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This diploma project intends to investigate the Whole through its individual Parts by two polar logics, plan and mass. Through the museum typology, the idea of singular rooms generate a compound of opposite sensibilities, circulation and program that will offer new exhibition halls for the Botanical Department of the National Museum of Natural History in Stockholm.  Museum as typology has throughout history dealt with the architectural issues such as spatial sequence, hierarchy and organizing space. Thereby have dealt the question of a Part-to-Whole relationship.  The immediate relation between the individual rooms has been the starting point in my thesis. Rather than beginning with an envelope as a bounding box for a plan, the plan and the individual rooms sets the conditions for the envelope. In my project the spatial logic derives from a process based upon two polar opposites. On the one hand line-work and patterns, and on the other volumetric mass studies. The orthogonal structures in contrast to the swollen and spherical shapes. The relationship of the contrasting formal logics generates opposite meetings and sensibilities such as pressed/ pressured, heavy/light, imprinted/ implanted structures. The awkward relationship does not consider any smooth transitions, but instead a pressed and nesting sensation of which also the programmatic organization and circulation is closely tied to. / Examensarbetet ämnar att undersöka Helheten genom dess individuella Enheter genom två motsatta designförhållanden, plan och massa, 2-dimensionalitet kontra 3-dimensionalitet. Genom museumtypologin genererar sammansättningen av singulära rum en enhetlig struktur av motsatta sensibiliteter, rörelsemönster och program som erbjuder nya utställningsrum åt den Botaniska Enheten för Naturhistoriska Museet i Stockholm. Museum som typologi har genom tiderna handskats med arkitektoniska frågor så som spatiala rörelsemönster, hierarki och organisation. Därigeom även det så kallade Del-till-Helhets-problematiken.  Den direkta relationen mellan individuella rum har varit utgångspunkten i mitt arbete. Istället för att tillsätta en ram för helheten genom dess yttre fasad, har jag varit intresserad av att låta planen och de inre rummen avgöra hur det exteriöra ter sig. Därav har planen varit en viktig utgånspunkt i processen.  I mitt projekt utgår den spatiala logiken från en process som är baserad på två motsatta designstudier. Det 2 dimensionella, planmönstret kontra det 3dimensionella volymstudierna. Det ortogonala i kontrast till det svullna och sfäriska kropparna. Relationen mellan de kontrasterande logikerna genererar motsatta möten, relationer och sensibiliteter så som tryckt/tryckande, tungt/lätt, intryck/implanterat etc. Det påtvingade och obekväma mötet mellan de olika kropparna erbjuder inte några mjuka övergångar, utan snarare en påtryckt och intensiv relation, som även den programatiska organisationen och rörelssemönstret är anknutet till.

a series of sectional graphics are created to represent the architectural whole. this thesis is about how a three dimensional architecture is seen and perceived through use of two dimensional graphics. it is about understanding a finished work [the whole] by viewing its individual sectional layers [the parts]. a whole does not exist without its parts, just as architecture would not exist without section. in this case, the section is raised above all other things in order to see the potential of the whole. / Master of Architecture

This master thesis deals with middle school pupils and their comprehension of Part-whole theory within the area of Mathematics. The theory section is divided into five parts. The first part presents sets of knowledge and skills of lower-secondary school pupils that are essential for completing a particular time period in selected thematic areas of mathematics at primary schools. In the second part, individual stages and mechanisms of cognitive processes needed in Mathematics are determined, and the third part focuses on teaching methods of Mathematics. Among the issues mentioned in this part are for example the difference between formal and informal knowledge or transmissive and constructivist way of teaching. Lastly, the fourth and fifth parts specify various expressions of wholes and their parts. The research part of this paper provides an analysis of interviews with certain teachers that are employing different teaching methods, testing applied on their pupils and also an analysis of the textbooks that are being used by these teachers. The other part of the thesis is the evaluation of the interviews with the selected teachers, what gives us the information about the relationship of the teachers to particular didactic approaches, and the evaluation of the tests taken by pupils including standard...