Capítulos (Física de la Materia Condensada)
https://hdl.handle.net/11441/10870
2024-03-29T10:14:35ZTrabajo cooperativo de formulación de preguntas y evaluación como forma de profundizar en las experiencias prácticas en el laboratorio de Termodinámica
https://hdl.handle.net/11441/150668
Trabajo cooperativo de formulación de preguntas y evaluación como forma de profundizar en las experiencias prácticas en el laboratorio de Termodinámica
El presente trabajo describe el diseño, implementación y evaluación de un
Ciclo de Mejora en el Aula (CIMA) (Delord, Hamed y otros, 2020) para su aplicación
en el Laboratorio de Termodinámica, asignatura del segundo año de las titulaciones
de Grado en Física, Doble Grado en Física e Ingeniería de Materiales
y Doble Grado en Física y Matemáticas. El CIMA persigue promover un aprendizaje
colaborativo, así como fomentar la capacidad de los estudiantes para plantear
cuestiones a las que necesiten dar respuestas para solucionar un problema
dado. Además, la metodología facilita a los estudiantes obtener una idea general
de los fenómenos que estudiarán a lo largo del cuatrimestre en el laboratorio. El
CIMA se ha diseñado también con el objetivo de fomentar la preparación de las
prácticas de forma previa al acceso al laboratorio, lo que se pondrá de manifiesto
en el trabajo de formulación de cuestiones. La metodología empleada combina
la realización práctica de las experiencias con rondas de pregunta-respuesta que
los estudiantes deberán formular, responder y evaluar.; Herein, we describe the design, implementation, and evaluation of an Improvement
Cycle in Classroom (ICIC) for its application in the Thermodynamics
laboratory, a subject scheduled for the second year of the Degree in Physics, Double
Degree in Physics and Materials Engineering, as well as the Double Degree in
Physics and Mathematics. The ICC is aimed at encouraging collaborative learning,
as well as the students’ skills regarding the formulation of questions in pursuit of
answers for the solution of a specific problem. Implementation of the ICC results
in the advantage of allowing the students to gain a general overview of the phenomena
they will deal with during the following sessions. The design of the ICC
intends encouraging learning about the experiments prior to laboratory access
through the formulation of questions regarding these. The methodology consists
of a combination of experiment performance and question-answer rounds, which
fully relies on their formulation, answering and evaluation by the students.
2022-01-01T00:00:00ZUna forma diferente de abordar el estudio del cálculo de lentes de contacto de hidrogel-silicona a partir de casos clínicos, de las lentes terapéuticas y de los sistemas de limpieza y desinfección, en la asignatura Contactología II
https://hdl.handle.net/11441/150574
Una forma diferente de abordar el estudio del cálculo de lentes de contacto de hidrogel-silicona a partir de casos clínicos, de las lentes terapéuticas y de los sistemas de limpieza y desinfección, en la asignatura Contactología II
Este CIMA se lleva a cabo en la asignatura Contactología II durante el segundo
cuatrimestre del curso 2020-21. La duración fue de 12 horas (8 clases) en las que
se desarrollan los siguientes contenidos: (1) Adaptación/post-adaptación de lentes
de contacto de hidrogel-silicona, (2) lentes de contacto terapéuticas y (3) sistemas
de limpieza/desinfección. Las clases han sido seguidas por los alumnos/
as a través de la plataforma virtual Blackboard Collaborate mayoritariamente, lo
cual ha sido un gran impedimento. Las líneas metodológicas seguidas han sido
el aprendizaje basado en problemas y la clase invertida adaptativa. A parir de la
valoración de los cuestionarios parece claro que el trabajo dialogado en clase de
los conceptos teóricos ha favorecido el aprendizaje, sin embargo, en el caso de
los conceptos más procedimentales, si bien hay una parte que demuestra haber
adquirido un buen nivel de conocimientos con el trabajo en clase, no es algo generalizado,
pues se requiere un mayor esfuerzo personal por parte de los/as estudiantes.
La evaluación general ha sido buena, con mejor valoración de aspectos
como, «la motivación para la participación», «nivel de conocimientos de la profesora
» y «la aplicación práctica / profesional de los contenidos».; This CIMA is carried out in the Contactology II subject during the second semester
of the 2020-21 academic year. The duration was 12 hours (8 classes) in
which the following contents were developed: (1) Adaptation / post-adaptation
of hydrogel-silicone contact lenses, (2) therapeutic contact lenses and (3) disinfection
cleaning systems. The classes have been followed by the students mostly
through the Blackboard Collaborate virtual platform, which has been a great impediment.
The methodological lines followed have been problem-based learning
and adaptive inverted class. Based on the assessment of the questionnaires,
it seems clear that the dialogued work in class on the theoretical concepts has
favored learning. However, in the case of the more procedural concepts, it requires
a greater personal effort and there was a lower percent that showed to
have acquired a good level of knowledge. The general evaluation has been good,
with a better assessment of aspects such as «motivation for participation», «level
of knowledge of the teacher» and «practical / professional application of the
contents».
2022-01-01T00:00:00ZAccommodation Response Variations in University Students under High Demand for Near-Vision Activity
https://hdl.handle.net/11441/143485
Accommodation Response Variations in University Students under High Demand for Near-Vision Activity
The objective of this study was to investigate accommodation changes and visual discomfort in a university student population after a period of high demand for near-vision activity. A total of 50 university students aged between 20 and 22 years were recruited. The tests performed involved positive relative accommodation (PRA), negative relative accommodation (NRA), accommodation amplitude (AA), and monocular and binocular accommodative facility (MAF and BAF). Visual discomfort was measured on a scale involving a visual discomfort questionnaire (VDQ). All accommodative variables underwent changes during the exam period; specifically, regarding NRA and PRA, 30.4% and 15.1% of the studied population, respectively, appeared to be below average. Moreover, 42.3% of the population exhibited values below average in the second measure of AA. On the other hand, a small percentage of the population was below average in MAF and BAF measurements: 3% in the monocular right eye test, 6% in the left eye test, and 9.1% in the binocular facility test. Finally, the VDQ score did not reveal a statistically significant difference between the two measurements. Prolonged near-distance work, such as a university exams period, changed all accommodation systems (amplitude of accommodation, relative accommodation, and accommodation facility). These changes influence an accommodation excess that results in blurred vision, headache, and problems with focusing.
2022-01-01T00:00:00ZKey Factors in Early Diagnosis of Myopia Progression within Ocular Biometric Parameters by Scheimpflug Technology
https://hdl.handle.net/11441/143454
Key Factors in Early Diagnosis of Myopia Progression within Ocular Biometric Parameters by Scheimpflug Technology
The aim of this study was to evaluate the relationship between myopia and ocular biometric variables using the Pentacam AXL® single rotation Scheimpflug camera. This prospective, cross-sectional, single-center study was performed in fifty Caucasian patients aged between 18 and 30 years (24.84 ± 3.04 years). The measured variables included maximum and minimum keratometry (K1 and K2, respectively), anterior chamber depth (ACD), corneal horizontal diameter or white to white (WTW), central corneal thickness (CCT), corneal asphericity (Q), and axial length (AXL). The tomographic and biometric measurements were considered optimal when the quality factor was greater than 95% according to the manufacturer’s software instructions. The AXL presented a significant correlation with the spherical equivalent without cycloplegia (SE without CP), age at onset of myopia (r = −0.365, p = 0.012), mean keratometry (Km) (r = −0.339, p = 0.016), ACD (r = 0.304, p = 0.032), and WTW (r = 0.406, p = 0.005). The eyes with AXL higher than 25 mm had earlier onset; higher SE without CP, AXL, and Q; and a flatter Km. AXL is the biometric variable with the greatest influence on the final refractive state in the adult myopic eye. Ophthalmologists and optometric management must consider these biometric differences in order to identify the most appropriate correction techniques in each case. The use of the Pentacam AXL in ocular biometric measurement is effective, reproducible, and non-invasive.
2023-01-01T00:00:00Z