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Análogo mecânico para a discussão de conceitos da Termodinâmica
(Universidade Federal de São Carlos, 2020-12-23) Silva, Rodrigo da; Souza, James Alves; https://lattes.cnpq.br/2212240621620011; https://lattes.cnpq.br/4038093109830730
Teaching physics in basic education, in addition to providing a scientific basis for students to study nature, is very important to present to them career opportunities in science, technology, engineering, medicine, among others. Therefore, questions about an optimized method for teaching and learning physics have been insistently asked by both experienced and inexperienced teachers and researchers as well as by students preparing to be a teacher. A universal answer to these questions is practically impossible to provide, owing the different teaching objectives and conditions of each school or region, which are changing dynamically. There are countless approaches and directions that can be taken and probably the “best way” to teach any discipline does not exist. For effective teaching and learning it is necessary to take into consideration several factors such as the teacher, students' prior knowledge, age, the infrastructure and the school curriculum, among others. In this work we approach the teaching of thermodynamics using analogies, through the guide structure of the “Teaching With Analogies” (TWA) model, from an experiment composed of communicating vessels and some accessories to simulate thermodynamic systems in thermal contact. This approach enables us to discuss in more detail concepts such as temperature, heat, energy, work, thermal capacity and their relationship with the Zeroth, the First and the Second Laws of Thermodynamics. The proposal was applied in a private school in the interior of São Paulo for 40 students attending junior and senior years of high school in four classes of forty-five minutes duration. Our didactic sequence was divided into 3 activities, the first focusing on mapping the students' previous knowledge through an opinion survey, the second for presenting and executing the experiment, covering all the proposed topics using the analogies, and in the third an essay questionnaire was provided for the students write about the subject addressed. We concluded that the application of our proposal was successful. By using analogies we established more coherent discussions with the physical and scientific reality of the studied systems, providing greater interaction between the teacher and the students and among students. The students also carried out the activities with greater engagement and motivation. Our educational product is composed by the communicating vessels experiment and a suggestion of how to approach the thermodynamic concepts using the proposed analogies, in an attempt to better clarify mainly the difference among the concepts of heat, temperature and energy, so that they can be defined and used in the students' daily lives more appropriately.
Análise pedagógica crítica do trabalho da terapia ocupacional na educação inclusiva
(Universidade Federal de São Carlos, 2020-12-23) Cervelin, Bruna Eiras; Silva, Antonio Fernando Gouvêa da; https://lattes.cnpq.br/9621931288117213; https://lattes.cnpq.br/4621475943945841
The present work sought to understand the extent to which Freire's pedagogy can contribute to the praxis of occupational therapy to overcome limits and difficulties experienced in the educational practice of a critical inclusion in the society of students target audience of special education. For this, a qualitative research was carried out through document analysis and critical discourse analysis. The theoretical framework of Paulo Freire and Latin American occupational therapists such as Galheigo stands out. Two documents were selected, a WFOT positioning statement called “Occupational Therapy Services in School Practice for Children and Youth” and the “Latin American Manifesto of Occupational Therapy and Occupation”, and their relationship with the Freireano concept of authentic praxis. The WFOT document, in spite of covering concepts from the biopsychosocial perspective and promoting practice based on occupation tends to be hegemonic, where it is up to the occupational therapist to contribute so that the student can perform and participate in the activities of the school routine. The manifesto, on the other hand, despite not mentioning issues related to education directly, proposes a call to occupational therapists to rethink their practices in a critical perspective, where inclusion does not mean adapting individuals so that they fit into specific occupations for the maintenance of the status quo and that end up contributing to exclusion even if unintentionally. We conclude that Freire's pedagogy contributes significantly to occupational therapy, helping for a critical reflection of professional performance. Southern occupational therapy was born in the field of social occupational therapy and it is more in touch with it. The field of education, however, still lacks publications on the subject.
Crack network monitoring upon curing and drying of high-alumina MgO-containing refractory castable via digital image correlation
(Universidade Federal de São Carlos, 2020-12-23) Sciuti, Vinicius Fiocco; Pandolfelli, Victor Carlos; https://lattes.cnpq.br/7369376873984839; Canto, Rodrigo Bresciani; https://lattes.cnpq.br/1316268411830615; https://lattes.cnpq.br/0230261917656691
MgO particles are added to high-alumina refractory castable formulations to form spinel at high temperatures. However, these particles react with water forming brucite, which causes heterogeneous expansions in the material that usually induces damage. Damage was studied by Impulse Excitation Techniques, which gives access to a global Young’s modulus. Digital Image Correlation (DIC) is a full-field technique that can provide field information about damage. In this dissertation, DIC was applied to cubic and bar-shaped specimens of the refractory castable mentioned, during curing and drying, in an in-house climatic chamber. This application was validated by tomographic volumes that showed cracks initiating on the surface and propagating to the center of the specimen. The images were analyzed using the software Correli-3.0, which implements a global approach (i.e., FE-based DIC). The Mechanical Regularization and the Brightness and Contrast Correction tools were applied to enhance the use of fine discretizations. The cracks were identified and quantified using maximum principal strain fields, which is the basis of other parameters defined in the dissertation (e.g., the Mean Crack Opening Displacement and the Surface Crack Density). The importance of a Representative Elementary Volume was highlighted by com- paring the results of cubic and bar-shaped specimens. Further, the Principal Component Analysis was applied to the displacement and the maximum eigen strain fields obtained via DIC. It revealed the crack network as the most relevant component with a temporal development of a sigmoidal curve where a two-parameter Weibull law was satisfactorily fitted. The approach allows the need for user-defined thresholds to be avoided for crack quantification Finally, an Adaptive Meshing (AM) procedure was implemented to locally refine the mesh on regions with cracks.