Examinando por Materia "Tools"

Mostrando 1 - 8 de 8
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    Ítem
    Geometry as a tool for visual organisation and proportion in designing aesthetic and attractive products
    (2013-01-01) Velásquez, A.
    The goal of this paper is to present the teaching experiences and methodologies used in a Product Design Engineering undergraduate course called Design Project 3 (EAFIT University, Medellín - Colombia). Throughout the design process, there are some steps in which students have to make decisions for creating functional and also beautiful products. Geometric rules are applied during the drawing stages of the design process to define the visual configuration that gives order and structure to the product appearance, as well as the internal components of the mechanism, so students do not make random decisions and the configuration of functional and formal aspects of the product are correctly defined in a rational way. The size, position and space between parts are previously thought and strategically placed in the overall product shape, to obtain unity with a coherent aesthetic. Because of this, harmony, proportion, beauty and attractiveness are achieved. In this way, students feel more comfortable during the design process because the team can choose from among several proportions given to the same product. Dimensions, distances and proportions can be changed as many times as they want according to the different tools used, leading them towards a more beautiful product.
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    Publicación
    Propuesta de mejoramiento en los puntos críticos en un centro de salvamento de una aseguradora en Colombia
    (Universidad EAFIT, 2022) Quiceno Zapata, Lucía; Campuzano Betancur, Juan Andrés; Tirado Gallego, Luis Fernando
  • No hay miniatura disponible
    Ítem
    Remote access to an interferometric fringes stabilization active system via RENATA
    (SPIE-INT SOC OPTICAL ENGINEERING, 2013-01-01) Espitia-Gomez, Javier; Angel-Toro, Luciano; Universidad EAFIT. Departamento de Ciencias Básicas; Óptica Aplicada
    The Advanced Technology National Network (RENATA, for its acronym in Spanish) is a Colombian, collaborative work tool, linked to other networks worldwide, in which take participation researchers, teachers and students, by sharing laboratory resources located in different universities, institutes and research centers throughout the country. In the Universidad EAFIT (Medellín, Colombia) it has been designed an interferometric fringes stabilization active system, which can be accessed remotely via the RENATA network. A Mach-Zehnder interferometer was implemented, with independent piezoelectric actuators in each arm, with which the lengths of optical path of light that goes over in each of them can be modified. Using these actuators, one can simultaneously perturb the system and compensate the phase differences caused by that perturbation. This allows us to experiment with different disturbs, and analyze the system response to each one of them. This can be made from any location worldwide, and especially from those regions in which optical and optoelectronic components required for the implementation of the interferometer or for the stabilization system are not available. The device can also be used as a platform in order to conduct diverse experiments, involving optical and controlling aspects, constituting with this in a pedagogic tool. For the future, it can be predicted that remote access to available applications would be possible, as well as modifications of the implemented code in labVIEWTM, so that researchers and teachers can adapt and improve their functionalities or develop new applications, based on the collaborative work. © 2013 SPIE.
  • No hay miniatura disponible
    Publicación
    Selección de parámetros en herramientas de soldadura por fricción y agitación : una aplicación de la cópula no paramétrica y aprendizaje de máquina
    (Universidad EAFIT, 2023) Hoyos Cano, Leidy Marcela; Laniado Rodas, Henry; Hoyos Pulgarín, Elizabeth
  • No hay miniatura disponible
    Ítem
    Technological Tools to Learn Calculus
    (IEEE, 2015-01-01) Perez Gomez, Gloria Patricia; Zea Restrepo, Claudia Maria; Esteban Duarte, Pedro Vicente; Zapata Rivera, Luis Felipe; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las Comunicaciones
    Online learning tools have allowed professors to carry out their classes in an interactive way, synchronic as well as asynchronic, giving them the opportunity to explore from different points of view specific themes or concepts, achieving greater dynamism in their classes through the active participation of students. This article presents the results of the implementation of an software tool for massive use designed with the objective of allowing Engineering students to strengthen their basic mathematical knowledge as well as to improve their results in courses such as Calculus I and Mathematics I. These courses are part of the first semesters of the syllabus for all undergraduate programs of the School of Engineering, and are basic courses in the formation of an engineer at Universidad EAFIT (Medellin, Colombia). This software tool for massive use allows students to selfdiagnose, to solve exercises with different levels of complexity and difficulty, to visualize academic contents such as video classes and virtual resources, and to know their evolution in the understanding of basic concepts in calculus. On one hand, this facilitates the beginning of their studies at the university. On the other, it gives the professor an initial diagnose of the level students have to start the course so that continuous analytics can be performed based on the learning process of the student. Furthermore, this article shows the results of a comparative analysis done to two groups of students, a Control group and an Experimental group, that took Calculus I as part of their undergraduate studies. The experiment lasted two months with testing done at the beginning and at the end of the course. The objective was to register the level of knowledge acquired by the students and compare the differences between the two groups, control and experimental. The testing also allowed the progress of the student between tests to be measured, taking into account that the experimental group had the opportunity to explore the platform during this two-month period. Therefore, the analysis performed served to gather information useful for evaluating the effectiveness of the proposed system in the learning process of the students at the University.
  • No hay miniatura disponible
    Ítem
    Technological tools to learn calculus
    (Institute of Electrical and Electronics Engineers Inc., 2015-12-02) Gómez, G.P.P.; Restrepo, C.M.Z.; Duarte, P.V.E.; Rivera, L.F.Z.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las Comunicaciones
    Online learning tools have allowed professors to carry out their classes in an interactive way, synchronic as well as asynchronic, giving them the opportunity to explore from different points of view specific themes or concepts, achieving greater dynamism in their classes through the active participation of students. This article presents the results of the implementation of an software tool for massive use designed with the objective of allowing Engineering students to strengthen their basic mathematical knowledge as well as to improve their results in courses such as Calculus I and Mathematics I. These courses are part of the first semesters of the syllabus for all undergraduate programs of the School of Engineering, and are basic courses in the formation of an engineer at Universidad EAFIT (Medellin, Colombia). This software tool for massive use allows students to self-diagnose, to solve exercises with different levels of complexity and difficulty, to visualize academic contents such as video classes and virtual resources, and to know their evolution in the understanding of basic concepts in calculus. On one hand, this facilitates the beginning of their studies at the university. On the other, it gives the professor an initial diagnose of the level students have to start the course so that continuous analytics can be performed based on the learning process of the student. Furthermore, this article shows the results of a comparative analysis done to two groups of students, a Control group and an Experimental group, that took Calculus I as part of their undergraduate studies. The experiment lasted two months with testing done at the beginning and at the end of the course. The objective was to register the level of knowledge acquired by the students and compare the differences between the two groups, control and experimental. The testing also allowed the progress of the student between tests to be measured, taking into account that the experimental group had the opportunity to explore the platform during this two-month period. Therefore, the analysis performed served to gather information useful for evaluating the effectiveness of the proposed system in the learning process of the students at the University. © 2015 IEEE.
  • No hay miniatura disponible
    Ítem
    Technological Tools to Learn Calculus
    (IEEE, 2015-01-01) Perez Gomez, Gloria Patricia; Zea Restrepo, Claudia Maria; Esteban Duarte, Pedro Vicente; Zapata Rivera, Luis Felipe; Perez Gomez, Gloria Patricia; Zea Restrepo, Claudia Maria; Esteban Duarte, Pedro Vicente; Zapata Rivera, Luis Felipe; Universidad EAFIT. Departamento de Ciencias; Educación Matemática e Historia
    Online learning tools have allowed professors to carry out their classes in an interactive way, synchronic as well as asynchronic, giving them the opportunity to explore from different points of view specific themes or concepts, achieving greater dynamism in their classes through the active participation of students. This article presents the results of the implementation of an software tool for massive use designed with the objective of allowing Engineering students to strengthen their basic mathematical knowledge as well as to improve their results in courses such as Calculus I and Mathematics I. These courses are part of the first semesters of the syllabus for all undergraduate programs of the School of Engineering, and are basic courses in the formation of an engineer at Universidad EAFIT (Medellin, Colombia). This software tool for massive use allows students to selfdiagnose, to solve exercises with different levels of complexity and difficulty, to visualize academic contents such as video classes and virtual resources, and to know their evolution in the understanding of basic concepts in calculus. On one hand, this facilitates the beginning of their studies at the university. On the other, it gives the professor an initial diagnose of the level students have to start the course so that continuous analytics can be performed based on the learning process of the student. Furthermore, this article shows the results of a comparative analysis done to two groups of students, a Control group and an Experimental group, that took Calculus I as part of their undergraduate studies. The experiment lasted two months with testing done at the beginning and at the end of the course. The objective was to register the level of knowledge acquired by the students and compare the differences between the two groups, control and experimental. The testing also allowed the progress of the student between tests to be measured, taking into account that the experimental group had the opportunity to explore the platform during this two-month period. Therefore, the analysis performed served to gather information useful for evaluating the effectiveness of the proposed system in the learning process of the students at the University.
  • No hay miniatura disponible
    Ítem
    Technological tools to learn calculus
    (Institute of Electrical and Electronics Engineers Inc., 2015-12-02) Gómez, G.P.P.; Restrepo, C.M.Z.; Duarte, P.V.E.; Rivera, L.F.Z.; Gómez, G.P.P.; Restrepo, C.M.Z.; Duarte, P.V.E.; Rivera, L.F.Z.; Universidad EAFIT. Departamento de Ciencias; Educación Matemática e Historia
    Online learning tools have allowed professors to carry out their classes in an interactive way, synchronic as well as asynchronic, giving them the opportunity to explore from different points of view specific themes or concepts, achieving greater dynamism in their classes through the active participation of students. This article presents the results of the implementation of an software tool for massive use designed with the objective of allowing Engineering students to strengthen their basic mathematical knowledge as well as to improve their results in courses such as Calculus I and Mathematics I. These courses are part of the first semesters of the syllabus for all undergraduate programs of the School of Engineering, and are basic courses in the formation of an engineer at Universidad EAFIT (Medellin, Colombia). This software tool for massive use allows students to self-diagnose, to solve exercises with different levels of complexity and difficulty, to visualize academic contents such as video classes and virtual resources, and to know their evolution in the understanding of basic concepts in calculus. On one hand, this facilitates the beginning of their studies at the university. On the other, it gives the professor an initial diagnose of the level students have to start the course so that continuous analytics can be performed based on the learning process of the student. Furthermore, this article shows the results of a comparative analysis done to two groups of students, a Control group and an Experimental group, that took Calculus I as part of their undergraduate studies. The experiment lasted two months with testing done at the beginning and at the end of the course. The objective was to register the level of knowledge acquired by the students and compare the differences between the two groups, control and experimental. The testing also allowed the progress of the student between tests to be measured, taking into account that the experimental group had the opportunity to explore the platform during this two-month period. Therefore, the analysis performed served to gather information useful for evaluating the effectiveness of the proposed system in the learning process of the students at the University. © 2015 IEEE.