The Didactic Transposition of the Photoelectric Effect in High School Brazilian Physics Textbooks

É notório que o livro didático desempenha um papel fundamental na prática pedagógica da maioria dos professores de Física constituindo importante fonte de referência para professores e estudantes. Ao mesmo tempo representa a memória impressa das demandas e paradigmas de ensino, e procura atender às exigências prescritas na legislação e diretrizes, de uma determinada localidade e período. Atualmente, a inserção de Física Moderna e Contemporânea no currículo do Ensino Médio brasileiro está entre as prioridades, preconizando, entre. outros, o ensino do efeito fotoelétrico, em função da relevância do fenômeno ao corroborar a interpretação corpuscular da natureza da luz, e o consequente laureio de Albert Einstein com o Prêmio Nobel. Estudos realizados apontam que muitos dos livros didáticos apresentam a história do efeito fotoelétrico de maneira superficial ou errônea, e expõem incorretamente a função trabalho e o conceito de fóton (Klassen, 2011). Tendo em vista o exposto, objetivamos analisar como ocorre a apresentação do efeito fotoelétrico especificamente em dez coleções didáticas brasileiras aprovadas pelo Programa Nacional do Livro Didático do Ensino Médio 2012 do governo federal, tendo como aporte teórico as considerações de Yves Chevallard (Brockington e Pietrocola, 2005). Procuramos resposta para a seguinte pergunta: Quais são as transposições ocorridas na apresentação do efeito fotoelétrico (saber sábio) para se tornar o saber a ensinar em materiais escolares? Nossa análise centrou-se no processo de descontextualização, entendido como o processo pelo qual o saber sábio passa para que seja ensinável, sendo necessário que seja arrancado de seu contexto original, ou seja, o seu processo histórico.

Interactive simulations to physics teaching: a case study in brazilian high school

This paper presents the results of a study that investigated the use of simulators to improve physics teaching. The study population consisted of eight classes totaling 205 second year high school students from Brazilian public school. The research methodology adopted compares the average performance of students on tests conducted in the classroom to performance on tests conducted in the laboratory using computer simulators. The results obtained showed that students’ performance on tests improved after the use of simulators. It was found that the students had more homogeneous test results when using the simulator.

A diversidade de interpretações como fator constituinte da formação docente: leitura e observação

Neste artigo apresentamos a análise de interpretações de estudantes em trabalhos desenvolvidos em duas disciplinas de cursos de Licenciatura em Física, nas quais realizamos atividades bastante distintas, uma envolvendo a leitura e outra a observação pelos licenciandos. Buscamos compreender falas escritas pelos estudantes como parte dessas atividades, e procuramos evidenciar a diversidade de interpretações e a relevância desse trabalho para a formação inicial. O apoio teórico em que nos sustentamos foi a análise de discurso na vertente originada na França por Michel Pêcheux. A consideração da não transparência da linguagem, e as noções de condições de produção, memória discursiva e repetição, bem como alguns aportes sobre possíveis papéis da observação na construção científica, contribuíram para a compreensão de discursos escritos pelos estudantes. Mostramos a diversidade de interpretações dos licenciados: ao opinarem sobre a possibilidade ou não de se trabalhar a física moderna e contemporânea no ensino médio, depois de lerem um texto envolvendo esse tema, e ao redigirem um texto sobre a observação na pesquisa científica.

Grupo de estudo/discussão como estratégia formadora de autonomia docente em professores de física

This work is intended to promote a reflection about the forms of work in groups for continuous training of teachers. Based on the hypothesis that the groups of study / discussion of specific topics in physics can have very effects significant and recommended by the literature, we based on the propositions of the educator José Contreras Domingo about autonomy of teachers and we does a report of an experience with group of continuing education in which they succeeded in developing the characteristics of autonomy of teachers in a job with physics teachers who participate in a group of study / discussion of topics of Modern and Contemporary Physics. In this way presents arguments relating the autonomy of teachers with the teacher continuing education and presents the report of a group of training teachers of physics who works along these lines.

Física Moderna no Ensino Médio: um experimento para abordar o efeito fotoelétrico

Considering the importance of the inclusion of Modern and Contemporary Physics in the curriculum of Physics in High School, it is proposed in this work an experimental activity, made with low- cost materials, which presents the photoelectric effect. This activity can be used articulating this phenomenon with some technological applications experienced by the students in their daily lives. When working the experiment, the teacher can encourage students to investigate what happens during its execution and, through questions, get them to express their ideas in the previous attempt to explain its operation. This articulation linked to social interaction in the classroom can arouse the students’curiosity and motivation of students to learn the subject taught in classroom.

Interpretando la estrutura curricular de programas brasileños de licenciatura en Física, a partir de una perspectiva epistemológica de la Didáctica de la Física

This study aims to contribute to understanding the complexity related to the definition and practice of "Didactics of Physics" in initial physics teachers training. We intend to make evident how is understood the Didactics of Physics in curricular organizations, since an "observation" from a perspective based on an analysis of theoretical frameworks of Science Teaching, according to which "Didactics of Physics" is an articulating axis between different disciplines and constitutes the knowledge body to be taught in order to teachers learn to teach physics. For that, we used techniques of documentary analysis, constituting a text from a systematic search of information about Physics teachers’ initial education programs, looking for criteria justifying their organizations and contents of disciplines that aim to contribute to the training for teaching, in a study carried out during 2011. We found on these curricular organizations the presence of disciplines in fields such as: Exact Sciences, Humanities, Social Sciences and Teaching Practice, which indicates a consideration of interdisciplinary training which must receive the future teacher. However, without being consistent with Science Education' epistemology, requesting the integration of interdisciplinary knowledge to solve problems related to teach physics in high school, with some exceptions in the preparation for the subject "traineeship" or training for "Didactic transposition", but since different interpretations.

Scaling in few-body nuclear physics

The nuclear matter calculations with realistic nucleon-nucleon potentials present a general scaling between the nucleon-nucleus binding energy, the corresponding saturation density, and the triton binding energy. The Thomas-Efimov three-body effect implies in correlations among low-energy few-body and many-body observables. It is also well known that, by varying the short-range repulsion, keeping the two-nucleon information (deuteron and scattering) fixed, the four-nucleon and three-nucleon binding energies lie on a very narrow band known as a Tjon line. By looking for a universal scaling function connecting the proper scales of the few-body system with those of the many-body system, we suggest that the general nucleus-nucleon scaling mechanism is a manifestation of a universal few-body effect.

Renormalization in few-body nuclear physics

Renormalized fixed-point Hamiltonians are formulated for systems described by interactions that originally contain point-like singularities (as the Dirac-delta and/or its derivatives). They express the renormalization group invariance of quantum mechanics. The present approach for the renormalization scheme relies on a subtracted T-matrix equation.

Diurnal variation in oral temperature, sleepiness and performance of high school girls

Evaluation of rhythmic fluctuations cf physical and mental variables should be of special significance for the understanding of students' performance and setting the schedules of school activities. The present study investigated the pattern of diurnal variation in oral temperature, sleepiness and performance of a group of adolescents undergoing a daytime school schedule. Eighteen girls (mean age 16 years-old), who attended the same class from 0715h to 1645h, were tested on seven days. They measured their oral temperature, quantified their sleepiness level by means of a visual analogue scale, and completed the following tests: letter cancellation test, addition test, and a simple motor task. One-way ANOVA statistics for repeated measures was used in order to verify the effect of test time on oral temperature,sleepiness and performance. Possible correlations between the level of sleepiness and performance were investigated by means of Spearman rank correlation. The results revealed significant time of day effect cn all variables, except for the number of addition errors. Oral temperature values showed an increase from morning to afternoon. Letter cancellation, motor task and addition scores increased from early morning to late afternoon, showing rapid fluctuations throughout the day. Sleepiness level was negatively correlated with letter cancellation scores during the first three tests of the day. In agreement with other work, the diurnal variation of oral temperature, letter cancellation and addition test showed an improvement as the day progressed. Sleepiness, on the other hand, decreased throughout the day, with the highest level associated with the first test of the day, suggesting a circadian pattern of variation rather than a cumulative effect due to school activities.

Search for new physics in events with opposite-sign leptons, jets, and missing transverse energy in pp collisions at s=7 TeV

A search is presented for physics beyond the standard model (BSM) in final states with a pair of opposite-sign isolated leptons accompanied by jets and missing transverse energy. The search uses LHC data recorded at a center-of-mass energy s=7 TeV with the CMS detector, corresponding to an integrated luminosity of approximately 5 fb-1. Two complementary search strategies are employed. The first probes models with a specific dilepton production mechanism that leads to a characteristic kinematic edge in the dilepton mass distribution. The second strategy probes models of dilepton production with heavy, colored objects that decay to final states including invisible particles, leading to very large hadronic activity and missing transverse energy. No evidence for an event yield in excess of the standard model expectations is found. Upper limits on the BSM contributions to the signal regions are deduced from the results, which are used to exclude a region of the parameter space of the constrained minimal supersymmetric extension of the standard model. Additional information related to detector efficiencies and response is provided to allow testing specific models of BSM physics not considered in this Letter. © 2012 CERN.

Particle Physics in the teaching practice of the participants of the School of Physics CERN

A atualização dos currículos escolares e, em especial, a inserção de assuntos de física moderna e contemporânea já foram defendidos com justificativas satisfatórias, tanto por professores em atividade escolar como por pesquisadores da área de ensino de física. Entre os assuntos que deveriam ser discutidos encontramos a Física das Partículas Elementares. O ensino deste tópico é justificado pelo fato dele permitir a discussão: a) de uma nova visão de mundo; b) de uma visão mais adequada da ciência; c) da reinterpretação da Física Clássica; d) da dinâmica da Ciência e seu desenvolvimento; e) da contribuição dos diversos cientistas; f) do papel da experimentação; g) do investimento financeiro e cooperativo de diversos países e pesquisadores. No entanto, para que a inserção de assuntos de física moderna e contemporânea ocorra de maneira eficiente é necessária a atualização dos professores que já estão em docência escolar, bem como uma formação adequada daqueles que estão em processo de formação inicial. Neste sentido, desde 2010 a Sociedade Brasileira de Física realiza anualmente a Escola de Física do CERN, na qual participam professores brasileiros de física de escolas públicas do Ensino Médio. Nesta escola são desenvolvidas aulas sobre física de partículas, sessões experimentais e visitas aos laboratórios do CERN. Perante isso, investigamos como os professores participantes da Escola de Física do CERN abordam a física de partículas em suas aulas após participarem dela.

Isosinglet neutral heavy lepton production in high energy e-γ collisions

We evaluate the potential for searching for isosinglet neutral heavy leptons (N), such as right-handed neutrinos, in the next generation of e+e- linear colliders, paying special attention to contributions from the reaction γe→WN initiated by photons from beamstrahlung and laser back-scattering. We find that these mechanisms are both competitive and complementary to the standard e+e-→vN annihilation process for producing neutral heavy leptons in these machines and greatly extends the search range over HERA and LEP200.

Pedagogical practices carried out during an in-service teachers education project: approaching history and philosophy of science to physics teaching

We report here part of a research project developed by the Science Education Research Group, titled: "Teachers’ Pedagogical Practices and formative processes in Science and Mathematics Education" which main goal is the development of coordinated research that can generate a set of subsidies for a reflection on the processes of teacher training in Sciences and Mathematics Education. One of the objectives was to develop continuing education activities with Physics teachers, using the History and Philosophy of Science as conductors of the discussions and focus of teaching experiences carried out by them in the classroom. From data collected through a survey among local Science, Physics, Chemistry, Biology and Mathematics teachers in Bauru, a São Paulo State city, we developed a continuing education proposal titled “The History and Philosophy of Science in the Physics teachers’ pedagogical practice”, lasting 40 hours of lessons. We followed the performance of five teachers who participated in activities during the 2008 first semester and were teaching Physics at High School level. They designed proposals for short courses, taking into consideration aspects of History and Philosophy of Science and students’ alternative conceptions. Short courses were applied in real classrooms situations and accompanied by reflection meetings. This is a qualitative research, and treatment of data collected was based on content analysis, according to Bardin [1].

Presence of autoantibodies against HeLa small nuclear ribonucleoproteins in chagasic and non-chagasic cardiac patients

We detected anti-human small nuclear ribonucleoprotein (snRNP) autoantibodies in chagasic patients by different immunological methods using HeLa snRNPs. ELISA with Trypanosoma cruzi total lysate antigen or HeLa human U small nuclear ribonucleoproteins (UsnRNPs) followed by incubation with sera from chronic chagasic and non-chagasic cardiac patients was used to screen and compare serum reactivity. Western blot analysis using a T. cruzi total cell extract was also performed in order to select some sera for Western blot and immunoprecipitation assays with HeLa nuclear extract. ELISA showed that 73 and 95% of chronic chagasic sera reacted with HeLa UsnRNPs and T. cruzi antigens, respectively. The Western blot assay demonstrated that non-chagasic cardiac sera reacted with high molecular weight proteins present in T. cruzi total extract, probably explaining the 31% reactivity found by ELISA. However, these sera reacted weakly with HeLa UsnRNPs, in contrast to the chagasic sera, which showed autoantibodies with human Sm (from Stefanie Smith, the first patient in whom this activity was identified) proteins (B/B', D1, D2, D3, E, F, and G UsnRNP). Immunoprecipitation reactions using HeLa nuclear extracts confirmed the reactivity of chagasic sera and human UsnRNA/RNPs, while the other sera reacted weakly only with U1snRNP. These findings agree with previously reported data, thus supporting the idea of the presence of autoimmune antibodies in chagasic patients. Interestingly, non-chagasic cardiac sera also showed reactivity with T. cruzi antigen and HeLa UsnRNPs, which suggests that individuals with heart disease of unknown etiology may develop autoimmune antibodies at any time. The detection of UsnRNP autoantibodies in chagasic patients might contribute to our understanding of how they develop upon initial T. cruzi infection.