Submitted by Andrea Pereira (andrea.pereira@unipampa.edu.br) on 2017-02-13T12:17:05Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) FUNDAÇÃO UNIVERSIDADE FEDERAL DO PAMPA.pdf: 3463256 bytes, checksum: 358c02be565099362f593708f371d18b (MD5) / Approved for entry into archive by Vanessa Dias (vanessa.dias@unipampa.edu.br) on 2017-02-14T13:27:39Z (GMT) No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) FUNDAÇÃO UNIVERSIDADE FEDERAL DO PAMPA.pdf: 3463256 bytes, checksum: 358c02be565099362f593708f371d18b (MD5) / Made available in DSpace on 2017-02-14T13:27:39Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) FUNDAÇÃO UNIVERSIDADE FEDERAL DO PAMPA.pdf: 3463256 bytes, checksum: 358c02be565099362f593708f371d18b (MD5) Previous issue date: 2016-02-24 / O presente trabalho foi elaborado com o objetivo de abordar o ensino da Constante de Avogadro e o número de moléculas, tendo como desafio, contextualizar o ensino da estequiometria, de uma forma que seja significativa. Partindo do princípio que o ensino através de metodologias tradicionais, com um alto número de aulas expositivas e com programas curriculares totalmente conteudistas, causam a desmotivação dos alunos. Estes são aspectos que tornam o processo de ensino - aprendizagem de Química menos interessante, desmotivando o aluno. Como uma proposta, que possa vir a contribuir com uma mudança de rota, a aprendizagem significativa crítica, apresenta-se como uma nova prática de ensino da estequiometria. Os procedimentos didáticos utilizados visam promover a reflexão sobre problemas contemporâneos do aluno e contribuir para a reflexão, do estudante no processo de ensino/aprendizagem da Química e a formação de um indivíduo crítico. A aplicação da proposta foi realizada com uma turma de 2º ano do Ensino Médio de uma escola da rede estadual de ensino, localizado no município de Santiago, no estado do Rio Grande do Sul, na Região Sul do Brasil, durante os meses de março, abril e maio de 2014. A investigação consistiu em efetivar uma prática considerada diferenciada para aquela realidade escolar que pudesse contribuir para a melhoria do ensino/aprendizagem de Química e para a eficácia de metodologias variadas através da elaboração de um material didático mediado pelo uso da pesquisa, com a construção de mapas conceituais, seminários, vídeos, aulas práticas não convencionais e a interlocução professor - aluno. Embasando esta proposta, a teoria da aprendizagem significativa e a teoria da aprendizagem significativa crítica de Ausubel e Moreira respectivamente. A análise da pesquisa foi feita a partir dos resultados obtidos com a aplicação destas metodologias em uma das turmas e sua comparação com os resultados obtidos em outra turma na qual não foram implementadas as metodologias. Os alunos que participaram desta proposta, mostraram um interesse maior na aprendizagem, obtendo um aproveitamento maior em relação a qualidade do material produzido. A aprendizagem de forma significativa crítica, trouxe uma vontade maior de aprender por parte do aluno do que a metodologia clássica. / This work was done in order to address the teaching of the Avogadro constant and the number of molecules, with the challenge to contextualize the teaching of stoichiometry, in a way that is meaningful. Assuming that teaching through traditional methods, with a high number of lectures and fully conteudistas curricula, cause demotivation of students. These are aspects make the teaching process - Chemistry learning less interesting, discouraging the student. As a proposal, which may contribute to a change of route, the significant critical learning, it presents itself as a new teaching practice stoichiometry. Didactic procedures used aim to promote reflection on contemporary student problems and contribute to the reflection, the student in the teaching / learning of chemistry and the formation of a critical individual. The implementation of the proposal was held with a group of 2nd year of high school a school state schools located in the city of Santiago, in the state of Rio Grande do Sul, in southern Brazil, during the months of March, April and May 2014. the investigation was to carry out a considered differentiated practice for that school reality that could contribute to the improvement of the teaching / learning of chemistry and the effectiveness of different methodologies by developing educational material mediated by the use of search with the construction of concept maps, seminars, videos, unconventional practical classes and teacher dialogue - student. Basing this proposal, the theory of meaningful learning and critical theory of meaningful learning of Ausubel and Moreira respectively. The analysis of the research was done from the results obtained from the application of these methodologies in one of the classes and their comparison with the results obtained in another class in which the methods were not implemented. Students, who participated in this proposal, have shown greater interest in learning, getting better use in relation to quality of material produced. Learning significant critically, brought a greater desire to learn from the student than the classical methodology.

The search for water has been vital in our solar system as water indicates a potential for life. The search has been extended to satellites orbiting the outer planets. It has already been proven that water exists on Saturn’s moon, Enceladus, where the spacecraft Cassini did a flyby through a water plume. The study of the water plumes has been implemented on Jupiter’s moon, Europa, where there are signs of an underwater ocean existing. Several studies have implemented an analytical model for the gas distribution of plumes to match the detected signals with their method of plotting the distribution of water gas. In this report, we quantitatively analyzed plume distributions used in studies by Roth et al. (2014), Blöcker et al. (2016), Sparks et al. (2016), Jia et al. (2019), Arnold et al. (2019), and Huybrighs et al. (2020). In these plume studies there are 2 different plume shapes used, namely the expanding teardrop and the expanding circular shape. Different scale heights are used for the teardrop shape, leading to either shorter or longer appearance of the teardrop plume. Comparing the plume distribution of these analytical plumes, Roth’s method is the most sensitive one in this category, meaning that Roth’s plume model had the lowest quantity in terms of the density distribution values. Arnold’s plume model is the densest for altitudes below roughly 300km and Huybrigh’s plume model for altitudes above 300km. In terms of the vertical and the horizontal column densities and the total number of molecules, the most sensitive method in each category was Jia’s, Roth’s, and Blöcker’s plume model respectively. Our results suggest that the plume models are rather inconsistent with each other quantitatively. / Sökandet efter vatten har varit avgörande i vårt solsystem eftersom vatten indikerar en potential för liv. Sökandet har utvidgats till satelliter som kretsar kring de yttre planeterna. Det har redan bevisats att vatten finns på Saturnus måne, Enceladus där rymdfarkosten Cassini flyger förbi genom en vattenplym. Studiet av vattenplymer har genomförts på Jupiters måne, Europa, där det finns tecken på att ett undervattenshav existerar. Flera studier har implementerat en analytisk modell för gasfördelning av plymer för att matcha de detekterade signalerna med deras metod för att plotta fördelningen av vattengas. I den här rapporten analyserade vi kvantitativt plymfördelningar som används i studier av Roth et al. (2014), Blöcker et al. (2016), Sparks et al. (2016), Jia et al. (2019), Arnold et al. (2019) och Huybrighs et al. (2020). I dessa plymstudier används 2 olika plymformer, nämligen den expanderande tårformen och den expanderande cirkulära formen. Olika skalhöjder används för droppformen, vilket leder till antingen kortare eller längre utseende av droppplymen. Om man jämför plymens fördelning av dessa analytiska plymer, är Roths plymmodell den mest känsliga. Arnolds plymmodell är den tätaste för höjder under ungefär 300 km och Huybrighs plymmodell för höjder över 300 km. När det gäller de vertikala och horisontella kolumndensiteterna och det totala antalet molekyler var den känsligaste plymmodellen Jias, Roths respektive Blöckers plymmodell. Våra resultat tyder på att plymmodellerna är ganska inkonsekventa med varandra kvantitativt.