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The present work describe a creation of an experimental environment capable of measuring the neural response of vision (thermal) -in snakes -when stimulated by infrared radiation.There will be a creation of artificial dynamic stimuli of which the temperature and displacement velocity can be controlled. The response of the snake, when presented to these stimuli, captured directly from the brain (tecto optic), which corresponds to visual and infrared process in the central nervous system of the rattlesnake. We showed that with these stimuli created, it is possible to obtain experimental data which will allow analysis of sensitivity of the infrared sensory system in relation to contrast in temperature and speed of movement of false prey.

BATISTA, R.F.M. The use of historical-investigative approach in redesigning guides of the Experimentoteca of CDCC-USP. 2018. 234 p. Tese (Doutorado em Ciências) -Instituto de Física de São Carlos, Universidade de São Paulo, São Carlos, 2018.This thesis discusses the potentials, limitations, and challenges involved in the implementation of historical-investigative approach (HI) in physics classes. We understand as a historical-investigative approach, the use of investigative activities based on the history and philosophy of science, centered on the students and guided by the teacher. The main goals of the approach are to create teaching and learning situations that allow reflection on scientific and meta-scientific contents, to foster the learning of scientific concepts and the argumentation in class. The HI approach was used to create new guides for experimental kits on heat, optics, and mechanics of Experimetoteca of the Center for Scientific and Cultural Dissemination of University of São Paulo (CDCC-USP -located in the city of São Carlos).The new scripts were developed in partnership with public school teachers who are users of the Experimentoteca. The research methodology used was Design-Based Research (DBR) to integrate research with the development of educational interventions in learning environments. As framework for the analysis of the results, we adopted the Didactic Rhombus, proposed by Méheut and Psillos activities, which considers the epistemic and pedagogical dimensions of school knowledge. We also analyzed the Epistemic Practices, proposed by Silva and by Araújo, that occur along the edges of the Didactic Rhombus.