Future Brazilian teachers imaginaries about physics teaching in adults education

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

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].

Physics teachers initial education and professional performance: what do future teachers have to say?

This research deals with the discussion about Physics teachers’ undergraduate education and professional performance related to the knowledge acquired during this initial education. More specifically, we try to answer questions like: How do future teachers evaluate the knowledge acquired during their initial education as in terms of specific knowledge as pedagogical knowledge? What are their formative needs and future expectatives about professional performance and the school teaching environment? Data was constituted from a sample of 26 future high school physics teachers, one semester long, that were taking the supervised curricular training in a undergraduate Physics education program (called Licenciatura in Brazil), in São Paulo State public university. Besides the final report of this training, future teachers were asked to answer a questionnaire aiming to take their conceptions about their initial education program, their formative needs, future professional expectatives and high school teaching environment. According to the future teachers, the program they were about to finish was satisfactory in terms of Physics specific contents; however, about the pedagogical content knowledge and the pedagogical practice, they showed to be unsatisfied and insecure. The majority of the questionnaire responses demonstrated that they feel lack of teaching experience. Moreover, teachers emphasize other factors related to the future professional performance: possible difficulties to deal with students’ indiscipline, schools’ bad physical structure, limited number of Physics classes in high school level, lack of didactical laboratories and also they seem to be frightened that the expertise teachers do not be collaborative with the new ones. In this sense, the research outcomes shows the necessity of discussions about questions involving teachers knowledge, related to either, the Physics conceptual domain and the pedagogical one, since it matters directly to future teachers professional performance. Discussions in this sense can also help evaluation and restructuration of programs designed to initial and continuous teachers’ education.

Measurement of the e + e - pi + pi - cross section using initial state radiation at BESIII

The future goal of modern physics is the discovery of physics beyond the Standard Model. One of the most significant hints for New Physics can be seen in the anomalous magnetic moment of the muon - one of the most precise measured variables in modern physics and the main motivation of this work. This variable is associated with the coupling of the muon, an elementary particle, to an external electromagnetic field and is defined as a = (g - 2)/2, whereas g is the gyromagnetic factor of the muon. The muon anomaly has been measured with a relative accuracy of 0.5·10-6. However, a difference between the direct measurement and the Standard Model prediction of 3.6 standard deviations can be observed. This could be a hint for the existence of New Physics. Unfortunately, it is, yet, not significant enough to claim an observation and, thus, more precise measurements and calculations have to be performed.rnThe muon anomaly has three contributions, whereas the ones from quantum electrodynamics and weak interaction can be determined from perturbative calculations. This cannot be done in case of the hadronic contributions at low energies. The leading order contribution - the hadronic vacuum polarization - can be computed via a dispersion integral, which needs as input hadronic cross section measurements from electron-positron annihilations. Hence, it is essential for a precise prediction of the muon anomaly to measure these hadronic cross sections, σ(e+e-→hadrons), with high accuracy. With a contribution of more than 70%, the final state containing two charged pions is the most important one in this context.rnIn this thesis, a new measurement of the σ(e+e-→π+π-) cross section and the pion form factor is performed with an accuracy of 0.9% in the dominant ρ(770) resonance region between 600 and rn900 MeV at the BESIII experiment. The two-pion contribution to the leading-order (LO) hadronic vacuum polarization contribution to (g - 2) from the BESIII result, obtained in this work, is computed to be a(ππ,LO,600-900 MeV) = (368.2±2.5stat±3.3sys)·10-10. With the result presented in this thesis, we make an important contribution on the way to solve the (g - 2) puzzle.

Conceptions and expectations of mentoring relationships in a teacher education reform context

Peer reviewed

Conceptions and expectations of mentoring relationships in a teacher education reform context

Peer reviewed

The importance of environment for teacher professional learning in Malta and Scotland

Peer reviewed

Can we make a Bohmian electron reach the speed of light, at least for one instant?

In Bohmian mechanics, a version of quantum mechanics that ascribes world lines to electrons, we can meaningfully ask about an electron's instantaneous speed relative to a given inertial frame. Interestingly, according to the relativistic version of Bohmian mechanics using the Dirac equation, a massive particle's speed is less than or equal to the speed of light, but not necessarily less. That is, there are situations in which the particle actually reaches the speed of light-a very nonclassical behavior. That leads us to the question of whether such situations can be arranged experimentally. We prove a theorem, Theorem 5, implying that for generic initial wave functions the probability that the particle ever reaches the speed of light, even if at only one point in time, is zero. We conclude that the answer to the question is no. Since a trajectory reaches the speed of light whenever the quantum probability current (psi) over bar gamma(mu)psi is a lightlike 4-vector, our analysis concerns the current vector field of a generic wave function and may thus be of interest also independently of Bohmian mechanics. The fact that the current is never spacelike has been used to argue against the possibility of faster-than-light tunneling through a barrier, a somewhat similar question. Theorem 5, as well as a more general version provided by Theorem 6, are also interesting in their own right. They concern a certain property of a function psi : R(4) -> C(4) that is crucial to the question of reaching the speed of light, namely being transverse to a certain submanifold of C(4) along a given compact subset of space-time. While it follows from the known transversality theorem of differential topology that this property is generic among smooth functions psi : R(4) -> C(4), Theorem 5 asserts that it is also generic among smooth solutions of the Dirac equation. (C) 2010 American Institute of Physics. [doi:10.1063/1.3520529]

Autocatalysis in the open circuit interaction of alcohol molecules with oxidized Pt surfaces

We studied the open circuit interaction of methanol and ethanol with oxidized platinum electrodes using in situ infrared spectroscopy. For methanol, it was found that formic acid is the main species formed in the initial region of the transient and that the steep decrease of the open circuit potential coincides with an explosive increase in the CO(2) production, which is followed by an increase in the coverage of adsorbed CO. For ethanol, acetaldehyde was the main product detected and only traces of dissolved CO(2) and adsorbed CO were found after the steep potential decay. In both cases, the transients were interpreted in terms of (a) the emergence of sub-surface oxygen in the beginning of the transient, where the oxide content is high, and (b) the autocatalytic production of free platinum sites for lower oxide content during the steep decay of the open circuit potential.

Electrochemical and spectroscopic studies of ethanol oxidation on Pt stepped surfaces modified by tin adatoms

Ethanol oxidation on platinum stepped surfaces vicinal to the (111) pole modified by tin has been studied to determine the role of this adatom in the oxidation mechanism. Tin has been slowly deposited so that the initial stages of the deposition take place on the step, and deposition on the terrace only occurs when the step has been completely decorated. Voltammetric and chronoamperometric experiments demonstrate that tin on the step catalyzes the oxidation. The maximum enhancement is found when the step is completely decorated by tin. FTIR experiments using normal and isotopically labeled ethanol have been used to elucidate the effect of the tin adatoms in the mechanism. The obtained results indicate that the role of tin is double: (i) when the surface has sites capable of breaking the C-C bond of the molecule, that is, when the step sites are not completely covered by tin, it promotes the oxidation of CO formed from the molecular fragments to CO(2) through a bifunctional mechanism and (ii) it catalyzes the oxidation of ethanol to acetic acid.

Characterization of turbulent jets from high-aspect-ratio rectangular nozzles

Turbulent free jets issuing from rectangular slots with various high aspect ratios (15-120) are characterized. The centerline mean and rms velocities are measured using hot-wire anemometry over a downstream distance of up to 160 slot heights at a slot-height-based Reynolds number of 10000. Experimental results suggest that a rectangular jet with sufficiently high aspect ratio (> 15) may be distinguished between three flow zones: an initial quasi-plane-jet zone, a transition zone, and a final quasi-axisymmetric-jet zone. In the quasi-plane-jet zone, the turbulent velocity field is statistically similar, but not identical, to those of a plane jet. (c) 2005 American Institute of Physics.

Educational characteristics of students with high or low self-concept

In response to methodological concerns associated with previous research into the educational characteristics of students with high or low self-concept, the topic was re-examined using a significantly more representative sample and a contemporary self-concept measure. From an initial screening of 515 preadolescent, coeducational students in 18 schools, students significantly high or low in self-concept were compared using standardized tests in reading, spelling, and mathematics, and teacher interviews to determine students' academic and nonacademic characteristics. The teachers were not informed of the self-concept status of the students. Compared to students with low self-concept, students with high self-concept were rated by teachers as being more popular, cooperative, and persistent in class, showed greater leadership, were lower in anxiety, had more supportive families, and had higher teacher expectations for their future success. Teachers observed that students with low self-concept were quiet and withdrawn, while peers with high self-concept were talkative and more dominating with peers. Students with lower self-concepts were also lower than their peers in reading, spelling, and mathematical abilities. The findings support the notion that there is an interactive relationship between self-concept and achievement. (C) 1998 John Wiley & Sons, Inc.

The fornax spectroscopic survey: the number of unresolved compact galaxies

We describe a sample of 13 bright (18.5 < B-J < 20.1), compact galaxies at low redshift (0.05 < z < 0.21) behind the Fornax Cluster. These galaxies are unresolved on UK Schmidt sky survey plates, and so they would be missing from most galaxy catalogs compiled from this material. The objects were found during initial observations of The Fornax Spectroscopic Survey. This project is using the Two-degree Field spectrograph on the Anglo-Australian Telescope to obtain spectra for a complete sample of all 14,000 objects, stellar and nonstellar, with 16.5 < B-J < 19.7, in a 12 deg(2) area centered on the Fornax Cluster of galaxies. The surface density of compact galaxies with magnitudes 16.5 < B-J < 19.7 is 7 +/- 3 deg(-2), representing 2.8% +/- 1.6% of all local (z < 0.2) galaxies to this limit. There are 12 +/- 3 deg(-2) with 16.5 < B-J < 20.2. They are luminous (-21.5 < M-B < -18.0, for H-o = 50 km s(-1) Mpc(-1)), and most have strong emission lines (H alpha equivalent widths of 40-200 Angstrom) and small sizes typical of luminous H II galaxies and compact narrow emission line galaxies. Four out of 13 have red colors and early-type spectra, and so they are unlikely to have been detected in any previous surveys.

QUADRANT-SEARCHING: A NEW TECHNIQUE TO REDUCE THE SEARCH SPACE OF THE INVERSE PROBLEM OF EIT USING BEM TO THE DIRECT PROBLEM

The image reconstruction using the EIT (Electrical Impedance Tomography) technique is a nonlinear and ill-posed inverse problem which demands a powerful direct or iterative method. A typical approach for solving the problem is to minimize an error functional using an iterative method. In this case, an initial solution close enough to the global minimum is mandatory to ensure the convergence to the correct minimum in an appropriate time interval. The aim of this paper is to present a new, simple and low cost technique (quadrant-searching) to reduce the search space and consequently to obtain an initial solution of the inverse problem of EIT. This technique calculates the error functional for four different contrast distributions placing a large prospective inclusion in the four quadrants of the domain. Comparing the four values of the error functional it is possible to get conclusions about the internal electric contrast. For this purpose, initially we performed tests to assess the accuracy of the BEM (Boundary Element Method) when applied to the direct problem of the EIT and to verify the behavior of error functional surface in the search space. Finally, numerical tests have been performed to verify the new technique.

The Tausk controversy on the foundations of quantum mechanics: Physics, philosophy, and politics

In 1966 the Brazilian physicist Klaus Tausk (b. 1927) circulated a preprint from the International Centre for Theoretical Physics in Trieste, Italy, criticizing Adriana Daneri, Angelo Loinger, and Giovanni Maria Prosperi`s theory of 1962 on the measurement problem in quantum mechanics. A heated controversy ensued between two opposing camps within the orthodox interpretation of quantum theory, represented by Leon Rosenfeld and Eugene P. Wigner. The controversy went well beyond the strictly scientific issues, however, reflecting philosophical and political commitments within the context of the Cold War, the relationship between science in developed and Third World countries, the importance of social skills, and personal idiosyncrasies.