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The work needed to mechanically drive molten metal into a porous solid preform when producing a composite material by infiltration can significantly exceed the energy change required for thermodynamically reversible infiltration. We measure, by quantitative metallographic analysis of partially infiltrated, particle- or fiber-based non-metallic preforms, the evolution with saturation of the three interfaces present during the process. Results show that irreversible energy losses in the infiltration of alumina preforms by molten copper, aluminium or aluminium-tin alloy cannot be ascribed to the creation of liquid meniscus surface area at intermediate metal saturation. This result agrees with similar observations in soil science and gives experimental confirmation of predictions from a recent simulation of capillarity-dominated metal infiltration [Acta Mater., vol. 210, 2021, 116831]. ; This work was chiefly sponsored by the Swiss National Science Foundation (FNS), Project No. 200021 149899. J.M. Molina-Jordá acknowledges funding from the Spanish "Agencia Estatal de Investigación" (AEI) and the European Union (FEDER funds) through grant MAT2016-77742-C2-2-P.

The following e-book was prepared as part of the Erasmus+ UNLOCK project, which has the objective of identifying the use of educational escape rooms (EERs) in higher education environments and examining the role of educators in those activities. The document presents a review of the existing body of academic literature on EERs, while capturing current approaches and practices from across the diverse line of disciplines, and challenges experienced in the adoption of EERs in the (higher) education settings. The literature review provides an overview of the status-quo of the EERs in the higher education sector, followed by UNLOCK project partner country reports (Denmark, Germany, Netherlands, Lithuania, Portugal, and Spain) for targeted insights on the adoption of EERs in the local (higher) education contexts. We also present the synthesis report provides a discussion of the major findings, along with emerging themes and recommendations for further EER research and practice. ; Co-funded by the Erasmus+ Programme of the European Union