953 resultados para Partículas sólidas
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
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The aim of this research consisted in the use of wastes from tropical wood (Cordia goeldiana) with low density and the polyurethane resin (mono and bicomponent) castor oil based in the manufacture of particleboards, generating subsidies as application in rural and civil construction, as well in the furniture industry. The particleboards were manufactured with 15% of polyurethane resin content (one part of pre-polymer and one part of polyol), compaction pressure of 4MPa, pressing temperature of 90 degrees C and press time of 7 minutes. The physical and mechanical properties investigated were density, moisture content, strength modulus in bending and internal bond, both obtained according to the recommendations of the Brazilian standard ABNT NBR 14810:2002. The mean values obtained for these properties were systematically superior to the Brazilian standard requirement. This point showed that it is possible the use of Cordia goeldiana wastes in the particleboard production. We confirmed the hypothesis of a significant linear relation between density and the internal bond of the panels, allowing the estimation of the internal bond of particleboards.
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Pós-graduação em Agronomia (Energia na Agricultura) - FCA
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
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Pós-graduação em Física - IFT
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Pós-graduação em Ensino de Física (mestrado profissional) - FCT
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This work presents a partial analysis of the implementation of a didactic sequence aimed at undergraduate students of quantum chemistry. The sequence develops on some fundamental concepts to understand the behavior of the objects particles and waves in the doubleslit experiment. The analysis is based on the didactic transposition theory, proposed by Yves Chevallard, which allows reflection upon the scientific knowledge reorganized to be used in teaching contexts. Our interest in this study lays on the dynamics of transposition of knowledge-to-be-taught into knowledge-taught, particularly the importance of making concepts more comprehensible. Results showed that the communication of knowledge by the students is presented with interruptions, gaps and colloquial language. The analysis allowed the identification of needs and possibilities of learning, as well as a turn in the teacher practice, through a dynamic process of action and reflection.