Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2014-12-22T12:20:23Z No. of bitstreams: 1 Dissertação - Gilmar José do Nascimento - 2014.pdf: 3342644 bytes, checksum: 6d59b125cab769363607e1d9dfce31f4 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-26T13:24:20Z (GMT) No. of bitstreams: 1 Dissertação - Gilmar José do Nascimento - 2014.pdf: 3342644 bytes, checksum: 6d59b125cab769363607e1d9dfce31f4 (MD5) / Made available in DSpace on 2015-01-26T13:24:20Z (GMT). No. of bitstreams: 1 Dissertação - Gilmar José do Nascimento - 2014.pdf: 3342644 bytes, checksum: 6d59b125cab769363607e1d9dfce31f4 (MD5) Previous issue date: 2014-02-03 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This work aims to enable the understanding of physics conceptions utilizing basic foundations of mathematics. In this regard, the aim is to highlight both those the phenomena that occur in nature as the phenomena which occur in laboratory manipulations. A extensive research is made about mathematical concepts that will subsequently be applied to several types of problems, being possible understand fundamental aspects involving physical quantities. With the goal to experience the in practice applications, robotic prototypes using LEGO MINDSTORMS kits, simulating real situations of nature and confronting of the computations with classical theoretical results are built. / Este trabalho tem como objetivo principal possibilitar a compreensão de conceitos físicos utilizando fundamentos básicos de matemática. Neste sentido, pretende-se evidenciar tanto os fenômenos que ocorrem na natureza quanto os fenômenos que ocorrem em manipulações de laboratórios. No presente estudo, é possível perceber que a matemática é de fundamental importância no estudo dos fenômenos físicos. Um vasto estudo é feito acerca de conceitos matemáticos que, em seguida, serão aplicados à vários tipos de problemas, sendo possível compreender aspectos fundamentais envolvendo grandezas físicas. Com o objetivo de vivenciar as aplicações na prática, são construídos protótipos robóticos utilizando os kits LEGO MINDSTORMS, simulando situações reais da natureza e confrontando os cálculos com resultados teóricos clássicos.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-27T14:34:02Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Carlos Gomides da Costa - 2014.pdf: 5662268 bytes, checksum: 9c271f8544a1ec02f89c341d68f33801 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-28T12:36:28Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Carlos Gomides da Costa - 2014.pdf: 5662268 bytes, checksum: 9c271f8544a1ec02f89c341d68f33801 (MD5) / Made available in DSpace on 2015-01-28T12:36:28Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Carlos Gomides da Costa - 2014.pdf: 5662268 bytes, checksum: 9c271f8544a1ec02f89c341d68f33801 (MD5) Previous issue date: 2014-08-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work have as the main objective present one a different way to teach the subject matrix multiplication, a way in a ludic form, applied, that can transform the teaching more pleasureable and motivate for the high scholl students, because for many this issue has no practical applications, which for many reasons is the lack of interest in learning such content. The tool used to attract as students so as teachers was the utilization of Kit LEGO® Mindstorms NXT 2.0 for the construction of the robotic arm, or robotic manipulator, that which for this propose, has three rotational joints. The LEGO kit was choosen due its easy interaction with children and adolescents, and to encourage the construction of knowledge stimulating the solution of problems that may arise during the process of building robotic arm.The application of content takes place in obtaining the four parameters Denavit-Hartenberg and those obtained after the placement of reference systems, where three of these parameters are constants obtained by measurement at robotic arm and the fourth parameter is variable dependent on the intended movement or the final position which is to be determined. / O presente trabalho tem como principal objetivo apresentar mais uma opção de ensinar o assunto multiplicação de matrizes, de uma forma mais lúdica, aplicada, que pode tornar o ensino mais prazeroso e atrativo para alunos do ensino médio, pois para muitos esse assunto não tem aplicações práticas, o que para outros é motivo da falta de interesse em aprender tal conteúdo. A ferramenta apresentada com o intuito de atrair tanto alunos quanto professores, foi o Kit LEGO® Mindstorms NXT 2.0, que possibilitou a construção do braço robótico ou manipulador robótico, que nesse trabalho foi apresentado com três juntas do tipo rotacionais. A escolha desse Kit LEGO® é justificada pela sua facilidade de interação com crianças e adolescentes, além de estimular a construção do aprendizado pois, estimula a solução de problemas que possam aparecer durante o processo de construção do braço robótico. A aplicação do conteúdo se dá na obtenção dos quatro parâmetros de Denavit-Hartenberg que são obtidos após a colocação dos sistemas de referência, onde três desses parâmetros são definidos a partir de medições feitas no braço robótico e o quarto parâmetro é variável dependente do movimento pretendido ou a posição final que se queira determinar.

The research described in this dissertation examines the possible link between self-regulated learning and LEGO Mindstorms robotics activities in teaching concepts in an introductory university computer programming course. The areas of student motivation, learning strategies, and mastery of course objectives are investigated. In all three cases analysis failed to reveal any statistically significant differences between the traditional control group and the experimental LEGO Mindstorms group as measured by the Motivated Strategies for Learning Questionnaire and course exams. Possible reasons for the lack of positive results include technical problems and limitations of the LEGO Mindstorms systems, limited number and availability of robots outside of class, limited amount of time during the semester for the robotics activities, and a possible difference in effectiveness based on gender. Responses to student follow-up questions, however, suggest that at least some of the students really enjoyed the LEGO activities. As with any teaching tool or activity, there are numerous ways in which LEGO Mindstorms can be incorporated into learning. This study explores whether or not LEGO Mindstorms are an effective tool for teaching introductory computer programming at the university level and how these systems can best be utilized.

[pt] Estudos recentes sugerem que os materiais ocupam um importante papel nas organizações que precisa ser mais bem compreendido (BOXENBAUM et al., 2018; NICOLINI; MENGIS; SWAN, 2011). Artefatos menos convencionais como LEGOS são empregados em empresas, na intenção de apoiar a organização em seu desenvolvimento e mudança. Esta pesquisa de cunho qualitativo, buscou entender como, na percepção dos facilitadores, os artefatos influenciam e medeiam as interações entre diversos atores, durante as oficinas de Lego Serious Play (LSP), para o alcance de objetivos preestabelecidos. Por meio de entrevistas semiestruturadas e o próprio método LSP, 20 entrevistados foram envolvidos na coleta de dados. A análise de conteúdo e um framework para condução de pesquisas, com base em perspectivas sociomateriais (MOURA; BISPO, 2019), serviram de orientação para sua análise. Nessa pesquisa, buscou-se uma fundamentação teórica para promover uma aproximação entre os estudos sobre agência material e o Serious Play (SP) no campo das organizações, de modo a aumentar a compreensão sobre a influência dos artefatos nas práticas de SP realizadas nas empresas. Dessa maneira, observa-se que: (1) os artefatos podem influenciar e mediar as interações humanas estabelecidas em espaços reflexivos; (2) o play na abordagem SP pode ser concebido como um sistema heterogêneo de artefatos que interagem, se complementam e são mutualmente constitutivos; (3) o atingimento dos objetivos preestabelecidos nas oficinas de LSP depende de associações e relações sociais mediadas e influenciadas por esse sistema de artefatos. / [en] Recent research suggests that matters play an important role in organizations that needs to be better understood (BOXENBAUM et al., 2018; NICOLINI; MENGIS; SWAN, 2011). Unusual artifacts like LEGOS have been used in companies with the intention to support individuals and organizations in its development and change. A qualitative research, sought to understand from the facilitators perspective, how artifacts mediate and influence interactions between various actors during the Lego Serious Play(LSP) workshops, in order to achieve a work-related predefined objective. Twenty semi-structured interviews were conducted for a qualitative research that also adopted LSP as a method for data collection. Content analysis and a framework for a research, based on socio-material perspectives (MOURA; BISPO, 2019), served as guidance for its analysis. In this research, a theoretical basis was sought to promote an approximation between material agency and Serious Play (SP) studies in the field of organizations, in order to increase the understanding of the artifacts influence in SP practices carried out in companies. In this way, we contributed to demonstrate that: (1) artifacts can influence and mediate human interactions established in reflective spaces; (2) play in the SP approach can be conceived as a heterogeneous system of artifacts that interact, complement and are mutually constitutive; (3) the achievement of pre-established objectives in the LSP workshops depends on associations and social relations mediated and influenced by this artifact system.

Recently, the school of electrical engineering and computer science (EECS) at the Royal institute of technology (KTH) proposed to introduce a new learning module for the course Engineering Methods - II1300. The module is to introduce both C programming and LEGO robot EV3 programming, to help the students to complete a course project. A literature study was first conducted to investigate how a learning module should be designed and what information was needed. Data from a survey routinely performed by the department and another in this work were collected. The data showed a wide variety in background knowledge among the students who attended the course. Many students believed that they did not receive enough learning material to complete the C assignments nor sufficient instructions for programming the LEGO robot. Based on the data analyses and guided with the Constructive Alignment method and the Scaffolding theory, a specification was created, and the desired learning module was developed. The module provides necessary instructions, good code examples and relevant resources that may be needed. It arranges a balanced amount of learning activities. It is expected to guide the learningprocess and improve the learning efficiency, and to facilitate the teaching process and reduce the workload. The learning module highlights a structured and modular way to teach fundamentals of C programming using the Scaffolding teaching method in conjunction with Constructive Alignment. The module can be reused with small modifications for similar courses by substituting the contents. Moreover, the strategy and the methods, which the project adopted to develop the module, are rather general and in principle are applicable to most online course development. / Nyligen föreslog Skolan för elektroteknik och datavetenskap (EECS) på KungligaTekniska Högskolan (KTH) att införa en ny inlärningsmodul för kursen Engineering Methods - II1300. Modulen ska introducera både C-programmeringoch LEGO-robot EV3-programmering, för att hjälpa eleverna att slutföra ett kursprojekt. En litteraturstudie genomfördes först för att undersöka hur en inlärningsmodul ska utformas och vilken information som behövs. Data från en undersökningsom rutinmässigt utförts av institutionen och en annan i detta arbete samlades in. Uppgifterna visade en stor variation i bakgrundskunskaper blandde studenter som deltog i kursen. Många studenter trodde att de inte fick tillräckligt med läromedel för att slutföra C-uppgifterna eller tillräckliga instruktionerför att programmera LEGO-roboten. Baserat på dataanalyserna och styrs med Constructive Alignment metoden och Scaffoldning teorin skapades en specifikation och den önskade inlärningsmodulen utvecklades. Modulen innehåller nödvändiga instruktioner, bra kodexempel och relevanta resurser som kan behövas. Det ordnar en balanserad mängd lärande aktiviteter. Det förväntas vägleda inlärningsprocessen och förbättra inlärningseffektiviteten och underlätta undervisningsprocessen och minska arbetsbelastningen. Lärningsmodulen belyser ett strukturerat och modulärt sätt att undervisa i grunderna i C-programmering med hjälp av undervisningsmetoden Scaffolding i samband med Constructive Alignment. Modulen kan återanvändas med små ändringar för liknande kurser genom att ersätta innehållet. Dessutom är strategin och metoderna, som projektet antog för att utveckla modulen, ganska allmän och är i princip tillämpliga för de flesta online kursutveckling.

The topic of the thesis is to build physically similar systems to simulate behaviors of real-life heavy-duty vehicles using LEGO Mindstorms as hardware platform and Buckingham π theorem as theoretical basis for the parameter scaling. The thesis work includes software and hardware system design and theoretical research in order to prove a newly proposed concept: Using LEGO to build a scaled model of real-life vehicles with specific similar physical properties. To implement the work described above, scaled models were built with LEGO and a software and hardware system was developed for controlling the scaled model. Tests were performed both on real-life vehicles and scaled models. A generalized mathematical model for the vehicle was derived in order to interpret the behaviors of the vehicle in a scientific way. Then, test results of both real-life vehicles and the corresponding scaled model were compared with the mathematical model in order to investigate if they have similar behaviors. Finally it was concluded that the scaled model built with LEGO Mindstorms combined with Buckingham π theorem could calculate the speed and turning radius of the physically similar real-life vehicle with an average accuracy of 94.68% within low speed, conservatively speaking. For further investigation and research, similar research could be performed with higher speeds to generalize the conclusions and results. / Uppsatsen ämnar till att bygga ett fysiskt likvärdigt system, som simulerar beteendet av verkliga tunga fordon, med LEGO Mindstorms som hårdvaruplattform och med Buckingham П teoremet som teoretisk grund from skalning av parametrar. Arbetet inkluderar mjukvaru- och hårdvarusystemdesign samt teoretisk forskning för att kunna bevisa ett nyligen föreslaget koncept: Att använda LEGO för att bygga en skalad modell av verkliga fordon med specifika likartade fysiska egenskaper. För att implementera det ovan föreslagna arbetet, byggdes skalade modeller i LEGO samt ett kombinerat hård- och mjukvarusystem för att styra den skalade modellen. Tester utfördes på både riktiga lastbilar samt de skalade modellerna. För att kunna identifiera parametrar samt simulera och tyda fordonens beteende så adapterades en generell matematisk modell. Testresultaten för på verkliga samt motsvarande skalade modeller jämfördes med den matematiska modellen för att påvisa om beteendet är likartat. Till sist drogs slutsatsen att den skalade modellen bygg med LEGO Mindstorms och parameterskalad med hjälp av Buckingham П teoremet kunde beräkna skalningsfaktorn av hastighet samt svängradie för det fysiskt likartade fordonet med en tillförlitlighet på 94.68%, konservativt räknat. Detta gäller för låga hastigheter och som fortsatt forskning skulle en liknande studie med starkare och snabbare motorer genomföras för att generalisera slutsatserna och resultaten.

På uppdrag av EQpack var projektets mål att utveckla ett koncept för en hyllvagn tänkt att användas i fabriksgolv av montörer. Hyllvagnen ska bära på kit-boxar med komponenter och ta upp mindre golvyta än befintliga hyllvagnar för kit-boxar. EQpacks idé var att till skillnad från konventionella hyllvagnar, i vilka kit-boxar placeras horisontellt till varandra och förs vidare med rullband, i stället ha hyllvagnar där kit-boxar kan placeras vertikalt i relation till varandra. Någon form av mekanism ska möjliggöra styckvis nedförsel av kit-boxar åt montören, i vilken form detta sker var föremål för utveckling i projektet. Utvecklingen av hyllvagnen skedde i fyra faser; analys och avgränsning, faktainsamling, genomförande samt utvärdering. Som förstudie har bland annat befintliga vagnar i en fabrik observerats vid arbete samt har samtal förts med de olika användarna om deras synpunkter. Under samtal med handledare sattes förväntningar, krav och avgränsningar. Genomförandet bestod av att ta fram diverse idéer och testa deras funktionsduglighet m.h.a bland annat lego. De olika koncepten analyserades och jämfördes med puhg matris. Med valda legomodellen som grund gjordes en CAD-modell med standardiserade komponenter som förslag på hur det skulle kunna konstrueras. Modellen uppmättes ta upp ca en fjärdedel av golvytan som en konventionell vagn tar. / The aim of the project was to develop a concept for a shelf trolley for EQpack, intended to be used on factory floors by assemblers. The shelf trolley must be able to carry kit boxes with components and take up less floorspace than existing shelf trolleys for kit boxes. EQpack's idea was to, unlike conventional shelf trolleys, in which kit boxes are placed next to each other horizontally and transported by conveyor belts, instead have shelf trolleys where kit boxes can be placed vertically in relation to each other. Some form of mechanism must enable piecemeal lowering of kit boxes for the assembler. How this is done was subject for development in the project. The development of the shelf trolley took place in four phases; analysis and boundaries, fact-gathering, exicution and evaluation. As a preliminary study, existing trolleys in a factory have been observed at work and discussions have been held with the various users about their views. Through discussion with supervisors the expectations, requirements and boundaries were set. The execution consisted of development of various ideas and testing their functionality with Lego. The different concepts were analyzed and compared with a puhg matrix. With the chosen Lego model as a basis, a CAD model was made with standardized components as suggestions for how a final product could be constructed. The final model was measured to take up about a quarter of the floorspace that the conventional trolley occupies.

No description available.

Digitala verktyg är numera en naturlig del av vårt samhälle och även skolan, lärarens roll är viktig när det gäller att iscensätta matematikundervisning med digitala verktyg. Enligt Skolverkets styrdokument ska alla skolor i Sverige använda sig av och instrumentera digitalisering. Denna studie syftade till att identifiera inverkan av lärande och elevens förståelse i matematikundervisning genom LEGO robot och progression av dennes färdigheter. För att sedan kunna utveckla lärarens undervisning och göra den attraktivare och kanske också roligare, målet är att aktivera elevens kognitiva, sociala, emotionella, och kreativa förmågor. Jag använde mig av aktionsforskning och utformat en undervisningssekvens inom matematikområdet geometri. Det var 13 elever som deltog i studien, de har intervjuats och observationer har gjorts på högstadiet i tre grupper för års kurs 7. Resultatet av studien visar att användning av LEGO robot, väcker intresse hos eleverna och ökade förståelsen av matematiska begrepp med ökad social interaktion bland eleverna. / Digital tools are now a natural part of our society and also the school, the role of the teacher is important when it comes to staging mathematics teaching with digital tools. According to the Swedish National Agency for Education's governing documents, all schools in Sweden must use and instrument digitization. This study aimed to identify the impact of learning and the student's understanding of mathematics teaching through the LEGO robot and the progression of his skills. In order to then be able to develop the teacher's teaching and make it more attractive and perhaps also more fun, negative, social, emotional, and creative skills. In this study, I will highlight several aspects that reinforce the importance of using modern technology today. I have used action research and designed a teaching sequence in the field of mathematic s geometry. There were 13 students who participated in the study, they have been interviewed and observations have been made in high school in three groups for year course 7. The results of the study show that the use of LEGO robot, arouses interest in students and increased the understanding of mathematical concepts with increased social interaction among students.

Children with Asperger syndrome and high functioning autism typically experience difficulty with social interaction and social communication, hence the development of social competence is important to promote social inclusion. A quasi-experimental baseline design was employed to measure changes in social competence following participation in Lego therapy. Fourteen children with Asperger syndrome participated in an eight week Lego therapy intervention in nine schools. Social competence was measured through observations of social interaction on the school playground and adaptive socialisation and communication. Statistically significant increases were observed in adaptive socialisation and play following participation in Lego Therapy. No significant differences were found in communication, median duration of interactions or frequency of self-initiated social interactions. Measures of social competence were completed again following a period without intervention, to establish whether increases in social competence were sustained. Aspects of social competence decreased following a period without intervention, however, decreases were not significant. Programme fidelity was measured by adherence to fundamental aspects of the intervention and a measure of inter-rater reliability. Adherence ranged between 63-100% for aspects of the intervention, and between 82-97% for schools delivering the intervention. Implications for practice were highlighted, and included the need to encourage generalisation of skills from Lego therapy into the wider school environment, and a need for on-going support for school staff when the intervention is delivered in schools. Alternative ways of promoting social competence within an inclusive school environment were discussed.