Effect of dark matter halo on global spiral modes in galaxies

Low surface brightness (LSB) galaxies form a major class of galaxies, and are characterized by low disc surface density and low star formation rate. These are known to be dominated by dark matter halo from the innermost regions. Here, we study the role of the dark matter halo on the grand-design, m = 2, spiral modes in a galactic disc by carrying out a global mode analysis in the WKB approximation. The Bohr-Sommerfeld quantization rule is used to determine how many discrete global spiral modes are permitted. First, a typical superthin, LSB galaxy UGC 7321 is studied by taking only the galactic disc, modelled as a fluid; and then the disc embedded in a dark matter halo. We find that both cases permit the existence of global spiral modes. This is in contrast to earlier results where the inclusion of dark matter halo was shown to nearly fully suppress local, swing-amplified spiral features. Although technically global modes are permitted in the fluid model as shown here, we argue that due to lack of tidal interactions, these are not triggered in LSB galaxies. For comparison, we carried out a similar analysis for the Galaxy, for which the dark matter halo does not dominate in the inner regions. We show that here too the dark matter halo has little effect, hence the disc embedded in a halo is also able to support global modes. The derived pattern speed of the global mode agrees fairly well with the observed value for the Galaxy.

O modelo atômico de Bohr e as abordagens para seu ensino na escola média

The teaching of modern and contemporary Physics subjects in high school is indispensable and it was already justified by several researchers. Among the subjects which must be taught, there is, for instance, Bohr atomics model. However, as it was noticed in literature review, many didactic materials do not deal with this model adequately, since that they do not take into account Bohr ideas, which involved Planck studies on black-body radiation, Einsten theory for photoelectric effect, Rutherford experiences and atomics model and the empiric results upon the spectrums of chemical elements emission. From that, it is extremely important teaching through approaches which potentialize the learning of the model proposed by Niels Bohr. On the other hand, teachers from high schools cannot have clearness about which approaches can be applied for teaching the mentioned model. Thus, it is presented some possibilities for teaching Bohr atomics model, with examples and justifications for the use of each one. Special treatment was attributed to the teaching from Science History and Philosophy, from the reading of scientific diffusion and original scientific texts, from analogies, from comic strips and from computer simulations.

The effect of gender context on children's social behaviour in a limited resources situation : an observational study

Knowing when to compete and when to cooperate to maximize opportunities for equal access to activities and materials in groups is critical to children's social and cognitive development. The present study examined the individual (gender, social competence) and contextual factors (gender context) that may determine why some children are more successful than others. One hundred and fifty-six children (M age=6.5 years) were divided into 39 groups of four and videotaped while engaged in a task that required them to cooperate in order to view cartoons. Children within all groups were unfamiliar to one another. Groups varied in gender composition (all girls, all boys, or mixed-sex) and social competence (high vs. low). Group composition by gender interaction effects were found. Girls were most successful at gaining viewing time in same-sex groups, and least successful in mixed-sex groups. Conversely, boys were least successful in same-sex groups and most successful in mixed-sex groups. Similar results were also found at the group level of analysis; however, the way in which the resources were distributed differed as a function of group type. Same-sex girl groups were inequitable but efficient whereas same-sex boy groups were more equitable than mixed groups but inefficient compared to same-sex girl groups. Social competence did not influence children's behavior. The findings from the present study highlight the effect of gender context on cooperation and competition and the relevance of adopting an unfamiliar peer paradigm when investigating children's social behavior.