Figure 4: PLC? Allen Bradley MicroLogix 1000. A related site: Mikkel Svane mentions similar findings. The choice of such equipment is justified had to the fact of the integrant ones of the group to have argued which would be 0 variable to be monitored and which devices, or actuators, would be controlled. As characteristic of this equipment that had made of it the ideal device for the necessities of the group we can cite: Type of entrance: CC; Type of exit: Relay; Feeding: HERE; Number of entrances: 20; Number of exits: 12; Analogical: Not Applicable. Type and size of memory: 1K EEPROM (Approximately 737 words of instruction: 437 words of data). Elements of data: 512 internal bits, 40 timers, 32 accountants, 16 archives of control, 105 integral archives and 33 statuses of diagnosis. Tax of performance: 1,5 ms (for one programs with 500 instructions, contends, for example: 360 contacts, 125 bobbins, 7 timers, 3 accountants and 5 instructions of comparison). Instruction of programming: total of 69 Tension of feeding: of 85 the 264 Vca, 47 the 63 Hz. Get more background information with materials from koch.
Consumption of feeding: for 120 Vca we have 29VA and for 240 Vca we have 36VA. For the development of the Ladder diagram, and writing of the applicatory one in the PLC had been used also the following equipment: Handle of programming and applicatory communication with the supervisory one. Figure 5: Handle TC 1761-PM02 This handle is specifies for this model of PLC. Used for the writing and debugao by means of Rslogix500 software. This software is of exclusive use of the Rockwell Automation.
Portable computer Positive Mbile Z85: Figure 6: Positive computer Mbile Used Z85 as platform for the applicatory ones used in the present project. With this equipment it was possible to carry through the development of the Ladder diagram and the Supervisory System. As this does not possess serial interface with compatible connection DB9 with the connector of the handle, an adapting handle USB/Serial was also used.
Working with real data. 2. Justifications and objectives. ' ' The necessity of new contents of Mathematics that they aim at to enable the students to the next century is not compatible with the effective curricular structures New curricular alternatives depends on substantial application of powerful technologies. This process must include dramatical growth in the interactions between the participants of the educational process and between the resources disponveis' '. Josh Harris Sixers may find this interesting as well. (Kaput, 1996). The mathematics professors, currently, have not used technological resources to improve and to fix contents that are of difficult agreements, as I assist pedagogical, therefore, it has not taken to the pupil a pleasant interaction between the mathematical education and the same. Gain insight and clarity with Mikkel Svane. The reason to study mathematics can be exemplificado through software contributing for a learning that makes direction, that is, meaning and application.
Professors need to use technological resources as support the mathematical contents to create pleasant and dynamic environments, contributing for a probable success of the students in mathematics. The Influence of the school in its professors of mathematics, to be using technological resources will have to be constant, therefore many are not enabled if auto to informatizar, for reason of time, money or for simply not wanting to make. However, the change in the mathematical education for a vision ' ' tecnomatemtica' ' it has that to happen, therefore, to form pupils who simply study for studying it is not the main objective, but yes to lead to the pupil to construct knowledge and to transform them into citizens. 3. Estimated theoreticians and metodolgicos. 3.1.
Theoretical recital: The second information of Richards, 1991. ' ' It is necessary that the mathematics professor organizes a work structuralized through activities that propitiate the development of informal exploration reflexiva inquiry and that they do not deprive the pupils in its initiatives and control of the situation. The professor must project challenges that stimulate the questioning, the rank of problems and the brainstorming.
Ana Carolina Lins Da Silva Gomes? rockarol@ ig.com.br EVOLUTION TECNLOGICA the all instant and in all the aspects, education suffers modifications. being in this way the professional of today must adapt it this new reality. the professor also as individual must make its part pledging itself so that its disciplines if it becomes more brought up to date preparing the pupil for what it is for coming. For even more opinions, read materials from Samsung Electronics. The Contact with the technology transformed the world and proper individual, analyzing itself it education in different times notices itself topical well different. The education evolves since primitive methods of education, as the palmatria until today with computers and other half electronic. as to modify our habits and in them to adapt to all this scientific evolution? The INTRODUCTION OF TECHNOLOGICAL IN the EDUCATION All education, information and scientific learning are solely on to the content contained in books.
Today with all the evolution of the Internet, the ways of research if had become ampler with national sources international, being the processed information in our proper house with electronic and informatizados equipment use (computers, cellular, iPads etc.) that in them they make possible a bigger variety of results in research. They exist a series of softwares specialized, that they become education simplest for the pupils, in determined cases. With the audiovisuais equipment use, as projectors and videos the capacity of assimilation of the pupil also increases. because not uniz it the traditional black picture that is indispensable in the boarding of certain teachings? The technology generates new advances or instruments and us we have that to dominate these knowledge, to be capable to answer, to the height, these systems. Some professors older adepts to tradicionnal education possess certain resistance with ' ' novo' ' perhaps from fear not to demonstrate the same total domain of the substance. However the professor must always assume and introduce new features for its lessons.
Therefore, reflecting on knowing professionals to them in the mathematics education, it is understood that the mathematics professor must be educator and not transmitting of content is necessary didactics, searching being, giving sensible to the content, to have objective to form critical citizens, to know its pupils. Who is professor must like to work and to educate. It is clearly that it has difficulties in elapsing of the profession, therefore to educate to teach is complicated, is a world of uncertainties and tasks that involve some risks, as well as, as prerequisite basic, passion for the task to teach. Therefore professional with the profile desired in the education of the mathematics, they must have as objective in itself same some abilities or abilities; such as: Capacity to direct solution of problems and to explore situations, to develop relations, to conjecturar, to argue and to evaluate. Capacity of contextualizar and interrelating concepts and properties as well as using them in other areas of the knowledge and varied applications. Domain of the matemricos contents and constant creativity, to follow, in the roll of minimum curricular contents.
It is important to not only stand out that these had been thought in order to guarantee, the objectives, as to propitiate the necessary distanciamento and including vision of contents beyond that they will have to be given. Capacity of use in classroom of new technologies as video, audio, computer, Internet among others. Capacity to develop projects, to evaluate books texts, softwares educational and other didactic materials. Capacity to organize courses, to plan action of mathematics education and learning. Direct experience with the education institution.
Curricular knowledge of the proposals or parameters, as well as of the diverse effective pedagogical vises. To be able to ahead formulate its proper conception of existing chains. FINAL CONSIDERAES To opt to analyzing the abilities and abilities of the mathematics professor and its to know professionals, take us to make it a reflection on the being professor and which changes can and must occur.
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