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- Intercomparison of spectroradiometers and Sun photometers for the determination of the aerosol optical depth during the VELETA-2002 field campaignPublication . Estelles, V.; Utrillas, M. P.; Martinez-Lozano, J. A.; Alcantara, A.; Alados-Arboledas, L.; Olmo, F. J.; Lorente, J.; de Cabo, X.; Cachorro, V.; Horvath, H.; Labajo, A.; Sorribas, M.; Diaz, J. P.; Diaz, A. M.; Silva, A. M.; Elias, T.; Pujadas, M.; Rodrigues, José-António; Canada, J.; Garcia, Y.[ 1] In July 2002 the VELETA-2002 field campaign was held in Sierra Nevada ( Granada) in the south of Spain. The main objectives of this field campaign were the study of the influence of elevation and atmospheric aerosols on measured UV radiation. In the first stage of the field campaign, a common calibration and intercomparison between Licor-1800 spectroradiometers and Cimel-318 Sun photometers was performed in order to assess the quality of the measurements from the whole campaign. The intercomparison of the Licor spectroradiometers showed, for both direct and global irradiances, that when the comparisons were restricted to the visible part of the spectrum the deviations were within the instruments' nominal accuracies which allows us to rely on these instruments for measuring physical properties of aerosols at the different measurement stations. A simultaneous calibration on AOD data was performed for the Cimel-318 Sun photometers. When a common calibration and methodology was applied, the deviation was lowered to much less than 0.01 for AOD. At the same time an intercomparison has been made between the AOD values given by the spectroradiometers and the Sun photometers, with deviations obtained from 0.01 to 0.03 for the AOD in the visible range, depending on the channel. In the UVA range, the AOD uncertainty was estimated to be around 0.02 and 0.05 for Cimel and Licor respectively. In general the experimental differences were in agreement with this uncertainty estimation. In the UVB range the AOD measurements should not be used due to maximum instrumental uncertainties.
- PrefacePublication . Mendonca, J. T.; Shukla, P. K.; Eliasson, B.; Rodrigues, J. A.
- The development of an interactive mathematics app for mobile learningPublication . Figueiredo, Mauro; Godejord, Beata; Rodrigues, JoséLow achievement in mathematics education has been an increasing problem in the recent years in some countries. According to a 2010 study from the U.S. Department of Education, blended learning classes produce statistically better results than their face-to-face. There is also an increasing number of students using smartphones and tablets in schools. Mobile devices gained popularity as an educational tool and there are many schools that use them frequently in educational activities to improve learning. In this paper, we present the development of an application for smartphones and tablets to provide activities that students can do outside the classroom or at home and increase the time they spend learning and practicing mathematics. With this app students solve mathematic activities and are helped by the presentation of videos with the problems resolutions.
- Milage app: mobile learning of mathematicsPublication . Figueiredo, Mauro; Godejord, Beata; Rodrigues, José; Gozáles-Pérez, AliciaThis paper presents the novel app MILAGE Learn+ Launcher for smartphones and tablets where students can solve mathematical problems outside the classroom or at home and increase the time they spend learning and practicing mathematics. This app is a tool for learning mathematics that provides a set of problems organized according to the curriculum. It was designed for upper secondary schools but it can be used for other levels and subjects too. This tool is innovative in the introduction of self and peer evaluation for students of secondary schools in a gamification process of solving problems. With this app students solve mathematical problems and they have immediate feedback that is used for self-evaluation. After solving the problem and doing the self-evaluation the student can choose to watch a concise or detailed video to study the problem resolution. The concise video shows the steps need to solve the problem. The detailed video shows in more detail, including background information that may help low achiever students understand the resolution of that problem. In this way, the student can watch the video as many times as those needed to learn how to solve that problem. This is a step for the inclusion of low achiever students in the process of learning mathematics. This app also provides three levels of problems: beginners, intermediate and advanced to accommodate the low achievers and also motivate top performers students to use the app. The student can also at anytime evaluate his peers. In this way, the student can also study again problems of a certain topic when he is evaluating the resolution of a problem solved by another student. In this way, the teacher can also check the self and peer evaluation of his students and has feedback about students’ achievements.