A new recursive method used to salve the Ising problem in one dimension is presented. The solutio... more A new recursive method used to salve the Ising problem in one dimension is presented. The solutions for the open and closed chain with and without external field are \lorkedout.
La posibilidad de una transicion conformacional inducida por repulsion electrostatica que conserv... more La posibilidad de una transicion conformacional inducida por repulsion electrostatica que conserve la distancia entre grupos ionizables (proyectada a lo largo del eje del polimero) es analizada utilizando el modelo de polimeros semiflexibles en solucion presentado anteriormente y la teoria de condensacion de contraiones de Oosawa Manning para polielectrolitos lineales. Suponiendo dos estructuras polimericas de distinta rigidez se obtiene una excelente descripcion tanto de las curvas de titulacion potenciometricas como de la dependencia de las mismas con la concentracion de polimero y de sales simples en la solucion.
La ecuacion de Poisson-Boltzmann (P-B) es resuelta numericamente en geometria cilindrica para tra... more La ecuacion de Poisson-Boltzmann (P-B) es resuelta numericamente en geometria cilindrica para tratarlas interacciones electrostaticas de una solucion acuosa conteniendo polielectrolitos lineales y sales simples de contraiones de valencia mixta. Se desarrolla el concepto de contraian condensado o ligado territorialmente para calcular las fraccion libre y ligada al polielectrolito de las especies ionicas presentes. Los resultados son comparados con los datos experimentales de conductometria y con los de calculos obtenidos por medio de una extension de la teoria de Condensacion de Contraiones (C-C). La solucion de la ecuacion de P-B reproduce correctamente estos resultados en toda la titulacion, aunque con diferencias a muy bajos valores de la sal 1:2.
Journal of Science Teacher Education, May 28, 2021
ABSTRACT This work reports a classroom experience of a general physics course designed to foster ... more ABSTRACT This work reports a classroom experience of a general physics course designed to foster also the initiation of preservice mathematics and biology teachers to physics pedagogical content knowledge. To modify the conceptions that these students have about teaching and learning, the course was taught using different active learning instructional strategies, making at the same time students explicitly aware of their names, objectives, and main characteristics. Degree of knowledge and value of specific active learning activities by these students were measured with three opinion surveys answered by students at the same time they took the three written exams necessary to pass the course. Learning of physics principles was monitored by pre and post instruction application of a general physics multiple-choice test. Results indicate that these students were not only able to identify all teaching strategies but that they value them very highly, with more than 80% of the answers distributed in the two highest rating categories. Opinion and value of the small group work were also very high, increasing with time along the course. When asked to sketch a plan to teach 11th-grade students a physics topic covered in that part of the course, almost all participants proposed to use active learning activities as well as different information and communication technologies. It was also found that conceptual learning of the physics subjects covered in this course was quite satisfactory with high normalized gains, characteristics of active learning instruction. Further work is suggested to confirm these results with appropriate experiments.
A new recursive method used to salve the Ising problem in one dimension is presented. The solutio... more A new recursive method used to salve the Ising problem in one dimension is presented. The solutions for the open and closed chain with and without external field are \lorkedout.
La posibilidad de una transicion conformacional inducida por repulsion electrostatica que conserv... more La posibilidad de una transicion conformacional inducida por repulsion electrostatica que conserve la distancia entre grupos ionizables (proyectada a lo largo del eje del polimero) es analizada utilizando el modelo de polimeros semiflexibles en solucion presentado anteriormente y la teoria de condensacion de contraiones de Oosawa Manning para polielectrolitos lineales. Suponiendo dos estructuras polimericas de distinta rigidez se obtiene una excelente descripcion tanto de las curvas de titulacion potenciometricas como de la dependencia de las mismas con la concentracion de polimero y de sales simples en la solucion.
La ecuacion de Poisson-Boltzmann (P-B) es resuelta numericamente en geometria cilindrica para tra... more La ecuacion de Poisson-Boltzmann (P-B) es resuelta numericamente en geometria cilindrica para tratarlas interacciones electrostaticas de una solucion acuosa conteniendo polielectrolitos lineales y sales simples de contraiones de valencia mixta. Se desarrolla el concepto de contraian condensado o ligado territorialmente para calcular las fraccion libre y ligada al polielectrolito de las especies ionicas presentes. Los resultados son comparados con los datos experimentales de conductometria y con los de calculos obtenidos por medio de una extension de la teoria de Condensacion de Contraiones (C-C). La solucion de la ecuacion de P-B reproduce correctamente estos resultados en toda la titulacion, aunque con diferencias a muy bajos valores de la sal 1:2.
Journal of Science Teacher Education, May 28, 2021
ABSTRACT This work reports a classroom experience of a general physics course designed to foster ... more ABSTRACT This work reports a classroom experience of a general physics course designed to foster also the initiation of preservice mathematics and biology teachers to physics pedagogical content knowledge. To modify the conceptions that these students have about teaching and learning, the course was taught using different active learning instructional strategies, making at the same time students explicitly aware of their names, objectives, and main characteristics. Degree of knowledge and value of specific active learning activities by these students were measured with three opinion surveys answered by students at the same time they took the three written exams necessary to pass the course. Learning of physics principles was monitored by pre and post instruction application of a general physics multiple-choice test. Results indicate that these students were not only able to identify all teaching strategies but that they value them very highly, with more than 80% of the answers distributed in the two highest rating categories. Opinion and value of the small group work were also very high, increasing with time along the course. When asked to sketch a plan to teach 11th-grade students a physics topic covered in that part of the course, almost all participants proposed to use active learning activities as well as different information and communication technologies. It was also found that conceptual learning of the physics subjects covered in this course was quite satisfactory with high normalized gains, characteristics of active learning instruction. Further work is suggested to confirm these results with appropriate experiments.
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