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UNMANNED aerial vehicles (UAVs), either multirotor or fixed-wing UAVs, can be used in many fields to solve complex problems in safety [1], communications [2, 3], military applications [4, 5], civilian applications [6, 7], protection of nuclear plants [8], energy efficiency [9], nonlinear control [10, 11], and path planning [12], among others. Vertical takeoff and landing (VTOL) is by far the most used UAV's configuration [13]. Probably the main reason is that, nowadays, there are lots of low-cost multirotor models. VTOL strategies can be applied to fixed-wing airplanes [14]; however, in normal operation they usually fly horizontally to keep a constant altitude [15, 16], but they need to perform changes in their heading and altitude very often, especially in cluttered environments [17].

[EN] One essential condition for a good learning process by students is their motivation when facing the activities proposed by teachers in class. New generations of students, already formed by digital natives, push us to face changes in this teaching-learning process. We present a series of online tools that have allowed us to develop different activities such as interactive presentations or collaborative quizzes, among others, and have been very positive for motivating our students in the classroom., [ES] Una de las condiciones esenciales para un buen proceso de aprendizaje por parte del alumnado es la motivación del mismo a la hora de afrontar las actividades propuestas por parte del profesor en clase. Las nuevas generaciones de alumnos, formadas ya por nativos digitales, nos empujan a afrontar cambios en este proceso de enseñanza-aprendizaje. Presentamos una serie de herramientas on-line que nos han permitido la realización de diversas actividades tales como presentaciones interactivas o cuestionarios colaborativos, entre otras, que han resultado ser muy positivas a la hora de motivar al alumno en el aula., Este trabajo ha sido realizado en el marco del proyecto docente UV-SFPIE PID-1640839: “Docencia y evaluación a distancia: uso de herramientas propias de la UV y externas para mejorar la metodología docente en línea e híbrida en el área de ciencias”

[EN] The evaluation of a subject is a fundamental part of the teaching-learning process and one of the main concerns of our students. This is a complex task that requires a lot of effort from the teacher. This is a growing effort in line with the increased weight of con-tinuous evaluation in the current educational system. In this work, different methodo-logies focused on maximizing the student’s performance are presented, thus minimizing the extra effort for the teacher in the evaluation process. We provide several examples of activities throught Moodle platform such as the workshop, glossary, databases, ques-tionnaires, etc. Some of them allow self-assessment once configured, whereas others promote the participation of students in the correction and/or evaluation., [ES] La evaluación de una asignatura es una parte fundamental del proceso de enseñanza-aprendizaje y una de la que más preocupa a nuestros estudiantes. Se trata de una tarea compleja y que requiere un gran esfuerzo por parte del profesor. Un mayor esfuerzo que va parejo al incremento de la evaluación continua, una tendencia en el sistema educativo actual. En este trabajo se presentan diferentes metodologías que maximizan el rendimiento del alumno, tratando a su vez de minimizar el esfuerzo extra por parte del profesor en los procesos de corrección y evaluación. Se proporcionan diversos ejemplos de su uso mediante actividades disponibles en la plataforma Moodle como: taller, glosario, bases de datos, cuestionarios aleatorios, etc. Algunas de estas herramientas permiten la autoevaluación una vez configuradas, en otros casos se presentan metodologías que implican la participación del alumnado en la corrección y/o evaluación., Proyecto de innovación educativa “Explotación de las herramientas online de la Universitat de València para la evaluación a distancia de asignaturas en el área de ciencia” del curso 2020-21 (UV-SFPIE PID-1354708)

Carpophores of Ganoderma lingzhi (GZ) from industrial crops in China were analysed and compared with carpophores of three Iberian strains of cultivated Ganoderma lucidum (GL) (Aveiro, Madrid, Palencia) previously genetically characterized. The genetic determination of all the fungi in the study coincided with the identification provided by the companies and entities that supplied the samples. Cultivation time ranged between 107 and 141 days. The analysis of total phenol content showed to be 56.8% higher for GL from Palencia than for GZ. Intraspecific variation was a maximum of 56% from GL. The content of antioxidants, both intraspecific and interspecific, was found to be strain-dependent with a maximum variation of 78.5%. The nutritional analysis shows that there are differences in dietary fiber, protein, ash and sodium content between GL and GZ. In fatty acids analysis, only trans fatty acids showed significant differences, being higher in GL. Protein profile and digestibility of GZ and GL-Madrid mushroom proteins were evaluated by digestion with simulated gastric fluid and were different. The two species were perfectly differentiated according to their protein profile. These results should be considered for nutritional and industrial applications.