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Palabras clave: Anexar 2 o 3 descriptores que ilustren el contenido del artculo. Ejemplo: Errores
conceptuales sobre fuerza, Fsica Educativa, enseanza de la mecnica. [Times New Roman 10]
2.5 315
60 27
E E
TABLA II. Comparison of the Pre and Post Measurements
of the Control Group Students.
E k( 2)
Pos Test- Pre N Tier Tier z p
Gap de energa
Test Mean Sum
Negative Tier 1 10,00 10,00 -2,849*
Positive Tier 14 7,86 110,00 0,004
Equal 3
E k(1) * significant difference if, p <0,05.
k
0
d(E)
a a
Las subsecciones debern escribirse en negrita Times
New Romans 10 antecedidas por las letras del alfabeto
FIGURA 2. [Times New Roman 10] A la derecha vemos sucesivamente, el procedimiento es el mismo dentro
(1)
la bandas de energa E k y Ek( 2 ) mostradas en la Fig. 2. de cada seccin.
A la derecha la densidad de estados correspondientes, d(E)
est graficada como una funcin de la energa. Hay un gap A. Subseccin 1
de energa indirecto entre el mximo de E k(1) y el mnimo
B. Subseccin 2
de Ek( 2 ) .
Ejemplos: en donde.
e c
12]
k( n ) N 2 ikma ( n)
1 (k ) m,1 c 2( n ) (k ) m,2 ,
m
Ejemplos: [Times New Roman 11]
(1)
Se agradece a la Fundacin Ciencia por el apoyo
aqu c (n)
1 ( k ) m,1 c2( n ) (k ) m,2 es el estado
otorgado para la realizacin de este trabajo. Autor 2
agradece la beca NSC-232423. Este trabajo fue
hbrido. realizado con apoyo del proyecto de investigacin
SIP-20060859.
Por ejemplo de una combinacin lineal de estados
atmicos en un tomo m. Para asegurar que ste REFERENCIAS [Times New Roman 12]
estado hbrido est normalizado requerimos que:
2 2
c1( n ) ( k ) c2( n ) (k ) 1. (2) Las referencias bibliogrficas se reportarn de acuerdo
a como se vayan citando en el desarrollo del artculo.
en donde (n) anticipa el hecho que en cada k habr dos Las citas sern sealadas mediante nmeros entre
eigenestados los cuales debern etiquetarse con n=1 y corchetes.
n=2. n es llamado el ndice de la banda.
Expandiendo el determinante obtenemos una Ejemplos: [Times New Roman 11]
ecuacin cuadrtica con las races:
[1] Brown, E., Una faceta desconocida de Einstein, 2a
1
Ed. (Fondo de Cultura Econmica, Mxico, 1997).
g 1 ( k ) g 2 ( k )
2 2
g1 ( k ) g 2 ( k )
E k( 1 ) 4 122 cos 2 ( ka ) , [2] Abragam, A., Errores conceptuales en circuitos
2 2 elctricos, Mundo Cientfico 12, 952-965 (1992).
(3) [3] Hee, H. and Drummond, D., Quantum tramps for
y education, Phys. Rev. E 54, 896-902 (1998).
[4] Quiroz, J.,
1 <http://www.paidos.fisica.org/art1.htm>, Consultado
g ( k ) g 2 ( k )
2 2
g1 ( k ) g 2 ( k )
E (2)
1 4 122 cos 2 ( ka ) ,el 03 de Septiembre de 2007.
k
2 2
(4)
3
Autores (Inserte su nombre)
FIGURA 2. [Times New Roman 10] A ball is acted on by the six forces mg, F, N, f1, f2 and f3. The forces f1, f2 and f3 are the
inertial ones, and shown by the double arrows. A board is acted on by the three forces Mg, N, and a certain force on O.
Nota importante: Para colocar la figura de arriba es courses in the curriculum to prepare students more.
necesario usar la instruccin de Word This modification can be easily achieved with the aid
insertar/salto/continuo al final del texto, dejar un of two new mathematical physics courses
espacio y despus habilitar formato/columnas/una, purposefully intended to provide necessary
Despus insertar de nuevo un Salto de seccin mathematical tools for quantum physics courses. Both
(Continua) y habilitar formato/columnas/dos. courses should be offered to sophomore level students
En esta parte puede continuar su manuscrito a dos in the physics department and desirably by physics
columnas. faculty member experts on quantum physics. 16
The objectives of the current study were to research articles were reviewed for the current study.
investigate difficulties of the college students enrolled Out of 16, seven articles were conducted in pre-
in introductory undergraduate quantum physics university level and remaining nine investigated
courses with the perspectives of faculty members and concepts of quantum physics studied in university
students at five big mid-western universities and to classrooms.
explore possible solutions in order to improve In secondary school environment, one of them
understanding of quantum physics for students. dealt with teaching strategies for quantum physics
The findings are supported by Kalkanis et al. [7] course and conceptual difficulties (e.g. abstract side
and Singh [8] who proposed solutions for students and heavy mathematical content in quantum
insufficient knowledge of mathematical background physics) experienced by the pre-university
of quantum physics. The quantum physics curriculum student in United Kingdom as a teaching model
needs to be revised to dedicate four semesters toward
[6, 9, 10]. Others studied how students make
this end. Moreover, if the structure of the physics
curriculum permits we should study quantum physics
efforts to accommodate the concepts of quantum
concepts over six semesters. Otherwise, students are physics into their conceptual frameworks and the
not able to keep up with the way it is currently ontological and epistemological status of
handled. To summarize, physics department in theoretical entities, and explored students
colleges should be given the opportunity for spending Implicit or underlying dimensions of reasoning
more time for quantum physics concepts than the one [11, 12]. On the other hand, the second section
in the current curriculum. reviewed literature in college environment. The
In order to achieve the desired level of students studies mainly focused undergraduate students
conceptualization of quantum physics, earlier classes understanding difficulties and misconceptions
and instructors shouldnt take the whole responsibility. they experienced in quantum mechanics courses
The solution to those problems requires additional
[8, 13].