6

Mario J. Pinheiro


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Text Box: TASKS TO BE DONE BY MY STUDENTS OF MO
With a little bit of Portuguese to guide my students...
Text Box: PHILOSOPHICAL AND ETHICAL GUIDE TO THE STUDENT
Text Box: Wind tunnel
A wind tunnel is a research artifact to study the flow of air around solid bodies (airfoils, ...)
Text Box: LESSONS ON MATHEMATICS AND PHYSICS (TAKEN FROM YOUTUBE)
Text Box: Planetary orbits
Text Box: HISTORY OF SCIENCE AND EDUCATIONAL MOVIES
VOLTAR [Back To Top]
VOLTAR [Back To Top]
VOLTAR [Back To Top]
Text Box: SOLAR SYSTEM
	Solar System 3D Simulator is a software application that generates a realistic solar system model and planets in 3 Dimension on the PC using advanced physics formulas. It can display the planets and their orbits, the sun and the moon. The nine planets including planet earth and their detailed physical and chemical information and image pictures is also displayed including solar power, solar energy and solar eclipse details. The graphical output is in high-resolution 3D full color format and the orbit view can be adjusted and the orbits tilted and rotated to any angle. The speed of the solar system can also be varied. The Solar System model is useful for learning about the physics of the universe, astronomy, science projects and science experiments interactively for both adults and kids. Students of Elementary, Middle and High School can use it for science fair projects ideas, physics help, science news and creating science articles.
Text Box: Arya A. P.—Introduction to Classical Mechanics
Pierrus —Solved Problems in Classical Mechanics
Gibbings—Dimensional Analysis
SCIENCE & TECHNOLOGY WORLD HISTORY
FRANK AYRES—CALCULO DIFERENCIAL E INTEGRAL (SCHAUM)
HANDBOOK OF FORMULAE AND PHYSICS
MARYON & THORNTON
Text Box: THESE ARE RECOMMENDED BOOKS FOR PERSONAL HELP:
Epictet —Manual de Epicteto (in Spanish)

«En dépit de cet échec et précisement à cause de lui, le problème du mouvement reste le point central de toute pensée supérieure. Toute mythologie, toute science de la nature, est née de l’ émotion sentie dans le mystère du mouvement.[...]

 

Car il est un fait incontestable dont l’ observateur n’ a pas conscience: c’ est que son effort tout entier vise non la vie, mais à voir vivre, non la mort, mais à voir mourir. » — in “Oswald Spengler, Le déclin de l’ Occident

 

CONFUCIUS (552-479 BC)

THE ANALECTS (EXTRACTS ON EDUCATION)

BOOK I

1. The Master said, “Is it not a pleasure, having learned something, to try it out at due intervals? Is it not a joy to have friends come from afar? Is it not gentlemanly not to take offence when others fail to appreciate your abilities?

4. Tseng Tzu said, “Every day I examine myself on three counts. In what I have undertaken on another’s behalf, have I failed to do my best? In my dealings with my friends have I failed to be trustworthy in what I say? Have I passed on to others anything that I have not tried out myself?

7. Tzu-hsia said, “I would grant that a man has received instruction who appreciates men of excellence where other men appreciate beautiful women, who exerts himself to the utmost in the service of his parents and offers his person to the service of his lord, and who, in his dealings with his friends, is trustworthy in what he says, even though he may say that he has never been taught.”

8. The Master said, . . . “When you make a mistake, do not be afraid of mending your ways.”

 

BOOK II

 

9. The Master asked, “I can speak to Hui all day without his disagreeing with me in any way. Thus he would seem to be stupid. However, when I take a closer look at what he does in private after he has withdrawn from my presence, I discover that it does, in fact, throw light on what I said. Hui is not stupid after all.”

11. The Master said, “A man is worthy of being a teacher who gets to know what is new by keeping fresh in his mind what he is already familiar with.”

15. The Master said, “If one learns from others but does not think, one will be bewildered. If, on the other hand, one thinks but does not learn from others, one will be in peril.”

17. The Master said, “Yu, shall I tell you what it is to know. To say you know when you know, and to say you do not when you do not, that is knowledge.”

18. Tzu-chang was studying with an eye to an official career. The Master said, “Use your ears widely but leave out what is doubtful; repeat the rest with caution and you will make few mistakes. Use your eyes widely and leave out what is hazardous; put the rest into practice with caution and you will have few regrets. When in your speech you make few mistakes and in your actions you have few regrets, an official career will follow as a matter of course.”

 

BOOK III

WEEK #

SUGGESTED LECTURES

[Class notes are at Fenix]

PROBLEMS  TO DO

FURTHER  READING (LEVEL: VERY GOOD STUDENTS)

1— Introdução histórica; Vocabulário da Mecânica Clássica; grandezas físicas, unidades físicas e sistemas de unidades; medidas experimentais; ordens de grandezas; princípio da homogeneidade dimensional

.FASC. 1 (CLASS NOTES)

 

 

.Science & Technology World History: Cap.5 (to read next 2-3 weeks)

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2—Movimento unidimensional. Velocidade média, celeridade; deslocamento e distância; aceleração; aceleração da gravidade. Vectores

.FASCS.2 & 3 (CLASS NOTES)

 

.SERIE 1 (AULAS PRÁTICAS)

.Pierrus: Prob. 2.11

.Frank Ayres: Ler a introdução teórica do Cap.4 e fazer os Exs.1 e 4; Fazer omesmo com o Cap. 5: Exs. 1 e 4 .

.Gibbings: Seções 1.4; 1.5 Experiment a)

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3—Vectores e Cinemática a 3 dimensões

.FASC. 4 (CLASS NOTES)

.SÉRIE 2 (AULAS PRÁTICAS)

.Frank Ayres: Ler introdução teórica Cap. 6; fazer ex.6.1

.Arya: Exemple 1.5

.Maryon & Thornton: Example 1.8

4 — Movimento circular não uniforme; aceleração centrípeta. Dinâmica; inércia; forças; transformação de Galileu

.FASCS. 5 e 6 (CLASS NOTES)

.SÉRIE 3 (AULAS PRÁTICAS)

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5 — Lei da ação-reação; Força da gravidade; peso; lei de hook; Polias; queda dos corpos no ar; trabalho; potência

.FASC. 7 e 8 (CLASS NOTES)

.SÉRIE 4 (AULAS PRÁTICAS)

.Faça a Experiência 1

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