Brasil Final Report - Department of Physics - The Ohio State University

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32 d d /2 (a) d d/2 Figure 6: Arrangement of slits in (a) pretest and (b) post-test for multiple-slit interference. The diagrams show a ray from each slit to a distant point B, which was a maximum for the two left slits before the third was added. The differences in distance from adjacent slits to point B are marked. (b)
33 Table I: Results from quantitative and qualitative questions on single-slit diffraction posed after standard instruction in introductory calculus-based courses. On the quantitative question, students are asked whether any minima would occur for the situation shown in Fig. 1(a) and, if so, to calculate the angle to the first minimum. On the qualitative question, students are asked whether the slit that produced the diffraction pattern in Fig. 1(b) has width greater than, less than, or equal to the amplitude. Minima exist (quantitative question) a < (qualitative question) Correct angle (quantitative question) Correct reasoning (qualitative question) Students in introductory calculus-based course Quantitative question After standard instruction Qualitative question After standard instruction Graduate Students Qualitative question (N ≈ 130) (N ≈ 510) (N ≈ 95) 85% 45% 80% 70% 10% 55% Table II: Results from question on double-slit interference based on Fig. 5, in which students were asked to sketch what would appear on the screen if one slit were covered. Correct: Screen is essentially uniformly bright Incorrect: Interference minima remain when one slit is covered. Diffraction minima appear on screen Students in introductory calculus-based course After standard instruction Graduate Students (N ≈ 600) (N ≈ 50) ≤40% 55% 45% -- -- 25% Table III. Results on pretest and post-test questions on multiple-slit interference. Students are asked
Page 1 and 2: VII CONFERÊNCIA INTERAMERICANA SOB
Page 3 and 4: 3 The basic theme of the Conference
Page 5 and 6: 5 ÍNDICE Summary APRESENTAÇÃO (P
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Introdução 85 A HISTÓRIA E A FIL
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87 história não neutra, objetiva
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91 3. PEDUZZI, L.O.Q. Sobre a utili
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94 REMARKS AT THE SYMPOSIUM SESSION
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96 O ENSINO DE FÍSICA NO BRASIL: O
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98 CONFERENCE RESPONSE - VII IACPE
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100 SYMPOSIUM PANEL PRESENTATION -
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102 CONSIDERACIONES EN LA SESIÓN F
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104 COMMENTS AT THE FINAL SESSION O
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106 RECOMENDAÇÕES DOS GRUPOS DE T
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108 VII CIAEF GRUPOS DE TRABALHO GR
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110 GRUPO 2: LA PREPARACIÓN DE FÍ
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112 GROUP 2: THE PREPARATION OF PHY
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114 GRUPO 3: FÍSICA EN LA ENSEÑAN
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Video Proyector de transparencias
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118 VII CONFERÊNCIA INTERAMERICANA
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120 WORKSHOPS Julho 04/July 04; 14:
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122 MODELOS ALTERNATIVOS PARA EXPLI
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124 Beny Richter Richter TEACHERS T
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126 SIMULACIONES EN LA ENSEÑANZA D
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128 APRESENTAÇÕES EM PAINEL/ POST
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130 CONCEPTOS DE FÍSICA QUE LE SON
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VII Conferência Interamericana sob
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Délcio Basso Faculdade de Física
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José Alberto Peña Echezuría UPEL
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María Jesús Elejalde García Depa
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Rejane Aurora Mion UEPG Praça Sant
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Brasil Final Report - Department of Physics - The Ohio State University

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