Abstract:

This paper describes the introduction of the life cycle analysis methodology in a postgraduate course through flipped classroom. This study has been carried out in the subject predictive models and optimization of concrete structures framed within the studies of the Master in Concrete Engineering. In this course, students are introduced to optimization methods through the application of algorithms, as well as other concepts such as multi-criteria decision-making, the design of experiments and predictive and regression methods. In this case, the life cycle analysis of a 28 m span length steel-concrete composite pedestrian bridge is carried out. The section consists of a steel beam topped by a concrete slab. For this, computer tools have been used that implement different scenarios to model the different possibilities. The database used is Ecoinvent and the software employed to assess the life cycle of the structure is openLCA, developed by Greendelta. This methodology allows the student to acquire transversal competences such as ethical and environmental responsibility, knowledge of contemporary problems, critical thinking and use of specific instruments, all of them framed within the institutional project of the Universitat Politècnica de València. This paper will present future studies related to the life cycle assessment of footbridges, not only from an energy and from environmental point of view, but also economic and social. This learning process has been carried out with reverse teaching methodology that allows the student to acquire knowledge in a more efficient way.

Keywords:

Technological resources, tools, active methodology, flip teaching, life cycle assessment, transversal competences.