Número de ramos na produção de figos verdes 'Roxo de Valinhos' no oeste do Paraná

O presente trabalho teve por objetivo verificar o efeito do número de ramos produtivos sobre o desenvolvimento e a produção de figos verdes 'Roxo de Valinhos'. O experimento foi conduzido com plantas de quatro anos de idade, em sistema de produção orgânica, espaçamento 2 x 3 m, de julho de 2007 a fevereiro de 2008, em Quatro Pontes-PR. Os tratamentos consistiram em plantas conduzidas com 6; 9; 12; 15; 18 e 21 ramos produtivos. Utilizou-se o delineamento experimental de blocos ao acaso, com quatro blocos e três plantas úteis por parcela. No sistema de produção orgânica, as maiores estimativas de produção e produtividade de figos verdes foram obtidas em plantas conduzidas com 21 ramos.

Sistema desponte na produção de figos verdes 'Roxo de Valinhos'

O objetivo deste trabalho foi estudar o efeito do sistema desponte sobre o desenvolvimento e a produção de figos verdes 'Roxo de Valinhos'. O experimento utilizando plantas de quatro anos de idade, com espaçamento 3 x 2m, foi conduzido de julho de 2007 a março de 2008, em Quatro Pontes, Paraná (PR). O delineamento utilizado foi em blocos ao acaso, com quatro blocos, e os tratamentos foram arranjados em fatorial 2 x 5, tomando por fatores o número de ramos produtivos (plantas conduzidas com seis ou 12 ramos) e o número de despontes (um, dois, três ou quatro, além do controle sem desponte). No sistema desponte, após a emissão da 16a folha, o ramo foi despontado (gema apical removida), selecionando-se duas brotações por ramo produtivo. Novos despontes foram realizados posteriormente, sempre após a emissão da sexta folha. em cada parcela, constituída de três plantas úteis, foram coletados dados no ciclo de produção 2007/08. A maior produção (2.208,87g planta-1) e produtividade estimada (3.681,19kg ha-1) observada de figos verdes foram obtidas quando as plantas foram conduzidas com 12 ramos produtivos, efetuando-se três despontes.

Interferência do hipoclorito de sódio na absorção de macro e micronutrientes nas culturas da soja e do feijão

The objective of this work was to evaluate the effect of the sodium hypochlorite application in different levels in the fresh and dry biomass and in the uptake of macronutrients and micronutrients in plants of soybean and bean. The experiments were carried at the greenhouse of the "Departamento de Recursos Naturais/Ciência do Solo, FCA/UNESP, Botucatu/SP", in columns of rigid PVC with capacity to 1.0 liter of soil. The experimental design used in each experiment was entirely randomized, with 4 replications. The treatments in each experiment were constituted of 5 doses of sodium hypochlorite (0.0, 0.5, 1.0, 2.0 and 4.0 L ha(-1)). The following parameters were evaluated: fresh and dry biomass, macro and micronutrients contents in the plants leaves. The levels of sodium hypochlorite did not reflect significantly on the fresh and dry biomass of soybean and bean. The soybean dry biomass presented significant difference among the level of sodium hypochlorite. Average contents of macro and micronutrients obtained in bean leaves were not affected by the levels of sodium hypochlorite. The sulphur contents in soybean leaves presented significant difference. The sodium hypochlorite did not affect negatively the macro and micronutrients contents in leaves of soybean and bean.

Interação de doses de calcário e zinco nas características morfológicas e nos componentes de produção da mamoneira

O objetivo deste trabalho foi avaliar a influência de doses de calcário e zinco e, a interação destes sobre o desenvolvimento da cultura da mamona. A hipótese deste trabalho é que o aumento de doses de calcário diminui a disponibilidade de zinco no solo para a planta. O experimento foi desenvolvido em estufa para cultivo protegido, sem controle de temperatura, em vasos com 17 dm³ de Latossolo Vermelho distrófico, textura média. O delineamento experimental foi em blocos casualizados, com quatro repetições. Os tratamentos foram arranjados num esquema fatorial 3 x 5, sendo os fatores: três saturações por bases (40, 60 e 80%) e cinco doses adicionadas de Zn (0,5; 1,0; 2,0; 4,0 e 8,0 mg dm-3 de solo). Apenas uma planta por vaso foi conduzida até 174 dias após emergência (maturidade fisiológica do racemo primário), quando foi avaliada a produção. Maiores doses de calcário resultaram em maior número de grãos por planta e MS dos grãos por planta. Houve interação V% e Zn na altura da planta, massa seca da raiz, comprimento da parte masculina e total do racemo. No entanto, nenhum destes incrementos refletiu em diferença significativa na massa de 100 grãos da mamoneira.

Flotação por ar dissolvido na clarificação de águas com baixa turbidez utilizando sulfato de alumínio e sementes de Moringa oleifera como coagulantes

This work aims to investigate the process of Dissolved air Flotation (DAF) for clarifying water samples with low turbidity using aluminum sulphate and Moringa oleifera seeds as coagulants. The experimental procedure was carried out in a bench scale flotation unit. The influences on the pre-treatment conditions (coagulant dosage and flocculation time) and flotation parameters (superficial application rate and recirculation rate) were evaluated considering the efficiency of the process. The efficiency was evaluated by determining the turbidity of the untreated and treated water samples. The results obtained showed that turbidity reduction can be obtained very efficiently by using DAF and the latter coagulant in low turbidity water. Using aluminum sulphate in pH´s 5.0 and 6.0 better efficiencies were obtained with low concentrations (15 mg/L), achieving values of 92% of turbidity reduction. In the case of use of Moringa oleifera better efficiencies of reduction of turbidity were reported when using a concentration of 50 mg/L in all range of pH´s, achieving 86% of reduction. The zeta potential was also determined, in an attempt to aid comprehension of the coagulation mechanisms involved. The coagulation mechanisms with Moringa oleifera seeds were shown to be adsorption and charge neutralization, as well as adsorption and bridging. Concerning aluminum sulphate, the predominant mechanisms are adsorption and charge neutralization and enmeshment in a precipitate. The results indicate that for low turbidity water, Moringa oleifera seeds could potentially be a viable substitute for aluminum sulphate

Administração experimental de esteróide anabólico androgênico e álcool causa alterações histológicas e morfométricas nos ovários e útero de ratas adultas

Abusive and indiscriminate use of androgenic anabolic steroid is an usual practice among youth and adults of both sex. Usually these substances were utilized simultaneously with others drugs, licit or not, that causes damage to health. The purpose of study was to evaluate the influence of experimental administration of nandrolone decanoate steroid (ND), associated or not to alcohol, in the ovaries and uterus of adult rats. Females with regular estrous cycle (n = 20), were distributed in the groups: a) control (physiological solution); b) ND (7.5 mg/kg BW; intraperitoneal); c) alcohol (0.2 mL/100g BW; oral); d) ND + AL. The teatments were realized by single dose per week, during twelve consecutive weeks. The ovaries of rats in the groups ND, AL and ND + AL presented intense follicular atresia and decrease in the number of antral follicles and corpora lutea. None treatment did affect ovarian weight, but uterine weight was increase (p<0.05) in the ND + AL group. There were alterations in the uterine histology and morphometry at function of each treatment. Isolated or simultaneous use of anabolic steroid and alcohol promotes ovarian and uterine toxicity in adult female rats.

Dificuldades no processo ensino aprendizagem de trigonometria por meio de atividades

This study analyses the difficulties that teachers of high school face in the process of the teaching of trigonometry through activities in a construtivist focus. It contains a review of some publications and dissertations related with the study of trigonometry elaborated in the last years by several authors. It resorts to the study of teaching engineering as an instrument used in the research. It also presents a set of activities which will serve as sample to other teachers of mathematics; and points ways for the overcome of the difficulties found

Aprendendo e ensinando o sistema de numeração decimal: uma contribuição à prática pedagógica do professor

The central question of the present study is to identify the epistemological knowledge that the teachers-trainees possess regarding the characteristics (properties) of the decimal numbering system; its purpose is to offer a contribution to the pedagogic practice of the teachers who work within the Basic Literacy Cycle, in terms of what concerns both the acquisition of contents and the development of the knowledge that helps them in the elaboration of adequate strategies to working with the Decimal Numbering System in the classroom. The study is based on the constructivist sociointeractionist approach to teaching Mathematics and it constitutes, in itself, a methodological intervention with the teachers-trainees engaged in the Professional Qualification Program in Basic Education of the Federal University of Rio Grande do Norte. The foundations of the study were found in investigations of researchers who had carried out studies on the construction of numerical writing, showing, for instance, that the construction process of ideas and procedures involved in groupings and changes to base 10 take a lot longer to be accomplished than one can imagine. A set of activities was then elaborated which could not only contribute to the acquisition of contents but that could also make the teachers-trainees reflect upon their teaching practices in the classroom so that in this way they will be able to elaborate more consistent didactic approaches, taking into consideration the previous knowledge of the students and also some obstacles that often appear along the way. Even when teachers have access to the most appropriate dicactic resources, the lack of knowledge of the content and of the real meaning of that content make the Decimal Numbering System, a subject of fundamental importance, be taught most times in a mechanical way. The analisys of the discussions and behaviours of the teachers-trainees during the activities reavealed that they made them reflect upon their current practices in the classroom and that, as a whole, the aims of each of the activities carried out with the teachers-trainers were reached

Uma análise dos questionamentos dos alunos nas aulas de números complexos

This work presents a contribution for the studies reffering to the use of the History of Mathematics focusing on the improvement of the Teaching and Learning Process. It considers that the History of Matematics, as a way of giving meaning to the discipline and improve the quality of the Teaching and Learning Process. This research focuses on the questions of the students, classified in three categories of whys: the chronological, the logical and the pedagogical ones. Therefore, it is investigated the teaching of the Complex Numbers, from the questions of the students of the Centro Federal de Educação Tecnológica do Rio Grande do Norte (Educational Institution of Professional and Technology Education from Rio Grande do Norte). The work has the following goals: To classify and to analyse the questions of the students about the Complex Numbers in the classes of second grade of the High School, and to collate with the pointed categories used by Jones; To disccus what are the possible guidings that teachers of Mathematics can give to these questions; To present the resources needed to give support to the teacher in all things involving the History of Mathematics. Finally, to present a bibliographic research, trying to reveal supporting material to the teacher, with contents that articulate the Teaching of Mathematics with the History of Mathematics. It was found that the questionings of the pupils reffers more to the pedagogical whys, and the didatic books little contemplate other aspects of the history and little say about the sprouting and the evolution of methods of calculations used by us as well

Questões objetivas sobre funções das provas de matemática do vestibular da UFRN dos anos de (2001 a 2008): um diagnóstico sobre os erros que os candidatos cometem

La dificultad que los alumnos encuentran en el aprendizaje de matemática viene siendo objeto de investigación por estudiosos en educación matemática, tanto en Brasil como en el exterior. El objetivo de este estudio consiste em investigar las dificuldades en el aprendizado sobre funciones matemáticas y la influencia de las concepciones alternativas a partir de los errores que los candidatos acerca de las cuestiones sobre funciones en la prueba objetiva de matemática del acceso a la universidad de los años de 2001 a 2008. Teniendo como cuestiones de estudio para alcanzar el objetivo propuesto: identificar la relevancia del tema funciones que son contemplados en las pruebas de acceso a la Universidad; asi como cuáles han sido los tipos de funciones más privilegiados y menos privilegiados; analizar si la contextualización de la pregunta y la presencia de elementos no textuales han influenciado en el aumento de tal dificultad; analizar si la representación semiótica agrega mayor exigencia a la pregunta; analizar respecto a la exigencia matemática de la pregunta; analizar lo que se refiere al desempeño de los candidatos para verificar cuál pregunta tuvo mejor desempeño y cuál el peor e identificar los errores más frecuentemente cometidos por los candidatos en esas pruebas. Las reflexiones de los estudiosos como: Radatz (1980), Cury (1994), Socas (1997), Borasi (1997), Franchi e Rincón (2004), Pochulu (2004) presentan las dificultades en el aprendizaje matemático, que aparecen a partir de los errores cometidos por los alumnos, quando estos errores reciben la influencia de las concepciones alternativas. El estudio que se presenta en esta disertación configura un análisis de los errores que los candidatos han cometido en las preguntas objetivas sobre el tema funciones de las pruebas de acceso a la Universidad de los años de 2001 a 2008, a partir de los relatorios de la Comissão Permanente do Vestibular COMPERVE/UFRN. Con la intención de alcanzar los objetivos propuestos para este estudio, fueran sido construidas categorías de análisis. Los resultados encontrados han sido: El tema funciones es el más frecuente entre los demás con (28,1%); el tipo de función priorizada durante esos años ha sido la función logarítmica con (24%); la contextualización de las preguntas exige una mayor comprensión por parte del candidato de lo que las situaciones directas; la caracterización semiótica posee elementos que estructuran esas preguntas que el educando debe saber asociar al texto; la exigencia matemática posibilitó analizar que el procedimiento medio ha sido el más requisitado; el desempeño de los candidatos ha sido en la mayoría bajo (50%); y los principales errores que ellos han cometido han sido de realizar traducciones incorrectas de las expresiones que aparecen en las situaciones-problema; utilizar todos los datos que aparezcan en el problema sin tomar en cuenta si el cálculo realizado responde a la pregunta solicitada; no interpretar coherentemente las informaciones del gráfico; decodificar incorrectamente los valores representados por literales en una recta numérica. Los resultados señalizan la necesidad de una revisión didáctico-metodológicas de la enseñanza de funciones a raíz de las cuales las dificultades en el aprendizaje se han presentado

As quatro operações básicas: uma compreensão dos procedimentos algorítmicos

The current research had as main objective to analyze the possibility of knowledge elaboration/re-elaboration about ideas and algorithmic procedures related to basic operations by pupils of the 6th degree fundamental teaching in a significant learning process. This way the study had as basis a methodological intervention developed in a 6th degree class of a Fundamental Teaching Municipal School in the city of João Pessoa, PB. The research had as central steps the application of pre-tests (1 and 2); the execution of semi-structured interviews with the pupils involved in the theme deep studies; the elaboration and development of teaching activities, having as referential the significant learning and the application of a pre-test. The data collected in the pre-tests (1 and 2) showed a low level of the pupils comprehension about the contents related to the four operations. The answers to the post-test questions were analyzed mainly from the qualitative point of view based on the mathematic concepts comprehension theory proposed by Skemp (1980) having as complementary subsidy data collected through interviews. The analysis of the results obtained in the post-test showed that the major part of pupils reached a relational comprehension about the ideas and algorithmic procedures related to addition, subtraction, multiplication, and division. Such results showed us that the application of a teaching methodology that privileges the content comprehension, considering the pupils previous knowledge and the reflection about the action along the activities proposed, made possible the elaboration or re-elaboration of knowledge by pupils regarding to contents adopted as theme for our research

Abordando as relações ctsa no ensino da química a partir das crenças e atitudes de licenciandos: uma experiência ormativa no Sertão Nordestino

Este estudio investigó las actitudes y creencias de los estudiantes universitarios en Ciencias Químicas por la Universidad de Río Grande do Norte (UERN) como un paso hacia la elaboración de una propuesta de material didáctico para el estudio de las relaciones CTSA en la licenciatura en química. Para el conocimiento de las actitudes y creencias fue utilizado dos instrumentos (Escala Likert y un cuestionario), que proporcionó un análisis dentro del nuevo paradigma de investigación (cuantitativa y cualitativa) en la Enseñanza de la Ciencia y Matemáticas. Los resultados mostraron que los estudiantes de licenciatura en química tienen creencias positivistas y que suelen son considerados por algunos como ingenuas, como la creencia en el modelo de decisión tecnocrática, la linealidad del desarrollo científico y tecnológico que lleva a el bienestar social y neutralidad de los conocimientos científicotecnológico. Basándose en estos datos y la literatura sobre el tema se elaboraron tres módulos de aprendizaje: a) Cuestionando la hegemonía del conocimiento técnico y científico, b) Las relaciones entre ciencia, tecnología, sociedad y medio ambiente - las relaciones CTSA c) Propuesta de temática para la enseñanza de la química en una perspectiva de CTSA: El Río Mossoró. Por último, el material producido se utilizó en dos cursos ocurridos en el Campus Central en el Centro de Educación Superior en São Miguel, ambos de UERN. Los participantes expresaron su aprobación al enfoque trajo de el experimento propuesto y de el caso de simulación contenidos en la propuesta de

Análise das provas objetivas de química dos vestibulares da UFRN de 1997 a 2010: uma caracterização a partir das mudanças

Las pruebas de vestibular, en los últimos años en el Brasil, han sido objeto de diversas investigaciones, considerando que ese proceso selectivo es una de las vias para ingresar en las universidades públicas y termina por influenciar la enseñanza en las escuelas. De esa forma, algunos vestibulares han pasado por cambios, de un simple proceso selectivo clasificatorio a un proceso fundamentado en reflexiones sociológica, pedagógica y crítica, lo que ha promovido cuestionamientos respecto del aprendizaje y de su papel en la escuela. Delante de esa realidad, la Universidad Federal de Rio Grande del Norte (UFRN) ha implementado cambios en sus vestibulares procurando una aproximación a las Orientaciones Curriculares Nacionales, como los PCNEM, los PCN+ y las OCEM. Siendo así, el objetivo de este estudio fue caracterizar el avance cualitativo en las pruebas de preguntas objetivas a partir de los cambios ocurridos en el vestibular de la UFRN en el periodo de 1997 a 2010, definiéndose las siguientes cuestiones de estudio: ¿Cuáles son los tipos de preguntas que caracterizan las pruebas objetivas de Química del vestibular? ¿Cuáles cuestiones presentan las mayores dificultades para los candidatos? ¿Cuáles son los contenidos conceptuales privilegiados? ¿En qué tipo de preguntas los candidatos presentan mayores índices de éxitos? ¿Qué diferencias pueden ser establecidas entre las preguntas antes y después del periodo que establece los cambios en el vestibular de la UFRN? Las discusiones teóricas del estudio están fundamentadas en las siguientes referencias: PCNEM (BRASIL, 1999), PCN+ (BRASIL, 2001), OCEM (BRASIL, 2006), Zabala (1999), Jiménez Aleixandre et al. (2003), Pozo (1999), Álvarez de Zayas (1992), Núñez (2009), Relatorios Comperve/UFRN (1997 a 2010), e en relación a las evaluaciones: Pasquali et al. (2003), Silva y Núñez (2008), Marín y Benarrouch (2009). Para el estudio fueran construidas las siguientes categorías que permitieran el análisis de las cuestiones: contextualización de la cuestión, temas conceptuales, problema, representación semiótica, cálculo matemático, pertinencia de la cuestión e índice de acierto. Los resultados muestran un avance cualitativo de las preguntas de Química, en los cuales se observa un modelo de prueba que prioriza el uso de verdaderos problemas, de situaciones contextualizadas, de pocos cálculos, dándose prioridad al razonamiento que implica la comprensión, la aplicación y la interpretación de los conocimientos conceptuales, todo lo que puede estimular una enseñanza más adecuada en relación a las exigencias actuales de la Educación en Química

Recorte dos produtos educacionais em história no ensino da matemática e em didática da matemática a partir das dissertações e teses defendidas no brasil entre 1990-2010

This work has the main purpose of conducting a survey of educational products present in dissertations and doctoral theses focused on the use of history in mathematics teaching and Didactics of mathematics with a French foundation produced in graduate programs in the strict sense of the Brazil between 1990 and 2010, the areas of Education, Mathematics Education, school of Natural Sciences and Mathematics and related areas, according to the research proposal of Mendes (2010). Our interest was to select the products that present concrete proposals for educational activities that can be used in the classroom of Basic Education and Training of Teachers of Mathematics. The research was implemented through a bibliographic study documents the Bank of dissertations and theses from CAPES, libraries and archives of some Postgraduate programs in the country who focus their studies on the subject object of this research, besides the Brazilian Digital Library Theses and Dissertations (BDBTD). From this survey we selected works that present educational products materialized in blocks of activities based on the use of teaching history of mathematics to the classroom as well as the sequence of activities based on the Teaching of Mathematics. In possession of material, produce a CD-ROM containing the selected activities, in order to help support the work of teachers regarding the use of these activities, as a supplementary material to textbooks in their math classes

Atividades estruturais de equações polinomiais numa abordagem histórica por meio de e-book

The present study investigates how the inter-relationship of the content of polynomial equations works with structured activities and with the history of mathematics through a sequence of activities presented in an e-book, so that the result of this research will proceed will result in a didactic and pedagogic proposal for the teaching of polynomial equations in a historical approach via the reported e-book. Therefore, we have considered in theoretical and methodological assumptions of the History of Mathematics, in structured activities and new technologies with an emphasis on e-book tool. We used as a methodological approach the qualitative research, as our research object adjusts to the objectives of this research mode. As methodological instruments, we used the e-book as a synthesis tool of the sequence of activities to be evaluated, while the questionnaires, semi-structured interviews and participant observation were designed to register and analyze the evaluation made by the research, participants in the structured activities. The processing and analysis of data collected though the questionnaires were organized, classified and quantified in summary tables to facilitate visualization, interpretation, understanding, and analysis of these data. As for participant observation was used to contribute to the qualitative analysis of the quantified data. The interviews were synthetically transcribed and qualitatively analyzed. The analysis ratified our research objectives and contributed to improve, approve and indicate the use of e-book for the teaching of polynomial equations. Thus, we consider that this educational product will bring significant contributions to the teaching of mathematical content, in Basic Education