RIEMANN ZETA ZEROS AND PRIME NUMBER SPECTRA IN QUANTUM FIELD THEORY

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Instrumentos de ensino de valor histórico e seu papel no ensino secundário no Brasil (1931-1961)

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Lorentz-violating effects in three-dimensional QED

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Nonperturbative aspects of the two-dimensional massive gauged Thirring model

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O ensino de física e a música: a experiência de um futuro professor frente o desafio de ensinar

Here we present an exploratory study on the subject of Physics and Music, discussing how this issue is addressed in two high schools belonging to state education network in Rio Claro – SP city. Initially, we conducted a critical analysis of the books that are used as the main tool to support the teacher in the classroom. Alert this analysis , it is possible to realize low-level content when we bring the topic into the classroom. Based in this analysis and an experimental class that was held as part of the course Teaching Practice and Supervised , the Bachelor's Degree in Physical Activity - UNESP Campus Rio Claro was an elaborate educational proposal related to Physics Teaching and Music with a thematic strategy different from the traditional approach , considering the use of experiments built with low cost (Ferreira and Ramos , 2008) materials , which can be an alternative to improve the teaching learning process student , because these experiments stimulate and provide a more dynamic and closer interaction with the objects class. We also seek to study, in greater depth , aspects of wave physics, discussing how a wave propagates in a string with its two fixed ends , which besides being a subject that is usually covered in books , is a phenomenon that is present in string instruments

O ensino de física nos primeiros anos da educação básica: possibilidades lúdicas e experimentais

We discuss in the work the importance of experiential activities for Physics Teaching in the first years at Elementary Education. For this we start from the experience provided by the Teaching Project Initiation under Pibid CAPES, linked to the Department of Education from the Institute of Biosciences and activities of the Graduate Diploma in Physics Supervised, at Rio Claro Campus, São Paulo State, in partnership with Basic Education schools of the city. Based on some patterns and studies on the Teaching of Science in Elementary Education and particularly in the Ferreira’s work with Instrumentation for Physics Teaching, Electrostatic was chosen as base theme. We opted for the use of didactic experiments that provided in its construction the utilization of low cost materials, easy access and portability. Teaching strategies were aimed at inserting experiential activities during Elementary School I (first and third years of elementary school), intending to rescue the trial of Physics Education and Science for Basic Education. These experimental teaching activities were analyzed in this paper from the perspective of playfulness. We argue that experimentation with recreational attributes when properly used provides the interaction of individuals with the knowledge of Physical Sciences

A noção de campo elétrico: reflexões de uma futura professora sobre o processo de ensino

This work offers an overview about didactic reflections in the introduction of the electrical field concept in Physics Teaching activities aimed to the High School by means of a teaching methodology based in a low cost experiment (FERREIRA E RAMOS, 2008). We analyzed the particular use of an experiment named electrostatic vector and its use in the teaching of the line force ideas, proposed by Faraday in 19th century. In the frame of this work we analyzed how this unconventional approach differs of the methodology generally presented in the didactic textbooks. We discussed that the use of low cost experiments, will not cause the student to learn, but the work of the teacher, offering an interaction between the student and the electrostatic vector, play an important role in the classroom

Dosimetria ambiental do gás 222Rn: um exemplo de estudo das águas da região de Presidente Prudente – SP e considerações sobre abordagem do tema através do Banco Internacional de Objetos Educacionais – BIOE

Over the years, the concern with the detection of the levels of radionuclides in the environment has increased, given that they are carcinogenic to the human respiratory system. Present in the air, waters, soil and building materials, among other substances, radionuclides are unknown by most of the population. In this paper, we present the radioactive gas 222Rn, predominant element among all others and one way of detecting it in an example study of the waters of the Presidente Prudente - SP, through the plastic detector called CR-39. Likewise, we realized the need to approach this issue more broadly in schools and even in higher education, since this field of modern physics and environmental physics usually appears only in master's and doctorate. Thus, we attempted to perform the didactic transposition schooluniversity, through the construction of an object Educational, OE, to be placed on the Bank for International Educational Objects - bioethanol and by developing this contribute to the knowledge and understanding of the importance of monitoring of radioactivity in a way accessible to the population as a whole

História do desenvolvimento do conceito de força: um estudo visando contribuições para o ensino de física no nível médio

This study presents the results of a study on the development of the concept of force and their possible applications in physics teaching. The historical study has focused on Aristotelian natural philosophy, medieval theories of strength in impressed and on classical Newtonian mechanics. The Newtonian concept of force was also an object lesson of physics analyzed in this study. In this lesson, conducted in a preuniversity course, spontaneous conceptions or alternative conceptions of students about the concept of force proved very entrenched, resulting in studies on the Model Change on Conceptual and epistemological obstacles in view Bachelardian. The theoretical frameworks adopted led us to trace parallels between spontaneous conceptions revealed by the students and some views about the concept of force found in the study of history. The results show that while some old conceptions have been replaced by scientifically Newtonian concept of force, they are still present in the students' ideas and resist to changes even after the study of Newton's laws. Like main result shows that the history of science can be a great ally for the deconstruction of alternative conceptions, particularly when these concepts were previously presented and overcome the course of history of the development of a concept

As atividades experimentais no ensino de física

This work was developed from a literature search in order to provide teachers of physics theoretical and methodological requirements for the use of experimentation in physics teaching, with the aim of contributing to the teaching practice of these teachers and, consequently, for improving teaching this discipline. Therefore, to deal in the course of this research, the goals and types of practical activities, new information and communication technologies that fit the experimental approaches and the role of the teacher in this context, specifying the variables that influence and relate with experimental activities. Studies are presented on the methodology and planning of experimental activities to draw attention to the teacher and the important issues relevant to the preparation of these activities as, for example, the proposed objectives and types of discourse and existing approaches for the conduct of practical activities. In this sense, the trend is highlighted for walks where the approach of practical activities, within the context of practices interactionist and are pointed out strengths and weaknesses of different types of activities presented. We also highlight aspects of the learning process associated with some theoretical reference that are on that subject, as Piaget, Vigotski and Ausubel, so that the teacher can apply the concepts in their theories worked in the practical lessons of physics

Reflexões sobre a prática pedagógica nas atividades de ensino: monitoria, no ensino médio em escola particular e estadual em Rio Claro

The difficulties related to physics teaching are related to methodology, that hinder learning, because some physical concepts beyond the common sense of most students. Just as poor training of some physics instructors in teaching is pedagogical difficulties. And also factors of infrastructure, heterogeneity in students' previous training etc.. It is proposed aim of this work to use reflection of teaching practice as a methodology. Practiced in a private school, mostly state and, in high school in Rio Claro. The method consists of preparing a daily pedagogical practice in parallel to the development of teaching, for analysis and identification of factors that result in improving the teaching of physics and physics teacher qualification

Efeitos da experimentação no cotidiano letivo no ensino médio

In this work, it was studied the effects of the experimentation in the physics teaching. Beginning from the theoretic reference and discussions, the objective was prove the efficiency of researches of this nature related to two main aspects of a class: The aroused interest in the students and the facilitating action on the understanding of the theory. For such objective, using the comparison, it was chosen two distinct classes, but the more similar possible, so that, in one of them, it was showed a tradition class, lectures and in another, a class using experimentation to contemplate the theory. To manage a way to rate these aspects, it was made a conceptual questionnaire, requiring only concepts rather than mathematics and equations, besides specific interviews to rate the opinion of the student related to each method. The observations in classes and of the reactions of the students also were of a big value to analysis. After the experimental class completed, it may analyze and conclude some positive points related to experimental methods: As for the opinion of the students, the approval was big, and the majority opined to this class as being “more interesting”. On the point of view of learning, it had a sensitive improvement of grades, but with more mature answers, deep and autonomous, if looking at a general vision

O ensino e a surpresa: experimentos surpreendentes e suas possibilidades no ensino de Física

Some experiments in Physics teaching have an amazing effect among the students, that is, generally be characterized by counteracting the initial expectations of students. This characteristic may contribute to the emergence of learning situations extremely promising. However, the privilege, by the teacher, the description of certain results shortens the involvement that the student could establish on teaching situations favor a more careful observation that can be done. We discuss in this paper, the that surprise may be manifested in the student on an experimental demonstration and its ability to mobilize the interest and curiosity of this student. We intend to observe the pedagogic value that represents the amazing effect such in situations of teaching and learning, particularly for the Teaching of Physics, as well as the possibilities for educational approaches.Through an extensive analysis of several authors who address about experimental learning activities, Epistemology of Science and Education, we found some results that lead us to understand some of the possibilities that the surprise element can propose. We describe a demonstration activity that we consider amazingly from our point of view and that was realized in a regular classroom in a of Rio Claro Public High School in the year of 2011

O uso de experimentos didáticos como ferramenta para o ensino de física nos anos iniciais da educação básica

When it comes to teaching physics in the early years of elementary school, the first question is: but there are opportunities to teach concepts to children of such complexity? This study sought to examine approaches and strategies to enter the Basic Education in Physics. To this end, we used low cost materials testing, taking as its starting point the work of Ferreira (1978) instrumentation for Teaching Physics, particularly with the theme electrostatics. The present study was made from the use of prototypes developed with the materials cited. Observations were made in the classroom looking for, from the records of teaching, analyzing the behavior of children and their arguments, possibilities for Physics Teaching this age group as well as some evidence of their cognitive development. In teaching discussions were held with students of the early years of elementary school involving conceptual and phenomenological aspects, adapting such knowledge at the level of logical and mathematical thinking that was still under development. The work shows that it is possible to work on electrostatic physical concepts with children belonging to the age group of nine to ten years. With the support of the group Pibid Physics city of Rio Claro, I realize my observations and practices at the Municipal School Marcelo Schmidt, which proved to be available and open for acceptance of this proposal

Estratégias de aplicação de softwares educativos como instrumentos para o ensino de física

The technological advances of recent decades combined with digital inc1usion in Brazil sparked the country's population to the constant use of computers to perform tasks in many different natures. Whether it's for communication, entertainment, work or school, computers are tools with increasing numbers in Brazilian homes. Along with this evolution the Brazilian Physics teaching should be aware of the use of teaching tools that relate directly to the computer to student learning. Highlighting in this work we have scanned the contents of the Wikipedia community, a wide variety of educational videos placed on YouTube, educational games that try to teach the player in a fun way and a variety educational softwares placed on the World Wide Web. It is with special attention to educational softwares as tools for teaching physics, which describe some strategies for use of these software, combined with the textbooks, to illustrate some ways to introduce the use of educational softwares directly in the classroom