Acompanha: Sugestão de roteiro de atividades experimentais com gerenciamento dos compostos gerados para o conteúdo de reações químicas, p. 53. / O conhecimento químico é de suma importância para o desenvolvimento sustentável, para melhores formas de alimentação e energia. Neste sentido, a aprendizagem acerca desta área de estudo deve ocorrer pelo uso de metodologias favoráveis ao desenvolvimento sustentável e com caráter motivador. Uma possibilidade é através da contextualização e experimentação. A contextualização da questão ambiental é citada nos Parâmetros Curriculares Nacionais como elemento de promoção de aprendizagem, e a experimentação é descrita como o fazer com as mãos, sentir e manipular, analisar criteriosamente e articular a prática à teoria. Este trabalho foi desenvolvido para o 1º ano do Ensino Médio sobre o conteúdo de reações químicas, contemplando a realização de atividades experimentais com gerenciamento das substâncias produzidas. Para isso, foram realizados: (i) elaboração e aplicação de uma Proposta de Experimentos; (ii) seleção de turmas para sua aplicação; (iii) verificação dos conhecimentos de reações químicas e gerenciamento de resíduos, antes a após a aplicação da mesma. As respostas fornecidas pelos estudantes, nos pré-teste e pós-teste realizados, permitiram comparar o efeito da aplicação da Proposta de Experimentos ao qual foi executada em 18 horas-aula. As mudanças conceituais sobre reações químicas foram registradas e permitiram verificar novas formas de interpretação da transformação, que passou da simples observação macroscópica dos aspectos físicos, para o nível teórico, incluindo os conhecimentos submicroscópicos, onde se encontram as interações entre substâncias e formação de novos compostos. O enfoque nas questões ambientais, com o gerenciamento dos compostos produzidos em aula pelos alunos evidenciou uma maior conscientização entre a maioria dos participantes sobre a problemática do descarte indevido de substâncias e da necessidade de avaliar as implicações do despejo de materiais tóxicos no meio ambiente. / The chemical knowledge is of paramount importance for the sustainable development for better forms of feeding and energy. In this sense, the learning about this study area should occur with the use of methodologies in sustainable development and motivating character. One possibility is through contextualization and experimentation. The contextualization of environmental issues is mentioned in the National Curricular Parameters and element to promote learning, and experimentation is described as “do with hands”, feel and manipulate, analyze critically and articulate practice to theory. This paper was developed for the first year of high school about the content of chemical reactions, contemplating the conducting experimental activities, with management of substances produced. For this, was performed: (i) Preparation and implementation of a proposed experiments. (ii) Selection of classes for its application. (iii) Verification of knowledge of chemical reactions and waste management before and after the application of the same. The answer provided by students, in pretest and posttest, was possible to compare the effect of application of proposed experiments, which was performed is eighteen weeks. The conceptual changes about chemical reactions were registered and allowed to verify new ways of the interpretation and of the transformation, from simple macroscopic observation of the physical aspects to the theoretical level, including knowledge microscopic, where the interactions are found between substances and formation of new compounds. The focus on environmental issues with management of compounds in class by students showed a greater awareness among the majority of participants on the problem of improper disposal of substances and of to assess the implication of dump toxic materials into the environment.

Acompanha: Sugestão de roteiro de atividades experimentais com gerenciamento dos compostos gerados para o conteúdo de reações químicas, p. 53. / O conhecimento químico é de suma importância para o desenvolvimento sustentável, para melhores formas de alimentação e energia. Neste sentido, a aprendizagem acerca desta área de estudo deve ocorrer pelo uso de metodologias favoráveis ao desenvolvimento sustentável e com caráter motivador. Uma possibilidade é através da contextualização e experimentação. A contextualização da questão ambiental é citada nos Parâmetros Curriculares Nacionais como elemento de promoção de aprendizagem, e a experimentação é descrita como o fazer com as mãos, sentir e manipular, analisar criteriosamente e articular a prática à teoria. Este trabalho foi desenvolvido para o 1º ano do Ensino Médio sobre o conteúdo de reações químicas, contemplando a realização de atividades experimentais com gerenciamento das substâncias produzidas. Para isso, foram realizados: (i) elaboração e aplicação de uma Proposta de Experimentos; (ii) seleção de turmas para sua aplicação; (iii) verificação dos conhecimentos de reações químicas e gerenciamento de resíduos, antes a após a aplicação da mesma. As respostas fornecidas pelos estudantes, nos pré-teste e pós-teste realizados, permitiram comparar o efeito da aplicação da Proposta de Experimentos ao qual foi executada em 18 horas-aula. As mudanças conceituais sobre reações químicas foram registradas e permitiram verificar novas formas de interpretação da transformação, que passou da simples observação macroscópica dos aspectos físicos, para o nível teórico, incluindo os conhecimentos submicroscópicos, onde se encontram as interações entre substâncias e formação de novos compostos. O enfoque nas questões ambientais, com o gerenciamento dos compostos produzidos em aula pelos alunos evidenciou uma maior conscientização entre a maioria dos participantes sobre a problemática do descarte indevido de substâncias e da necessidade de avaliar as implicações do despejo de materiais tóxicos no meio ambiente. / The chemical knowledge is of paramount importance for the sustainable development for better forms of feeding and energy. In this sense, the learning about this study area should occur with the use of methodologies in sustainable development and motivating character. One possibility is through contextualization and experimentation. The contextualization of environmental issues is mentioned in the National Curricular Parameters and element to promote learning, and experimentation is described as “do with hands”, feel and manipulate, analyze critically and articulate practice to theory. This paper was developed for the first year of high school about the content of chemical reactions, contemplating the conducting experimental activities, with management of substances produced. For this, was performed: (i) Preparation and implementation of a proposed experiments. (ii) Selection of classes for its application. (iii) Verification of knowledge of chemical reactions and waste management before and after the application of the same. The answer provided by students, in pretest and posttest, was possible to compare the effect of application of proposed experiments, which was performed is eighteen weeks. The conceptual changes about chemical reactions were registered and allowed to verify new ways of the interpretation and of the transformation, from simple macroscopic observation of the physical aspects to the theoretical level, including knowledge microscopic, where the interactions are found between substances and formation of new compounds. The focus on environmental issues with management of compounds in class by students showed a greater awareness among the majority of participants on the problem of improper disposal of substances and of to assess the implication of dump toxic materials into the environment.

abstract: This dissertation explores different methodologies for combining two popular design paradigms in the field of computer experiments. Space-filling designs are commonly used in order to ensure that there is good coverage of the design space, but they may not result in good properties when it comes to model fitting. Optimal designs traditionally perform very well in terms of model fitting, particularly when a polynomial is intended, but can result in problematic replication in the case of insignificant factors. By bringing these two design types together, positive properties of each can be retained while mitigating potential weaknesses. Hybrid space-filling designs, generated as Latin hypercubes augmented with I-optimal points, are compared to designs of each contributing component. A second design type called a bridge design is also evaluated, which further integrates the disparate design types. Bridge designs are the result of a Latin hypercube undergoing coordinate exchange to reach constrained D-optimality, ensuring that there is zero replication of factors in any one-dimensional projection. Lastly, bridge designs were augmented with I-optimal points with two goals in mind. Augmentation with candidate points generated assuming the same underlying analysis model serves to reduce the prediction variance without greatly compromising the space-filling property of the design, while augmentation with candidate points generated assuming a different underlying analysis model can greatly reduce the impact of model misspecification during the design phase. Each of these composite designs are compared to pure space-filling and optimal designs. They typically out-perform pure space-filling designs in terms of prediction variance and alphabetic efficiency, while maintaining comparability with pure optimal designs at small sample size. This justifies them as excellent candidates for initial experimentation. / Dissertation/Thesis / Ph.D. Industrial Engineering 2013

O objetivo do presente trabalho é analisar a eficácia de um desenho em campo e o quanto este pode facilitar a implantação, avaliação e manutenção dos experimentos, principalmente se estes necessitam de uma grande área para a instalação. O delineamento sistemático é aplicado em áreas, tais como, horticultura, solo, irrigação e vem sendo abordado nas pesquisas florestais que se preocupam em oferecer respostas aos gradientes de espaçamentos que uma espécie apresenta em campo. O trabalho, mostra uma revisão bibliográfica de vários estudos realizados com delineamento sistemático em uma gama de aplicações em distintas áreas, revelando suas dificuldades, vantagens e desvantagens sobre os chamados delineamentos clássicos. Os desenhos em campo podem seguir dois diferentes tipos de delineamentos sistemáticos, em \"leque\" ou linhas paralelas. Para cada um existem regras que devem ser seguidas para a instalação dos experimentos em campo. Com o objetivo de retratar o comportamento da espécie Eucalypus dunni, submetida a diferentes tratamentos, sendo estes os espaçamentos entre as plantas, foi constatada a vantagem em empregar o delineamento sistemático, que reduziu a área utilizada e os custos de produção, melhorando a avaliação e a sobrevivência das espécies. Esse estudo possibilitou identificar o espaçamento ideal para a instalação desta espécie em campo, por meio da análise de regressão. / The objective of the present work is to analyze the effectiveness of a drawing in the field and how much it can facilitate the implantation, evaluation and maintenance of the experiments, especially if they require a large area for the installation. The systematic design is applied in areas such as horticulture, soil, irrigation and has been approached in the forest researches that are concerned with providing answers to the gradients of spacing that a species presents in the field. This work presents a bibliographical review of several studies carried out with systematic design in a range of applications in different areas, revealing their difficulties, advantages and disadvantages on the so - called classic designs. Field designs can follow two different types of systematic, fan-like or parallel lines. For each one there are rules that must be followed for the installation of field experiments. With the aim of portraying the behavior of the species Eucalypus dunni, submitted to different treatments, these being the spacings between plants, it was observed the advantage of using the systematic design, which reduced the area used and the production costs, improving the evaluation and survival of the species. This study made it possible to identify the ideal spacing for the installation of this species in the field, through regression analysis.

No description available.

Tangible interfaces and mixed-reality environments have potential to bring together the advantages of physical and virtual environments to improve children’s learning and enjoyment. However, there are too few controlled experiments that investigate whether interacting with physical objects in the real world accompanied by interactive feedback may actually improve student learning compared to flat-screen interaction. Furthermore, we do not have a sufficient empirical basis for understanding how a mixed-reality environment should be designed to maximize learning and enjoyment for children. I created EarthShake, a mixed-reality game bridging physical and virtual worlds via a Kinect depth-camera and a specialized computer vision algorithm to help children learn physics. I have conducted three controlled experiments with EarthShake that have identified features that are more and less important to student learning and enjoyment. The first experiment examined the effect of observing physical phenomena and collaboration (pairs versus solo), while the second experiment replicated the effect of observing physical phenomena while also testing whether adding simple physical control, such as shaking a tablet, improves learning and enjoyment. The experiments revealed that observing physical phenomena in the context of a mixed-reality game leads to significantly more learning (5 times more) and enjoyment compared to equivalent screen-only versions, while adding simple physical control or changing group size (solo or pairs) do not have significant effects. Furthermore, gesture analysis provides insight as to why experiencing physical phenomena may enhance learning. My thesis work further investigates what features of a mixed-reality system yield better learning and enjoyment, especially in the context of limited experimental results from other mixed-reality learning research. Most mixed-reality environments, including tangible interfaces (where users manipulate physical objects to create an interactive output), currently emphasize open-ended exploration and problem solving, and are claimed to be most effective when used in a discovery-learning mode with minimal guidance. I investigated how critical to learning and enjoyment interactive guidance and feedback is (e.g. predict/observe/explain prompting structure with interactive feedback), in the context of EarthShake. In a third experiment, I compared the learning and enjoyment outcomes of children interacting with a version of EarthShake that supports guided-discovery, another version that supports exploration in discovery-learning mode, and a version that is a combination of both guideddiscovery and exploration. The results of the experiment reveals that Guided-discovery and Combined conditions where children are exposed to the guided discovery activities with the predict-observe-explain cycle with interactive feedback yield better explanation and reasoning. Thus, having guided-discovery in a mixed-reality environment helps with formulating explanation theories in children’s minds. However, the results also suggest that, children are able to activate explanatory theory in action better when the guided discovery activities are combined with exploratory activities in the mixed-reality system. Adding exploration to guided-discovery activities, not only fosters better learning of the balance/physics principles, but also better application of those principles in a hands-on, constructive problem-solving task. My dissertation contributes to the literatures on the effects of physical observation and mixed-reality interaction on students’ science learning outcomes in learning technologies. Specifically, I have shown that a mixed-reality system (i.e., combining physical and virtual environments) can lead to superior learning and enjoyment outcomes than screen-only alternatives, based on different measures. My work also contributes to the literature of exploration and guided-discovery learning, by demonstrating that having guided-discovery activities in a mixed-reality setting can improve children’s fundamental principle learning by helping them formulate explanations. It also shows that combining an engineering approach with scientific thinking practice (by combining exploration and guided-discovery activities) can lead to better engineering outcomes such as transferring to constructive hands-on activities in the real world. Lastly, my work aims to make a contribution from the design perspective by creating a new mixed-reality educational system that bridges physical and virtual environments to improve children’s learning and enjoyment in a collaborative way, fostering productive dialogue and scientific curiosity in museum and school settings, through an iterative design methodology to ensure effective learning and enjoyment outcomes in these settings.

No presente trabalho foi estudado o efeito do consumo de soja geneticamente modificada e de sua parental em parâmetros nutricionais e hematológicos em ratos em crescimento. Farinha de soja, desengordurada e autoclavada, foi incorporada em rações experimentais: 12% de proteína para o 1° ensaio e 10% para 2° ensaio. As rações com soja foram suplementadas com aminoácidos essenciais (Ieucina, lisina, metionina e vali na) no 2° ensaio, devido a menor concentração desses aminoácidos nas rações do 1° ensaio quando comparadas ao grupo controle, perfil confirmado pelo aminograma. Ratos Wistar (n=64) foram alimentados, ad libitum, com rações controle (AIN-93G) e rações com a farinha de soja por 28 (1° ensaio) e 32 dias (2° ensaio). Para avaliação do aproveitamento biológico da proteína da dieta e da qualidade protéica, foram realizadas análises de nitrogênio na carcaça dos animais, nas fezes e na urina que foram coletadas ao longo de 2 períodos de balanço de 6 dias cada ensaio. Os parâmetros nutricionais avaliados foram : Coeficiente de eficácia alimentar (CEA), Coeficiente de eficácia protéica (PER), Coeficiente de eficiência líquida da proteína (NPR), Valor biológico da proteína (BV), Coeficiente de utilização líquida da proteína (NPU), digestibilidade protéica e o \"Escore químico corrigido pela digestibilidade real da proteína\". Para avaliação do estado nutricional foram avaliadas as concentrações de albumina, proteínas totais e IGF-1 no plasma. Como parâmetros hematológicos, foram avaliados o hemograma completo, mielograma e esplenograma. Os resultados obtidos demonstraram que animais alimentados com soja GM e sua parental apresentaram desenvolvimento semelhante ao grupo controle (caseína). Os valores de CEP e NPR encontrados nos 2 ensaios mostram que a proteína de soja é nutricionalmente adequada. A oferta protéica de 10% com suplementação com aminoácidos essenciais favoreceu no desenvolvimento dos animais, visto que foi observado aumento de peso em média de 50g, PER e NPR melhores quando comparados com a oferta protéica de 12% sem suplementação. Nos dois ensaios, os valores de digestibilidade dos grupos alimentados com soja foram inferiores aos do grupo controle, resultado evidenciado pela maior dificuldade das enzimas digestivas em digerirem a proteína vegetal, maior perda de aminoácidos endógenos e quantidade de fibra insolúvel presente na soja. O valor de POCAA de 85% demonstra bom aproveitamento dos grupos com soja. Não houve diferença estatística nos parâmetros plasmáticos estudados, bem como nos resultados hematológicos sugerindo que o consumo de soja, convencional ou GM, não altera o estado nutricional dos animais. / In the present work, the effects of genetically modified (GM) soybean and its parental on nutritional and hematological parameters in growing rats were studied. Autoclaved, fat-free soybean flour was added to experimental diets: 12% protein in the first assay and 10% in the second assay. The soybean diets were supplemented with essential amino acids (Ieucine, Iysine, methionine and valine) in the second assay, since such amino acids presented a lower concentration in the diets of the first experiment, as confirmed by the aminogram. Wistar rats (n= 64) were fed a control diet (AIN-93G) and diets supplemented with soybean flour (parental and GM) ad libitum over 28 days (1st experiment) and 32 days (2nd experiment). For evaluating the biological utilization of dietary protein and protein quality, nitrogen analyses were carried out on the animal carcasses, feces and urine. Feces and urine were collected along two 6-day periods within each assay. The following nutritional parameters were evaluated: feed efficiency ratio (FER), protein efficiency ratio (PER), net protein ratio (NPR), biological value (BV), net protein utilization (NPU), protein digestibility and protein digestibility corrected by amino acid (POCM) score. For evaluating the nutritional status, plasma albumin, total proteins and IGF-1 were analysed. Complete hemogram, myelogram and splenogram were used as hematological parameters. The results indicate that animals fed the GM soybean and its parental showed a similar growth rate to the control group (casein). PER and NPR values found in both assays show that soybean protein is nutritionally adequate. A diet containing 10% protein supplemented with essential amino acids favored the growth of the animals in comparison to a diet containing 12% protein without amino acid supplementation. In both assays, the protein digestibility in soybean-fed groups was lower than in the control group, a result evidenced by a greater difficulty of enzymes in digesting vegetal proteins, a greater loss of endogenous amino acids and the presence of insoluble dietary fiber in the soybean. A POCM value of 85% showed a good protein utilization in the soybean-fed groups. No statistically significant differences were observed in the plasmatic and hematological parameters among the groups, suggesting that consumption of soybean (either GM or parental) does not alter the nutritional status of the animals.

abstract: Nonregular designs are a preferable alternative to regular resolution four designs because they avoid confounding two-factor interactions. As a result nonregular designs can estimate and identify a few active two-factor interactions. However, due to the sometimes complex alias structure of nonregular designs, standard screening strategies can fail to identify all active effects. In this research, two-level nonregular screening designs with orthogonal main effects will be discussed. By utilizing knowledge of the alias structure, a design based model selection process for analyzing nonregular designs is proposed. The Aliased Informed Model Selection (AIMS) strategy is a design specific approach that is compared to three generic model selection methods; stepwise regression, least absolute shrinkage and selection operator (LASSO), and the Dantzig selector. The AIMS approach substantially increases the power to detect active main effects and two-factor interactions versus the aforementioned generic methodologies. This research identifies design specific model spaces; sets of models with strong heredity, all estimable, and exhibit no model confounding. These spaces are then used in the AIMS method along with design specific aliasing rules for model selection decisions. Model spaces and alias rules are identified for three designs; 16-run no-confounding 6, 7, and 8-factor designs. The designs are demonstrated with several examples as well as simulations to show the AIMS superiority in model selection. A final piece of the research provides a method for augmenting no-confounding designs based on a model spaces and maximum average D-efficiency. Several augmented designs are provided for different situations. A final simulation with the augmented designs shows strong results for augmenting four additional runs if time and resources permit. / Dissertation/Thesis / Doctoral Dissertation Industrial Engineering 2020

In our thesis we focused on demonstrational-experiment-projections and instructions for mechanical oscillations, waves and acoustics. Nevertheless, we did not marginalize other types of tasks linked to experiments. As a starting point of our thesis we used a search of our topic carried out on textbooks for elementary and high schools. This search forms a part of introduction of our thesis. We carried out a considerable part of presented experiments personally during lessons with our students and distilled new experience into the final guidelines of presented experiments. Attachment plays a significant part of the thesis, above all video records of experiments and woorksheets for students. Experiments, with instructions included, update and supplement the subject Practical Course in School Experiments I, which forms part of the compulsory professional preparation of physics teachers at MFF UK. The experiments might therefore serve as an inspiration both for current and future physics teachers. They are synoptically presented in an online Collection of Physics Experiments (fyzikalnipokusy.cz/en).

No description available.