Estimativa da poluição emitida pelos ônibus das linhas troncais da cidade de Uberlândia, MG

The transport of people and goods contributes to the deterioration of the environment in urban areas because of the generation of pollution, such as, air, noise, soil, water or visual degradation. The heavy vehicles that use diesel as fuel are mainly responsible for the emission of nitrogen oxides (NOx) and particulate matter (PM), contributing to participation of the transport sector in air pollution. In addition, there is emission of Greenhouse Gas (GHG) whose main component is carbon dioxide (CO2). In most major cities, public transportation is often considered as a less polluting alternative compared to the private vehicle, in view of the potential to reduce, per passenger, the emissions of GHG and air pollutants. The study area was the city of Uberlândia and the objects of study were the trunk lines of the Sistema Integrado de Transporte (SIT). The emissions of NOx, PM and CO2 were estimated through the bottom-up approach which used the route of each bus line and also fuel consumption obtained through simulation from the TSIS software. The software has some result limitations, there are no report about the emission of pollutants by bus, and it is not able to change specifications for the fuel used by the fleet. The results obtained through calculations of pollutants and GHG emission by the bottom-up approach show that the emission is higher when using fuel comsuption obtained in simulation than using distance. For the results considering fuel and distance there was a reduction in emissions comparing ethanol and diesel.

Fontes de matéria orgânica para a formulação de fertilizantes organominerais peletizados no desenvolvimento da cultura do sorgo

Organo-mineral fertilizers have been used to both meet plants’ nutritional needs and reduce producers’ reliance on mineral fertilizers. This practice improves both the use of nutrients by plants and the soil structure due to the organic matter in these fertilizers. This study aimed to determine the effect of organic matter sources in the composition of organomineral fertilizers and compare it to the effect of traditional mineral fertilizers when it comes to the initial development of sorghum. Research was carried out in a greenhouse at the Federal University of Uberlandia, in Uberlandia, Minas Gerais, Brazil. Sorghum seeds of grain-bearing simple hybrid 1G100 were used in the seeding process. The experiment followed a randomized complete block design in a 4 x 3 + 2 factorial arrangement. Factors included four levels (50, 75, 100 and 125% of 450 kg ha-1, which is the recommended dose for sorghum crops), three organic matter sources in the composition of the organomineral fertilizers (sewage sludge, filter cake, and peat), a control (100% mineral fertilizer), and an untreated check (no fertilizers). Each experimental plot consisted of four plants divided into two pots. Oxisol was used in all pots. Analyses were performed at 30 and 60 days after seeding (DAS) and targeted: plant height, stem diameter, chlorophyll A, chlorophyll B, and leaf area. After this period, plants were removed from the soil, and had their aerial parts isolated to be dried in an air-forced oven before measurement of their dry mass. Means of the organomineral fertilizers outperformed those of both control and untreated check plots in almost all variables at 30 DAS. The only exception was variable stem diameter, in which organomineral fertilizers outperformed untreated check plots only. Sorghum fertilized with organomineral fertilizers also showed positive results in the variables analyzed at 60 DAS: even with dose reduction, their means were similar to those found in control plots. Organomineral fertilizers had higher means in some variables, such as diameter and dry mass of the aerial part, than both control and untreated check plots. In the conditions set in this study and considering the variables herein reported, organomineral fertilizers can substitute mineral fertilizers in the initial development of sorghum, even with some dose reductions.

Horta escolar: temas geradores e os momentos pedagógicos no ensino de ciências

Science application has faced problems in the process of training and cognizant thinking subjects in their actions. Thus, this work is justified in order to reorganize the contents of this area of knowledge. Thus, the research entitled "Plantation School: generating themes and teaching moments in teaching of science" was developed with a group of 6th grade of elementary school, from the planting of vegetables in tires without usefulness, with purpose of building meanings and scientific concepts to students. This work was based on sociointeractionist perspective of Vygotsky (1996, 1998), education for thematic research Freire (1983, 1996) as well as in problem-solving situations identified by the methodology of Pedagogical Moments Delizoicov and Angoti (1992; 2002 ) which together corroborated for the construction of a proposed teaching and learning, curriculum reorganization and significance of scientific concepts. Thus, the project breaks in practice with the linearity of the contents, to develop and analyze themes mediated by pedagogical moments, in order to ascertain the contribution of this methodological resource for the teacher's work, with regard to the understanding of scientific concepts by students. Thus, lesson plans were built based on the study situation "Horta School" and Themes Generators "human interaction with the environment", "photosynthesis", "Ecology and Nutrition of living beings", culminating in the work proposal developed in the classroom. From these themes, the contents were worked through pedagogical moments, which are organized into three stages: questioning, organization / systematization of knowledge and application / contextualization of knowledge. Thus, within each Theme Generator activities were planned which resulted in the involvement of students in learning scientific concepts, such as the issue of sustainability, environmental pollution, nutrition of living beings and the decomposition of organic matter. This work led and motivated student participation in Themes generators, and allows greater interaction between teacher-student and student among his peers, through dialogism established in the classroom, which promoted a more meaningful learning for students.