Ingeniería para la Sostenibilidad, Energía y Cambio Climático (ISEC²)

URI permanente para esta comunidad

https://hdl.handle.net/10784/28123

Busca gestionar las actividades de investigación, tecnología e innovación asociadas a las transformaciones de la energía y sus impactos ambientales y en la salud, así como las tecnologías para el control y prevención de la contaminación, y la caracterización y monitoreo de sistemas mecánicos, térmicos y turbomáquinas; para una gestión más eficiente y sostenible de los recursos en el ámbito industrial y de transporte.

Líneas de investigación: Control y prevención de la contaminación, Diagnóstico de sistemas técnicos, Energía y cambio climático, Movilidad y transporte, Sostenibilidad industrial y ciclo de vida.
Código Minciencias: COL0037569.
Categoría 2021: A1.
Escuela: Ciencias Aplicadas e Ingeniería.
Líder: Santiago Builes Toro.
Correo electrónico: sbuiles@eafit.edu.co

Fusión de los grupos: Desarrollo y Diseño de Procesos; Ingeniería, Energía, Exergía y Sostenibilidad (IEXS); Mecatrónica y Diseño de Máquinas (2025)

Noticias

https://www.eafit.edu.co/sistema-ciencia-tecnologia-innovacion/investigacion/grupos-investigacion/isec
https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000002016

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Mostrando 1 - 20 de 164

A new mechatronics laboratory for technology integration
(Springer-Verlag France, 2017-02-01) Velasquez-Lopez, Alejandro; Rodriguez-Garcia, Alberto; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de Máquinas
While teams and projects tend to be multi-domain, the infrastructure required to integrate and build prototypes lags behind to allow an efficient interaction and to offer multi-disciplinary facilities. Hence this paper presents an infrastructure approach developed in a Latin American academic context, where the concept of an Engineering Building is explained in order to support the demands of a 3rd Generation University. A deeper emphasis of this article is placed upon the development of a Technology Integration Laboratory in terms of functionality, capacity, adjacencies, furnishing and, physiologic and psicologic support. The layout design is based on the concepts of Mechatronics and Technical Systems while enhancing a teaching–learning-building process. After 5 years of operation the results obtained in terms of prototyping, filed patents and projects with the triad government-industry-academy are discussed. Our experience shows that such hands-on engineering facilities are worth having, especially within a virtual education growing trend, and that openness has influenced an increment of the Intellectual Property results. © 2015, Springer-Verlag France.
Academic synergy through integrated mechatronic projects
(IEEE, 2018-01-01) Velasquez-Lopez, Alejandro; Rodriguez-Garcia, Alberto; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de Máquinas
This Innovative to Practice Work in Progress paper presents an approach to obtain synergy by implementing an integrated mechatronic project within a postgraduate program. Mechatronics has been a reference for synergetic integration of technology. However, synergy is obtained not only from technical issues, but through professional skills. Nevertheless, traditional education and industry standards focus only on the technical side. The study case is performed within the program Integrated Design of Technical Systems by implementing strategies such as integrated scheduling, integrated assessment and project proposal with application fields such as agriculture, robotics, health and mobility. This approach does not require additional credits for a project course, since the project lies underneath the courses. It has led to an increase of enrollment of students, which is significant during times when less engineers opt for further technical education.
Adaptive architecture to support context-aware Collaborative Networked Virtual Surgical Simulators (CNVSS)
(SPRINGER, 2014-01-01) Diaz, C.; Trefftz, H.; Quintero, L.; Acosta, D.; Srivastava, S.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de Procesos
Stand-alone and networked surgical virtual reality based simulators have been proposed as means to train surgical skills with or without a supervisor nearby the student or trainee. However, surgical skills teaching in medicine schools and hospitals is changing, requiring the development of new tools to focus on: (i) importance of mentors role, (ii) teamwork skills and (iii) remote training support. For these reasons a surgical simulator should not only allow the training involving a student and an instructor that are located remotely, but also the collaborative training session involving a group of several students adopting different medical roles during the training session. Collaborative Networked Virtual Surgical Simulators (CNVSS) allow collaborative training of surgical procedures where remotely located users with different surgical roles can take part in a training session. Several works have addressed the issues related to the development of CNVSS using various strategies. To the best of our knowledge no one has focused on handling heterogeneity in collaborative surgical virtual environments. Handling heterogeneity in this type of collaborative sessions is important because not all remotely located users have homogeneous Internet connections, nor the same interaction devices and displays, nor the same computational resources, among other factors. Additionally, if heterogeneity is not handled properly, it will have an adverse impact on the performance of each user during the collaborative session. In this paper we describe the development of an adaptive architecture with the purpose of implementing a context-aware model for collaborative virtual surgical simulation in order to handle the heterogeneity involved in the collaboration session. © 2014 Springer International Publishing.
Adaptive Architecture to Support Context-Aware Collaborative Networked Virtual Surgical Simulators (CNVSS)
(2014-01-01) Diaz Leon, Christian Andres; Gomez, H.T.; Lucia Quintero M, O.; Acosta Maya, D.A.; Sakti Srivastava
Stand-alone and networked surgical virtual reality based simulators have been proposed as means to train surgical skills with or without a supervisor nearby the student or trainee. However, surgical skills teaching in medicine schools and hospitals...
Adicion de inteligencia de trabajo a un robot industrial de 6 y 1/2 EJES
(International Institute of Informatics and Systemics, IIIS, 2014-01-01) Arango, I.D.; Hincapié, M.; Pineda, F.A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de Máquinas
Adsorption of Cadmium Using Biochars Produced from Agro-Residues
(American Chemical Society, 2020-01-01) López J.E.; Builes S.; Heredia Salgado M.A.; Tarelho L.A.C.; Arroyave C.; Aristizábal A.; Chavez E.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de Procesos
Biochars have been shown as promising materials for cadmium remediation. However, the different precursors and the pyrolysis process operating conditions can yield very different surface functional groups, and as a result, different cadmium sorption mechanisms can be observed in biochars. Herein we present the results of cadmium sorption on biochars produced from the pyrolysis of different agro-residues, namely, coffee husk, quinoa straw, and oil palm kernel shell. The adsorption isotherms were used to determine the influence of the biochar's physicochemical characteristics to their sorption behavior. The biochars prepared from quinoa residues showed much higher cadmium uptakes than the other biochars. The concentration of base cations was found to be a critical factor for cadmium sorption. Although the quinoa biochars presented large uptakes, it was found that base cations were supported on the biochars and could be removed by leaching. Results from this study suggest that concentration of base cations on biochars could be used as predictors of the biochar capabilities for the removal of cadmium in aqueous solution. Copyright © 2020 American Chemical Society.
An Innovation Model in Curriculum Design for Teaching Engineering at Universidad EAFIT
(IEEE, 2014-01-01) Zea, Claudia M.; Rodriguez, Alberto; Bueno, Natalia A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de Máquinas
Constant changes in technology pose continuous challenges for higher education institutions that are training the engineers of the future. These changes are making it necessary to adapt the curriculum in order to develop the skills needed by the XXI century engineer. Moreover, instead of thinking in a large curriculum reform at a specific moment, it is necessary to define curriculum management processes that include change as a natural component of the process. In addition to these global trends, each institution has a particular context and thus, the analysis in each institution has unique characteristics, a common methodological approach, and a reference model that can be built as long as it is flexible enough to include that context. This paper describes a model developed for curriculum management inside the School of Engineering at Universidad EAFIT - Colombia. This model includes the institutional context and is based on a process approach defined by the Business Process Management (BPM) methodology. The model uses the Burlton Hexagon as a theoretical framework to identify organizational structure, strategies, policies, infrastructure, technology tools and human capital. It is also a mechanism for specifying curricular macro processes including the global and institutional context. The proposed model is based on three pillars: (a) scientific research in education, which promotes the use of the scientific method as a strategy to ensure an approach to problems based on evidence which allows the construction of educational innovation projects, (b) education engineering focused on engineering education, which transforms the learning by developing basic, professional, and transversal skills as well as those specific for an engineer of the XXI century, and (c) interactive educational communities, both face to face and virtual, as spaces for knowledge management that support collaborative working and experience-sharing, managed by its members working together promoting initiatives to develop educational innovation projects focused on specific topics, that answer questions related to teaching and learning needs. The formulation and development of educational innovation projects are the responses to different needs identified on specific courses that are transformed into research questions. These projects aim to renew the curriculum so that it dynamically evolves based on classroom experiences. Thus, the curriculum renewal is based on critical thinking about the problems found in engineering education. The use of the scientific method and the collaborative approach enables drawing solid conclusions based on the experimental results. The model proposes the formulation and development of innovative educational projects in which scientific research applied in education aims to transform teaching, academic and administrative practices. As consequence, curricular innovations that integrate learning objects and educational, methodological and assessment strategies, are developed by an interactive learning community composed by teachers. Finally, the results obtained by applying the model in some courses in the School of Engineering of Universidad EAFIT are presented. These results include reducing the drop-out rate of students, redefining admission and graduation profiles, and micro-curricular redesign based on competences using projects, among others.
An innovation model in curriculum design for teaching engineering at universidad EAFIT
(Institute of Electrical and Electronics Engineers Inc., 2015-01-01) Zea, C.M.; Rodriguez, A.; Bueno, N.A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de Máquinas
Constant changes in technology pose continuous challenges for higher education institutions that are training the engineers of the future. These changes are making it necessary to adapt the curriculum in order to develop the skills needed by the XXI century engineer. Moreover, instead of thinking in a large curriculum reform at a specific moment, it is necessary to define curriculum management processes that include change as a natural component of the process. In addition to these global trends, each institution has a particular context and thus, the analysis in each institution has unique characteristics, a common methodological approach, and a reference model that can be built as long as it is flexible enough to include that context. This paper describes a model developed for curriculum management inside the School of Engineering at Universidad EAFIT - Colombia. This model includes the institutional context and is based on a process approach defined by the Business Process Management (BPM) methodology. The model uses the Burlton Hexagon as a theoretical framework to identify organizational structure, strategies, policies, infrastructure, technology tools and human capital. It is also a mechanism for specifying curricular macro processes including the global and institutional context. The proposed model is based on three pillars: (a) scientific research in education, which promotes the use of the scientific method as a strategy to ensure an approach to problems based on evidence which allows the construction of educational innovation projects, (b) education engineering focused on engineering education, which transforms the learning by developing basic, professional, and transversal skills as well as those specific for an engineer of the XXI century, and (c) interactive educational communities, both face to face and virtual, as spaces for knowledge management that support collaborative working and experience-sharing, managed by its members working together promoting initiatives to develop educational innovation projects focused on specific topics, that answer questions related to teaching and learning needs. The formulation and development of educational innovation projects are the responses to different needs identified on specific courses that are transformed into research questions. These projects aim to renew the curriculum so that it dynamically evolves based on classroom experiences. Thus, the curriculum renewal is based on critical thinking about the problems found in engineering education. The use of the scientific method and the collaborative approach enables drawing solid conclusions based on the experimental results. The model proposes the formulation and development of innovative educational projects in which scientific research applied in education aims to transform teaching, academic and administrative practices. As consequence, curricular innovations that integrate learning objects and educational, methodological and assessment strategies, are developed by an interactive learning community composed by teachers. Finally, the results obtained by applying the model in some courses in the School of Engineering of Universidad EAFIT are presented. These results include reducing the drop-out rate of students, redefining admission and graduation profiles, and micro-curricular redesign based on competences using projects, among others. © 2014 IEEE.
Análisis de estructuras periódicas con descripción de fourier y redes neuronales
(IMPRENTA UNIV ANTIOQUIA, 2007-06-01) DIAZ, ADALBERTO GABRIEL; Universidad EAFIT. Departamento de Ingeniería de Producción; Ingeniería, Energía, Exergía y Sostenibilidad (IEXS)
Analysis of CO2 Adsorption in Amine-Functionalized Porous Silicas by Molecular Simulations
(American Chemical Society, 2015-06-01) BUILES, SANTIAGO; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de Procesos
Analysis of CO2 adsorption in amine-functionalized porous silicas by molecular simulations
(American Chemical Society, 2015-06-01) Builes S.; López-Aranguren, P.; Fraile, J.; Vega, L.F.; Domingo, C.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de Procesos
We present the results of a combined experimental-molecular simulations approach concerning the capacity for CO2 adsorption of aminosilica hybrid products synthesized using supercritical fluids. Two porous supports were examined for amine functionalization, an ordered mesoporous silica (MCM-41) and a disordered silica gel (SG40). The textural properties of the studied materials were analyzed by low-temperature N2 adsorption-desorption isotherms and compared to those of molecular simulations using the grand canonical Monte Carlo simulation method. The CO2 adsorption capacity of these materials was evaluated by recording CO2 adsorption isotherms up to 100 kPa. Molecular simulations of the CO2 adsorption behavior of selected samples were performed to gain a fundamental understanding of the effect of functionalization. This study shows that in the functionalized materials, the distance between nitrogen atoms of the grafted amines is a critical factor for the occurrence of CO2 chemisorption, providing some insight into key parameters for designing adsorbent materials for CO2 capture and separation. The relationship between the adsorption results with N2 and CO2 allow us to compare the potential applications of the materials in CO2 adsorption and separation processes. A correlation of the N2 adsorption at a given pressure with the CO2 adsorption at a different pressure allowed the prediction of which materials will perform well for these processes. The hybrid products with high amine density have desirable features required for industrial sorbents, such as an enhanced CO2 adsorption capacity and selectivity. © 2015 American Chemical Society.
Analysis of periodic structures with Fourier description and neuronal network
(IMPRENTA UNIV ANTIOQUIA, 2007-06-01) DIAZ, ADALBERTO GABRIEL; Universidad EAFIT. Departamento de Ingeniería de Producción; Ingeniería, Energía, Exergía y Sostenibilidad (IEXS)
This work is developed in a project of textile lattices inspection. The structure of a superficial texture is manifested with a behavior on the base of a model known as pattern which, is associated with a group of characteristics that define it as such. The identification process and classification of shortcomings in the texture consists on establishing a region of conformity in the coordinated space defined by the pattern's characteristics. The reduction process of this m-dimensional space, helps to its identification in an n-dimensional space, such that m > n, where the classification system actually depends on the characteristics of the new space, where the new characteristics truly contain the classification information. The space characteristics allow for the identification of the pattern as such in the place that is explored. The characteristic frequency corresponds to a reduction of the classification space, making it more generic in the area over the image. The classification system is modeled with neuronal networks algorithms and the complexity of the surfaces of decision is solved starting from the architecture and the algorithms of training of the neuronal net.
Analyzing sliding bifurcations on discontinuity boundary of Filippov systems
(WORLD SCIENTIFIC AND ENGINEERING ACAD AND SOC, 2008-01-01) Arango, Ivan; Taborda, John Alexander; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de Máquinas
In this paper, we propose a novel method to analyze sliding bifurcations in discontinuous piecewise smooth autonomous systems (denominated Filippov systems) on the planar neighborhood of the discontinuity boundary (DB). We use a classification recently proposed of points and events on DB to characterize the one-parameter sliding bifurcations. For each parameter value, crossing and sliding segments on DB are determined by means of existence conditions of two crossing points (C), four non-singular sliding points (S) and thirty-five singular sliding points (T, V, Pi, Psi, Q or Phi). Boolean-valued functions are used to formulate these conditions based on geometric criterions. This method was proven with the full catalog of local bifurcations that it was proposed recently. A topological normal form is used as illustrative example of the method.
Approximation of the mechanical response of large lattice domains using homogenization and design of experiments
(Universitatea Politehnica Bucuresti, 2020-01-01) Montoya-Zapata D.; Acosta D.A.; Cortés C.; Pareja-Corcho J.; Moreno A.; Posada J.; Ruiz-Salguero O.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de Procesos
Lattice-based workpieces contain patterned repetition of individuals of a basic topology (Schwarz, ortho-walls, gyroid, etc.) with each individual having distinct geometric grading. In the context of the design, analysis and manufacturing of lattice workpieces, the problem of rapidly assessing the mechanical behavior of large domains is relevant for pre-evaluation of designs. In this realm, two approaches can be identified: (1) numerical simulations which usually bring accuracy but limit the size of the domains that can be studied due to intractable data sizes, and (2) material homogenization strategies that sacrifice precision to favor efficiency and allow for simulations of large domains. Material homogenization synthesizes diluted material properties in a lattice, according to the volume occupancy factor of such a lattice. Preliminary publications show that material homogenization is reasonable in predicting displacements, but is not in predicting stresses (highly sensitive to local geometry). As a response to such shortcomings, this paper presents a methodology that systematically uses design of experiments (DOE) to produce simple mathematical expressions (meta-models) that relate the stress-strain behavior of the lattice domain and the displacements of the homogeneous domain. The implementation in this paper estimates the von Mises stress in large Schwarz primitive lattice domains under compressive loads. The results of our experiments show that (1) material homogenization can efficiently and accurately approximate the displacements field, even in complex lattice domains, and (2) material homogenization and DOE can produce rough estimations of the von Mises stress in large domains (more than 100 cells). The errors in the von Mises stress estimations reach 42% for domains of up to 24 cells. This result means that coarse stress-strain estimations may be possible in lattice domains by combining DOE and homogenized material properties. This option is not suitable for precise stress prediction in sensitive contexts wherein high accuracy is needed. Future work is required to refine the meta-models to improve the accuracies of the estimations. © 2020 by the authors.
Approximation of the Mechanical Response of Large Lattice Domains Using Homogenization and Design of Experiments
(Universitatea Politehnica Bucuresti, 2020-06-01) Montoya, D.; Acosta, D.; Cortes, C.; Pareja, J.; Moreno, Aitor; Posada, Jorge; Ruiz, O.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de Procesos
Artefactos: Diseño Conceptual
(Fondo Editorial Universidad EAFIT, 2003-01-01) Rodriguez, A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de Máquinas
Este libro se ordena mediante capítulos que introducen gradualmente al lector en el conocimiento de los Artefactos Técnicos. Cada capítulo se estructura alrededor de uno o más conceptos .
Assessing the effectiveness of peer instruction in students' understanding of electric circuits concepts
(AMER SOC ENGINEERING EDUCATION, 2019-01-01) Soto Perez R.A.; Ortega-Alvarez J.D.; Streveler R.A.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de Procesos
This paper describes the implementation of an active learning strategy, called Peer Instruction, in an undergraduate electric circuit analysis course offered at a large public university in Colombia. Peer Instruction is an instructional approach that fosters students' collaboration to increase conceptual understanding. Data was collected from three sections of the course mentioned above. In two sections, students attended a traditional class format (51 students) while another section (15 students) implemented the Peer Instruction methodology. The research question driving this project was whether Peer Instruction would produce significantly higher learning gains than the traditional blackboard and chalk approach. A difference was determined using a quasi-experimental study comparing the learning gains of the students in the traditional sections (i.e., the control group) versus those of the students in the Peer Instruction section (i.e., the experimental group). The learning gains were measured by pre/post application of an adapted version of the DIRECT concept inventory which was translated into Spanish. Preliminary results suggest that the implementation of a Peer Instruction approach in an electric circuit analysis course improves the performance of students on the adapted version of the DIRECT test. © American Society for Engineering Education, 2019
Assessment of the optimized treatment of indigo-polluted industrial textile wastewater by a sequential electrocoagulation-activated carbon adsorption process
(Elsevier Ltd, 2020-01-01) GilPavas E.; Correa-Sanchez S.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de Procesos
Wastewater collected from a local jean manufacturing plant was treated using an electrocoagulation process (EC) coupled with activated carbon (AC) adsorption. The process variables were optimized using multivariate regression coupled with nonlinear programming with nonlinear restrictions to achieve the lowest possible cost while keeping a high enough degradation rate for chemical oxygen demand (COD), color, and turbidity to fulfill the Colombian environmental regulation requirements. Under optimal conditions (pH = 5.4, s =2 mS/cm, j =14 mA/cm2, and t = 11 min) color, COD, and TOC removals of 95%, 63%, and 51%, respectively, were achieved. The biodegradability index also increased from 0.13 to 0.29, whereas toxicity tests showed a remaining toxicity of 45%. A kinetic study was conducted for the EC process. The activated carbon (AC) adsorption process was successfully used to completely remove toxicity, while further increasing color, COD, and TOC removals to 96%, 72%, and 61%, respectively. The conditions for the AC adsorption process (20 g/L of AC and 1 h) were determined by experimental adsorption isotherms and kinetic studies. The optimized EC/AC process led to an effluent satisfying the Colombian regulations and seems technologically viable with lower costs than other similar process that were reported in previous works. © 2020 Elsevier Ltd
Bifurcations and Sequences of Elements in Non-Smooth Systems Cycles
(2013-09-01) RUIZ, OSCAR EDUARDO; Arango, Iván Darío; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de Máquinas
The challenges of assessing transformative learning: Lessons learned from an instructional design workshop for Colombian engineering faculty
(Tempus Publications, 2018-01-01) Ortega-Alvarez, J.D.; Vieira, C.; Sanchez-Pena, M.; Streveler, R.A.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de Procesos
The authors designed and delivered a workshop on Instructional Design for Colombian engineering faculty at three different universities. The workshop drew from the backwards design model and scholarly literature on engineering education. The participants were asked to assess the workshop using a pre-post survey with Likert-type items and open-ended questions. Results from the assessment of the first offering of the workshop suggested a change in participants’ perspectives that the instrument could not fully capture. A revised instrument used during the second offering allowed deeper insights into this change. Based on these results, the authors argue that a professional development program can transform faculty’s perspectives, particularly when it is aimed at helping faculty inform their teaching practice using evidence-based educational research. The assessment of such a program must, therefore, move from an incremental to a transformational notion of learning. The research question driving this work was: How can one assess the transformative learning of engineering faculty about instructional design? This experience with Colombian faculty suggests that a transformative learning framework can inform the assessment of participants’ learning in professional development programs for engineering faculty. Preliminary results of the application of this framework suggest that most workshop participants transitioned from a teacher-centered to a learner-centered conception of teaching. © 2018 TEMPUS Publications.

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