Campus Manaus Distrito Industrial
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/9
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Item Gestão de resíduos orgânicos gerados no restaurante do IFAM-CMDI e a distribuição de alimentos pela assistência estudantil - IFAM-CMDI(2018-11-07) Alencar, Vanessa Galvão; Machado, Ana Lúcia Soares; Melo, Larissa Alencar deThe generation of organic waste in Brazil, has alarming data, there is a culture of waste in the country, this fact was verified in an educational institution in the provision of daily meals to students who participate in a PNAES. However, not all students who submit to the edict are considered due to insufficient resources. Faced with this was thought how to reduce the waste of food, as well as the disposal of organic waste, reverting them in more benefits. In this way interviews and weighing and in loco observation of the wasted foods and the causes of this done, as well as possible solutions were made. Therefore, the objective of the research, from the standpoint of environmental management and reverse logistics, was to elaborate a data collection about the distribution of food and evaluate the effectiveness of the supply chain management and its characteristics. To point out how logistics works in this food supply process at IFAM - CMDI. Thus, during the month of analysis, the average number of dishes served to the 220 students was approximately 800 grams of food per dish, thus calculating the total wasted in the month, which was 124 kg of waste ingestion and 254 kg of bark of the preparation, it can be said that approximately 472 food dishes could have been provided the most in the month, benefiting more students with the social benefit related to food. If the knowledge of management and reverse logistics is implemented to make food distribution more effective, with fewer losses and to analyze ways of transforming losses into gains, within an educational process, it will be possible to contribute to a better service of the PNAES.Item Estação meteorológica portátil com cultura maker interdisciplinar para ensino de física e programação de computadores(2021-03-02) Melo, Larissa Alencar de; Frota, Vitor Bremgartner da; Frota, Vitor Bremgartner da; Souza, Daniel F. de; Fernandes, Priscila SilvaIt is known that teaching physics can be considered difficult due to so many calculations, graphs and numbers. Often, the ability to associate formulas and theoretical content with everyday life does not happen clearly for students. In addition, teaching Computer Programming is also difficult for students, as they often lack the skills to understand the logical steps for solving problems using a computer. Therefore, the objective of the project presented in this article is to facilitate the teaching of Physics through the maker culture, in the do-it-yourself (DIY) process. As a case study to apply the maker culture to the teaching of Physics and Computer Programming, we created a portable meteorological station with Arduino, a low cost free hardware, so that students could relate Thermodynamics to Computer Programming, in this way seeking to improve the way of reasoning and visibility with the help of theoretical Physics, maker culture and everyday life. In the construction of this meteorological station, it was possible to study and visualize the state variables of Thermodynamics using Arduino as a monitoring platform. In our work, we were initially going to perform experiments in person, but we had to apply remote experiments due to the covid-19 pandemic. In this experiment, 20 second-year High School students of a technical course in Electronics participated from a science and technology institution in Brazil. All students were subjected to an initial test regarding concepts of Thermodynamics and Computer Programming, in order to obtain the initial diagnosis of these students. Then, all the students attended an online lesson from the Physics teacher and finally, the students were divided, through a draw, into 2 groups: the group that participated in the remote maker experiments (10 students) and the group that did not participate (10 students). We applied a final test to the whole class, in order to obtain the levels of expertise of the class regarding the concepts of Thermodynamics and Computer Programming. The results obtained, the comparison between the groups that participated and did not participate in the remote maker activities, the report of these remote experiences and the adjustments made to reach the largest possible number of students show the feasibility of the proposal, in addition to reported challenges and future directions.