Understanding the effect of an external stretching force on the electromechanical response of a strip of free-standing conducting polymer is crucial for developing devices (actuators) based on these polymers. This work deals with the electromechanical characterization of a free-standing polypyrrole strip submitted to different stretching forces when they are immersed in aqueous solutions with different doping ions. By plotting the electrical energy associated with the oxi-reduction process of a strip of polypyrrole film vs an external stretching force applied to the polymer strip, two lineal zones were obtained: the first with a negative slope for increasing low forces and a minimum followed by a second positive slope for higher forces. In addition, the electrical energy involved in this electrochemical process was strongly dependent on the size of the doping ions. As a consequence of this behavior, a degeneration of the electrical energy vs the external stress was measured, which would seriously limit the use of these systems as electro-chemomechanical actuators.
ResumenLos títulos españoles de Grado y Máster desarrollan 4 tipos de competencias: básicas, específicas, generales y transversales. Las competencias básicas figuran en el RD 861/2010, son comunes para todos los títulos del mismo nivel (Grado/Máster) y son de tipo genérico. Las competencias específicas y las generales, en títulos que habiliten para el ejercicio de profesiones reguladas, vienen marcadas en las correspondientes Órdenes Ministeriales; ese es el caso de la mayoría de los títulos de edificación y de ingeniería. Además, las competencias del RD 1027/2011 del MECES son obligatorias, aunque no se recojan en las memorias de verificación de los títulos; estas competencias son similares a las básicas y también son comunes para todos los títulos del mismo nivel. Finalmente, los títulos que se evalúen según el programa de Sellos Internacionales de Calidad (SIC) de ANECA, para la obtención de sellos como el EUR-ACE®, tendrán que demostrar que integran también las competencias propias del sello solicitado.Las competencias transversales no están definidas en la legislación y, de hecho, es posible verificar un título que no incluya competencias de este tipo. Sin embargo, las competencias básicas y del MECES sí son obligatorias y, al igual que las transversales, son de tipo genérico. Para facilitar el reparto de competencias de estos tipos entre las asignaturas de un título y graduar su adquisición a lo largo de cada plan de estudios, la Universidad Politécnica de Cartagena (UPCT) diseñó un conjunto de 7 competencias transversales, cada una con tres niveles sucesivos para los títulos de Grado y un cuarto para los de Máster. Estas competencias se relacionan directamente con las básicas y las del MECES, además de integrar los resultados del aprendizaje de tipo genérico del sello EUR-ACE®. Para elegirlas se consultaron también documentos de distintas instituciones y los rankings de competencias más demandadas por las empresas.Las 7 competencias transversales se reparten entre las asignaturas del título de forma centralizada, con el fin de que todas estén suficientemente representadas y adecuadamente distribuidas. Cada asignatura solo tiene que hacerse cargo de uno de los niveles de una competencia, que dependerá de las características de la asignatura y del curso en que se sitúe. La UPCT ha desarrollado materiales didácticos para facilitar al profesorado la integración de las competencias en la docencia.En esta comunicación se presenta el modelo de 7 competencias transversales UPCT, con sus definiciones y niveles, y se muestran ejemplos de distribución en distintos planes de estudios. Las competencias y los niveles están expresados en forma de resultados del aprendizaje, siguiendo las recomendaciones de ANECA. Se explican, además, las relaciones de las competencias transversales y básicas, y cómo ambos tipos de competencias van ligados a la hora de distribuirlas entre las asignaturas del plan, de manera que este sea coherente y realizable.AbstractThe competences acquired in the Spanish degrees for Master and Bachelor levels are classified into four types: basic, specific, general and transverse [1]. The basic competences are described in the royal decree RD 861/2010 [2]. These are the same for all the Spanish degrees of the same level. The specific and general competences are defined in the corresponding ministerial orders, to be acquired in degrees that qualify for the practice of regulated professions, as it is the case for most building and engineering degrees. In addition, the competences described in RD 1027/2011 of the MECES [3] are mandatory, although they are not included in the verification reports of the studies; these competences are similar to the basic ones and are also common for all degrees of the same level. Finally, the studies that are evaluated according to the program of International Quality Seals of ANECA, for obtaining the quality signature EUR-ACE®, must prove they also integrate the competences of the requested sealThe transverse competences are not defined in the legislation and, in fact, it is possible to verify a degree without including competences of this type. However, the basic and MECES competences are mandatory and, as the transverse skills, are generic. To facilitate the distribution of basic, MECES and transverse competences among the syllabus of their different degrees, the Technical University of Cartagena (UPCT) designed a set of seven transverse competences, each with three successive levels for Bachelor degrees, and an additional level for Master studies. These competences are directly related to the basic ones and those of the MECES. They also integrate the learning outcomes of the generic type of the EUR-ACE® seal. In order to define these competences, documents from different institutions [5] and the rankings of most demanded competences by companies were analyzed.The seven transverse competences are distributed among each syllabus in a centralized manner, so that all of them are sufficiently represented and evenly distributed. Every course in a syllabus develops a single transverse competence at a given level, in accordance with its best adequacy [6]. UPCT has developed educational materials to facilitate the integration of competences to teachers [7]. The competences and levels are defined in the form of learning outcomes, following recommendations from ANECA [8].This paper presents the model of seven UPCT transverse competences, with their definitions and levels, and shows examples of distribution in different degrees. It also explains the relationships between transverse and basic competences, and how both types of competences are time-wise linked along a syllabus, so that their integration is coherent and feasible.
Soft conducting polymers working in aqueous solutions were the bases for the development of electrochemomechanical actuators. The actuation of those devices involves: polymers, counterions, water, electric pulses and volume variations by water and counterions interchange with the polymer. Those processes mimic similar ones occurring in natural muscles, being the origin of their nomination as artificial muscles. The driving force for the stimulation of the processes is electric pulses generating electrochemical reactions. This fact gives a unique possibility to these actuators: they can work, simultaneously, as an actuator driven by a constant current and as a sensor of any chemical, mechanical or physical variable influencing the electrochemical reaction. We will show here how, using only two connecting wires, those devices work, simultaneously, as both, actuators and as a mechanical and a chemical sensor.
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