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Ítem TEACHING TECHNICAL DESIGN SPECIFICATIONS IN PRODUCT REDESIGN PROCESSES USING THE FBS MODEL(American Society of Mechanical Engineers (ASME), 2020-01-01) Montoya, Ivan D.; Rendon-Velez, Elizabeth; Gallego-Sanchez, Juan A.; Montoya, Ivan D.; Rendon-Velez, Elizabeth; Gallego-Sanchez, Juan A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasEstablishment of technical design specifications for the redesign of technical systems, which are not derived from customers needs, relies heavily on designers intuition and experience. The very few methods proposed in the literature for the establishment of such technical design specifications hinders the learning process in conceptual design subjects. The objective of this article is to propose a structured method for identification of technical design specifications based on the function-behaviorstate (FBS) model applied on redesign tasks. The method is being taught to students on the course of methodical' design in order to develop their abilities on the identification of technical specifications without relying on previous knowledge on the system and relying more on detailed observation. This method is based on the observation and identification of the different states taken by the attributes of the entities conforming the system (i.e., flows-function carriers-environment). A small scale preliminary study was conducted in order to validate the initial performance of the proposed method. Eight groups made up of undergraduate mechanical engineering students with basic knowledge in conceptual design were instructed to identify technical design specifications. The redesign task was to create an automated solution for replacing the manual production process at small food manufacturing companies. Four groups of students had to establish the specifications using their experience while the other four groups had to use the proposed method. Initial results showed for the proposed method a 36% increase in the number of identified specifications.Ítem DESIGN OF A NEW FULLY COMPLIANT TRANSLATIONAL JOINT VIA STRAIGHT-LINE MOTION MECHANISM BASED METHOD(American Society of Mechanical Engineers (ASME), 2020-01-01) Garcia, Sonia C.; Gallego-Sanchez, Juan A.; Garcia, Sonia C.; Gallego-Sanchez, Juan A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasA Compliant Translational Joint (CTJ) is designed via Straight-Line Motion Mechanism Method. The designed CTJ is based on the Pseudo-Rigid-Body-Model (PRBM) of a modified Scott-Russell Mechanism. The precision of the straight-line motion of the rigid-body mechanism adjusts to a straight-line to a 99.6% while the compliant version adjusts to a 99.9%. The novelty of the design is given by the way the CTJ is designed, the performance of the CTJ is achieved by mirroring the mechanism about an axis tangent to the path of the mechanism and that passes through the initial position of the coupler point at the symmetry axis of the path. The CTJ motion is predicted by the PRBM. The force -displacement relations and the frequency modes of the CTJ are analyzed using finite element analysis (FEA).Ítem DEVELOPMENT OF AN AUTOMATIC PLOTTER FOR GENERATING EXERCISES FOR STATICS COURSE IN ENGINEERING(IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT, 2016-01-01) Restrepo Ochoa, Jorge Luis; Barbosa Perez, Jaime Leonardo; Arenas Berrio, Julian; Restrepo Ochoa, Jorge Luis; Barbosa Perez, Jaime Leonardo; Arenas Berrio, Julian; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasIn the virtual platform for Statics course of Engineering School at EAFIT University it was implemented an automatic plotter for generating exercises to study truss type structures and beams in civil, mechanical and production engineering. Through graphics changes, range of variables and requested questions, the student is provided with different exercises each time that they log in to the platform, achieving the personalization in the learning and evaluation process. The plotters for the structures are developed in JAVA language, and the questions generated are converted into a compatible format with the management learning system MOODLE. Since 2012, the engineering students' population who have enrolled the Statics course is 1909 and all of them have solved exercises generated with automatic plotters. From the design of an automatic generator an unlimited questions bank is obtained to implement in the virtual platform, it allows to get security when applying evaluation tests due to the fact that each person solves a different question. The present study shows the design and programming methodology used to make plotters so it can be extended to others virtual environments in basic sciences. Future works consists in making automatic generators that allow to define difficulty levels to guide the students in a progressive study in the course topics.Ítem RELIABILITY OF A CONCEPT INVENTORY TO DETERMINE THE LEVEL OF STUDENTS IN STATICS(IEEE, 2018-01-01) Restrepo Garcia, Carlos Andres; Barbosa Perez, Jaime Leonardo; Restrepo Ochoa, Jorge Luis; Restrepo Garcia, Carlos Andres; Barbosa Perez, Jaime Leonardo; Restrepo Ochoa, Jorge Luis; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasBasic core courses in engineering are often taught and assessed only through procedural approaches, neglecting the conceptual grounds of the subject. In an effort to change that, a Concept Inventory test was applied to 195 students at Eafit University enrolled in Statics. All of the students took the test inside in the campus facilities and were monitored during the whole session to make sure they did not share information. The students took a Computer-Based Test of the Concept Inventory. Three new items were added to the original test of 27 questions, in order to improve the reliability of two specific groups of concepts. For the test was found a mean of 9.7 and a standard deviation of 5.28. For the overall test, the Cronbach's alpha coefficient was 0.81. The psychometric analyses show that all of the items in the test, except one, present an appropriate fit for discrimination and difficulty parameters of the test. Item 26 was deleted when performing the analysis of sub-scales reliability because presented abnormal value for difficulty. For the cluster of Equilibrium, it was seen that deleting this item resulted in an increase of the alpha from 0.2 to 0.36. For the sub-scale of Free-Body Diagram was seen a decrease in the reliability when two new items were added to it. All of the other sub-scales presented good reliability, most of them, above 0.5. The item-person map shows that the overall latent trait of students is lower than the overall test difficulty, meaning that most of the students found the test difficult. One of the conclusion to be drawn from the results is that the students subjected mainly to procedural approaches in teaching, do not perform well in conceptual tests. The results support the claim that Statics can be seen as a collection of concepts that can be clustered in independent groups for teaching.Ítem Creativity and job tension in experiential learning(IEEE, 2018-01-01) Pablo Roman-Calderon, Juan; Esteban Acevedo-Jaramillo, Manuel; Esteban Escalante, Juan; Arias, Alejandro; Aguilar-Barrientos, Sara; Barbosa, Jaime; Pablo Roman-Calderon, Juan; Esteban Acevedo-Jaramillo, Manuel; Esteban Escalante, Juan; Arias, Alejandro; Aguilar-Barrientos, Sara; Barbosa, Jaime; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasThis work-in-progress research paper presents a study on employability skills. Employability or soft skills refer to personality traits, attitudes and behavior that are complementary to professional knowledge. These skills are part of a series of competencies that are intertwined with the engineer's technical work [1]. A high percentage of job success depends on employability skills [2]. A gap exists between the attributes of engineering graduates and company requirements [3]. Experiential learning can develop a myriad of skills required by the workplace. Universidad EAFIT, located in Medellin (Colombia), has developed an experiential learning program called KRATOS. KRATOS was sent an invitation to participate in an international competition that implied designing and building a solar/ electric powered vehicle. Think creatively is a competency that is important for engineering practice across areas, disciplines and countries [1]. Although student competitions that include design activities may enhance a passion for engineering, they can also have negative emotional consequences [4] (i.e. job tension). Using the structural equation modeling technique, the authors of this study analyzed the responses of 334 undergraduate students. The results of the study indicate that job tension significantly decreased over time, whereas no significant change was detected in terms of creativity.Ítem Design of a new fully compliant translational joint via straight-line motion mechanism based method(American Society of Mechanical Engineers (ASME), 2019-01-01) García S.C.; Gallego-Sanchez J.A.; García S.C.; Gallego-Sanchez J.A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasA Compliant Translational Joint (CTJ) is designed via Straight-Line Motion Mechanism Method. The designed CTJ is based on the Pseudo-Rigid-Body-Model (PRBM) of a modified Scott-Russell Mechanism. The precision of the straight-line motion of the rigid-body mechanism adjusts to a straight-line to a 99.6% while the compliant version adjusts to a 99.9%. The novelty of the design is given by the way the CTJ is designed, the performance of the CTJ is achieved by mirroring the mechanism about an axis tangent to the path of the mechanism and that passes through the initial position of the coupler point at the symmetry axis of the path. The CTJ motion is predicted by the PRBM. The force-displacement relations and the frequency modes of the CTJ are analyzed using finite element analysis (FEA). Copyright © 2019 ASME.Ítem Incorporación de un curso online masivo y abierto (MOOC) en la asignatura Estática para ingeniería(Latin American and Caribbean Consortium of Engineering Institutions, 2017-01-01) Barbosa J.; Restrepo J.; Arenas J.; Barbosa J.; Restrepo J.; Arenas J.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasÍtem Academic synergy through integrated mechatronic projects(IEEE, 2018-01-01) Velasquez-Lopez, Alejandro; Rodriguez-Garcia, Alberto; Velasquez-Lopez, Alejandro; Rodriguez-Garcia, Alberto; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasThis 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.Ítem Reliability of a concept inventory to determine the level of students in statics(Institute of Electrical and Electronics Engineers Inc., 2019-01-01) Garcia C.A.R.; Perez J.L.B.; Ochoa J.L.R.; Garcia C.A.R.; Perez J.L.B.; Ochoa J.L.R.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasBasic core courses in engineering are often taught and assessed only through procedural approaches, neglecting the conceptual grounds of the subject. In an effort to change that, a Concept Inventory test was applied to 195 students at Eafit University enrolled in Statics. All of the students took the test inside in the campus facilities and were monitored during the whole session to make sure they did not share information. The students took a Computer-Based Test of the Concept Inventory. Three new items were added to the original test of 27 questions, in order to improve the reliability of two specific groups of concepts. For the test was found a mean of 9.7 and a standard deviation of 5.28. For the overall test, the Cronbach's alpha coefficient was 0.81. The psychometric analyses show that all of the items in the test, except one, present an appropriate fit for discrimination and difficulty parameters of the test. Item 26 was deleted when performing the analysis of sub-scales reliability because presented abnormal value for difficulty. For the cluster of Equilibrium, it was seen that deleting this item resulted in an increase of the alpha from 0.2 to 0.36. For the sub-scale of Free-Body Diagram was seen a decrease in the reliability when two new items were added to it. All of the other sub-scales presented good reliability, most of them, above 0.5. The item-person map shows that the overall latent trait of students is lower than the overall test difficulty, meaning that most of the students found the test difficult. One of the conclusion to be drawn from the results is that the students subjected mainly to procedural approaches in teaching, do not perform well in conceptual tests. The results support the claim that Statics can be seen as a collection of concepts that can be clustered in independent groups for teaching. © 2018 IEEE.Ítem Creativity and job tension in experiential learning(Institute of Electrical and Electronics Engineers Inc., 2019-01-01) Roman-Calderon J.P.; Acevedo-Jaramillo M.E.; Escalante J.E.; Arias A.; Aguilar-Barrientos S.; Barbosa J.; Roman-Calderon J.P.; Acevedo-Jaramillo M.E.; Escalante J.E.; Arias A.; Aguilar-Barrientos S.; Barbosa J.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasThis work-in-progress research paper presents a study on employability skills. Employability or soft skills refer to personality traits, attitudes and behavior that are complementary to professional knowledge. These skills are part of a series of competencies that are intertwined with the engineer's technical work [1]. A high percentage of job success depends on employability skills [2]. A gap exists between the attributes of engineering graduates and company requirements [3]. Experiential learning can develop a myriad of skills required by the workplace. Universidad EAFIT, located in Medellin (Colombia), has developed an experiential learning program called KRATOS. KRATOS was sent an invitation to participate in an international competition that implied designing and building a solar/electric powered vehicle. Think creatively is a competency that is important for engineering practice across areas, disciplines and countries [1]. Although student competitions that include design activities may enhance a passion for engineering, they can also have negative emotional consequences [4] (i.e. job tension). Using the structural equation modeling technique, the authors of this study analyzed the responses of 334 undergraduate students. The results of the study indicate that job tension significantly decreased over time, whereas no significant change was detected in terms of creativity. © 2018 IEEE.Ítem CORRELATION BETWEEN PROCEDURAL AND CONCEPTUAL TEST IN A STATICS COURSE(IEEE, 2018-01-01) Restrepo Garcia, Carlos Andres; Barbosa Perez, Jaime Leonardo; Restrepo Ochoa, Jorge Luis; Restrepo Garcia, Carlos Andres; Barbosa Perez, Jaime Leonardo; Restrepo Ochoa, Jorge Luis; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasDue to poor performance in Statics at Eafit University, since 2012 the Mechanical Engineering department implemented a virtual tool for the training and assessment of Statics course. Although the implementation led to better performance in the Statics course, students were still showing lack of comprehension of the basic concepts underlying the subject. The department applied a Concept Inventory test to 195 students from the second semester of 2017 in order to check if there was a correlation between the grades obtained in the class examinations and the performance in a conceptual test of Statics. The Concept Inventory was applied one week before the final examination and it was held inside the University facilities. The students were monitored all the time. For the course examinations were taken only three out of the four partial exams, they were computed and then compared to the results of the concept inventory. The results show that almost all the students with the highest grades in the class performed above the mean in the Concept Inventory. The overall mean for the conceptual test was 9.27 and the standard deviation was 5.28. The course grades were discriminated by career and an Analysis of Variance was conducted to determine if there were significant differences among the groups. A correlation analysis suggests that there is not a strong correlation between the course grades and the concept inventory results. One possible explanation for this can be due to the fact that the regular teaching method for these kind of basic courses in engineering in the University is merely procedural and problem-solving oriented, conceptual approaches are often neglected in both teaching and assessment.Ítem Efecto de un sistema de evaluación de ambiente virtual sobre el rendimiento académico en un curso de Estática en ingeniería(Latin American and Caribbean Consortium of Engineering Institutions, 2018-01-01) Pérez J.L.B.; Ochoa J.L.R.; Cadavid A.R.; Calderon J.P.R.; Garcia C.A.R.; Pérez J.L.B.; Ochoa J.L.R.; Cadavid A.R.; Calderon J.P.R.; Garcia C.A.R.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasThe engineering department of EAFIT University have developed and implemented an evaluation and training virtual system directed to the engineering students that take the Statics course. The system allows the students of several engineering programs to execute different exercises about specific topics included in the syllabus. The system also allows assessing the students' knowledge through weekly quizzes. With the implementation of the evaluation system, the engineering department aimed at improving the academic performance and the learning process of the students. This paper presents the results of a structural equation modeling analysis. The variables included in the analysis were; time of use of the system, results in quizzes and midterm exams grades assigned by the lecturers. The purpose of the analyses was to test the effect of time of use of the system and grades in the quizzes on academic performance represented by midterm grades (paper-based format). The analysis was performed with the data obtained from both, the virtual system and the course grades during year 2014. The findings suggest that both the time of use of the virtual system and good results in the quizzes have a positive influence on the midterm exams results. Therefore, it is concluded that the use of the virtual evaluation system has a positive effect on the students' academic performance. © 2018 Latin American and Caribbean Consortium of Engineering Institutions. All rights reserved.Ítem An Innovation Model in Curriculum Design for Teaching Engineering at Universidad EAFIT(IEEE, 2014-01-01) Zea, Claudia M.; Rodriguez, Alberto; Bueno, Natalia A.; Zea, Claudia M.; Rodriguez, Alberto; Bueno, Natalia A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasConstant 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.Ítem Student acceptance and performance of a virtual platform for training and evaluation of Statics course(Institute of Electrical and Electronics Engineers Inc., 2016-11-28) Ochoa, J.L.R.; Pérez, J.L.B.; Berrio, J.A.; Ochoa, J.L.R.; Pérez, J.L.B.; Berrio, J.A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasDue to the poor performance of students in the Statics course in engineering between 2006 and 2011, whose approval rating was 48.8%, the Engineering School of EAFIT University has developed a virtual platform for students to train and for teachers to evaluate the learning of the subject with a series of exercises implemented in a dynamic system that generates a different version of the exercises for each attempt, the teacher can apply exams with confidence that the answers will not be copied and memorized, and the students have a self-evaluating tool which allows to know their level of learning in relation to the course goals. With the operation of the platform it has been achieved a decrease in dropout rates, and an increase in the approvals rates of the course and it has also generated a positive attitude and motivation in students towards the course. The dropouts have decreased by 21% and the approval of the course has increased by 17.2% according to official records in enrollment and students grades of the course for the period between 2011-2 and 2015-2. Regarding to the acceptance of the platform a survey of 10 questions were conducted on different aspects of the platform to 513 students who completed the course during the semesters 2014-2, 2015-1 and 2015-2. In the literature, there are cases of implementation of virtual environments for teaching and evaluation of Statics course in engineering, but studies on the acceptance of virtual tools from students for their classes are not included, and that is the reason why this approach is included in this article. To analyze the data two types of questions are distinguished: discriminative and approving questions. The discriminative type filters the students under what career they are enrolled, the number of semesters they spend to approve the Statics course, the number of hours per week they dedicate to study this course, the preferences and places from where they access to the virtual platform. The approving questions inquire about their experience in the training process, their adaptation taking the quizzes in the platform and their opinion about the implementation of this kind of tool in other courses. This paper presents the analysis of the collected data and draws conclusions in order to improve this platform for teaching and learning process in Statics course in engineering. © 2016 IEEE.Ítem Correlation between procedural and conceptual test in a statics course(Institute of Electrical and Electronics Engineers Inc., 2019-01-01) Garcia C.A.R.; Perez J.L.B.; Ochoa J.L.R.; Garcia C.A.R.; Perez J.L.B.; Ochoa J.L.R.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasDue to poor performance in Statics at Eafit University, since 2012 the Mechanical Engineering department implemented a virtual tool for the training and assessment of Statics course. Although the implementation led to better performance in the Statics course, students were still showing lack of comprehension of the basic concepts underlying the subject. The department applied a Concept Inventory test to 195 students from the second semester of 2017 in order to check if there was a correlation between the grades obtained in the class examinations and the performance in a conceptual test of Statics. The Concept Inventory was applied one week before the final examination and it was held inside the University facilities. The students were monitored all the time. For the course examinations were taken only three out of the four partial exams, they were computed and then compared to the results of the concept inventory. The results show that almost all the students with the highest grades in the class performed above the mean in the Concept Inventory. The overall mean for the conceptual test was 9.27 and the standard deviation was 5.28. The course grades were discriminated by career and an Analysis of Variance was conducted to determine if there were significant differences among the groups. A correlation analysis suggests that there is not a strong correlation between the course grades and the concept inventory results. One possible explanation for this can be due to the fact that the regular teaching method for these kind of basic courses in engineering in the University is merely procedural and problem-solving oriented, conceptual approaches are often neglected in both teaching and assessment. © 2018 IEEE.Ítem Teaching technical design specifications in product redesign processes using the FBS model(American Society of Mechanical Engineers (ASME), 2019-01-01) Montoya I.D.; Rendon-Velez E.; Gallego-Sanchez J.A.; Montoya I.D.; Rendon-Velez E.; Gallego-Sanchez J.A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasEstablishment of technical design specifications for the redesign of technical systems, which are not derived from customers needs, relies heavily on designers intuition and experience. The very few methods proposed in the literature for the establishment of such technical design specifications hinders the learning process in conceptual design subjects. The objective of this article is to propose a structured method for identification of technical design specifications based on the function-behavior-state (FBS) model applied on redesign tasks. The method is being taught to students on the course of methodical design in order to develop their abilities on the identification of technical specifications without relying on previous knowledge on the system and relying more on detailed observation. This method is based on the observation and identification of the different states taken by the attributes of the entities conforming the system (i.e., flows-function carriers-environment). A small scale preliminary study was conducted in order to validate the initial performance of the proposed method. Eight groups made up of undergraduate mechanical engineering students with basic knowledge in conceptual design were instructed to identify technical design specifications. The redesign task was to create an automated solution for replacing the manual production process at small food manufacturing companies. Four groups of students had to establish the specifications using their experience while the other four groups had to use the proposed method. Initial results showed for the proposed method a 36% increase in the number of identified specifications. Copyright © 2019 ASME.Ítem Characterizing points on discontinuity boundary of Filippov systems(ACTA Press, 2008-01-01) Arango, I.; Taborda, J.A.; Arango, I.; Taborda, J.A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasIn this paper, we presented a basic methodology to understand the behavior of discontinuous piecewise smooth autonomous systems (denominated Filippov systems) in the planar neighborhood of the discontinuity boundary (DB). This methodology is useful in detection of nonsmooth bifurcations in Filippov systems. We propose a classification of the points and events on DB. This classification is more complete in comparison with the reported papers previously. The lines and the points are characterized with didactic symbols and the exclusive conditions for their existence based in geometric criterions. Boolean-valued functions are used to formulate the conditions. An illustrative example with a friction oscillator is presented.Ítem 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.; Zea, C.M.; Rodriguez, A.; Bueno, N.A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasConstant 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.Ítem Detecting Sliding Areas in Three-Dimensional Filippov Systems using an Integration-Free Method(WORLD SCIENTIFIC AND ENGINEERING ACAD AND SOC, 2008-01-01) Arango, Ivan; Taborda, John Alexander; Arango, Ivan; Taborda, John Alexander; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasIn this paper, we detect sliding areas in three-dimensional (3D) Filippov systems using an integration-free method denominated Singular Point Tracking (SPT). Many physical applications in engineering can be modelled as Filippov systems. Sliding dynamics due to nonsmooth phenomena as friction, hysteresis or switching are inherent to Filippov systems. The analysis of sliding dynamics has many mathematical and numerical difficulties. Several well-known numerical problems can be avoid using integration-free methods. In this paper, we extend the SPT method to 3D Filippov systems. In comparison with the 2D case, the evaluation of the vector fields on the discontinuity boundary (DB) should be reformulated and new dynamics on DB should be characterized.Ítem Analyzing sliding bifurcations on discontinuity boundary of Filippov systems(WORLD SCIENTIFIC AND ENGINEERING ACAD AND SOC, 2008-01-01) Arango, Ivan; Taborda, John Alexander; Arango, Ivan; Taborda, John Alexander; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasIn 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.