The use of flipped‐classroom methodology (FC) has increased recently, however, there is a lack of quantitative data on students’ performance. A FC has been applied into a group (80 students) of an obligatory subject of the 2nd course in an Energetic Engineering Bachelor. A second group has been taught with the traditional methodology (72 students) to compare the results. The FC requires students to obtain background knowledge prior to a face‐to face class meeting, and reserves in‐class time for applying knowledge to solve problems. This is the opposite of the traditional lecture‐based classroom, in which students passively attend didactic lectures from the instructor, then study the content and complete assignments after class. The main objectives of this research were to measure the impact of learning (with special attention to really active students), reduce absenteeism, increase exam attendance, and analyze how participating students view their experience with this methodology. The results show that the flipped‐classroom model has a direct impact on student learning (or grades), especially in students with a high degree of involvement (with grades about 1.5 points higher). In addition, the grades standard deviation values were lower (in about one point), ensuring a better general students level. The students are a little reluctant to this new methodology, but thanks to it, they tend to work more (12% of the students work more hours per week), to attend more to class (at least 10% more), and to attend in a higher ratio to exams (around 20%).
The flipped classroom technique has been applied to a part (“Strength of Materials”) of a second‐year compulsory course called “Technology of Materials.” Due to the number of students, the course is divided into two groups – one taught with the traditional methodology (98 students), and the other taught with the flipped one (97 students). In the traditional methodology, the teacher explains the lesson and solves the problems, with students as passive actors in the learning process. In the developed flipped classroom model, the students have edited videos on an institutional online platform, available before each face‐to‐face session. In addition, a linked activity is used to check the students’ knowledge before class. The in‐class time is dedicated to briefly reviewing the concepts explained in the video, with a special emphasis on the errors detected in the link activity, followed by groups of students solving problems. The aim of this study is to present quantitative results of the effect of the flipped classroom in engineering with a focus on the gender of the students. The results show that the flipped classroom model has a direct impact on student grades, especially for female students, which presents significant differences when compared with males of the same group. In addition, the grade standard deviation values were lower, ensuring a better general level. The students of the flipped classroom group also attended the exams in a higher ratio than others, as these students are likely to feel more confident in the knowledge they have acquired.
A significant number of airblast test have been carried out with the purpose to characterise and analyse the properties of improvised explosive device (IED) with non-conventional explosives in terms of knowing the effects on people and/or structures. Small devices with 1.5 kg of explosive, initiated with a detonating cord have been studied. Seven different mixtures have been tested with two types of ammonium nitrate AN (technical and fertilizer) in different forms like prills or powder. In some cases, the ammonium nitrate has been mixed with fuel oil while in others, it has been mixed with aluminum. The TNT equivalent based on pressure, impulse, arrival time, positive phase duration and shock front velocity have been calculated and analysed for each mixture. Comparing the field test data obtained with respect to the representation of the UFC 3-340-02 values, it can be seen that the parameters measured are consistent. The IEDs with fertilizer ammonium nitrate do not detonate with the present charge conditions so the shockwave generated is only due to the detonating cord. When using the technical ammonium nitrate, ANFO can partially detonate and generate a potentially dangerous shockwave. Finally, the IED with AN and aluminum produces a TNT equivalent close to one when the technical AN is used.
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