Estudio de las vibraciones elementales de un sistema material usando dinámica molecular clásica y matriz dinámica

Abstract

The importance of the teaching of the natural sciences lies in contributing to the formation of logical thought through the resolution of concrete problems, preparing those who study for an insertion in the scientific world [44]. The natural sciences seek to promote the intellectual development of the student, also allowing the logical and systematic exploration of the student with the environment that surrounds it. One of the universal objectives that education has is that students change everyday knowledge with those who enter the school, and transform them into others of a more academic and disciplinary nature. The mental change is not only conceptual, but also affective, aptitude and attitudinal [63]. Responsibility, discipline, habit for reading, are manifestations in teaching associated with attitude as well as aptitude [55]. The need to teach physical sciences in the basic stage of training in the student, is constantly contrasted with the difficulty that the student has to learn it. Proof of this are the results of the national examinations type ICFES [58], the Olympics of physics [58] or locally; the evaluations during the period in which the subject is seen. These academic surveys show the de fi ciencies of the student and their limited competence to understand the physical sciences. Mechanisms such as those mentioned, are tools that expose the poor understanding or poor reception of concepts and physical theories by the student [39], also demonstrating the existing flaws and the gap that exists: between what is understood, what is learned [14] and what is taught [23]. In addition to the above, a study from a few years ago [19] found that poor reception in basic concepts in physical sciences and mathematics in secondary school is one of the main causes of the poor understanding of the theories taught in the 14 Chapter 3. Introduction courses for introductory purposes in higher education [20], [3], [15]. Since the incorporation of technology in education, many educators have sought to develop "possible" methodologies that stimulate and in part, improve the student's understanding of physical-mathematical concepts and theories. One of the didactic planning in this direction has taken force in recent years based on the inclusion and use of computers in the teaching of physics [9]. Both computational techniques, such as simulations, multimedia, telematics and virtual reality; they enable an improvement in the understanding of concepts in physics and the learning of this [60]. Alfred Bork and Seymourt Papert, a physicist and a mathematician, were the pioneers in this type of approach. Bork affirms "there are advantages in the use of computers in education, such as: interactivity, individual attention and self-training" [11]. This type of approach has been incorporated into the theories of modern pedagogy, making it possible to abandon the ideas in which; computers cease to be basically a machine to become a modifying instrument of thought [26]. In fact, there are positions in which the interaction with a computer can help the student to correct the non-scientific pre-concepts [12]. Science didactics has taken advantage of this existing juncture between education and technology, strengthening the way in which physics is taught and stimulating the generation of knowledge from a PC [66], [68], [17]. The computer in the physical sciences is today a tool for verifying models, complementary to the traditional experiment in the "conventional" laboratory [38]. The incursion of computers into the physical sciences allows us to address issues in the classroom, which used not to be addressed by the experimental complexity that this implied or in some cases by the mathematical difficulty that it presented. However, the development of virtual laboratories allows to address phenomena in the classroom with nature, even non-linear [2]. Although analytical tools such as differential calculus work quite well for the analysis of a linear problem, there are phenomena in nature that are not linear [31], being difficult to approach them with analytical methods [61]. In phenomena of such complex