IE12_ CONSOLIDACIÓN Y DESARROLLO DE NUEVAS TÉCNICAS DE EVALUACIÓN INTENSIVAS ON-LINE YA IMPLEMENTADAS POR EL GIE E4

Transcripción

1 IE12_ CONSOLIDACIÓN Y DESARROLLO DE NUEVAS TÉCNICAS DE EVALUACIÓN Departamento de Estructuras de la Edificación Escuela Técnica Superior de Arquitectura de Madrid Universidad Politécnica de Madrid

2 We developed an application that, through the moodle platform, allows to ask specific exercises related to the structure analysis field.. The application allows the professor to define a structure graphically inside the moodle questionnaires, so that the student has to draw the graph of internal forces associated to the defined structure and charges. From the solution introduced by the teacher the question will be automatically corrected and may provide the right solution or not to the student. Thanks to it we managed to establish the knowledge of the students allowing them to perform exercises and check them automatically, and we can test their knowledge in a more complete way and more in line with the subject that the originally options available in the moodle platform. 2

3 Opertation 1) Entering a question: The teacher has a specific option to introduce the question type: Structure diagrams. Picture 1: How to introduce a question 3

4 2) Definition of the question: Next you will have to specify the load combination in the question text box, which will be the information to be displayed to the student when he faces the question. You will also have to define the structure and the solution graphics. It also allows you to define different display parameters and margins of error that are allowed in the response. To define the structure and the solution the professor must enter the coordinates of the bars forming the structure and the values of the solution. (Annex 1) Picture 2: How to define a question 4

5 3) Evaluation of the question: On the same page, below, the professor has the possibility to define different ways to qualify the question. For this he should define the numbers of bars of the structure correctly answered and the grade associated to them. Picture 3: How to evaluate a question 5

6 4) Preview: Once defined the question the profesor can preview its final state, in order to adjust some visual parameter or to check its operation. Picture 4: Preview of a question by the professor 5) Response by the student: Finally the student will see the question defined by the professor, and, thanks to the different options available on the toolbar of the graph he will be able to draw the solution and send it to the teacher. Picture 5: How the student see the question 6

7 Picture 6: Student answering the question Picture 7: Question well answered by the student 7

8 ANNEX 1 How to introduce the coordinates of the structure: To define the structure in the graphic it is necessary to specify the coordinates of its bars. Each bar coordinates will be separated from the next one by ;. To enter the coordinates of a bar you will have to introduce the coordinates x and y of the first point (separated by a comma between them), then you will write another comma to separate, and you will introduce the x and y coordinates of the final point of the bar, separated by another comma between themselves. For example: to introduce an horizontal beam 5 meters long you will introduce: 0,0,5,0 So that the 0,0 will be the coordinates of the first point,, separates one point from another, and 5,0 will be the coordinates of the final point of the bar. If we wish to draw a beam 5,5 m long, the decimals will be introduced with a point: 0,0,5.5,0 If we wish to add a new beam of 2 m. long after the before defined 5 m. long beam we should introduce the coordinates of the new beam separated by a ; from the new one: 0,0,5,0; 5,0,7,0 If we wish to define a frame or a more complex structure we must proceed on the same way: introducing the x and y coordinates from each bar separately and separating them with a ; from the next bar. For example: to introduce a simple frame formed by two pillars 2,5 m. high and a beam between them 6 m. long, we must introduce: 0,0,0,2.5; 0,2.5,6,2.5; 6,2.5,6,0 8

9 How to introduce the values of the solution: It will be necessary to introduce the values of the solution of each bar in the same order as they were drawn. You will have to specify the value of the efforts and its relative position in the bar. On the same way as it was first drawn the graphic of the structure, the values of each bar will also be separated by a ;, and the coordinates to introduce will be first the relative position respect to the length of the bar and after the value of the effort at that point. For it, when the graphic corresponds to a straight line, it will be necessary to define the initial and the final point, and when it corresponds to a parabola it will be necessary to define three points. For example: to draw the graph of moments of a beam with two supports (6 meters long) with a continuous uniform load and a moment in the middle of 45 knm you will have to introduce: 0,0.00,0.5,45.00,1,0.00 Where 0,0.00 it s the first value, 0.5,45.00 it s the value in the middle of the beam, and 1,0.00 it s the value at the end of the beam. And, as the graphic it s defined in three points it will recognized it as a parabola. If, on the other side, we wish to represent the shear diagrams, for the same beam and for the same load state, we must define a straight line from its initial and its end point: 0,30.00,1, For the case of a single load or any other where the graph of internal forces in a single bar cannot be defined by just a parabola or a straight line, it s possible to define a different graphic for each possible interval of the bar. The will be separated by an x. For example, for a 6 m long beam with a single load of 25 kn in the middle, the shear diagram will be: 0,12.50,0.5,12.50x0.5,-12.50,1, Where the first half of the beam has a straight line: 0,12.50,0.5,12.50 and the second one, has another straight line, different from the first one: 0.5,-12.50,1,

10 ANNEX 2 We display below different possible questions with different parameters to see their operation and different possibilities of the question. Example question 2: Picture 8: Definition of example question 2 10

11 Picture 9: Preview of example question 2 by the professor Picture 10: View of example question 2 by the student 11

12 Example question 3: Picture 11: Definition of example question 3 12

13 Picture 12: Example of other possible way of grading the question Picture 13: Preview of example question 3 by the professor 13

14 Picture 14: View of example question 3 by the student 14

15 Example question 4: Picture 15: Definition of example question 4 Picture 16: Preview of example question 4 by the professor 15

16 Picture 17: View of example question 4 by the student Picture 18: Example question 4 answered by the student 16

17 Picture 19: Qualification of student response to example question 4 17