Effects due to the prEsence of charged dust particles on the growth rate of instabilities of low frequency electromagnetic waves propagating along the ambient magnetic field are investigated, using a kinetic theory which takes into account the collisional charging of the dust particles. For perpendicular ion temperature larger than the parallel ion temperature the dustless Plasma features the proton cyclotron anisotropy instability, which is gradually reduced by the prEsence of the dust population, until complete disappearance for sufficiently large dust density. For perpendicular ion temperature smaller than the parallel ion temperature the dustless Plasma features the proton fire-hose instability, which is also reduced by the prEsence of the dust population. The results obtained show that the fire-hose instability is more easily quenched by the prEsence of the dust than the proton cyclotron instability. For both instabilities, the prEsence of the dust affects the dispersion relation by the charge imbalance produced by the electron capture by the dust particles, and by the damping effect originated from the collisional charging of the dust particles.

Este trabalho apresenta um modelador 3D utilizado como ferramenta de ensino-aprendizagem de geometria descritiva através do paradigma do design-based learning. O HyperCAL 3D foi desenvolvido para que os alunos possam representar em 3D os projetos elaborados a partir dos conceitos de geometria descritiva e, assim, estabelecer relações entre as representações convencionais e a geometria dos objetos em três dimensões. O programa foi implementado em linguagem Delphi e utiliza a realidade virtual, através da linguagem VRML, para visualização dos objetos gerados. A utilização desta ferramenta inovadora tem permitido um salto de qualidade na aprendizagem da geometria descritiva como pode ser visto nos exemplos de projetos desenvolvidos pelos alunos.

This work reports the experience in the implementation of a new paradigm in teaching of descriptive geometry: the Design-based learning. This paradigm changing is the result of a new approach centered on the student, seeking to develop its creativity and its own problem solving capacity based on the descriptive geometry concepts. In this sense, all the concepts and projects developed implicate working with solids. Therefore, it implies in the increasing of the concrete experience, reducing the usual abstraction level needed to learn the fundamental concepts. The proposed methodology was first implemented in some sample classes of Engineering and Design courses of the Federal University of Rio Grande do Sul (UFRGS) with great success.