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.

Divertor map with freedom of geometry and safety factor profile

An explicit, area-preserving and integrable magnetic field line map for a single-null divertor tokamak is obtained using a trajectory integration method to represent equilibrium magnetic surfaces. The magnetic surfaces obtained from the map are capable of fitting different geometries with freely specified position of the X-point, by varying free model parameters. The safety factor profile of the map is independent of the geometric parameters and can also be chosen arbitrarily. The divertor integrable map is composed of a nonintegrable map that simulates the effect of external symmetry-breaking resonances, so as to generate a chaotic region near the separatrix passing through the X-point. The composed field line map is used to analyze escape patterns (the connection length distribution and magnetic footprints on the divertor plate) for two equilibrium configurations with different magnetic shear profiles at the plasma edge.

A study to demonstrate freedom of Trichinella spp. in domestic pigs in Switzerland

Trichinellosis is a food-borne zoonotic disease caused by the nematode Trichinella spp. Many omnivorous and carnivorous animal species can act as host for this parasite, including domestic pigs. To protect public health, it should be ensured that pork should not contain infective Trichinella larvae. Surveillance for Trichinella spp. can be done using direct (larval detection) and indirect (antibody detection) diagnostic techniques. The aim of this study was to demonstrate the absence of infection in Swiss domestic pigs. An ELISA was used as the initial screening test, and sera reacting in ELISA were further investigated using both a Western blot for serology and an artificial digestion test with 20 g of diaphragm tissue for larval detection. A total of 7412 adult pigs, 9973 finishing pigs and 2779 free-ranging pigs were tested. Samples from 17 (0.23%) adult pigs, 16 (0.16%) finishing pigs and nine (0.32%) free-ranging pigs were ELISA-positive, but all of these sera were subsequently negative by Western blot and by the artificial digestion method. Based on these findings, an absence of Trichinella infections in adult pigs (target prevalence 0.04%) and finishing pigs (target prevalence 0.03%) can be concluded. The results also demonstrated that the prevalence of Trichinella infections does not exceed 0.11% in free-ranging pigs, the group with the highest risk of exposure.

Design of an Advanced Platform for Citizen Participation Committed to Ensuring Freedom of Speech

This paper presents a proposal for an advanced system of debate in an environment of digital democracy which overcomes the limitations of existing systems. We have been especially careful in applying security procedures in telematic systems, for they are to offer citizens the guarantees that society demands. New functional tools have been included to ensure user authentication and to permit anonymous participation where the system is unable to disclose or even to know the identity of system users. The platform prevents participation by non-entitled persons who do not belong to the authorized group from giving their opinion. Furthermore, this proposal allows for verifying the proper function of the system, free of tampering or fraud intended to alter the conclusions or outcomes of participation. All these tools guarantee important aspects of both a social and technical nature, most importantly: freedom of expression, equality and auditability.

Teaching Planning of Forestry Engineering in Spain : origins and evolution

This paper addresses the historical evolution of, from its inception, to the present day, within the changing context of EHEA and linked to professional competences. The research methodology, although it is mainly a historical document review, expert opinions on university educational planning of university education of forestry engineering in Spain are also included. The results show the evolution of centralized planning, based on technical knowledge transmission to an approach based on competences (technical, contextual and behavioral) focusing on learning for improving employability.

A "Know-How vs. Know-What" Approach in the Teaching-Learning of Competences in Physical Chemistry

The methodological approach a teacher uses in the competence teaching-learning process determines the way students learn. Knowledge can be acquired from a series of perspectives, mainly: “know-what” (concept), where facts and descriptions of (natural or social) phenomena are pursued; “know-how” (procedure), where methods and procedures for their application are described; and “know-why” (competence), where general principles and laws that explain both the facts and their applications are sought. As all the three cases are interconnected, the boundaries between them are not fully clear and their application uses shared elements. In any case, the depth of student’s acquired competences will be directly affected by the teaching-learning perspective, traditionally aiming to a “know-why” approach for full competence acquisition. In this work, we discuss a suitable teaching-learning methodology for evaluating whether a “know-how”, “know-what” or combined approach seems better for enhancing competence learning in students. We exemplify the method using a selection of formative activities from the Physical Chemistry area in the Grades of Chemistry and Chemical Engineering.