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A teaching experiment on supervised pattern recognition in chemometrics was proposed in this tutorial to introduce partial least squares discriminant analysis (PLS-DA). A new approach of the experiment published in the first tutorial of this series was revisited and employed to the classification of edible vegetable oils. The spectra of olive, canola, soybean and corn oils were obtained using an attenuated total reflectance Fourier transform infrared (ATR-FTIR) spectrometer in the range of 600 to 4000 cm-1. The combination of ATR-FTIR and PLS-DA classification method was able to correctly classify 100% of the validation samples. The Matlab commands, routines and functions were presented, and a didactic explanation of the concepts and interpretation of the data was provided. Made available in DSpace on 2020-06-23T11:13:01Z (GMT). No. of bitstreams: 1 Experimento-didatico-de-quimiometria-para-classificacao-de-oleos-vegetais-comestiveis-2020.pdf: 3697819 bytes, checksum: 05d368657c156ed3e2b9190d911f5515 (MD5) Previous issue date: 2020

The flows can be characterized as: laminar or turbulent flow; uniform or transient and compressible and incompressible. The Reynolds number is an important dimensionless quantityin fluid mechanics, that is used to help predict flow patterns in different fluid flow situationss, being defined by the ratio between inertial forces and viscous forces. The present work had as objective to use a didactic experiment of the Chemical Engineering Laboratory course, specifically Fluid Mechanics, to evoke the following concepts seen in the classroom, as well as: A) hydraulic diameter; B) Reynolds number; C) mass flow and volumetric flow; D) average flow velocity; (E) continuity equation, and visualize the different flow regimes: laminar, transition and turbulent. The experimental observation allowed a classification of the flow consistent with that of the calculations. In this experiment, it was mathematically confirmed by the uncertainty analysis and error propagation, using the EES software, the significant contribution of the water volume measurement into the values ??of the experimental errors. The effect and the contribution of temperature were also verified in the determination of the Reynolds number. Os escoamentos podem ser caracterizados como: escoamento laminar ou turbulento; uniforme ou transiente e compressível e incompressível. O número de Reynolds é uma grandeza adimensional que caracteriza o movimento de fluidos, sendo definido pela razão entre forças inerciais e forças viscosas. O presente trabalho teve como objetivo utilizar um experimento didático da disciplina de Laboratório de Engenharia Química, especificamente Mecânica dos Fluidos, para evocar os seguintes estes conceitos vistos em sala de aula, bem como: a) diâmetro hidráulico; b) número de Reynolds; c) vazão mássica e vazão volumétrica; d) velocidade média do escoamento; (e) equação da continuidade, e visualizar os diferentes regimes de escoamento: laminar, transição e turbulento. A observação experimental possibilitou uma classificação do escoamento coerente com aquela dos cálculos. Neste experimento, foi confirmada, matematicamente pela análise de propagação de incertezas, usando o programa EES, a contribuição significativa da medida do volume de água nos valores dos erros experimentais. O efeito da temperatura e a contribuição de sua incerteza também foram verificados na determinação do número de Reynolds.

CEL NAUKOWY: Celem artykułu jest przedstawienie efektywności eksperymentu dydaktycznego w akademickiej formalnej edukacji przedsiębiorczości w tradycyjnym dużym uniwersytecie w Polsce ukierunkowanej na kształtowanie wiedzy, umiejętności i postaw przedsiębiorczych studentów. PROBLEM I METODY BADAWCZE: Problemem badawczym jest edukacja przedsiębiorczości łącząca teorię z praktyką w tradycyjnym dużym publicznym uniwersytecie w Polsce. Zastosowano analizę jakościową z wykorzystaniem problemowo wybranych trzech studiów przypadków (case studies) studenckich projektów wdrożeniowych zrealizowanych w praktyce w ramach dynamicznej sieci partnerów zewnętrznych Instytutu Przedsiębiorczości UJ. PROCES WYWODU: W części pierwszej przedstawiono uwarunkowania realizacji procesów edukacji przedsiębiorczości i szczegółowe założenia badawcze. Część druga obejmuje opisy badanych przypadków. W części trzeciej podsumowano syntetyczne wyniki analizy ze względu na efektywność edukacji przedsiębiorczości. WYNIKI ANALIZY NAUKOWEJ: Przedstawione studia przypadków zilustrowały realizację w praktyce procesu przedsiębiorczości powstawania pomysłu na nowatorską aplikację, zbudowania nowej firmy oraz przygotowania innowacyjnego projektu społecznego. Wdrożenie wszystkich projektów potwierdziło dobitnie wartość aspektów praktycznych w edukacji przedsiębiorczości, a jednocześnie podkreśliło ogromną rolę otoczenia zewnętrznego w tym procesie ze względu na wartość dodaną wynikającą z szeroko rozbudowanej współpracy z jednostkami pozauniwersyteckimi. WNIOSKI, INNOWACJE, REKOMENDACJE: Uzyskane doświadczenia skłaniają do postawienia wniosku o uwzględnienie obu wspomnianych aspektów jako obligatoryjnych w projektowanych modelach edukacyjnych w zakresie przedsiębiorczości.

Splošna teorija relativnosti je že skoraj stoletje nazaj napovedala obstoj gravitacijskih valov, vendar nam je šele razvoj tehnologije omogočil neposredno opazovanje njegovega fizikalnega vpliva. Ta dosežek ni le ponovno potrdil splošne teorije relativnosti, temveč nam je podal revolucionaren način pridobivanja informacij na področju astrofizike, neodvisno od spektra elektromagnetnega valovanja, s čimer smo nazadnje pridobili tudi nov vidik razumevanja številnih astrofizikalnih objektov in procesov ter razvoja zgodnjega vesolja. Za odkritje obstoja gravitacijskih valov je bilo izkazano precejšnje zanimanje, tudi s strani širše javnosti, saj je bilo njihovo odkritje izpostavljeno v različnih medijih. Mladoletniki, na katere imajo mediji prav največji vpliv, pogosto iščejo dodatne informacije o aktualni temi, bodisi s samostojnim raziskovanjem ali pri svojem učitelju (v tem primeru učitelju fizike). Učni načrt fizike za gimnazijo ne vsebuje vsebin v zvezi z odkritjem in opisom gravitacijskih valov, zato bi bilo treba za vsaj osnovno razumevanje tega kompleksnega pojava dijakom zagotoviti ustrezno fizikalno predznanje v obliki poglobitve ali dopolnitve nekaterih učnih vsebin. S kvalitativnim raziskovalnim pristopom je bilo ugotovljeno, da je učni načrt za fiziko fleksibilen v tolikšni meri, da ob uvodni poglobitvi in dopolnitvi nekaterih vsebin omogoča zadostno fizikalno predznanje, potrebno za razumevanje vsebin o gravitacijskih valovih, v okviru vsebinsko nerazporejenih ur pa celo v formalnem smislu omogoča njihovo obravnavo. Veljavnost in učinkovitost tega spoznanja sta bili preverjeni z didaktičnim eksperimentom. The general theory of relativity proposed the existence of gravitational waves almost a hundred years ago, however it was only the development of technology that enabled the direct observation of their physical influence. This achievement not only confirmed the general theory of relativity, but it also offered the revolutionary way of obtaining information in the field of astrophysics, independently of the electromagnetic wave spectrum. This gives us a new view in the understanding of several astrophysical objects and phenomena as well as the development of early Universe. The discovering of gravitational waves led to a great interest, even by worldwide public, since this event has been exposed in different media. Teenagers who are strongly influenced by public media often tend to seek for additional information about the actual topic, either by individual efforts, or by the help of their teacher (in our case physics teacher). The curriculum for physics in gymnasium doesn’t contain the topics connected with gravitational waves, therefore, it would be necessary to ensure the adequate physical initial knowledge for students, in the way of deepening and supplementing some school contents, so that at least some basic comprehension of this phenomenon can be assured. With the help of a qualitative research approach, it was found that the curriculum for physics is flexible enough that with the initial deepening and complementation of some of the contents, it provides sufficient physical knowledge necessary for understanding the contents of gravitational waves, and within the unaddressed hours even in the formal sense allows them to deal with. The validity and effectiveness of this concept was verified by a didactic experiment.

The paper showcases medical students’ morally-charged interpersonal experiences as recorded in a didactic experiment with control and experimental groups at a Romanian medical university (1 st year compulsory English seminars). Data was obtained through classoom observations, testing, learning diaries, assignments and follow up questionnaire-based survey. Concurrent to the teaching/learning, we noticed how group dynamics seemed to impact students’ understanding and enactment of values considered important in the medical profession. The discussion focuses on experiential learning which is less explicit in the curriculum and less apparent in test scores, but still relevant in shaping the moral dispositions of future physicians.

Historically was education of physiology and pathophysiology associated with demonstration of organism's function or basic pathological process on lab animals. This was partly due to the fact that many functions were able to be recorded only invasively i.e. encroaching on investigated object's integrity. But educational trends have significantly changed in last two decades. All of the students, legislation and pressure of non-governmental organizations led to minimizing of using lab animals in lessons of many Faculties of Medicine and Faculties of Veterinary Medicine. Didactic films were used in first phase and animated multimedia presentations prevail recently. Teaching of biomedical subjects without using living organism is possible but students aren’t acquiring any new skills by passive monitoring of virtual information. Students also don’t have a chance to perceive organism's reaction in other than by sight or audition. This way of teaching lacks emotions that accompany every doctor-patient contact. It is not associated with its stress and tactile and odor perceptions are also missing.

Principal component analysis (PCA) is a chemometric method that allows for the extraction of chemical information that would otherwise be impossible to determine. Teaching chemometrics to undergraduates can contribute to the overall professional development and training of new teachers, whose profiles have been gaining attention due to the current demand for data interpretation. In this study, a didactic experiment involving PCA is proposed. Spectrophotometry was used in the ultraviolet-visible (UV-Vis) region to assess the behavior of anthocyanins extracted from red cabbage at different pH values. The results suggest the possible separation of anthocyanin structures into three distinct groups, according to their chemical characteristics displayed in acid, neutral, and basic media. The objective is to develop educational materials targeted to undergraduate courses, which encompass a larger number of concepts and introduce instrumental techniques currently being employed in both academic research and the industrial sector. Specifically, the proposed experiment introduces concepts related to spectrophotometry in the UV-Vis range and the PCA chemometric method. The materials used are easily accessible, and UV-Vis spectroscopy equipment is less expensive in comparison with other spectroscopy methods.

The 4/ 6 years old child writing without coding oral is likely to copy himself. Our hypothesis is that the encouragement to mobilize self-language promotes the disappearance of self-copy processes to the benefit of oral processes. 38 paired children have been taught during 8 didactic sessions. The 19 GE children write a sentence with an encouraging protocol. The 19 TG children write and draw. All children take three tests of individual invented spelling : a pretest, a middle-test and a post-test. We observe that the child who uses self-language overcomes visual conception of writing and gives up self-copy processes. Self-language allows him to memorise information in order to analyse the speech. The learning of this behaviour is essential to the mobilization of phonographic knowledge. This learning comes close to a procedural didactic that does not require any metalinguistic explanation., L’enfant de 4/ 6 ans qui écrit sans coder l’oral, s’autocopie volontiers. Notre hypothèse est que l’incitation à la mobilisation de l’auto-langage favorise la disparition des procédés d’autocopie au profit de procédés oraux. 38 enfants appariés bénéficient de 8 séances didactiques. Les 19 GE écrivent une phrase avec un protocole incitateur. Les 19 GT écrivent et dessinent. Tous passent un prétest, un test médian et un post-test individuel d’écriture inventée. Nous observons que l’enfant qui recourt à l’auto-langage, dépasse une conception visuelle de l’écrit et abandonne l’autocopie. L’auto-langage lui permet de maintenir l’information en mémoire pour analyser l’oral. L’apprentissage de ce comportement est indispensable à la mobilisation des correspondances oral/ écrit. Il relève d’une didactique procédurale qui ne nécessite pas d’explication métalinguistique., Cussac Pomel Jocelyne. L’enfant apprenti-scripteur… De l’autocopie à l’auto-langage. In: Spirale. Revue de recherches en éducation, n°44, 2009. Enseigner et apprendre à lire-écrire à l’école, sous la direction de Jacques Fijalkow. pp. 9-30.

In this work, the fruit extracts of Morus nigra - mulberry, Syzygium cuminii - jambolão, Vitis vinifera ¾ grape, Myrciaria cauliflora - jabuticaba are suggested as pH indicators in the form of either solutions or paper. The pH indicator solutions were prepared by soaking the fruits or their peels in ethanol 1:3 (m/V) for 24 h, followed by simple filtration. The pH indicator papers were prepared by imersion of the qualitative filter paper strips in the pH indicator solutions. The different pH leads to color changes in the indicator solutions or papers and it can be used for teaching elementary chemistry concepts.

In this work, the fruit extracts of Morus nigra - mulberry, Syzygium cuminii - jambolão, Vitis vinifera ¾ grape, Myrciaria cauliflora - jabuticaba are suggested as pH indicators in the form of either solutions or paper. The pH indicator solutions were prepared by soaking the fruits or their peels in ethanol 1:3 (m/V) for 24 h, followed by simple filtration. The pH indicator papers were prepared by imersion of the qualitative filter paper strips in the pH indicator solutions. The different pH leads to color changes in the indicator solutions or papers and it can be used for teaching elementary chemistry concepts.

This Bachelor Thesis applies to the themed use of the selected social network Facebook within the classroom. The central part of the work is research on the use of closed networks of community groupsin teaching SSVOŠ in České Budejovice. The research discusses how to use Facebook to provide support for e-learning in the taught subject and how students perceive the reality. This thesis, among other things applies with other similar research and applications which have already been examined elsewhere in the world. It publishes the comprehensive overview of how to use Facebook for educational purposes.

This paper presents an IR and Raman experiment executed during the teaching of the course "Chemical Bonds" for undergraduated students of Science and Technology and Chemistry at the Federal University of ABC, in order to facilitate and encourage the teaching and learning of group theory. Some key aspects of this theory are also outlined. We believe that student learning was more significant with the introduction of this experiment, because there was an increase in the discussions level and in the performance during evaluations. This work also proposes a multidisciplinary approach to include the use of quantum chemistry tools.

Resumen:El artículo sistematiza: la experiencia del Museo de los Niños en la utilización del experimento didáctico; resalta el potencial educativo de este recurso, al ser utilizado en un adecuado contexto pedagógico, y las limitaciones que presenta como modelo de enseñanza de la teoría. Se analiza el experimento como un recurso didáctico en relación con el experimento en la investigación científica. Por último, se señalan los tipos de experimentos que se están realizando en los talleres escolares del Museo de los Niños y los que se esperanrealizar.Abstract:This article offers a systematization of the experience of the Children Museum using the experiment as a didactic source, remarking its educational potential when it’s used in the right pedagogical context, as well the limitations of this model when teaching a theory. It refers the experiment as a didactic resource, in contrast to the experiment in research and a typology of experiments implemented in the scholar workshops of Costa Rica’s Children Museum and the its challenges for the future

Neste trabalho apresentamos um experimento didático de baixo custo, produzido por um aluno de uma disciplina do curso de licenciatura em Física da Universidade Federal Fluminense, que tem sua ênfase no estudo dos movimentos - inesperados - de materiais ferromagnéticos sob a ação de campos magnéticos produzidos por um solenóide. O experimento, incluindo material utilizado, montagem e procedimentos, é mostrado em detalhe. São apresentadas, na forma de uma discussão, as várias tentativas de explicação para os movimentos obtidos. Objetiva-se a capacitação de professores em sustentar uma discussão com seus alunos. In this work we present a low cost didactic experiment - designed by a student in a course for undergraduate students of Physics at Universidade Federal Fluminense. The emphasis of the experiment is on the study of the unexpected motion of ferromagnetic materials under the action of magnetic fields produced by a solenoid. The experiment is described in details, including the material, the steps and procedures. The attempts for explanation for such movements are presented in the discussion. This paper aims to provide teachers with some ideas of how to sustain a discussion with their students.

This paper presents an IR and Raman experiment executed during the teaching of the course "Chemical Bonds" for undergraduated students of Science and Technology and Chemistry at the Federal University of ABC, in order to facilitate and encourage the teaching and learning of group theory. Some key aspects of this theory are also outlined. We believe that student learning was more significant with the introduction of this experiment, because there was an increase in the discussions level and in the performance during evaluations. This work also proposes a multidisciplinary approach to include the use of quantum chemistry tools.