EnglishIn general, some works about the Science Education reports relating to the contributions of historical episodes in the understanding of the Nature of Science. In this work, we present a historical episode of the development of Thermodynamics, in the middle of the 18th century, and its relationship with the Industrial Revolution, highlighting the political, technological and socioeconomic events of the time as influencers for such development. We also propose to offer subsidies to the discussion of several themes and questions about the Nature of Science, both from a historical and sociological point of view as well as epistemological, to be problematized and explored. Finally, we hope that the study of this episode will contribute to the formation of more adequate conceptions about Science, in a better learning of the scientific concepts themselves, as well as the construction of materials and didactic strategies for teaching Physics, in general, and Thermodynamics, specifically portuguesDe forma geral, alguns trabalhos sobre o Ensino de Ciencias relatam as contribuicoes de episodios historicos na compreensao da Natureza da Ciencia. Neste trabalho, apresentamos um episodio historico do desenvolvimento da Termodinâmica, em meados do seculo XVIII, e a sua relacao com a Revolucao Industrial, destacando os acontecimentos politicos, tecnologicos e socioeconomicos da epoca como influenciadores para tal desenvolvimento. Propomos, ainda, oferecer subsidios a discussao de diversos temas e questoes da Natureza da Ciencia, tanto do ponto de vista historico e sociologico como tambem epistemologicos, a serem problematizados e explorados. Por fim, esperamos que o estudo deste episodio venha contribuir na formacao de concepcoes mais adequadas sobre a Ciencia, em um melhor aprendizado dos proprios conceitos cientificos, bem como a construcao de materiais e estrategias didaticas para o ensino de Fisica, de forma geral, e de Termodinâmica, de forma especifica.
espanolSe presenta una experiencia relacionada con la ensenanza de la fisica en un proceso docente semipresencial, debido a la actual situacion epidemiologica que ha viviendo el mundo, tras ser azotada por una pandemia conocida como COVID19. Esta situacion detuvo varios procesos en el mundo incluyendo los procesos educativos. Por lo que se sugiere hacer un reajuste de los objetivos y del contenido de los temas de la asignatura fisica y la forma de realizar sus laboratorios. En este trabajo se presenta una propuesta de como se han realizado los laboratorios de fisica durante los cursos academicos que ha quedado interrumpido por la situacion actual, empleando m-learning y las simulaciones virtuales de experimentos docentes con el objetivo de contribuir a aumentar la calidad del laboratorio y el proceso aprendizaje de la Fisica General Universitaria al no poder realizar los experimentos docentes reales. Se fundamenta el papel de las simulaciones virtuales como apoyo al laboratorio virtual a traves del (SAEF) como elemento novedoso. EnglishAn experience related to the teaching of physics in a blended teaching process is presented, due to the current epidemiological situation the world has been experiencing, after being hit by a pandemic known as COVID-19. This situation stopped several processes in the world including educational processes. Therefore, it is suggested to readjust the objectives and content of the topics of the physical subject and the way of carrying out their laboratories. This paper presents a proposal of how physics laboratories have been carried out during academic years that have been interrupted by the current situation, using m-learning and virtual simulations of teaching experiments with the aim of contributing to increase the quality of the laboratory and the learning process of General University Physics by not being able to carry out real teaching experiments. The role of virtual simulations as support for the virtual laboratory through the (SAEF) is founded as a novel element.
espanolSe presenta una aplicacion de la teoria del haz de Euler-Bernoulli (un clasico en vibracion y acustica) a un curioso fenomeno sonoro que ocurre en una situacion de la vida diaria. Se utiliza un telefono inteligente como herramienta experimental para medir y analizar la senal acustica. Los datos experimentales se comparan con una prediccion del modelo de Euler-Bernoulli, obteniendo un acuerdo satisfactorio. Se discuten las limitaciones del analisis. La naturaleza de bajo costo y la investigacion de un fenomeno curioso hacen que el ejemplo sea un buen candidato, p. para cursos de trabajo de laboratorio de pregrado o proyectos de investigacion, que pueden despertar el interes de los estudiantes en la acustica y, en general, desarrollar su interes y habilidad en la aplicacion de la fisica a los fenomenos de la vida cotidiana. EnglishAn application of the Euler–Bernoulli beam theory (a classic in vibration and acoustics) to a curious sound phenomenon occurring in a daily life situation is presented. A smartphone is used as an experimental tool to measure and analyse the acoustic signal. The experimental data are compared to a prediction from the Euler-Bernoulli model, yielding satisfactory agreement. Limitations of the analysis are discussed. The low-cost nature and the investigation of a curious phenomenon make the example a good candidate e.g., for undergraduate lab-work courses or research projects, which can spark students interest in acoustics, and more generally develop their interest and skill in applying physics to phenomena of everyday life.
portuguesNo estudo do movimento de rotacao e translacao do corpo rigido, as leis de conservacao da energia mecânica, momento linear e momento angular geralmente estao associadas a uma grandeza importante chamada de momento de inercia de massa. O momento de inercia de massa esta relacionado a inercia a rotacao do corpo e calculada para o caso em que o corpo gira em torno de um eixo fixo pre determinado. Para o caso em que a rotacao se processa em eixos aleatorios, sem serem eixos principais de inercia, o tensor de inercia de massa e o mais apropriado para o estudo cinematico e dinâmico do movimento rotacional. No movimento geral do corpo rigido no espaco tridimensional, o tensor de inercia de massa e mais apropriado para uso pois este possibilita a obtencao de todas as grandezas fisicas associadas ao movimento, como momento angular, torque das forcas externas e energia cinetica rotacional. Diversos possiveis experimentos sao elencados neste trabalho com o objetivo de se estudar teoricamente e experimentalmente o movimento rotacional. Muitos dos experimentos foram tratados teoricamente e experimentalmente pelo nosso grupo de pesquisa e apresentados na plataforma de compartilhamento de videos youtube, na pagina https://www.youtube.com/channel/UC7m8xE0RUPForkdmit9ZQjw/playlists, facilitando muito o acompanhamento da teoria e dos experimentos propostos. Alguns experimentos nao muito usuais mas que permitem o aprofundamento da aplicacao teorica tambem sao apresentados, como o do Disco de Euler e o do movimento reverso do dispositivo solido semielipsoidal assimetrico chamado de Rattleback. A teoria do tensor de inercia de massa e apresentado e algumas aplicacoes importantes sao feitas. EnglishIn the study of both rotation and translation movement of the rigid body, the laws of conservation of mechanical energy, linear moment and angular moment are usually associated with an important quantity called mass moment of inertia. The moment of mass inertia is related to the inertia to the rotation of the body and calculated for the case in which the body rotates around a predetermined fixed axis. For the case in which the rotation takes place on random axes, without being the main axes of inertia, the mass inertia tensor is the most appropriate for the kinematic and dynamic study of rotational movement. In the general movement of the rigid body in three-dimensional space, the mass inertia tensor is more appropriate for use because it makes it possible to obtain all the physical quantities associated with the movement, such as angular momentum, torque of external forces and rotational kinetic energy. Several possible experiments are listed in this work with the aim of studying theoretically and experimentally the rotational movement. Many of the experiments were treated theoretically and experimentally by our research group and presented on the YouTube video sharing platform, on the page https://www.youtube.com/channel/UC7m8xE0RUPForkdmit9ZQjw/playlists, making it much easier to follow the theory and the experiments proposed. Some experiments that are not very common but that allow the deepening of the theoretical application are also presented, such as that of Euler's Disc and that of the reverse movement of the solid asymmetric semielipsoidal device called Rattleback. The theory of the mass inertia tensor is presented and some important applications are made
espanolEn este trabajo analizamos la comprension conceptual de temas de Fisica newtoniana por parte de estudiantes de diferentes carreras de ingenieria durante el primer curso de Fisica de la Universidad Nacional del Sur, en Bahia Blanca, Argentina. La prueba Mechanics Baseline Test presentada por Hestenes y Wells hace mas de tres decadas se complementa con entrevistas personales semiestructuradas. Se analizan las categorias identificadas durante las entrevistas para el concepto de fuerza y las diferentes tecnicas de estudio empleadas. Los resultados actuales indican una comprension conceptual general baja. Ademas, encontramos indicios claros de que una fraccion importante de los estudiantes entrevistados aun conserva representaciones aristotelicas incluso despues de haber aprobado examenes formales sobre el tema. EnglishIn this work, we analyze the conceptual comprehension of Newtonian Physics topics by students of different engineering careers during the first Physics course at the Universidad Nacional del Sur, in Bahia Blanca, Argentina. The Mechanics Baseline Test introduced by Hestenes and Wells more than three decades ago, is complemented with semi-structured personal interviews. The categories identified during the interviews for the concept of force and the different study techniques employed are analyzed. Present results indicate low overall conceptual comprehension. Moreover, we find clear indications that a major fraction of the interviewed students still retain Aristotelian representations even after they have passed formal exams on the topic.
