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This paper aims to study the evolution of CO2 concentrations and emissions on a conventional farm with weaned piglets between 6.9 and 17.0 kg live weight based on setpoint temperature, outdoor temperature, and ventilation flow. The experimental trial was conducted during one transition cycle. Generally, the ventilation flow increased with the reduction in setpoint temperature throughout the cycle, which caused a reduction in CO2 concentration and an increase in emissions. The mean CO2 concentration was 3.12 g m–3. Emissions of CO2 had a mean value of 2.21 mg s−1 per animal, which is equivalent to 0.195 mg s−1 kg−1. A potential function was used to describe the interaction between 10 min values of ventilation flow and CO2 concentrations, whereas a linear function was used to describe the interaction between 10 min values of ventilation flow and CO2 emissions, with r values of 0.82 and 0.85, respectively. Using such equations allowed for simple and direct quantification of emissions. Furthermore, two prediction models for CO2 emissions were developed using two neural networks (for 10 min and 60 min predictions), which reached r values of 0.63 and 0.56. These results are limited mainly by the size of the training period, as well as by the differences between the behavior of the series in the training stage and the testing stage This research was funded by Consellería de Educación, Universidade e Formación Profesional and Consellería de Economía, Emprego e Industria from the Galician Government (Xunta de Galicia). Granted with reference ED431B 2018/12-GPC SI

Este artículo se encuentra disponible en la siguiente URL: https://www.mdpi.com/2076-3417/12/10/5105 Este artículo de investigación pertenece al número especial "STEAM Education and the Innovative Pedagogies in the Intelligence Era". The objective of our research is the implementation of STEAM (Science Technology Engineering Art Mathematics) learning in the bachelor of Engineering in industrial design and product development at CEU Cardenal Herrera University through the EXPLORIA project. This article implements and develops the proposal for the first year of this bachelor, which includes 24 students aged 18–20. This article focuses on how to integrate STEAM learning within the EXPLORIA project for the improvement in the learning of the physics subject, and in particular, regarding the part of the syllabus related to mechanical engineering through different projects, challenges and milestones that allow the student to see the use in the design and development of products. The EXPLORIA project connects the competencies of the different STEAM subjects included in the bachelor, designing a learning process as a logical, sequential and incremental itinerary. Through concepts on which the fundamentals of design are based: shape, volume, color, space and structure. In particular, this article shows the adaptation made in the physical part to be able to teach the integrated mechanics part in this learning process. The complete learning was carried out through several challenges and two milestones the students had to overcome through the application of the physical knowledge learned in class. To validate the effectiveness of the proposed methodology, at the end of the paper, an ad hoc questionnaire is carried out showing the students’ assessment regarding the new teaching methodology.