Thesis (Ph. D.)--Kaiser-Wilhelms-Universität, Strassburg.

Lai Chi-fai. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 98-99). / Abstracts in English and Chinese. / Chapter 1. --- INTRODUCTION --- p.7 / Chapter 1.1 --- Motivations and objectives --- p.7 / Chapter 1.2 --- Thesis Organization --- p.10 / Chapter 2. --- related works --- p.11 / Chapter 2.1 --- Deformation Techniques --- p.11 / Chapter 2.1.1 --- Deformation techniques requiring a deformation tool --- p.11 / Chapter 2.1.2 --- Directly specified deformation techniques --- p.14 / Chapter 2.1.3 --- Comparison on Different Deformation Technique --- p.15 / Chapter 2.2 --- Application of Deformation --- p.16 / Chapter 2.2.1 --- Deforming superquadrics --- p.16 / Chapter 2.2.2 --- Volume wraping --- p.16 / Chapter 2.2.3 --- Deforming linear object --- p.17 / Chapter 2.2.4 --- FFD for animation synthesis --- p.17 / Chapter 2.2.5 --- Using FFD on feature-based Surface --- p.18 / Chapter 2.2.6 --- NURBS-BASED Free-Form Deformation (NFFD) --- p.18 / Chapter 2.3 --- Algebraic Patch Techniques --- p.20 / Chapter 2.3.1 --- Dahmen's scheme --- p.20 / Chapter 2.3.2 --- Lodha and Warren's technique --- p.20 / Chapter 2.3.3 --- Guo's method --- p.21 / Chapter 3. --- BACKGROUND THEORIES --- p.22 / Chapter 3.1 --- Algebraic Patches --- p.22 / Chapter 3.1.1 --- Bernstein-Bezier representation of a single patch --- p.22 / Chapter 3.1.2 --- Constructing free-form objects --- p.29 / Chapter 3.1.2.1 --- Bounding volumes for quadric patches --- p.29 / Chapter 3.1.2.2 --- Filling two-sided gaps --- p.31 / Chapter 3.2 --- Constructive Shell Representation --- p.35 / Chapter 3.2.1 --- Properties of quadric patches and its construction tetrahedron and trunctets --- p.38 / Chapter 3.3 --- Free-Form Deformation --- p.40 / Chapter 3.3.1 --- Formulating free-form deformation --- p.40 / Chapter 4. --- FREE-FORM DEFORMATION OF CSR SOLID MODELS --- p.43 / Chapter 4.1 --- Determination of Lattice Structure --- p.43 / Chapter 4.2 --- "Relation between weights, normals and shape of a trunctet" --- p.46 / Chapter 4.3 --- Applying FFD on CSR solid models --- p.49 / Chapter 4.3.1 --- Deforming normal at vertices --- p.52 / Chapter 4.3.2 --- Using vertices' neighborhoods --- p.54 / Chapter 4.4 --- Free-Form Deformation of CSR objects by Surface Fitting --- p.57 / Chapter 4.4.1 --- Deforming a single surface patch --- p.57 / Chapter 4.4.1.1 --- Locating surface points --- p.59 / Chapter 4.4.1.2 --- Conversion between barycentric and Cartesian coordinates --- p.61 / Chapter 4.4.1.3 --- Evaluating the deformed surface patch --- p.62 / Chapter 4.4.1.4 --- Saddle shape trunctet --- p.64 / Chapter 4.4.1.5 --- Using double tetrahedrons --- p.66 / Chapter 4.4.1.6 --- Surface subdivision --- p.69 / Chapter 4.4.2 --- Deforming Entire Solid Model --- p.72 / Chapter 4.4.3 --- Comparison on different approaches --- p.75 / Chapter 4.5 --- Conversion of CSG solid Models into CSR --- p.76 / Chapter 4.5.1 --- Converting halfspaces into CSR objects --- p.77 / Chapter 5. --- IMPLEMENTATION AND RESULTS --- p.82 / Chapter 5.1 --- Implementation --- p.82 / Chapter 5.2 --- Experimental Results --- p.84 / Chapter 6. --- CONCLUSION AND SUGGESTIONS FOR FURTHER WORK --- p.93 / Chapter 6.1 --- Conclusion --- p.93 / Chapter 6.2 --- Suggestions for further work --- p.96

Neste trabalho, apresenta-se uma pesquisa em Ensino de Ciências e Matemática que consistiu na investigação de uma prática pedagógica aplicada a estudantes do 8º ano do Ensino Fundamental, sobre conceitos de Geometria Espacial. A temática desenvolvida surgiu diante da discrepância observada entre os conteúdos da grade curricular do município no qual os estudantes estavam inseridos e aqueles indicados na Base Nacional Comum Curricular (em versão preliminar disponível à época do início da pesquisa), aliada à curiosidade e à vontade de aprimorar a prática pedagógica da professora pesquisadora. Concebido para compreender qual a contribuição de uma proposta didática que integra a utilização de materiais manipuláveis e a produção de audiovisuais na apropriação de conceitos, o projeto atingiu seu objetivo principal: o de promover a aprendizagem de conteúdos de Geometria Espacial. Embasado nas concepções teóricas de Paulo Freire sobre a aprendizagem, que têm a autonomia como princípio educativo, este projeto também desenvolveu fundamentos sólidos para um novo modelo educomunicacional, democrático e dialógico da Educomunicação. Promoveu-se, outrossim, a construção de ecossistemas comunicativos, desenvolvendo um processo dinâmico e prazeroso, estruturado através dos Três Momentos Pedagógicos. Uma avaliação mediadora esteve a serviço da aprendizagem e da melhoria da ação pedagógica, contemplando a autoavaliação, tanto por parte dos estudantes, quanto da professora. Os dados, obtidos e analisados seguindo orientações da análise textual discursiva, mostraram o progresso dos estudantes no desenvolvimento de cinco habilidades geométricas: a visual, a verbal, a gráfica, a lógica e a de aplicação. Além disso, ao se promover a autonomia, geraram-se condições para a construção de conhecimentos, liberdade de expressão, criatividade, dialogicidade e o que Freire chama de “pensar certo”. Como produto final, foi elaborado um guia didático, que pode servir como recurso de aprendizagem a ser utilizado por outros professores de Educação Básica. / In this work, it is presented a research in Science and Mathematics Teaching, which consisted in the investigation of a pedagogical practice applied to students of the 8th year of Elementary School, about the concepts of Spatial Geometry. In view of the discrepancy between the curricular grid of the Municipality, in which the students are inserted and the new National Common Curricular Base, as well as, the curiosity and the desire to do more of the researcher, the theme of this research appeared. Conceived to understand how the production of audiovisuals with the aid of manipulable materials can contribute to the appropriation of the concepts of Spatial Geometry, the project achieved its main objective that was to promote the occurrence of learning of Spatial Geometry concepts through the use of manipulable materials and the production of audiovisuals. Based on Paulo Freire’s theoretical conceptions of learning, which has autonomy as an educational principle, this project also developed solid foundations for a new educommunicational model, essentially horizontal, democratic and dialogic of the Educommunication. It was promoted the construction of communicative ecosystems, developing a dynamic and pleasant process structured through the Three Pedagogical Moments. A mediative evaluation was at the service of the students' learning and of the improvement of the pedagogical action, contemplating the self-assessment of both the students and the teacher. The data, built and tabulated through Discursive Textual Analysis, showed the progress of the students in the development of the five geometric, for the learning of Geometry to occur: Visual, Verbal, Graphic, Logic and Application abilities. In addition, autonomy was fostered that generated ideal conditions for the development of knowledge, freedom of expression, creativity, and dialogue, and what Freire calls "Think Right". As a final product, a didactic guide was developed, that can be used as learning resources by other Basic Education teachers.

Ph. D.

Bibliography: leaves 200-207. / xi, 207 leaves : ill. ; 20 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / The aim of this thesis is to design and implement the hardware mapping of critical paths of a GaAs Core Processor for a Solid Modelling Accelerator. The solid modelling accelerator is designed using GaAs/CMOS/B:CMOS unified technology. High speed GaAs technology is used in the core processor to deal with floating point intensive calculations, while CMOS technology is used where high speed outputs are not required. / Thesis (Ph.D.)--University of Adelaide, Dept. of Electrical and Electronic Engineering, 1996

Orientador: Jaime Edmundo Apaza Rodriguez / Banca: Sílvia Regina Viera da Silva / Banca: Eugenia Brunilda Opazo Uribe / Resumo: Esta dissertação tem por objetivo mostrar algumas possibilidades de ensino da geometria sólida a partir de modelos de poliedros regulares convexos, prismas e pirâmides, para os quais são apresentadas algumas técnicas de construção utilizando materiais de fácil acesso e manipulação, tais como: papel, folha plástica, varetas de metal e madeira, ímãs, esferas de aço, entre outros. Os sólidos geométricos assim construídos podem ser aplicados nos ensinos fundamental e médio como material de apoio, recreação ou curiosidades, ou ainda, como motivação para a investigação de algumas propriedades desses sólidos, podendo-se dizer que algumas dessas construções indicadas se tratam de uma inovação didática. As montagens e aplicações sugeridas atendem aos princípios educacionais apresentados nos Parâmetros Curriculares Nacionais. Essas técnicas podem facilmente ser aproveitadas aos demais poliedros que se deseja trabalhar no ensino / Abstract: The aim of this dissertation is exploring some teaching solid geometry possibilities starting from models of regular convex polyhedra and of prisms and pyramids, for which we introduce some construction techniques using materials accessible and easy to manipulate, such as paper, plastic sheet, metal and wooden rods, magnets, steel balls, among others. The geometric solids thus constructed can be applied in primary and secondary schools as support material, recreation or curiosities, or as motivation for investigating properties of these solids, could say that some of these are indicated constructs a didactic innovation. Assemblies and suggested applications meet the educational principles presented in the National Curricular Parameters. These techniques can be easily applied to other polyhedra we wish to work in teaching / Mestre

Made available in DSpace on 2016-06-07T17:12:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-08-08. Added 1 bitstream(s) on 2016-06-07T17:16:31Z : No. of bitstreams: 1 000846665.pdf: 29477601 bytes, checksum: 1fe3434ed94e0b9b552461fab06d5db7 (MD5) / Esta dissertação tem por objetivo mostrar algumas possibilidades de ensino da geometria sólida a partir de modelos de poliedros regulares convexos, prismas e pirâmides, para os quais são apresentadas algumas técnicas de construção utilizando materiais de fácil acesso e manipulação, tais como: papel, folha plástica, varetas de metal e madeira, ímãs, esferas de aço, entre outros. Os sólidos geométricos assim construídos podem ser aplicados nos ensinos fundamental e médio como material de apoio, recreação ou curiosidades, ou ainda, como motivação para a investigação de algumas propriedades desses sólidos, podendo-se dizer que algumas dessas construções indicadas se tratam de uma inovação didática. As montagens e aplicações sugeridas atendem aos princípios educacionais apresentados nos Parâmetros Curriculares Nacionais. Essas técnicas podem facilmente ser aproveitadas aos demais poliedros que se deseja trabalhar no ensino / The aim of this dissertation is exploring some teaching solid geometry possibilities starting from models of regular convex polyhedra and of prisms and pyramids, for which we introduce some construction techniques using materials accessible and easy to manipulate, such as paper, plastic sheet, metal and wooden rods, magnets, steel balls, among others. The geometric solids thus constructed can be applied in primary and secondary schools as support material, recreation or curiosities, or as motivation for investigating properties of these solids, could say that some of these are indicated constructs a didactic innovation. Assemblies and suggested applications meet the educational principles presented in the National Curricular Parameters. These techniques can be easily applied to other polyhedra we wish to work in teaching

Agrégation de l'enseignement supérieur, Orientation sciences / Thèse d'agrégation / info:eu-repo/semantics/nonPublished

This study was carried out to investigate the effect of using animated computer 3-D figures illustration (ACTDFI) in the learning of polyhedron in geometry. By random sampling, intact group of four grade 9 classes in four different schools from a cluster of four educational district schools of Limpopo province in South Africa were selected. The study involved quasi-experimental and inquiry research approaches, the quasi-experimental approach involved pre and posttest design while the inquiry research approach involve classroom observation. There were three experimental groups and a control group with a total of 174 study participants. ACTDFI was used as an intervention for two weeks in the three experimental groups while in the control group, chalk-talk traditional teaching approach was used. Pre-test and post-test was used to collect quantitative data while classroom observation was used to collect qualitative data. This study was carried out to investigate the effect of using animated computer 3-D figures illustration (ACTDFI) in the learning of polyhedron in geometry. By random sampling, intact group of four grade 9 classes in four different schools from a cluster of four educational district schools of Limpopo province in South Africa were selected. The study involved quasi-experimental and inquiry research approaches, the quasi-experimental approach involved pre and posttest design while the inquiry research approach involve classroom observation. There were three experimental groups and a control group with a total of 174 study participants. ACTDFI was used as an intervention for two weeks in the three experimental groups while in the control group, chalk-talk traditional teaching approach was used. Pre-test and post-test was used to collect quantitative data while classroom observation was used to collect qualitative data. The findings from the quantitative Classroom observations were carried out to collect relevant data on how the study participants were taught stationary points in differential calculus, especially with the use of the constructivist pedagogical approach. A suitable observation checklist was developed for this purpose (Appendix 6 refers). Classroom observation checklist is a list of factors to be considered while observing a class. It gives a structure and framework for the observation. suggested that the use of ACTDFI might have improved academic achievement in learning of polyhedron during the intervention, while the qualitative data analysis indicated that the use of ACTDFI in the experimental groups might have facilitated the learning of the concepts of polyhedron. It is therefore recommended that further research is necessary on the application of ACTDFI in the teaching of 3-dimensional shapes at the primary schools / Mathematics Education / M. Sc. (Mathematics Education)