the surveyed students accept the methodology used, there are 31% of students who are not in favor of it being extended to other subjects. The work included in this paper were developed by several members of the “Actitud Constructiva” UPM Innovative Education Group. The work has been supported by the “Transversal Knowledge through flipped classroom” educational innovation.
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