:strip_icc()/i.s3.glbimg.com/v1/AUTH_59edd422c0c84a879bd37670ae4f538a/internal_photos/bs/2018/Y/r/fmYzr9S6y0zsBqVkiCKQ/gols-coutinho-paulinho.jpg)
[ad_1]
The elimination of Brazil at the World Cup in Russia left lessons to the coach Tite and the Brazilian Football Confederation (CBF), but the results of the Canarian team in the field can also teach a lot to students. the vestibular.
The main lesson at the time of the study of physics is: forget the goal that Philippe Coutinho did in the opening match of Brazil against Switzerland. He was elected by FIFA the most handsome of the first phase of the Russian World Cup, where the 32 teams scored a total of 122 goals in 48 first-round matches, but that's the physics behind the goal of Paulinho against Serbia. more likely to appear prominently.
The reason is simple: the movement made by the ball when Paulinho covered the Serbian goalkeeper is an oblique throw, one of the common subjects of vestibular physics.
The side curve printed by Coutinho on his kick is actually what physicists call "the Magnus effect," a topic too complex for high school students and therefore not required in Fuvest tests. , Enem and other vestibular.
To explain how the oblique throw appears in the events and how some goals of the World Cup can help answer the question, G1 heard:
- Emico Okuno Professor of physics at the University of (19659007) Kevork Soghomonian professor of physics at Cursinho (São Paulo, USP), author of textbooks and co-author, with Professor Marcos Duarte, of the book "Physics of Football" « It's a very complicated question because the ball is suddenly a curve, "says Emico, who is now 81 and who is Santista since the age of 81. G1 about Coutinho's kick.
Corinthian Kevork explains that oblique throwing appears much in the vestibular because it requires candidates a series of knowledge typical of physics in high school, specifically kinematics. Therefore, although it is virtually impossible for the goal itself to go to the test – after all, 2018 Enem's questions are usually asked before the World Cup – the concept behind is the same.
Preliminary notions of physics (particle, trajectory, position, scalar displacement and reference)
See the list of topics to study to go well in this area, according to Professor:
- vectors
- throwing horizontal
- throwing oblique
In the case of oblique throwing, Kevork
In all cases, the object launched makes a curved trajectory known by several names, such as parabola, ellipse or hyperbole. "Even the straight line is a curve," says the professor.
Kevork pointed out that there are usually five typical proposals for a vestibular statement involving oblique throwing:
- maximum height that the ball reached [19659012] ball achieve in a straight line
- the average speed to which the ball was kicked
- the angle formed by the kick and the beginning of the trajectory
- the total time that the ball took to travel (ie fall time)
See, in Paulinho's kick, that given a vestibular question is more likely to require:
Diagram shows the concepts of physics related to the oblique ground made by Paulinho's kick in the match Brazil against Serbia in the first phase of the World Cup.
Veja, here are examples of three entry exams at the level of football (fictitious or real, including the "goal Pele did not do it") and what knowledge asked (the answers are at the end of the report):
Kinematics is one of the three areas of mechanics, one of the three areas of mechanics. The other two are dynamic and static and, according to Kevork, more and more vestibular students are trying to merge the areas.
Hexag's professor cites a question possibility using Paulinho's purpose and extrapolating the knowledge of kinematics:
"They would take Paulinho's tone and quote in the vestibular, it's like a they might ask for energy, Newton's second law, which is dynamic, "he says.
- The second law of Isaac Newton calculates the force acting on a body by multiplying the mbad of that body and the acceleration it acquires: if the mbad of the body is constant, the greater the force, the greater the force, the acceleration.) [19659038] This mix of subdomains of physics may appear in the vestibular, but Kevork rejects the emergence of questions inspired by Coutinho's goal and other historical objectives of the type, like that of Roberto Carlos, in 1997, against France, who even lectured on Magnus effect
According to Emico, the "game of forces" in this case is too complicated for high school.
"The pushing force is given by the player's kick, which propels the ball towards the goal, the holding force would be the issue of attrition with the air", explains she.
But there remains the question of the rotation of the ball on the axis itself. "Many times the player hits without rotation and makes a goal, but the one with rotation is complicated because the ball turns and makes a sudden curve and a goal."
The use of football to teach physics is an idea that was born when Emico and his colleague Marcos Duarte produced a series of texts that brought young people closer to the concepts of physics. Professor USP, who began studying physics in 1957,
The result was the book "Physics in football", launched in 2012 with a preface by the former player and comment on Tostão and the physicist Marcelo Gleiser. The work was then translated into Italian – with a preface to Roberto Baggio.
"It's for young people who hate physics, who think that physics is useless and who love football, that trying to teach how physics can help understand a number of things related to football, see with football, "says Emico.
In the book, the two authors explain the physics topics of the first year of high school using only football-related examples.
There is, for example, a chapter devoted solely to the evolution of the ball which, according to her, is changed every year to make the lives of the goalkeepers even more difficult. The tough decision of goalkeepers when choosing a side in a shootout is another theme of the book.
Source link
