Maquete Terra Sol
Autor: Anderson Giovani Trogello | Publicado: 2012-11-27T08:49:00-08:00







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A relação Terra e Sol é por vezes
conflitante à assimilação humana. Conceber um sistema heliocêntrico estando
habituado coma aparente imobilidade terrestre e movimentação celeste é uma
situação que exige estratégias diversificadas e significativas. 

Neste sentido esta maquete vem a
auxiliar a configuração de fenômenos celestes, tais como: movimento de rotação
terrestre e solar; movimento de translação terrestre; movimento de translocação
terrestre; nascimento e poente do Sol; alternância das estações do ano; pontos
cardeais; solstícios e equinócios e a identificação e representação de linhas
imaginárias. 

Além disso, esta atividade se apresenta com
montagem simples e com custo baixo, facilitando a construção pelos professores
e ou alunos em diferentes ambientes formativos.



INTRODUÇÃO



Este objeto se apresenta com baixo custo e com
montagem simples. Também não envolve equipamentos e materiais sofisticados. No
entanto mesmo com aparente simplicidade este recurso pode ser significativo ao
ensino de Astronomia, pois representa e aproxima diversos fenômenos da
concepção humana.



MATERIAIS




 

  
  
Materiais

  
  
Onde conseguir?

 

  
  
Papelão

  
  
Reciclável / papelaria

 

  
  
8 Palitos de churrasco *

  
  
Papelaria / Mercado

 

  
  
16 clips *

  
  
Papelaria

 

  
  
8 bolas de isopor c/ 5cm de diâmetro **

  
  
Papelaria

 

  
  
1 lâmpada 60W

  
  
Mercado / Construção Civil

 

  
  
1 Soquete

  
  
Mercado / Construção Civil

 

  
  
2 metros de fio duplo

  
  
Construção Civil

 

  
  
1 tomada macho

  
  
Mercado / Construção Civil

 

  
  


  
  


 

  
  
Equipamentos

 

  
  
Tesoura 

 

  
  
Fita Larga ou crepe 

 

  
  
2 canetas de distintas cores 

 

  
  
Régua 

 

  
  
Cola branca

 

  
  
Transferidor 

 

  
  
Chave philips ou de fenda

 













































CONSTRUÇÃO




1ª Etapa:Neste primeiro momento, é construído
o Sistema de Iluminação, o qual representa a iluminação solar. Deste modo,
recorte 2 pedaços de papelão de 10x15cm (Figura 6A);

2ª Etapa: Cole ambos os pedaços, utilizando
cola branca e ou fita larga (Figura 6B);






3ª Etapa: Desencape cerca de 1 cm das quatro
pontas do fio duplo, com ajuda de uma tesoura e instale em uma ponta a tomada e
na outra o soquete, utilizando aqui uma chave philips ou de fenda.&nbsp; (Figura 7A);




&nbsp;4ª Etapa: Os soquetes comercializados trazem na
embalagem parafusos (geralmente com rosca sem fim) para a fixação do mesmo.
Desta forma obtenha os parafusos (Figura 8A e 8B) e fixe o soquete, com auxílio
de chave philips ou de fenda, sobre a região central das placas de papelão
coladas na etapa 2. Instale também a lâmpada de 60W no soquete (Figura 8C);









Nas próximas etapas é desenvolvida a
construção de um modelo de representação planetária, neste caso do planeta
Terra.

5ª Etapa: As próximas etapas constituem o
processo de construção da estrutura de sustentação. A qual é formada por uma Base e uma Coluna. Deste modo, recorte 8 pedaços de papelão de 7x10cm, os
quais serão denominados Base (Figura 9A); 

6ª Etapa: Recorte também 8 pedaços de papelão
de 5x6cm, no qual o lado maior seja cortado longitudinalmente aos furos
internos do papelão, tais pedações serão denominados de Colunas (Figura 9B);&nbsp;










7ª Etapa: Em cada Base, com auxílio da régua e
caneta, faça uma linha média paralela ao segmento de 10 cm (Figura 10A);

8ª Etapa: Em cada Coluna e utilizando a
tesoura, caneta e transferidor, desenhe (Figura 10B) e recorte um triângulo reto
com ângulos de 90º; 23,5º e 66,5º (Figura 10C).










9ª Etapa: Para cada Base e Coluna utilize
agora 2 clips, os quais devem ser abertos em ângulos de 90° (Figura 11A).








10ª Etapa: Junte uma Base e uma Coluna, formando
assim a estrutura de sustentação (Figura 6C). Deste modo, fixe a Coluna
apoiando em cada lado os clips abertos em forma de “L” (Figura 11B). Detalhe, a
Coluna deve ser posicionada sobre a Base com o segmento que foi originado com o
corte do triângulo reto na etapa anterior.


11ª Etapa: Perfure cada bola de Isopor com um palito de churrasco. Caso
a esfera possua uma linha média, resultante de sua produção, cuide para que a
perfuração aconteça perpendicularmente a esta marcação (Figura 12A e 12B). Uma dica
é inserir o palito primeiramente em uma ponta, avançar até o meio e retirar o
palito para recomeçar na outra extremidade, mas agora terminando o serviço.&nbsp;






Entretanto, caso a esfera não possua uma linha
mediana, basta configurar uma marcação perpendicular ao palito de churrasco,
com uma das canetas (Figura 12B). Desta forma, o palito de churrasco representa
o eixo de rotação e a bola de isopor o planeta Terra.

12ª Etapa: É necessário também que as esferas
sejam posicionadas a mesma distância das pontas dos palitos de churrasco. Ou
seja, o polo da esfera que fica voltado para a região pontiaguda do palito de
churrasco deve ser posicionado a mesma distância em ambos os casos. Esta
distância é chamada aqui de “Y”, a qual é precisada levando em consideração a
altura em que se encontra a região equatorial da lâmpada posicionada no soquete
(sistema de iluminação) e obtida da seguinte forma:



Y = H - r

Sendo: 

H&nbsp;– Altura da região equatorial da lâmpada presa
ao soquete (Figura 13);

r&nbsp;– Raio da bola de isopor.&nbsp;









13ª Etapa: Em cada bola de isopor faça também
as seguintes marcações:

<!--[if !supportLists]-->a.&nbsp;&nbsp;&nbsp; <!--[endif]-->Hemisfério norte e sul: na região de intersecção do eixo
de rotação escreva informações para lembrar tais hemisférios. Lembrando que a
região escolhida deve ser lembrada em todas as bolas. 

<!--[if !supportLists]-->b.&nbsp;&nbsp;&nbsp; <!--[endif]-->Na sequência faça também marcações representando os
Trópicos de Câncer e Capricórnio. Deste modo realize uma marcação (círculo) a
norte (Trópico de Câncer) e outra a sul (Trópico de Capricórnio) da linha
equatorial. Ambas as linhas devem ficar a uma distância “x” do equador (Figura 12B). Esta distância pode ser calculada da seguinte forma:



X = &nbsp;(Dx3,14 / 4) 90x23,5



Sendo:

D – Diâmetro da bola de isopor.



14ª Etapa: Posicione cada eixo de rotação em
um dos furos centrais da coluna, fazendo com que o palito de churrasco fique
inserido em toda a extensão do mesmo (Figura 12C). Utilize a ponta mais estreita
do palito para realizar a perfuração. Cuide para os hemisférios estejam
voltados para o mesmo sentido, ou seja, caso tenhas escolhido por colocar o
hemisfério sul voltado para a estrutura de sustentação, faça isto com todas as
bolinhas – as “Terras”. Aqui, é indicado para que o hemisfério norte seja voltado
para a estrutura de sustentação, pois tal situação pode colocar o aluno em
situação conflitante, pois não há nenhuma necessidade de este ou aquele
hemisfério esteja voltado “para cima” ou “para baixo”. &nbsp;Embora, devido a uma concepção norte
americana, ou mesmo europeizada, observar o hemisfério norte voltado “para
baixo” é para muitos um conceito errôneo, acreditam que este deve sim estar
voltado para cima. 

Como se pode observar mesmo o texto objetivar
a instrução, em vários momentos há o incentivo às ações próprias, procurando
assim valorizar a autonomia do professor e fomentar novas discussões.
Desta forma, é valido ressaltar que esta montagem é dedicada a explicar
fenômenos terrestres. No entanto, montagens semelhantes podem ser consideradas
para os demais planetas, para a abordagem de outros conteúdos. Deste modo, na
figura 9 é demonstrada a inclinação dos planetas solares, objetivando desta
forma fomentar futuras iniciativas. Todavia este novo desafio é apenas lançado
aqui e não inteiramente abordado, ressaltando assim a necessidade de demais
trabalhos que enfoquem esta temática.&nbsp;



&nbsp;Seguindo com a construção deste objeto, tem-se
agora a tarefa de posicionar as representações do planeta Terra ao redor da
lâmpada, que representa a iluminação solar. Mas como fazer isso? As terras
devem ficar posicionadas com o eixo de rotação em que direção? Neste objeto
como devem estar dispostos a estrutura de sustentação (Figura 11C) em relação ao
Sol? Estas perguntas podem ser instigadas aos participantes, aos alunos, para
promover discussão e construção de conhecimentos. Após esta abordagem é
iniciado a construção da elipse que orienta o posicionamento das representações
terrestres ao redor do Sol.

&nbsp;15ª
Etapa: Como já comprovado por Johannes Kepler: “Todo o Planeta descreve uma
órbita elíptica ao redor do Sol, estando este num dos focos da elipse”. Mas
como realizar a confecção da Elipse? Aliás, o que é uma elipse? 

“Define-se elipse como um conjunto de pontos
cuja coma das distâncias (d1 e d2) destes pontos a dois pontos fixos (f1 e f2),
chamados focos, é uma constante (k)” (CANALLE e MATSUURA, 2007, p. 102). Deste
modo, quanto mais excentricidade tiver a elipse, mais distante será a distancia
dos focos e maior será seu achatamento (Figura 10). Já o círculo é uma forma
especial de elipse, o qual apresenta excentricidade nula. Ou seja, os focos se
encontram em um mesmo ponto.&nbsp;








Na construção de uma elipse a distância entre
os focos define sua excentricidade. Mas esta distância varia em relação ao
tamanho da elipse. Ou seja, a distância dos focos de uma elipse inscrita
ocupando todo o espaço de uma cartolina difere de uma elipse desenhada em uma
folha A4. Deste modo a elaboração de uma elipse pode seguir os seguintes
passos:

<!--[if !supportLists]-->a.&nbsp;&nbsp;&nbsp; <!--[endif]-->Inicialmente
descobre-se a distância entre os focos. Em uma região em que se desenharia um
círculo com diâmetro de 20cm (como na folha A4), utiliza-se este valor como
eixo maior da elipse “A” (Figura 10):



F = exA

Sendo: 

F – A
distância entre os focos da elipse; 

e&nbsp;– a excentricidade das órbitas dos planetas
(Tabela 2);

A – O eixo
maior da elipse. 



Tabela 2.
Excentricidade das órbitas dos planetas 



 

  
  
Planeta

  
  
Excentricidade

 

  
  
Mercúrio

  
  
0,2

 

  
  
Vênus

  
  
0,007

 

  
  
Terra

  
  
0,02

 

  
  
Marte

  
  
0,09

 

  
  
Júpiter

  
  
0,05

 

  
  
Saturno

  
  
0,06

 

  
  
Urano

  
  
0,05

 

  
  
Netuno

  
  
0,009

 


Fonte: Canalle e Matsuura (2007).



<!--[if !supportLists]-->b.&nbsp; Deste
modo, para uma elipse terrestre desenhada em uma folha de A4, temos a seguinte
distância entre os focos: F= 0,02 x 20cm, resultando em F = 0,4cm ou 4mm. Ou
seja, neste caso a distância entre as canetas 1 e 2 (Figura 10) deve ser de 4
milímetros.

<!--[if !supportLists]-->c.&nbsp;&nbsp;&nbsp; <!--[endif]-->Para
o desenho propriamente dito, é utilizado aqui o método do jardineiro, no qual
se utiliza barbante e a ancoragem de duas canetas (Figura 10). Mas qual o
comprimento do barbante? Para isso, basta considerar a seguinte equação:



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Sendo:


L –
o comprimento do barbante. 


Deste modo, seguindo a
construção de uma elipse em uma A4, tem-se L = 4mm + 20cm, resultando em um
pedaço de barbante de 20,4cm. Desta forma amarre as pontas do barbante deixando
um espaço de barbante de 20,4cm, ou seja, será necessário cortar um pedaço um
pouco maior que L.&nbsp;














<!--[if !supportLists]-->a.&nbsp;&nbsp;&nbsp; <!--[endif]-->Em
seguida, posicione as canetas 1 e 2 na região central da folha A4 e com 4
milímetros de espaçamento. O laço com 20,4 cm de barbante deve laçar estas
canetas. Uma terceira caneta em seguida estica o barbante e começa a demarcar a
elipse (Figura 15). 

No entanto, a representação da órbita
terrestre deve ser realizada em um espaço maior que uma folha A4, pois as estruturas
de sustentação, ora desenvolvidas (Figura 12C) são grandes em relação a tal
espaço.&nbsp; Desta forma, um espaço sugerido
é o piso da sala de aula ou mesmo uma mesa (Figura 16). Assim, para um espaço
em que A = 1 metro, tem-se F = 2cm.

16ª Etapa: Após a construção de uma elipse maior,
posicione o sistema de iluminação, com a região do soquete sobre um dos focos; 
17ª Etapa: Já as estruturas de sustentação e logo os eixos de rotação
terrestres devem ser posicionados mantendo a mesma inclinação (Figura 18). Ou
seja, a linha mediana de cada Base (Figura 10A) necessita serem posicionadas
paralelamente umas das outras e mantendo a inclinação do eixo terrestre para
uma mesma direção. Entretanto, se esta atividade for desenvolvida pela turma,
pelos alunos, é interessante incentiva-los à posicionarem suas Terras em
relação ao Sol, segundo suas concepções. Por exemplo, na figura 12A, os
participantes posicionaram a Terra erroneamente, observem que os eixos de
rotação apontam para pontos conflitantes. Já em 17B, observe que as correções
estão sendo realizadas a fim de que os eixos de rotação mantenham uma constante
inclinação em torno de sua órbita.









Neste sentido, espera-se que os envolvidos
neste projeto tenham conseguido construir este objeto de aprendizagem e possam
agora partir para o desenvolvimento de conceitos, muito embora a própria
construção já tenha abordado alguns.&nbsp;