Análise da fluência em vigas de concreto armado simplesmente apoiadas usando o método dos elementos finitos

Reinforced concrete creep is a phenomenon of great importance. Despite being appointed as the main cause of several pathologies, its effects are yet considered in a simplified way by the structural designers. In addition to studying the phenomenon in reinforced concrete structures and its current account used in the structural analysis, this paper compares creep strains at simply supported reinforced concrete beams in analytical and in experimental forms with the finite element method (FEM) simulation results. The strains and deflections obtained through the analytical form were calculated with the Brazilian code NBR 6118 (2014) recommendations and the simplified method from CEB-FIP 90 and the experimental results were extracted from tests available in the literature. Finite element simulations are performed using ANSYS Workbench software, using its 3D SOLID 186 elements and the structure symmetry. Analyzes of convergence using 2D PLANE 183 elements are held as well. At the end, it is concluded that FEM analyses are quantitative and qualitative efficient for the estimation of this non-linearity and that the method utilized to obtain the creep coefficients values is sufficiently accurate.

Telefone celular como recurso didático no ensino de física

Currently, there are several factors that suggest the need for the school to review their teaching practices: 1) the speed with which information and communication technologies - ICT are spread throughout society and in particular the increasing use of mobile phone by groups in school age;2) the scope and power of integrating ICT convergence of these technological resources, that can be used as teaching resources; 3) the fact that nowadays students grow up in a technological world and make their thought patterns operating in accordance with this reality, etc... In contrast, there are educators unrelated to the appropriation of ICT, presenting, in many cases, resistance to them. There is a incongruity between how individuals use mobile phones, for example, inside and outside the school. There are also educators, schools, public educational departments claiming to be against mobile phones usage; bills and laws regulating their use in educational space, etc... For these controversial aspects we have investigated whether cell phone use as a teaching resource practices mediator in Physics teaching. For this purpose, we developed an applied research with qualitative and exploratory approach about the objectives, adopting participant and the technical procedures. A documental and bibliographical research was taken. First of all, data were collected by e-mail, through a multiple choice questionnaire applied to private school teachers in southern Brazil, to identify the researched reality and develop teaching practices likely to be applied in the studied corpus. Then, such practices were applied in workshops located in Curitiba and Ponta Grossa cities, in Paraná state. During the application, data was collected by the researcher's field notes. Then, we recorded chats about the workshops from an instant message software (msn messenger), and we took photographic records. Data analysis was performed by triangulation. The results showed the need to enhance continuing education courses for teachers and the production of national academic literature, such as articles, dissertations, theses and books that explore the theme of the cell phone and its functionality in educational spaces as an educational resource mediator in the practices of teaching Physics. They are available in the dissertation defended in 2012, and now are also systematized in this book, organized as a final product of research conducted by the Graduate Program in Science Education and Technology UTFPR, Campus Ponta Grossa-PR.