Thesis advisor: John Baldovin / Thesis advisor: Liam Bergin / Thesis (STL) — Boston College, 2018. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.

Submitted by PPG Engenharia El?trica (engenharia.pg.eletrica@pucrs.br) on 2018-10-16T14:38:56Z No. of bitstreams: 1 ANA PAULA RODRIGUES MARQUES_DIS.pdf: 2882882 bytes, checksum: a47b86d791e0aae8d3266c6fc3b8a61b (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-10-18T11:08:37Z (GMT) No. of bitstreams: 1 ANA PAULA RODRIGUES MARQUES_DIS.pdf: 2882882 bytes, checksum: a47b86d791e0aae8d3266c6fc3b8a61b (MD5) / Made available in DSpace on 2018-10-18T11:15:22Z (GMT). No. of bitstreams: 1 ANA PAULA RODRIGUES MARQUES_DIS.pdf: 2882882 bytes, checksum: a47b86d791e0aae8d3266c6fc3b8a61b (MD5) Previous issue date: 2017-05-31 / There has been a recent increase in the use of new technologies playing an important role in promoting physical fitness, due to the positive impact they have on the health and quality of life of the individual. Taking this into consideration, the present work describes the development of a vibration platform linked to a flywheel (PV?I), which permits whole-body vibration (WBV) and resistance or isoinertial training. Correct measurement of the force values given by the flywheel and amplitude, frequency and acceleration ranges provided by the vibration platform was necessary for production of the prototype. The need to adapt various pieces of equipment and materials was also identified, such as the vibrator motor, springs, vibration dampers, roller bearings, axis, flywheel and frequency inverter. The equipment was validated through laboratory testing, aimed at verifying the performance of the PV?I. A comparator clock was used to measure amplitude, and a triaxial accelerometer provided the platform acceleration data. A frequency inverter was used to regulate the platform frequency. The vibration platform frequencies chosen for the prototype operation evaluation tests were 5Hz to 60Hz, with no platform load, the vibrator motor set at minimum intensity, with acceleration on all three axes (x, y and z) and amplitude measured every 5Hz. Tests were subsequently performed with a 52kg load, simulating the weight of a person, and the vibrator motor set at a vibration intensity of 10% and 20%. Both the platform displacement amplitude and acceleration measurements were acquired at 15Hz, 20Hz, 25Hz, 30Hz and 35Hz, and acceleration alone was also recorded at 40 Hz and 45 Hz. Two further tests were performed with a 55kg load and vibrator motor set at 30% and 40% intensity. These choices were based on findings in the literature, where the most encountered frequency ranges varied between 15Hz and 44Hz. The results demonstrate a relationship between frequency and amplitude; when one is altered the other also changes. The acceleration values collected during testing were used to analyze the vibration levels, in accordance with the ISO 2631-1 (1997) standard. The vibration levels of the platform, in the test configurations used, were confirmed as being acceptable. / O uso de novas tecnologias, que desempenham um papel importante em promover o condicionamento f?sico, tem se intensificado recentemente pelo impacto positivo que causam na qualidade de vida e na sa?de das pessoas. Com base nisso, o presente trabalho descreve o desenvolvimento de uma plataforma vibrat?ria associada a um volante de in?rcia (PV?I), os quais permitem treinamento de vibra??o de corpo inteiro (TVCI) e resistido ou isoinercial. Para a confec??o do prot?tipo, foi necess?rio o correto dimensionamento dos equipamentos, a partir dos valores de for?a oferecidos pelo volante de in?rcia e da faixa de amplitude, da frequ?ncia e da acelera??o fornecidas pela plataforma vibrat?ria. Foi tamb?m identificada a necessidade de adapta??o de diversos equipamentos e materiais, tais como motovibrador, molas, amortecedores de vibra??o, mancais de rolamento, eixo, volante de in?rcia e inversor de frequ?ncia. Para a valida??o do equipamento, foram realizados testes em laborat?rio, com o objetivo de verificar o funcionamento da PV?I. A medi??o de amplitude foi feita por um rel?gio comparador, enquanto os dados da acelera??o da plataforma foram adquiridos com o uso de um aceler?metro triaxial. A frequ?ncia aplicada ? plataforma foi regulada atrav?s de um inversor de frequ?ncia. As frequ?ncias da plataforma vibrat?ria escolhidas foram de 5Hz a 60Hz nos testes de avalia??o do funcionamento do prot?tipo sem qualquer carga sobre a plataforma e com o motovibrador em intensidade m?nima, sendo a acelera??o nos tr?s eixos (x, y e z) e a amplitude medidas a cada 5Hz. Ap?s, foram realizados testes com carga de 52kg, simulando a massa de uma pessoa, e o motovibrador regulado a uma intensidade de vibra??o de 10% e 20%. As amplitudes de deslocamento da plataforma foram adquiridas em 15Hz, 20Hz, 25Hz, 30Hz e 35 Hz, enquanto a medida da acelera??o incluiu tamb?m 40 Hz e 45Hz. Outros dois ensaios foram feitos com carga de 55kg e o motovibrador regulado a 30% e 40%. Tais escolhas foram feitas com base na literatura onde a faixa de frequ?ncia mais encontrada variam entre 15Hz e 44Hz. Os resultados demonstraram que h? uma rela??o entre frequ?ncia e a amplitude, pois quando se altera a frequ?ncia, a amplitude tamb?m se modifica. As acelera??es coletadas durante os testes serviram para fazer a an?lise dos n?veis de vibra??o, tendo como base a norma ISO 2631- 1 (1997), comprovando que s?o aceit?veis os n?veis de vibra??o da plataforma nas configura??es utilizadas nos testes.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2015-12-14T21:49:03Z No. of bitstreams: 1 MidiaMedeirosMonteiro_DISSERT.pdf: 6043134 bytes, checksum: 6a7280f6fff9ccaa00d99cd1a7c60240 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2015-12-18T17:13:12Z (GMT) No. of bitstreams: 1 MidiaMedeirosMonteiro_DISSERT.pdf: 6043134 bytes, checksum: 6a7280f6fff9ccaa00d99cd1a7c60240 (MD5) / Made available in DSpace on 2015-12-18T17:13:12Z (GMT). No. of bitstreams: 1 MidiaMedeirosMonteiro_DISSERT.pdf: 6043134 bytes, checksum: 6a7280f6fff9ccaa00d99cd1a7c60240 (MD5) Previous issue date: 2014-07-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Durante as ?ltimas d?cadas a ?rea de ensino de ci?ncias tem discutido quest?es relativas ? inser??o da hist?ria e da filosofia da ci?ncia (HFC) no ensino. Dentre os argumentos apresentados em defesa dessa abordagem aponta-se a poss?vel contribui??o ? aprendizagem de conte?dos cient?ficos e ? compreens?o de aspectos relativos ? natureza da ci?ncia (NdC). Apesar de tais considera??es, ainda temos um n?mero muito reduzido de trabalhos de pesquisa relatando resultados de interven??es pr?ticas que se utilizam da abordagem hist?rica, al?m disso, h? car?ncia de materiais did?ticos nessa perspectiva. Nosso trabalho procurou contribuir com a ?rea no que se refere a esses dois aspectos: de um lado, com a produ??o de material did?tico, ao elaborarmos textos sobre a hist?ria da in?rcia para alunos da gradua??o. De outro lado, procuramos investigar se os argumentos mencionados acima em rela??o ao uso did?tico da HFC se sustentam, em um contexto particular. Elaboramos e aplicamos uma sequ?ncia did?tica, utilizando os textos que constru?mos, para ensinar o conceito de in?rcia e discutir conte?dos selecionados de NdC. A sequ?ncia did?tica foi aplicada em duas turmas da gradua??o, uma do curso de geof?sica bacharelado e outra do curso de f?sica licenciatura, ambas da Universidade Federal do Rio Grande do Norte (UFRN). Um question?rio inicial mostrou que os estudantes, mesmo havendo abordado o conceito de in?rcia na educa??o b?sica, apresentavam concep??es de senso comum no tocante ? rela??o entre for?a e movimento. O question?rio tamb?m nos permitiu identificar a exist?ncia de elementos de concep??es consideradas inadequadas quanto ? NdC. Ao final, nossos dados evidenciaram um n?mero maior de acertos nas quest?es relativas ao conceito de in?rcia. No que se refere aos aspectos de NdC, pudemos identificar, em alguns poucos casos, um movimento no sentido de aproxima??o a uma vis?o mais adequada, no entanto, determinadas distor??es persistiram, evidenciando limita??es da abordagem utilizada. / During the last decades the area of science education has discussed issues related to the inclusion of the History and Philosophy of Science (HFS) in the practice of science teaching. Among the arguments put forward in favour of this approach, it is pointed out the possible enhancement of scientific content learning and the understanding of the nature of Science (NoS). In spite of such considerations, we still have a very small number of research papers reporting results of practical interventions that utilize the historical approach, moreover, there is a lack of teaching materials in this perspective. Our work has sought to contribute to this area with regard to two aspects: on the one hand, with the production of didactic material, by drawing up texts on the history of inertia for graduate students. On the other hand, we investigate whether the arguments mentioned above in relation to the didactic use of HFS sustain themselves, in a particular context. We developed and applied a didactic sequence, using the texts that we built, to teach the concept of inertia and discuss selected contents of NoS. The didactic sequence was applied in two graduate classes, one from a course of Geophysics (BSc.) and another from the Physics (teaching formation), both from the Federal University of Rio Grande do Norte (UFRN). An initial survey exposed that students, even having approached the concept of inertia in basic education, presented conceptions of common sense regarding the relationship between force and motion. The questionnaire also allowed us to identify the existence of elements of concepts considered inadequate as regards to NoS. At the end of our research, our data indicated a greater number of positive hits on the issues concerning the concept of inertia. Regarding the aspects of NoS, we were able to identify, in a few cases, a move towards a more appropriate understanding, however, certain distortions persisted, highlighting the limitations of the approach used

Made available in DSpace on 2014-12-17T15:04:51Z (GMT). No. of bitstreams: 1 JoseAS.pdf: 1036248 bytes, checksum: 0a1a59bfb5a6c32769649beb4f986093 (MD5) Previous issue date: 2008-07-31 / Placed in the field of Didactic of Science, this paper proposes an approach to the introduction of the History of Science in science education, at high school level. It was designed and implemented a series of activities regarding the history of the Principle of Inertia. The aim of this approach was to give more meaning to scientific education, while opening new avenues for a better understanding of the processes of construction of scientific knowledge. The preparation of the activities involved a study of the historical development of the concept of motion, from the Aristotelian physics through physical movement concepts at medieval period, from Galileo, Gassendi, Descartes, until the first law of Newton. The strategy of teaching was applied to three classes of high school (night period) of a state public school at the city of Natal (RN). The results indicated the difficulty of overcoming alternative conceptions about movement by students. Nevertheless, we consider that the implementation of this strategy of teaching both represented gains for the learning of students, and contributed to the resizing of pedagogical practices of the teacher-researcher / Inserido no campo da Did?tica das Ci?ncias, este trabalho prop?e uma abordagem para a introdu??o da Hist?ria da Ci?ncia no ensino cient?fico, em n?vel m?dio. Foi elaborada e aplicada uma seq??ncia de atividades contemplando a hist?ria do Princ?pio da In?rcia. Procurou-se, com tal abordagem, dar mais significado ao ensino cient?fico e, ao mesmo tempo, abrir novas vias para uma melhor compreens?o dos processos de constru??o do conhecimento cient?fico. A prepara??o das atividades envolveu um estudo do desenvolvimento hist?rico do conceito de movimento, desde a f?sica aristot?lica, passando pela f?sica do movimento medieval, por Galileu, Gassendi, Descartes, at? alcan?ar a primeira lei de Newton. A estrat?gia de ensino foi aplicada a tr?s turmas do ensino m?dio noturno de uma escola da rede p?blica estadual da cidade de Natal (RN). A an?lise dos resultados indicou a dificuldade de supera??o de concep??es alternativas acerca de movimento pelos estudantes. Apesar disso, avaliamos que a aplica??o dessa estrat?gia de ensino tanto representou ganhos para a aprendizagem dos estudantes, como contribuiu para o redimensionamento da pr?tica pedag?gica do professor-pesquisador