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fluids
Article
Continuous Project-Based Learning in Fluid
Mechanics and Hydraulic Engineering Subjects for
Different Degrees
Modesto Pérez-Sánchez * and P. Amparo López-Jiménez
Hydraulic and Environmental Engineering Department, Universitat Politècnica de València, 46022 Valencia,
Spain; palopez@upv.es
*Correspondence: mopesan1@upv.es; Tel.: +34-96-387700 (ext. 28440)
Received: 6 May 2020; Accepted: 13 June 2020; Published: 15 June 2020
Abstract:
Subjects related to fluid mechanics for hydraulic engineers ought to be delivered in
interesting and active modes. New methods should be introduced to improve the learning students’
abilities in the different courses of the Bachelor’s and Master’s degree. Related to active learning
methods, a continuous project-based learning experience is described in this research. This manuscript
shows the developed learning methodology, which was included on different levels at Universitat
Polit
è
cnica de Val
è
ncia. The main research goal is to show the active learning methods used to
evaluate both skills competences (e.g., “Design and Project”) and specific competences of the students.
The research shows a particular developed innovation teaching project, which was developed by
lecturers and professors of the Hydraulic Engineering Department, since 2016. This project proposed
coordination in different subjects that were taught in different courses of the Bachelor’s and Master’s
degrees, in which 2200 students participated. This coordination improved the acquisition of the
learning results, as well as the new teaching methods increased the student’s satisfaction index.
Keywords: outcomes competences; hydraulic engineering; hydraulic teaching; active methodology
1. Evolution of Teaching in the University
1.1. New Paradigms in Hydraulic Engineering Teaching
Hydraulics disciplines are in a higher number of degrees related to engineering topics [
1
]. Civil
and environmental engineering courses are an example, although they are not exclusive. There are
different Bachelors’ and Masters’ degrees, in which the fluid mechanics and hydraulic topics are present
inside of the students’ curricula, such as the mandatory or optative subject.
Teaching involves many methods to reach the learning results. Some of them are: master courses
(i.e., a theoretical lesson taught by a professor); design projects; practical activities in the hydraulic lab;
and informatic sessions, among others. All actions must provide students an integral and continuous
vision of the hydraulic engineering (from fluid mechanics to environmental problems). However,
the new students must experiment a necessary change in the new learning methodologies, allowing
the students to reach the professional competences satisfactorily. Currently, the European Higher
Education plans to decrease the credits to teach, increasing the required skills acquisition by activities,
which are not an on-site class [2,3].
1.2. The Significance of the Learning Habilities
One of the problems that students must face is the complexity of numerous concepts in hydraulics
subjects (e.g., fluid mechanics). The lecturer usually teaches theoretical matters and the student has to
Fluids 2020,5, 95; doi:10.3390/fluids5020095 www.mdpi.com/journal/fluids
Fluids 2020,5, 95 2 of 15
reach the learning results (e.g., master course, lectures, and exercises) using the professors’ information
(e.g., bibliography and exercises). Therefore, students must learn materials on their own with minimum
guidance by professors. This methodology had good results in the last decades [
4
]. However, newer
student generation demands the development of new teaching methods that rely on new tools. The use
of active learning methods is highly recommendable since the students participate in the learning
process actively [5]. These methods are based on student activities (e.g., ‘playing and learning’ using
simulations, project-based learning, and role activities) they are a possible solution to improve the
students’ learning. Continuous project-based learning was proposed across different levels in 2016 as a
part of these active strategies [
6
,
7
]. The current research shows the results, which were obtained by the
coordination between bachelor and master matters from 2016 to 2018.
Currently, numerous researches show the professors should introduce the new learning tools
and activities (e.g., simulations, experimental cases, and playing learning) using information and
communication technology [
8
]. Using these tools engages students actively in the learning process. In
this line, the Universitat Polit
è
cnica de Valencia (UPV) carries out the ‘UPV generic students’ outcomes
2015–2020
0
[
9
]. The main goal of this project is the introduction of 13 generic outcomes, which will
improve the students’ skills and their curricula [9].
To adapt the new strategic plans, an innovation and educational improvement project has
been implemented between different professors of the Hydraulic and Environmental Engineering
Department of the UPV since 2016. The main objective is to establish a transversal and vertical
coordination in different subjects. The purpose is the acquisition improvement of the learning results
by the students. Therefore, the project proposes an evaluation methodology using different rubrics
according to the domain level (depending on the year and degree). Besides, the research compares the
different subjects in different courses.
In this particular case, this proposal allowed students to start a hydraulic project draft in fluid
mechanics topics (e.g., students sized a water branched network). Furthermore, they continued its
development in hydraulic machinery matters (e.g., students designed a pump system) and finally, they
designed a total project in their last matter fluid facilities (e.g., students sized fluid facilities in a hotel).
The development of hydraulic projects, as a learning strategy, is a methodology that was proposed in
other universities some years ago. When this method is used, the students must plan, implement, and
evaluate complete works, which are applied in real case studies [8,10].
Project-based learning (PBL) allows students to acquire key knowledge and skills through the
development of projects that respond to real-life problems [
11
]. The objective is to enhance students’
autonomy. They become the main actor of their own learning process. This training evolves introducing
new complex tasks each course using the same project [
8
]. In this learning process, professors guide
and support the students throughout the entire project.
1.3. Hydraulic Engineering Learning Challenges
The stage of the studies of hydraulic engineering must be in constant evolution since the future
professionals must face great challenges. These are aligned on terms of sustainability and optimization
of the management. Therefore, hydraulics subjects at the university level cover many fields such
as: urban hydraulics, watershed management, the pollutants dispersion, hydraulic machinery, river
dynamics and restoration, water resources management, hydraulic works, aspects of flows to sheet
free of charge involved in sanitation, the water-energy nexus and many other subjects that are being
taught in different faculties masterfully. In all cases, the hydraulic engineering is present in the core
subject, such as fluids mechanic and/or hydraulic machinery in the engineering bachelor’s degree
(e.g., electrical, mechanical, and chemistry).
Currently, the knowledge transfer requires the future students must be autonomous and
capable. They have to develop skills, which allow them to solve the new challenges. The present
manuscript shows the continuous project-based learning experience, which has been developing at
UPV. This practice is focused on hydraulics subjects, which are teaching both the bachelors’ and
Fluids 2020,5, 95 3 of 15
masters’ degree. The proposed teaching project increases the development of real projects, decreasing
the hours of lessons. This time decrease is complemented with online material (e.g., teaching video
and laboratory tutorials) including workshops and specific conferences. These sessions are developed
by companies or guest speakers in the university focused on students.
This research is a good example for engineering bachelors’ and masters’ degrees related to hydraulic
and environmental topics at different levels. The manuscript summarizes teaching methodology and
results, which developed a teaching project. The experience was carried out at Universitat Polit
è
cnica
de Val
è
ncia. Two thousand and two hundred students participated in thirteen hydraulic subjects,
which were part of the teaching project and they were from different years. The students worked
the hydraulic concepts using a methodology, in which they reached the learning results through the
development of hydraulic projects. The strategy enabled to evaluate both specific and outcomes
competences. Before this teaching project, the students were not evaluated of their skill competences
and they did not use active methods. Previous to this project, the students’ training was based on
master courses and laboratory practices. The participation was up to 80% and the student’s satisfaction
was measured by surveys.
2. Materials and Methods
2.1. Structure of the Hydraulic Engineering for a Student of a Bachelor’s and Master’s Degree in the UPV
When the structure of the hydraulic engineering was analyzed at the UPV, there was a complete
interweaving with other matters in their different bachelor’s and master’s degrees. These subjects
(Figure 1), which were distributed throughout student training, were: (i) basis subjects in hydraulics
and fluid mechanics; (ii) subjects related to hydraulic machines; (iii) subjects related to hydroelectric
plants and wind power machinery; (iv) subjects related to hydraulic facilities; (v) materials in oleo
hydraulic and pneumatic systems; (vi) matters in relation to the water-energy binomial; (vii) matters
in computational fluid dynamics (CFD) modeling; (viii) matters in relation to the hydraulic aspects
of wastewater treatment; and (ix) matters in relation to the dispersion of contaminants in receiving
fluid media.
Fluids 2020, 5, x 3 of 15
lessons. This time decrease is complemented with online material (e.g., teaching video and laboratory
tutorials) including workshops and specific conferences. These sessions are developed by companies
or guest speakers in the university focused on students.
This research is a good example for engineering bachelors’ and masters’ degrees related to
hydraulic and environmental topics at different levels. The manuscript summarizes teaching
methodology and results, which developed a teaching project. The experience was carried out at
Universitat Politècnica de València. Two thousand and two hundred students participated in thirteen
hydraulic subjects, which were part of the teaching project and they were from different years. The
students worked the hydraulic concepts using a methodology, in which they reached the learning
results through the development of hydraulic projects. The strategy enabled to evaluate both specific
and outcomes competences. Before this teaching project, the students were not evaluated of their skill
competences and they did not use active methods. Previous to this project, the students’ training was
based on master courses and laboratory practices. The participation was up to 80% and the student’s
satisfaction was measured by surveys.
2. Materials and Methods
2.1. Structure of the Hydraulic Engineering for a Student of a Bachelor’s and Master’s Degree in the UPV
When the structure of the hydraulic engineering was analyzed at the UPV, there was a complete
interweaving with other matters in their different bachelor’s and master’s degrees. These subjects
(Figure 1), which were distributed throughout student training, were: (i) basis subjects in hydraulics
and fluid mechanics; (ii) subjects related to hydraulic machines; (iii) subjects related to hydroelectric
plants and wind power machinery; (iv) subjects related to hydraulic facilities; (v) materials in oleo
hydraulic and pneumatic systems; (vi) matters in relation to the water-energy binomial; (vii) matters
in computational fluid dynamics (CFD) modeling; (viii) matters in relation to the hydraulic aspects
of wastewater treatment; and (ix) matters in relation to the dispersion of contaminants in receiving
fluid media.
Figure 1. Structure hydraulic engineering subjects at Universitat Politècnica de Valencia (UPV; BD.—
Bachelor’s degree and MD.—Master’s degree).
2.2. Learning Proposal Based on Learning Projects at Different Levels, Developing the Transversal
Competence “Desing and Project”
The project-based learning (PBL) is a methodology focused on learning, research, and reflection.
In this methodology, the students should reach the correct solution of a problem, using an
autonomous and continuous learning. This problem was proposed by the lecturer once he/she
Figure 1.
Structure hydraulic engineering subjects at Universitat Polit
è
cnica de Valencia (UPV;
BD.—Bachelor’s degree and MD.—Master’s degree).
Fluids 2020,5, 95 4 of 15
2.2. Learning Proposal Based on Learning Projects at Different Levels, Developing the Transversal Competence
“Desing and Project”
The project-based learning (PBL) is a methodology focused on learning, research, and reflection.
In this methodology, the students should reach the correct solution of a problem, using an autonomous
and continuous learning. This problem was proposed by the lecturer once he/she teaches the
theoretical concepts [
12
]. This methodology was included on the teaching project in the hydraulic and
environmental engineering department [
13
]. It was applied on different matters, which were part
of different courses and levels (i.e., Bachelor’s and Master’s). Therefore, the teaching project got a
continuous project-based learning (CPBL) in the students’ training [
14
]. Besides, the CPBL application
at different training times of the student enables one to work and evaluate different transversal
competences (e.g., time planning, permanent self-learning, and oral communication as well as design
and project (DP)).
Time planning was proposed for each subject and it must be followed by both students and
professors through the different phases. These steps (Figure 2) were divided on face-to-face and
non-face-to-face lessons. The first phase allows students to know the theoretical concepts throughout
the master course, the development of computer practices as well as the development of basic problems
related to the taught issue. Once these are known, the learning results of each unit should be practiced
in progressive development of the project. This practice is non-face-to-face and the students must
use information from the UPV webpage. In this section, they have supplementary material. Along
this phase, the students work on self-learning and the professor gives them help in group meetings.
The collaboration between the professor and students improves the acquisition of the learning results.
Fluids 2020, 5, x 4 of 15
teaches the theoretical concepts [12]. This methodology was included on the teaching project in the
hydraulic and environmental engineering department [13]. It was applied on different matters, which
were part of different courses and levels (i.e., Bachelor’s and Master’s). Therefore, the teaching project
got a continuous project-based learning (CPBL) in the students’ training [14]. Besides, the CPBL
application at different training times of the student enables one to work and evaluate different
transversal competences (e.g., time planning, permanent self-learning, and oral communication as
well as design and project (DP)).
Time planning was proposed for each subject and it must be followed by both students and
professors through the different phases. These steps (Figure 2) were divided on face-to-face and non-
face-to-face lessons. The first phase allows students to know the theoretical concepts throughout the
master course, the development of computer practices as well as the development of basic problems
related to the taught issue. Once these are known, the learning results of each unit should be practiced
in progressive development of the project. This practice is non-face-to-face and the students must use
information from the UPV webpage. In this section, they have supplementary material. Along this
phase, the students work on self-learning and the professor gives them help in group meetings. The
collaboration between the professor and students improves the acquisition of the learning results.
Figure 2. Example of temporal distribution to reach the learning results in a subject (U is unit, T is a
test, and SP is simulation practice).
The different activities, their planning, and their dedication were defined using good practices
sheets. This sheet was developed by lecturers, and it enabled to coordinate the subject between
students and professors, and coordination improved when different teachers participated in teaching
the subject.
2.3. Proposal of Rubrics
One of the objectives to develop an active learning is the definition of evaluation items. In this
particular case, different rubrics were introduced to combine the evaluation of the student’s
competences (i.e., skills and concepts). These rubrics were composed of different indicators, which
had four different descriptors for each one. The indicators measured the acquisition degree of the
learning results. Table 1 shows the proposed indicators, which were used to do the proposed rubric
(Appendix A). This rubric was used to evaluate the project in hydraulic machines. Other rubrics were
published for different subjects: the wastewater network project [6], fluid mechanics [7], or fluid
facilities in the chemistry industry [15]. The used rubrics were different in Master’s and Bachelor’s
degrees, considering the reached level in the descriptor. In the Bachelor’s degree, the pupils had to
Figure 2.
Example of temporal distribution to reach the learning results in a subject (U is unit, T is a
test, and SP is simulation practice).
The different activities, their planning, and their dedication were defined using good practices
sheets. This sheet was developed by lecturers, and it enabled to coordinate the subject between
students and professors, and coordination improved when different teachers participated in teaching
the subject.
2.3. Proposal of Rubrics
One of the objectives to develop an active learning is the definition of evaluation items.
In this particular
case, different rubrics were introduced to combine the evaluation of the student’s
competences (i.e., skills and concepts). These rubrics were composed of different indicators, which had
Fluids 2020,5, 95 5 of 15
four different descriptors for each one. The indicators measured the acquisition degree of the learning
results. Table 1shows the proposed indicators, which were used to do the proposed rubric (Appendix A).
This rubric was used to evaluate the project in hydraulic machines. Other rubrics were published for
different subjects: the wastewater network project [
6
], fluid mechanics [
7
], or fluid facilities in the
chemistry industry [
15
]. The used rubrics were different in Master’s and Bachelor ’s degrees, considering
the reached level in the descriptor. In the Bachelor’s degree, the pupils had to design a project with a
level of draft. In contrast, the indicators were higher in the Master’s degree, as the developed project
should be more specific, and students must be more autonomous.
Table 1. Definition of weighted in the different indicators.
Indicator Students’ Actions Weighted
I1.—The student bases the context
and the need of the project Define the need to develop the project 5%
I2.—The student formulates the
objectives of the project coherently
with regard to the needs detected
in the context
Localize them and relate them with the
taught concepts.
Correct interpretation of the goals allows
students to interpret the specific indicators of the
follow group (iii) correctly
7.5%
I3.—The student plans the action
to be developed effectively
The student has to propose and apply the solved
methodology 20%
I4.—The student plans the actions
efficiently
Design the proposed system. This group contains
seven specific indicators 50%
I5.—The student identifies the
risks and inconvenient of the
project
Consider the negative and positive aspect of the
project related to environmental and social
concepts. This indicator is measured using two
specific criteria.
7.5%
I6.—Review the results Review, analyze, and critique with the obtained
results, searching incoherent results. 10%
The attached rubric in Appendix Ashows the new proposed rubric for hydraulic machines in
which specific and skills competences were evaluated. The symbiosis between specific and transversal
competences was developed using a matrix, which contained weights and ponderations. The first
discrimination was done between ‘not done’ and ‘developed task but the minimum is not reached’.
When the student did not develop the descriptor, the numeric value was zero. If the student did the
task, but it was not reached, the considered value was 3. If the descriptor was C, the numeric value was
5. When the descriptor was B, the considered value was 7 while the value was 10 when the descriptor
was A. Each indicator had a specific weighted value, which was justified in Table 1.
Therefore, the numeric mark (NM) of the specific competence was obtained using Equation (1):
NM =0.05I1+0.075I2+0.20I3+0.50 PI=7
I=1I4
7+0.075I5+0.10I6(1)
This expression enabled one to get the numeric value through descriptors. If the NM was less
than 4.5, the learning result was “No reach—D” for transversal competence. When the value was
between 4.5 and 6, the learning result was “In Development—C”. A learning result of “Good—B” was
reaching, when the NM was between 6 and 8. Finally, ‘Excellent—A’ was reached when the NM was
greater than 8.
Fluids 2020,5, 95 6 of 15
3. Results
3.1. Students, Subjects, and Proposal of Projects
The project was developed between 2016 and 2019, although it continues currently. In these years,
thirteen subjects were taught in Bachelor’s (second, third, and fourth year) and Master’s (industrial
engineering and hydraulic and environmental engineering) degree at UPV. One thousand and one
hundred students participated and 13 professors from the hydraulic and environmental engineering
department collaborated in the project each year. The manuscript shows results for all subjects although
main subjects of the students’ curricula (i.e., fluid mechanics, hydraulic machines and fluid facilities)
were described deeply in this research. Fluid mechanics was taught in a second-year course of the
Bachelor’s Degree. This subject was in chemical, electrical, and mechanical engineering degrees
(in this pa
rticular case, the results were related to the mechanic engineering degree). The students
were between 19 and 25 years. One hundred and seventy students were involved, who were divided
into two groups for theoretical teaching and four groups for practical classes.
Hydraulic machines was taught in the third-year course of the mechanical engineering degree.
The subject was focused on analyzing the pumps-operation principles (velocities triangle and Euler’s
equation) as well as the machines selection and their regulation according to demand. The students
were between 20 and 26 years. One hundred and forty students were involved. These pupils were
divided into two theory groups and four practical groups.
Fluid facilities was taught in the first-year course of the industrial engineering Master’s degree,
after students achieved their Bachelor’s degree. The subject contained the analysis of the different types
of the fluid facilities, that is, water distribution networks, gas networks, and waste-water networks
as well as the facilities, which involved the comfort in society (ventilation and hot sanitary water).
For each facility type, the normative, design, analysis, and regulation were analyzed, applying it to
the real cases study. The students were between 23 and 30 years. Three hundred and fifty students
were involved. These students were divided into seven theory groups and twenty-one groups in
practical lessons.
In relation to the fluid mechanics subject, an elemental water supply network was proposed,
in which students proposed different diameters for pipes, considering flow and pressure conditions.
Once the system was sized, the students had to analyze it using Epanet software [
16
], considering the
constrain conditions (e.g., demand, level node, minimum pressure, and maximum velocity). The sizing
was developed as a function on demand over time, using the uniform hydraulic slope criterion.
The students run an extended period simulation, analyzing the pressure and flow variations in the
different lines. Finally, the students proposed a short budget, considering both length and the chosen
material. In this case, the project was supervised by the lecturer. The initial information, which was
available for students was: network topology, reservoir head, water demand in each point over time,
modulation curve for the different consumption patterns, and the minimum operational conditions
of the network as well as the material type and cost of the pipelines. The work was focused on
establishing a methodology to develop hydraulic calculus, encompassing the Bernoulli’s and continuity
equations. The students compared the different studied scenarios as a function of demand pattern
using Epanet software.
The evaluation was a formative type. The students did meetings with the professor and they show
partial results. The professor verified the calculus and solutions, proposing improvements to students.
There were two meetings. The first meeting included the proposal of the network. The second meeting
addressed the sizing of the water system. The correction of the project was developed using rubric
(Appendix A), and a third meeting was done to explain to students the errors in the project.
The proposed work in hydraulic machines was individual. The activity was focused on analyzing
the energy consumption and regulation of a pumped system. This water network was supplied
considering two options. Option A: the water network was supplied from a reservoir, which was filled
using a pump station and Option B: the water was directly supplied using pump systems. Option A
Fluids 2020,5, 95 7 of 15
enabled one to analyze the influence of the reservoir volume in the pump selection (mainly pumped
flow) when the energy cost was considered (i.e., schedule and operation time). Option B was focused on
applying the similarity laws, regulating the operation curve. The students had to define the rotational
speed of the machine as a function of the demanded flow over time. The students defined: the control
rules, the operation costs, and the efficiency parameters for each pump system, trying to minimize
the cost per cubic meter. The student only had two constrains: demand over time and energy cost,
which was the current Spanish energy price.
Finally, when the student undertook the fluid facilities subject, the proposed work had a higher
level than previous tasks developed in the Bachelor’s degree. At this time, the students were more
mature and the cases were near real buildings. Therefore, their training should be more intensive
and closer to reality. In 2017, the proposed activity was to develop a complete project (summarize,
calculus supplements, drawings and budget, defining the qualities, and normative for the different
used materials). The project was related to a complex building (e.g., hotel, hospital, and school since
for each students’ group it is different). In this project, the students had to connect basic knowledge of
fluid mechanics and hydraulic machinery with the new learning results, which are reached in the fluid
facilities subject. The students designed the different pipelines and equipment, which were necessary
to supply the building (e.g., cold and sanitary hot water system, pumps, and ventilation, among others).
This work was developed by teams, composed of three or four students. Once the work was finished,
the students had to explain it in an oral session.
In all cases, the students’ doubts were attended by teachers. Generally, the questions were solved
by face-to-face meetings. However, the doubts solution was also solved using mail and/or a video
conference. Throughout the process, the student contacted the professor to validate the different items
of the project in each one of the phases and stages.
3.2. Analysis of Results
3.2.1. Results
Figure 3a shows marks distribution in a students’ group for hydraulic machines. Each indicator
value can be observed for each student. The project mark was the upper 8/10 for 24 students while
there were only six students who qualified below 5/10. Each indicator (from I1 to I6) is described in
Table 2and they are drawn in the Figure 3a.
Figure 3a shows the students worked really well I3 and I4 indicators. These were focused on the
development of the simulations and the establishment of the control rules in the pumped systems to
guarantee the hydraulic constrains (i.e., flow and pressure). In contrast, I5 was the worst developed
indicator and it focused on the analysis and discussion of the results. However, the results were
highly satisfactory.
Figure 3b,c shows the transposition from the mark to transversal competence in the different
subjects that participated in the teaching project (Table 2). If observing the topic hydraulic machines
(12659), 77% of students reached the A and B descriptors when the “Design and Project” competence
was evaluated. Similar results were obtained in the rest of subjects shown in Figure 3b.
If all subjects were observed the satisfaction was higher, considering all students who participated
in the teaching project. The participation in the project development was 82%, considering there were
1051 students in thirteen different matters in 2018 (1149 students were in 2017). When the “Design and
project” competence was evaluated, 361 students reached an excellent degree (A). The B degree was
reached by 286 students while 154 and 58 (6.75%) students obtained a C and D degree, respectively
(Figure 3b).
Figure 4shows there is a lineal relationship between exam and project marks in two years (i.e.,
2016/2017 and 2017/2018). Therefore, the development of the activity helped students to acquire the
hydraulic concepts as well as the methodology. Although there were no exams when PBL was applied,
in order to compare the previous (traditional method using master courses) and new methodology
Fluids 2020,5, 95 8 of 15
(CPBL), an exam was proposed. This improvement contributed to reaching the learning results
favorably. This trend was observed in majority of the studied subjects. Besides, when the project
delivery was after the exam, the test mark did not have a relationship between them. Therefore, there
was a greater significance to establish the date delivery before the test. The final marks were compared
with previous years. The score increased around the 1–2 point about 10, reducing the number of
students who failed the subject (6% in 2016/2017 and 8% in 2017/2018).
Fluids 2020, 5, x 7 of 15
for each students’ group it is different). In this project, the students had to connect basic knowledge
of fluid mechanics and hydraulic machinery with the new learning results, which are reached in the
fluid facilities subject. The students designed the different pipelines and equipment, which were
necessary to supply the building (e.g., cold and sanitary hot water system, pumps, and ventilation,
among others). This work was developed by teams, composed of three or four students. Once the
work was finished, the students had to explain it in an oral session.
In all cases, the students’ doubts were attended by teachers. Generally, the questions were solved
by face-to-face meetings. However, the doubts solution was also solved using mail and/or a video
conference. Throughout the process, the student contacted the professor to validate the different
items of the project in each one of the phases and stages.
3.2. Analysis of Results
3.2.1. Results
Figure 3a shows marks distribution in a students’ group for hydraulic machines. Each indicator
value can be observed for each student. The project mark was the upper 8/10 for 24 students while
there were only six students who qualified below 5/10. Each indicator (from I1 to I6) is described in
Table 2 and they are drawn in the Figure 3a.
Figure 3.
(
a
) Indicator in hydraulic machines related to Table 2; (
b
) results of the descriptors in
the “Design and Project” competence for the subjects of the Bachelor’s degree defined in Table 3;
and (c) resu
lts of the descriptors in the “Design and Project” competence for the subjects of the
Master’s degree defined in Table 3.
Figure 4shows the correlation between project and exam marks was strongly correlated when the
students did not do the project correctly or they got a mark up to six. However, when the students
Fluids 2020,5, 95 9 of 15
developed an excellent project (mark between 7 and 9), they did not always get an excellent mark in
their exams. It could be due to the student’s collaboration and working on other skills such as analysis
and resolution of problems. When they did the exam, the help between partners was not there, and
therefore, they had to solve their doubts, which in some cases were not resolved correctly.
Table 2. Subjects of the teaching project.
Code Subject Bachelor’s Degree Master’s Degree
12298 Hydraulic machines Chemical Engineering -
12621 Fluid Facilities in
Building Mechanical Engineering -
12621 Fluid Mechanics Chemical Engineering -
12077 Fluid Mechanics Electrical Engineering -
12647 Fluid Mechanics Mechanical Engineering -
12349 Fluid Mechanics Chemistry Engineering -
12659 Hydraulic machines Mechanical Engineering -
33810 Fluid Facilities - Industrial Engineering
33752 Waste water treatment - Industrial Engineering
33465 Fluid Facilities in the
chemical industry - Chemical Engineering
32478 Waste water networks -
Hydraulic and
Environmental
Engineering
33683 Extension of Fluid
Facilities - Industrial Engineering
32480 Analysis and modeling
of water networks -
Hydraulic and
Environmental
Engineering
Table 3. Questions related to planning.
ID Question
Q1 Does the proposed activity allow you to apply the knowledge developed in
theory classroom and practice lessons?
Q2
Does the temporary planning to develop the project design throughout the course
allow you to start the activity well enough in advance to developing it properly?
Q3
Is the index developed by the teacher explaining the methodology and phases of
the work, sufficiently clear and concise, to develop the proposed activity?
Q4 Did the project help you to acquire the knowledge, and to prepare other
evaluations (e.g., tests and problems) of the subject?
Q5
Would you find it interesting that the development of the project proposed in this
subject involved other subjects of your grade?
3.2.2. Surveys
Two different surveys were developed for each subject. First survey gave information related to the
subject planning. This survey helped to analyze if the coordination between taught concepts and project
development was correct. Related to this, five questions were proposed (Table 3). These questions
were related to: (i) the application of the activity with the concepts, which were taught in the classroom
(Q1); (ii) the synchronism between activity and taught concepts (Q2); (iii) if the index developed by the
professor to explain the methodology was clear (Q3); (iv) if the project development helps student
Fluids 2020,5, 95 10 of 15
to reach the learning results and train to do the evaluations (Q4); and (v) if the student would be
interested in development of a project considering different subjects of the degree (Q5).
Fluids 2020, 5, x 9 of 15
and resolution of problems. When they did the exam, the help between partners was not there, and
therefore, they had to solve their doubts, which in some cases were not resolved correctly.
Figure 4. Relationship between the exam and project marks in hydraulic machines.
3.2.2. Surveys
Two different surveys were developed for each subject. First survey gave information related to
the subject planning. This survey helped to analyze if the coordination between taught concepts and
project development was correct. Related to this, five questions were proposed (Table 3). These
questions were related to: (i) the application of the activity with the concepts, which were taught in
the classroom (Q1); (ii) the synchronism between activity and taught concepts (Q2); (iii) if the index
developed by the professor to explain the methodology was clear (Q3); (iv) if the project development
helps student to reach the learning results and train to do the evaluations (Q4); and (v) if the student
would be interested in development of a project considering different subjects of the degree (Q5).
Table 3. Questions related to planning.
ID Question
Q1 Does the proposed activity allow you to apply the knowledge developed in theory classroom and
practice lessons?
Q2 Does the temporary planning to develop the project design throughout the course allow you to start
the activity well enough in advance to developing it properly?
Q3 Is the index developed by the teacher explaining the methodology and phases of the work, sufficiently
clear and concise, to develop the proposed activity?
Q4 Did the project help you to acquire the knowledge, and to prepare other evaluations (e.g., tests and
problems) of the subject?
Q5 Would you find it interesting that the development of the project proposed in this subject involved
other subjects of your grade?
Figure 5 shows the results in the survey when it was done in hydraulic machines. The figure
shows the results once 103 students (76%) answered it. There were 90% of students that positively
agreed with Q1. This percentage was higher compared with other subjects in the UPV. This was a
goal of the project, since it wanted to develop activities to increase the satisfaction in the students.
These activities were focused on: (i) increasing the simulation lessons with software, (ii) visiting some
buildings where the students can identify the studied facilities, and (iii) increasing the number of
online videos in which they can visualize real solved case studies. In both years, the answer was
similar between students. Therefore, they considered positive the use of this methodology to apply
the teaching concepts.
Figure 4. Relationship between the exam and project marks in hydraulic machines.
Figure 5shows the results in the survey when it was done in hydraulic machines. The figure
shows the results once 103 students (76%) answered it. There were 90% of students that positively
agreed with Q1. This percentage was higher compared with other subjects in the UPV. This was a
goal of the project, since it wanted to develop activities to increase the satisfaction in the students.
These activities were focused on: (i) increasing the simulation lessons with software, (ii) visiting some
buildings where the students can identify the studied facilities, and (iii) increasing the number of
online videos in which they can visualize real solved case studies. In both years, the answer was
similar between students. Therefore, they considered positive the use of this methodology to apply the
teaching concepts.
Fluids 2020, 5, x 10 of 15
Figure 5. Survey to analyze the development of the project in the topic: hydraulic machines for the
2017 and 2018 years.
The rest of the questions were mostly approved. They showed the majority of students agreed
to develop the teaching methodology. Similar results were obtained in fluid facilities (Figure 6). The
surveys analysis showed the student accepted this methodology although they had to invest more
effort in the subject continuously. This learning obligated students to develop a planning to reach the
objectives. In this case, results from only one year were presented, since the Master’s students only
undertook a course in the active methodology in 2017 (previously, they undertook a course in for
their Bachelor’s degree on the topic hydraulic machines using this teaching project).
Figure 6. Survey to analyze the development of the project in fluid facilities.
Figure 7 shows the results of a survey, which had four questions. The survey was proposed to
students in the second-year or third-year level (once the student studied fluid mechanics). The
questions measured the vertical coordination between subjects. The questions (Table 4) were related
to: (i) the developed project that helped students to improve the acquisition of competences (Q6); (ii)
if the development of the project, which was developed on fluid mechanics in the previous year,
helped to improve the development of the project in hydraulic machines (Q7); if the previous study
of the hydraulic concepts helped students to develop the project (Q8); if the use of a similar
methodology between the project developed both fluid mechanics and hydraulic machines that
helped students to develop the project in the hydraulic machines topic (Q9).
0%
10%
20%
30%
40%
50%
60%
70%
Totally
Agree
Rather
Agree
Indiferent Rather
disagree
Totally
Disagree
No evidence
for opinion
Percentag e
Q1_2016/17
Q2_2016/17
Q3_2016/17
Q4_2016/17
Q5_2016/17
Q1_2017/18
Q2_2017/18
Q3_2017/18
Q4_2017/18
Q5_2017/18
0%
10%
20%
30%
40%
50%
60%
70%
Totally
Agree
Rather
Agree
Indiferent Rather
disagree
Totally
Disagree
No evidence
for opinion
Percentage
Q1_2016/17
Q2_2016/17
Q3_2016/17
Q4_2016/17
Q5_2016/17
Figure 5.
Survey to analyze the development of the project in the topic: hydraulic machines for the
2017 and 2018 years.
The rest of the questions were mostly approved. They showed the majority of students agreed
to develop the teaching methodology. Similar results were obtained in fluid facilities (Figure 6).
Fluids 2020,5, 95 11 of 15
The surveys analysis showed the student accepted this methodology although they had to invest more
effort in the subject continuously. This learning obligated students to develop a planning to reach the
objectives. In this case, results from only one year were presented, since the Master’s students only
undertook a course in the active methodology in 2017 (previously, they undertook a course in for their
Bachelor’s degree on the topic hydraulic machines using this teaching project).
Fluids 2020, 5, x 10 of 15
Figure 5. Survey to analyze the development of the project in the topic: hydraulic machines for the
2017 and 2018 years.
The rest of the questions were mostly approved. They showed the majority of students agreed
to develop the teaching methodology. Similar results were obtained in fluid facilities (Figure 6). The
surveys analysis showed the student accepted this methodology although they had to invest more
effort in the subject continuously. This learning obligated students to develop a planning to reach the
objectives. In this case, results from only one year were presented, since the Master’s students only
undertook a course in the active methodology in 2017 (previously, they undertook a course in for
their Bachelor’s degree on the topic hydraulic machines using this teaching project).
Figure 6. Survey to analyze the development of the project in fluid facilities.
Figure 7 shows the results of a survey, which had four questions. The survey was proposed to
students in the second-year or third-year level (once the student studied fluid mechanics). The
questions measured the vertical coordination between subjects. The questions (Table 4) were related
to: (i) the developed project that helped students to improve the acquisition of competences (Q6); (ii)
if the development of the project, which was developed on fluid mechanics in the previous year,
helped to improve the development of the project in hydraulic machines (Q7); if the previous study
of the hydraulic concepts helped students to develop the project (Q8); if the use of a similar
methodology between the project developed both fluid mechanics and hydraulic machines that
helped students to develop the project in the hydraulic machines topic (Q9).
0%
10%
20%
30%
40%
50%
60%
70%
Totally
Agree
Rather
Agree
Indiferent Rather
disagree
Totally
Disagree
No evidence
for opinion
Percentag e
Q1_2016/17
Q2_2016/17
Q3_2016/17
Q4_2016/17
Q5_2016/17
Q1_2017/18
Q2_2017/18
Q3_2017/18
Q4_2017/18
Q5_2017/18
0%
10%
20%
30%
40%
50%
60%
70%
Totally
Agree
Rather
Agree
Indiferent Rather
disagree
Totally
Disagree
No evidence
for opinion
Percentage
Q1_2016/17
Q2_2016/17
Q3_2016/17
Q4_2016/17
Q5_2016/17
Figure 6. Survey to analyze the development of the project in fluid facilities.
Figure 7shows the results of a survey, which had four questions. The survey was proposed to
students in the second-year or third-year level (once the student studied fluid mechanics). The questions
measured the vertical coordination between subjects. The questions (Table 4) were related to: (i) the
developed project that helped students to improve the acquisition of competences (Q6); (ii) if the
development of the project, which was developed on fluid mechanics in the previous year, helped
to improve the development of the project in hydraulic machines (Q7); if the previous study of the
hydraulic concepts helped students to develop the project (Q8); if the use of a similar methodology
between the project developed both fluid mechanics and hydraulic machines that helped students to
develop the project in the hydraulic machines topic (Q9).
Fluids 2020, 5, x 11 of 15
Table 4. Questions related to coordination between years.
ID Question
Q6 Does the development of a project that is related with studied subjects help you to improve the
knowledge acquisition and competences in the ‘design and project’?
Q7 Does the development of the project in fluid mechanics help you to understand and develop better the
practical applications in hydraulic machines?
Q8 Does the study and understanding of common hydraulic concepts in different subjects help you to do
the project?
Q9 Does the use of a similar methodology, which was used in fluid mechanics to do the project, give you
autonomy to do the project in hydraulic machines?
Figure 7. Survey to analyze the vertical coordination between subjects that are located on different
courses and levels (Bachelor’s or Master’s degree).
If Figure 7 was analyzed, it shows that the majority of students (upper 60%) considered the
application of this methodology positively and it had influence on achieving good results in the
development to their competences.
The developed experience verified that the students improved the acquisition of the learning
results in the different subjects when they were compared with the previous years. Therefore, the
professors’ experience joined to the students’ opinion show the development of active methodologies
increased the positive attitude of the students. This emotional state made the students show a greater
interest in the subject, improving their efficiency. However, this effect cannot occur in some cases, in
which students think they learn a lot in these scenarios, but when tested they really are not. This
occurs when the students do not work in the activities continuously and correctly throughout the
year.
Similar strategies are being developed currently in UPV and other universities to motivate
students to develop continuous learning. Currently, the development of projects is being planned at
an institutional level. The learning project includes subjects that are part of different years and are in
different areas. This situation improves the integration of the subjects in the students’ curricula.
Besides, the students understand better the significance of the different subjects when there is a global
learning project. It occurs even though the matters are studied in different years. The project existence
allows students not to view the subjects individually, interrelating the different matters.
This methodology can be extrapolated to other knowledge areas or degrees, adapting the
projects to the learning results of each subject. The success of this methodology is verified in other
countries and universities [2,3,17]. The development of the good practices sheet [16] and the
definition of the learning goals allow one to organize the active methodology for any subject.
0%
10%
20%
30%
40%
50%
60%
Totally
Agree
Rather
Agree
Indiferent Rather
disagree
Totally
Disagree
No evidence
for opinion
Percentage
Q6
Q7
Q8
Q9
Figure 7.
Survey to analyze the vertical coordination between subjects that are located on different
courses and levels (Bachelor’s or Master ’s degree).
Fluids 2020,5, 95 12 of 15
Table 4. Questions related to coordination between years.
ID Question
Q6
Does the development of a project that is related with studied subjects help you to improve
the knowledge acquisition and competences in the ‘design and project’?
Q7 Does the development of the project in fluid mechanics help you to understand and
develop better the practical applications in hydraulic machines?
Q8
Does the study and understanding of common hydraulic concepts in different subjects help
you to do the project?
Q9 Does the use of a similar methodology, which was used in fluid mechanics to do the
project, give you autonomy to do the project in hydraulic machines?
If Figure 7was analyzed, it shows that the majority of students (upper 60%) considered the
application of this methodology positively and it had influence on achieving good results in the
development to their competences.
The developed experience verified that the students improved the acquisition of the learning results
in the different subjects when they were compared with the previous years.
Therefore, the professors’
experience joined to the students’ opinion show the development of active methodologies increased
the positive attitude of the students. This emotional state made the students show a greater interest
in the subject, improving their efficiency. However, this effect cannot occur in some cases, in which
students think they learn a lot in these scenarios, but when tested they really are not. This occurs when
the students do not work in the activities continuously and correctly throughout the year.
Similar strategies are being developed currently in UPV and other universities to motivate
students to develop continuous learning. Currently, the development of projects is being planned at
an institutional level. The learning project includes subjects that are part of different years and are
in different areas. This situation improves the integration of the subjects in the students’ curricula.
Besides, the students understand better the significance of the different subjects when there is a global
learning project. It occurs even though the matters are studied in different years. The project existence
allows students not to view the subjects individually, interrelating the different matters.
This methodology can be extrapolated to other knowledge areas or degrees, adapting the projects
to the learning results of each subject. The success of this methodology is verified in other countries
and universities [
2
,
3
,
17
]. The development of the good practices sheet [
16
] and the definition of the
learning goals allow one to organize the active methodology for any subject.
4. Conclusions
A case study was described in this research, which joined different hydraulic engineering topics.
The subjects were taught using continuous project-based learning. The implementation of this
methodology was new at UPV to develop the skills competences in the students. The development
of the methodology from basic subjects (i.e., fluid mechanics) enabled one to define the procedure,
which can be applied on subjects at the upper level. The methodology allowed professors to establish
a schedule in which face-to-face time and a non-face-to-face lesson fit perfectly. Therefore, the use of a
good practice sheet allowed students and professors to know their activities for each time. The use of
these sheets improved the synchronization of the teaching (i.e., theoretical concepts, practices lessons,
and activities) between them. Besides, the development of the good practice sheet helped professors to
organize subject learning. The good practice sheet contained different tasks, which should be carried
out by professors and students, defining the data and time of their development.
The proposed methodology is crucial to give students an action strategy when they have to develop
similar projects in matters of the hydraulic area. The strategy improves the vertical coordination in the
Bachelor’s or Master ’s degree. This organization maximized the reach of the learning results since it
Fluids 2020,5, 95 13 of 15
mixed a face-to-face class and online videos and material as well as real projects to apply the taught
concepts according to the students’ capacity.
The methodology included a rubric for each subject. These evaluation criteria enabled us to
evaluate the acquisition of the learning results, joining both specific and transversal competence of the
‘design and project’. The rubric, which was used in hydraulic machines was shown in this manuscript
(Appendix A). It defined the specific indicators and the descriptors, which are necessary to develop the
project. Besides, the used expression, which correlated the specific and transversal competences in the
students’ curricula, was presented.
Two surveys were proposed to students. These questions showed the students’ satisfaction for
the structure of the activity. Besides, they considered it necessary to improve the acquisition of the
learning results. The students were grateful of the use of this methodology in other subjects related to
hydraulic engineering topics.
Finally, the new challenge in teaching should be focused on:
•
Professors need to establish active methodologies in which the students are involved, improving
their learning results.
•
The students’ training should be coordinated in order to align the specific competences and
outcomes competences as well as the sustainable development goals.
•
Communication technologies (ICTs) joined to use software are tools, which must be incorporated
in the teaching guides to improve the learning results and, therefore, the students’ curricula.
Author Contributions:
The author P.A.L.-J. wrote the introduction and she analyzed the results of both tests
and rubrics. The author M.P.-S. proposed the methodology and he contributed with the analysis of the results.
All authors have read and agreed to the published version of the manuscript.
Funding: This research received no external funding.
Acknowledgments:
The described experience has been carried out as part of the work in the Innovation and
Quality Education Teaching (EICE DESMAHIA) “Development of active methodologies and evaluation strategies
applied to the field of Hydraulic Engineering” in the Universitat Politècnica de València.
Conflicts of Interest: The authors declare no conflict of interest.
Appendix A
Table A1. Specific indicators used to evaluate hydraulic machines.
Indicators (What Is the
Analyzed Point?)
Descriptors
D. Not Achieved C. In Development B. Good A. Excellent
1. The students bases the
context and the need of the
project
The student explains the
need of the project but
he/she does not justify
The student justifies the
need of the project, using
opinions that are not
checked enough
The student justifies the
need of the project correctly
but it is incomplete
The student justifies the
need of the project correctly
and completely
Introduction and
justification
There is not a definition
of the goals
The student introduces the
project to do but he/she
doesn’t justify its need or
he/she does it incorrectly
The student introduces the
projects but he/she does not
justify the need
The student introduces the
projects and he/she justifies
the need
2. The student formulates
the objectives of the project
coherently with regard to the
needs detected in the context
The student formulates
the goals without
considering the needs
The student formulates the
goals but they are not
coherent with the needs
The student formulates the
goals and they are coherent
with the needs
The student formulates the
goals and they are coherent
with the needs and these
goals are operational
Goals There is not a definition
of the objectives
The student establishes the
goals but these are
ambiguous.
The student defines the
objectives sufficiently
The defined goals are clear
and operational
3. The student plans the
action to be developed
effectively
The student does not
develop the justification
of the action
The students develop the
plan partially to reach the
goal
The students develop the
plan to reach the goal in
their major points
The students develop the
plan to reach the goal
completely
Fluids 2020,5, 95 14 of 15
Table A1. Cont.
Indicators (What Is the
Analyzed Point?)
Descriptors
D. Not Achieved C. In Development B. Good A. Excellent
For each section of the
project There is not a plan The student does a short
description or justification
The student describes and
justifies the development
only considering an
academic point of view
The student describes and
justifies the development,
considering both the
academic and technical
point of view
4. The student plans the
actions efficiently
He/she does not plan
efficient actions
He/she plans efficient
actions, although they are
improvable
All actions are not efficient He/she plans efficient
actions completely
Setpoint curve It is not calculated It is calculated incorrectly
The result is correct but there
is no discussion about this
The result is correct and
there is an analysis of the
result
Reservoir capacity It is not calculated It is calculated incorrectly
The result is correct but there
is no discussion about this
The volume is correct and
there is an analysis of the
result
Pump selection It is not developed It is developed incorrectly
The result is correct but there
is no discussion about this
The selection is correct and
the student proposes
alternatives (other types and
manufacturers)
Pump selection when the
network is pumped directly.
Considering non-variable
rotational speed
The new selection is not
developed according to
the setpoint curve
It is developed but it is
incorrect
The developed selection is
correct but it is not justified
The selection is correct.
Besides, the student
develops a justification and
comparison, considering
other solutions
Economic analysis when the
rotational speed is fixed
The student does not
develop the daily
analysis
The student does the
analysis but it is incorrect
The student develops an
analysis correctly but the
analysis is not justified
The student does a detailed
analysis, developing
indicators and comparing
with others facilities
Pump selection considering
variable rotational speed
The pump selection is
not developed according
to the new setpoint curve
It is developed incorrectly The developed selection is
correct but it is not justified
The selection is correct.
Besides, the student
develops a justification and
comparison, considering
other solutions
Economic analysis when the
rotational speed is variable
The student does not
develop the daily
analysis
The student does the
analysis but it is incorrect
The student develops an
analysis correctly but the
analysis is not justified
The student does a detailed
analysis, developing
indicators and comparing
the values when the
rotational speed is fixed
5. The student identifies the
risks and inconvenience of
the project
The student enumerates
some risks but they are
not analyzed
The student enumerates
some risks but they are not
analyzed deeply
The student enumerates
some risks but they are
analyzed but he/she defines
constrains to solve the
problems
The student enumerates
risks, they are analyzed and
solved for improving the
project
Conclusion section There is no conclusion
There is a conclusion, but
the student does not discuss
the results
Different results are
discussed and compared
Results are compared,
establishing the advantages
and inconvenience for each
solution
Language, format, and
writing of the project
The presentation is poor,
the writing and language
style are not at a high
enough level according
to their academic status
The presentation is correct
although the language is not
at a high enough level since
the student uses no technical
words
Presentation, language, and
writing are correct but the
content exceeds the limit
Presentation, language, and
writing are correct and the
project is adjusted to the
requirements established by
the professors
6. Review the results The student does not
review the results
The student reviews the
results but the review is not
structured
The student plans the result
evaluation (i.e., who, when,
and how)
The student plans the result
evaluation (i.e., who, when,
and how), using indicators
Review the results of the
facilities using EPANET There is no evaluation All results are not checked All results are checked
without doing comparisons
All results are checked. The
student develops
comparisons between a
classmate or comparing
values that are obtained
from the bibliography
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