Navegando por Data de Publicação, começando com "2010-04-08"

Filtrar resultados por ano ou mês

Agora exibindo 1 - 4 de 4

Estudo e desenvolvimento de blendas ternárias biodegradáveis a partir de poli(ácido lático), poli(álcool vinílico) e quitosana
(Universidade Federal de São Carlos, 2010-04-08) Grande, Rafael; Pessan, Luiz Antonio; https://lattes.cnpq.br/8276650236213537; https://lattes.cnpq.br/2232805898804829
The present study examined the use of poly(vinyl alcohol) as a compatibilizing agent between chitosan and PLA and as a diluent for chitosan in an approach where a dispersion chitosan in PVA produced by solution blending these materials are added to PLA in an melting procedure. We investigate ternary mixtures of PLA / PVA / chitosan system both the PVA / chitosan and the blends of PLA / PVA / Chitosan studied here were plasticized with glycerol to reduce the melting point of PVA and chitosan. The ternary blends were processed in a Haake rheometer at 140 °C with rotation of 80rpm. Measurements of FTIR, DSC, DMA were performed to verify the degree of mixing and characterize these compounds. It was observed that the presence of the blend PVA / Chitosan PLA results in changes in the crystallization upon heating and the presence of two valleys fusion indicating immiscibility of the system. The morphology of the blends was evaluated by scanning electron microscopy. The positive results of this processing method is innovative and represents a major advance in the study of polymer blends from natural polymers processed by melt processing. However, the biggest loss in mechanical properties observed in the ternary blends as well as the darkening of the dispersed phase during drying, suggest that the presence of solvent waste are sufficient to promote matrix degradation during processing.
Um ambiente virtual de aprendizagem para o ensino médio sobre tópicos de geometria analítica plana
(Universidade Federal de São Carlos, 2010-04-08) Cunha, Mário César; Caetano, Paulo Antônio Silvani; https://lattes.cnpq.br/0370219014539994; https://lattes.cnpq.br/5039860041865580
This study presents the construction of a virtual learning environment on topics of plane analytic geometry and its application in classrooms of public high schools in the city of Barra Bonita, São Paulo, Brazil. The environment, implemented in Moodle platform of Distance Education is supported by dynamic geometric viewers idealized by GeoGebra. It approaches points in the Cartesian plane, the distance between two points, midpoint, barycentric, angular coefficient, alignment condition of three points, equation of a line, forms of equation of straight lines, relative positions of two straight lines and perpendicular straight lines. This virtual learning environment contains activities in two units implemented using the tools of Moodle, including WEB page, Lesson, Forum and Questionnaire, always founded in the learning theories of Piaget, Vygotsky and Ausubel. All of this seeks a construction of knowledge through the interactivity with the approached topics, in an autonomous way and respecting the self-paced learner. It also aims the understanding of the concepts in a practical and dynamic way, not limited to the dissemination of the information in a pre-defined static way. In the dynamic of such application, the virtual theoretical activities are followed by practical issues incorporating the content studied, with frequent assessments in the form of discussion forums, quizzes and tests with questions randomly selected from a database of the virtual environment. Despite the difficulties, the first unit can be successfully completed verifying a significant learning of the use of dynamic geometry simulators, with the students showing greater interest and focus on the approached issues.
Desenvolvimento da habilidade sentado para de pé em crianças
(Universidade Federal de São Carlos, 2010-04-08) Costa, Carolina Souza Neves da; Rocha, Nelci Adriana Cicuto Ferreira; https://lattes.cnpq.br/2035754554780009; https://lattes.cnpq.br/1279365864279654
GeoGebra e moodle no ensino de geometria analítica
(Universidade Federal de São Carlos, 2010-04-08) Lucas, Rodrigo Dantas de; Caetano, Paulo Antônio Silvani; https://lattes.cnpq.br/0370219014539994; https://lattes.cnpq.br/0034326475410715
This work involves the construction of a virtual learning environment (AVA) on fundamental concepts of Analytical Geometry (GA) using GeoGebra resources to be applied in a room of the 1st year of a Bachelor's Degree in Mathematics from a private college. Throughout its history the teacher develops ways of presenting the ideas you want to convey and that is the essence of pedagogical reasoning. As a teacher of this subject, I note in my career and the exchange of experiences with other professionals, a common sense about the mechanization of techniques and lack of connection between algebra and geometry, as in this discipline. Reflecting, experiencing and telling me about this issue, I think much of this problem in a limited way that we present these ideas in our classes. The advent of information technology, especially software for dynamic geometry, can provide greater ease in viewing this connection. Motivated by the possibility of using dynamic geometry software in the teaching of GA, the use of Moodle to create an AVA and inspired by the discipline of Information Technology for Teaching Science and Mathematics, the curriculum component of the Masters in Teaching Professional Exact Sciences, idealized this work from the construction of the 3D viewer in GeoGebra and the creation of an AVA in Moodle. The AVA has been divided into four modules with the following basics of GA: points, vectors, lines and planes. These grounds were presented through Moodle resources in the form of theory, lesson and evaluation. The activities were conducted as semi-distance (in the computer lab school) and totally distance (in their students). We hope with this work is expanding the size that most students have to GA and the fundamental connection between algebra and geometry existing in this discipline, and encourage the use of technological resources as teaching tools.