Active methods in electricity and magnetism courses: Influence of degree, academic level and gender on student performance.

The performance of first-year students in electromagnetism (E&M) courses of different engineering degrees at a Spanish public university was measured using the Brief Electricity and Magnetism Assessment (BEMA), a standard research-based instrument to assess students' understanding after attending introductory courses in electricity and magnetism. In all cases, Flipped classroom (FC) built on information and communications technology was used. The objective of this paper is to analyse if the gain in the BEMA pre and post-test results is influenced by several factors such as the degree, the students' academic grade, and gender. Moreover, as some studies have shown that the students' retention of the concepts was significantly stronger in active learning than in traditional approaches, a third BEMA test was performed by the students to analyse the long-term retention gain dependence on the same factors. Students from different engineering degree programs were asked to complete two BEMA tests during the course and a third one after a few months. ANOVA tests were used to analyse the existence of significant differences in gain between student degree programs, student academic level and student gender. Results have shown no differences in the BEMA performance by degree program, but significant differences were found by academic level and gender. Retention did not depend on the degree course but on the academic level. Mean gain value by academic level, and gender was obtained and concluded that the best students presented the best gain results and that gain depends on the students' gender: males outperformed females in the BEMA tests, although there were no significant differences in the course grades. It is thus necessary to understand these differences and to implement measures in daily teaching work to improve women's performance.

Data set on the effectiveness of flip teaching on engineering students' performance in the physics lab compared to Traditional Methodology.

This paper shows the data of the Flip Teaching and Traditional Methodology on the laboratory practice in two subjects, Physics and Electricity, of a technical degree. The laboratory and final grades of these subjects were shown in four consecutive years. The characteristics of all four years were quite similar, except that the Traditional teaching Methodology (TM) was used in two, while Flip Teaching methodology (FT) was applied in the other two. For further discussion, please refer to the scientific article entitled "Effectiveness of flip teaching on engineering students' performance in the physics lab" [1]. Additional segmentation data in three levels are presented in this data in brief paper.

Physical characterization of polycaprolactone scaffolds.

Films and sponges were prepared from a solution of Poly(epsilon-caprolactone) (PCL) in tetrahydrofuran (THF). The porosity, crystallinity, and mechanical properties of the samples were studied. Porosity of around 15% was obtained for the films produced by evaporation of THF at room temperature. A much more porous structure (50-70%) was found for the sponges obtained by cooling the solution at -30 degrees C and subsequently eliminating the solvent by freeze drying. The porosity of the samples was also observed by scanning electron microscopy (SEM). The crystallinity of the samples was studied by the calorimetric technique (DSC) before and after the compression scans. The mechanical properties of the different samples were determined by compression test, and were compared to those corresponding to the PCL in bulk. The compression scans did not affect the crystallinity of the samples. The variations observed in the results of the different scans were attributed to the differences in porosities and crystallinity.

Future design of a new keratoprosthesis. Physical and biological analysis of polymeric substrates for epithelial cell growth.

One of the main issues in the development of new biocolonizable materials is to understand the influence of the synthetic material on the biological response in terms of cellular adhesion, proliferation, and differentiation. In this study, we characterized different polymeric materials (with different hydrophobicity/hydrophilicity ratios and electrical charges) using dynamic-mechanical analysis, equilibrium water content, and surface energy. Cell adhesion, viability, morphology, and proliferation studies were conducted with these materials using a conjunctival epithelial cell line (IOBA-NHC). The biological data regarding physicochemical parameters of the materials were also correlated. When conjunctival epithelial cells were grown on poly(ethyl acrylate-co-hydroxyethyl acrylate) copolymers, P(EA-co-HEA), samples with up to 20% hydrophilic groups on their polymeric chain showed adhesion, viability, and proliferation, although these three factors decreased as the hydrophilic group content increased. The poly(ethyl acrylate-co-methacrylic acid) 90/10 copolymer, P(EA-co-MAAc) 90/10, showed better results than poly(ethyl acrylate-co-hydroxyethyl acrylate) copolymers and were even better than tissue control polystyrene (TCPS). This feature is explained by the presence of electrical charges on the surface of the poly(ethyl acrylate-co-methacrylic acid) 90/10 copolymer. The fact that the ionic groups are configured in domains structured in nanophases as happens in this copolymer improves cell adhesion even further.