近年線上教學平台有著很大的發展，不管是國內的均一教學平台，或國外知名的可汗教育平台，都提供各種學科便利學生自主學習。而在高中化學計算的領域中，這些平台上均提供各種教學課程。美中不足的是在線上的練習系統中，往往題目數量少、題目變化少、無詳細解題步驟，這樣將不足以透過題目衡量一個學生在各個主題的學習上有無明顯的進步。 本論文的目的是改善上述問題。我們設計並實做一系統，只要使用者輸入簡單需求，即可自動產生高中化學問題以及伴隨詳細解答，可方便出題者快速產生各式不同主題的高中化學應用題目。我們的系統提供一個Web前端供使用者輸入所需要生成的題目之資訊。系統由此收齊相關參數之後，接著即可依據參數產生符合題目限制條件的化學問題生成模型。此問題模型為一hypergraph，節點代表已知或未知相關化學量，超連結(hyperedge)則代表數個化學量間的相依關係。有了此一以ASP(Answer Set Programming)表達的問題模型之後，系統即可利用ASP求解器(Solver)進行單一或多個題目生成，後續工作則是驗證每一生成題目之可行性並產生解題步驟，最後經由Django整合呈現於Web上。 / In recent years there has been great progress in the development of online learning. Well-known platforms such as international Khan Academic or local Junyi Academy in Taiwan provide courses in various subjects allowing interested students to study in a very convenient and autonomous way. As expected, courses on common subjects such as high school chemistry are offered with rich content by these platforms. However, there are shortcomings in these courses about the problems they provide for the students to practice or test. In addition to rich content, an ideal course should provide abundant problems of all possible topics, with each given detailed solution, so that students can evaluate their achievement of study by practicing or testing themselves with these problems. Unfortunately, no courses on these platforms meet the above requirements. The purpose of this thesis is to improve the above shortcoming by providing a system which can generate automatically word problems on various topics of high school chemistry, together with detailed accompanied solutions. Our system is a web-based application implemented using Django. It provides a front-end enabling the users to enter related information for the word problems they want the system to generate. According to the parameters collected from the front-end, our system will generate a corresponding chemical problem model. The model is a hypergraph with nodes representing known or unknown chemical quantities related to the problem and hyperedges representing relations or dependencies among these quantities. After the model is generated as a logic program of ASP(Answer-set Programming), the system will use an ASP solver to generate one or more candidate problems. Subsequent works are then used to verify the feasibility of each problem and produce a solution for the feasible one. Finally the generated problems as well as solutions are wrapped in the server side and then sent to and presented friendly in the client's browser.

The thesis is the result of four years' work in mathematical education in Papua New Guinea. The first two years were spent in setting up a new Mathematics Education Centre at the University of Technology, Lae. A broad brief enabled the author to seek out the most crucial needs for the country and these appeared to lie in the area of basic number skills. Assessments of the situation and contributions to a changing attitude are described. This part of the thesis concludes with a critique of the role of a Mathematics Education Centre in a Third World country. The work had led to a conclusion that one of the priorities in mathematical education for the country lay in some form of adult numeracy campaign. At the same time the Department of Commerce had identified 'numeracy' as one of the prime needs for successful business development in Papua New Guinea. The author was therefore invited to spend a further two years in seeking to resolve this problem. The cheap long-life battery calculator became available at this point in time and provided the means for a possible solution. Its potential was appreciated and a grant was given from the Prime Minister's Nonformal Education Sectoral Fund to enable the author to research into ·the possibilities of adult numeracy teaching in the villages where 85% of the population lives. Detailed reports of the eighteen field tours undertaken are included in an appendix, together with some of the material specifically developed for the purpose. In this thesis the problems of organising an adult numeracy campaign in a country with poor communications and a limited budget are also considered. The thesis concludes with an attempt to identify the new style of teaching that will be required when a realistic use of the calculator is accepted as a normal part of the post-secondary and non-formal education system. This new style is seen to iriclude elements of the number skill teaching that was the prime concern of the first two years. References are made to the relatively few attempts to. teach adult numeracy in the Third World and also to some attempts in the developed world to meet the challenge presented by the incorporation of the calculator into the formal system of education.

Lors de leur conservation, les principes actifs (médicaments, nutriments) peuvent être sujets à une dégradation susceptible de modifier leurs propriétés initiales et les rendre non disponibles. Aussi, les industriels et les pharmaciens hospitaliers réalisant des préparations pharmaceutiques et/ou des compléments alimentaires ont-ils la nécessité de réaliser des études de stabilité. Ces études sont longues et coûteuses car elles doivent tenir compte de tous les paramètres environnementaux susceptibles d’influencer la stabilité du principe actif, de la matrice et du conditionnement. L’objectif de cette thèse consiste à développer un outil qui permet d’estimer les taux de dégradation des vitamines et de se projeter sur la durée de vie de principes actifs nutritionnels en se basant sur l’utilisation des modèles de calcul intégrant à la fois les caractéristiques des produits, matrice et des conditions de conservation. Le projet s’est déroulé en plusieurs phases en ciblant les vitamines hydrosolubles. Tout d’abord, un développement et validation d’une méthode de dosage chromatographique qui permet de quantifier toutes les vitamines en une seule analyse sans interférence avec les éventuels produits de dégradation. Une étude de l’influence des paramètres les plus importants a été réalisée via un plan d’expériences. Les cinétiques de dégradation ont été étudiées et modélisées en plusieurs approches. A partir du modèle le plus adapté, un premier niveau de simulation a été conçu permettant de déterminer les facteurs d’influence pertinents dans la dégradation des vitamines au regard des données exploitables. Le livrable, le calculateur, devrait ainsi permettre de guider les utilisateurs industriels et hospitaliers dans le choix des conditions d’étude de vieillissement accéléré. / When stored, the active ingredients (drugs, nutrients) may be subject to degradation that may change their original properties and make them unavailable. In addition, manufacturers and hospital pharmacists carrying out pharmaceutical preparations and / or dietary supplements have the need to carry out stability studies. These studies are long and costly because they must consider all the environmental parameters likely to influence the stability of the active principle, the matrix and the packaging. The aim of this thesis is to develop a tool that allows to estimate the degradation rates of vitamins and to project on the life span of nutritional active principles based on the use of computational models integrating at the same time product characteristics, matrix and storage conditions. The project took place in several phases targeting the water-soluble vitamins. First, a development and validation of a chromatographic assay method that quantifies all vitamins in a single analysis without interference with any degradation products. A study of the influence of the most important parameters was carried out with a design of experiments. The kinetics of degradation have been studied and modeled in several approaches. From the most appropriate model, a first simulation level was designed to determine the relevant influencing factors in the degradation of vitamins in terms of exploitable data. The deliverable, the calculator, should thus help guide industrial and hospital users in the choice of accelerated aging study conditions.

Made available in DSpace on 2016-04-27T16:57:24Z (GMT). No. of bitstreams: 1 TATIANA ALBIERI BARBOSA.pdf: 3147539 bytes, checksum: 085577e83e34af251e8ba627515ea0e1 (MD5) Previous issue date: 2013-05-14 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This paper presents a Masters qualitative study which aimed to investigate if and how High School students observe regularities and generalize them, building expressions of Geometric Progressions with the use of simple calculators or with printer. To collect data for the research three sessions were held, with volunteer students from the first grade of High School from the same State School in the city of São Paulo, which according to André (2005) is a case study. The analyzes made were based mainly on the ideas of Devlin (2002), Mason (1996a and 1996b), Orton and Orton (1999), Silva, Loureiro and Veloso (1989) and Abelló (1997). It was concluded that the calculator was used as a tool that allowed students to focus on solving the activities, and not on the calculations to be performed. It was used as "leverage", enabling students to manipulate the statements data, perceive the presented patterns, establish relations and give sense to them in a way to generalize patterns, and express them as algebraic expression / O presente trabalho apresenta uma pesquisa qualitativa de Mestrado que teve como objetivo investigar se e como estudantes do Ensino Médio observam regularidades e as generalizam, construindo expressões relativas às Progressões Geométricas com o recurso das calculadoras simples ou com impressora. Para a coleta de dados da pesquisa foram realizadas três sessões, com alunos voluntários da 1ª série do Ensino Médio de uma mesma Escola Estadual, da cidade de São Paulo, o que, de acordo com André (2005) caracteriza um estudo de caso. As análises realizadas foram baseadas, sobretudo, nas ideias de Devlin (2002), Mason (1996a e 1996b), Orton e Orton (1999), Silva, Loureiro e Veloso (1989) e Abelló (1997). Concluiu-se que a calculadora serviu como um instrumento que possibilitou aos alunos focar na resolução das atividades, e não nos cálculos a serem realizados. Ela serviu como alavanca , possibilitando aos alunos manipular os dados dos enunciados, perceber os padrões apresentados, estabelecer relações e dar sentido às mesmas, de forma generalizar os padrões, e expressá-los por meio de expressões algébricas

Orientador: Vinicio de Macedo Santos / Resumo: O ensino de Matemática no Brasil vem, ao longo das décadas, sofrendo mudanças, críticas e adaptações. Essas transformações visam uma reformulação nas práticas educativas empregadas na escola e, para se ter um ensino de Matemática calcado em significados para o aluno, tais práticas educativas devem estar em sintonia com as mudanças sociais e os avanços tecnológicos. Os instrumentos tecnológicos podem servir como recursos didáticos nas atividades matemáticas da sala de aula, otimizando o tempo e deixando o aluno livre de procedimentos que não contribuem para seu real desenvolvimento. Um desses instrumentos, que está disponível para todas as crianças em idade escolar e que apresenta muitas possibilidades de aplicação nas aulas de matemática, é a calculadora. Neste trabalho foi feito um estudo, apoiado na realização de atividades com calculadora em alunos de 4ª série, em que se procurou identificar e discutir possibilidades e desafios desse equipamento, enquanto recurso didático nas aulas de matemática. A calculadora pode ser usada objetivando a motivação na realização de tarefas exploratórias e de investigação, verificação de resultados, correção de erros, auto-avaliação entre outros. Cabe ao professor, portanto, propor situações desafiadoras que permitam ao aluno o uso da calculadora como recurso na resolução dessas atividades. / Abstract: The teaching of Mathematics in Brazil, has been changing with criticals and adaptations. These transformation have as objective a new formulation for educatives practices teached on schools and, get a teaching of Mathematics based on meanings to the pupil, these educative pratices must be allied with the social changings and technological development. The technological instruments may be used as didatic resources for math activities on room classes, optimizing the time and allow a free pupil of procedures that don't increase your real development. One of these instruments, that is disponible to all children with "school age", is the calculator. In this work, it was made on study, based on development of activities with calculators to the 4th serial pupil, wich looked for identify and discuss possibilities and chalenges of this equipment, while didatic resource on mathematics classes. It may be used objectiving the motivation to make exploratory and investigation exercises, cheking results, correction of mistakes, "self evaluation", among others. It's the teacher, however, that propose challenge situations allowing the pupil use calculator as a resource to solve this activities. / Mestre

Made available in DSpace on 2015-09-25T12:23:24Z (GMT). No. of bitstreams: 1 PDF - Ronnylson Cesar de Oliveira Fonceca.pdf: 700940 bytes, checksum: bb0eee2beaed2f42c49e6e2e58a064a7 (MD5) Previous issue date: 2014-04-29 / In this research, we observed the issues facing the use of the scientific calculator as well as the exploration of some features found only in this type of machine as the trigonometric ratios, exponential and logarithms for use in the classroom. This work arose from our concern in the classroom to try to show that mathematics can be crafted in a way to arouse the student's curiosity to develop their learning and, in this search, we realized that the calculator is a resource that can help with teaching and learning of mathematics focused on understanding and working with problem-solving activities. A literature-based works such as Albergaria and Ponte (2008), Borba (1999), Laureano and Medeiros (2008), Mercê (2008), Ponte and Cebola (2008), Selva and Borba (2010) was taken, among others, focused on the use of calculators as a tool to solve problems. The research was guiding question to know "so that teachers of secondary education, design and practice of mathematical problem solving activities using the scientific calculator." The overall goal is to understand how the calculator can be used as a pedagogical tool for teaching mathematics to solve problems in the classroom. Thus, we work with the proposal of a short course where teacher s research participants were able to share tips and experiences after implementation of activities in the classroom. We chose three cases for observation following some criteria of the research itself for each one to be a case study. The results obtained in this study indicate that teachers essentially accepted the job offer with the scientific calculator understanding the importance to emphasize an area of your routine classroom to implement activities that may be directed to the use of the calculator as a resource for classes. / Nesta pesquisa, buscamos observar as questões voltadas para o uso da calculadora científica bem como, a exploração de algumas funções presentes apenas nesse tipo de máquina como as razões trigonométricas, exponenciais e logaritmos para uso em sala de aula. Tal trabalho surgiu da nossa preocupação em sala de aula em tentar mostrar que a Matemática pode ser trabalhada de maneira a despertar no aluno a curiosidade para desenvolver o seu aprendizado e, nessa busca, percebemos que a calculadora é um recurso que pode contribuir com um ensino-aprendizagem de Matemática focada na compreensão e no trabalho com atividades de resolução de problemas. Foi feita uma revisão de literatura baseada em trabalhos como os de Albergaria e Ponte (2008), Borba (1999), Laureano e Medeiros (2008), Mercê (2008), Ponte e Cebola (2008), Selva e Borba (2010), entre outros, voltados para a utilização da calculadora como recurso para resolver problemas. A pesquisa teve como questão norteadora saber de que modo professores do Ensino Médio, concebem e praticam atividades de resolução de problemas matemáticos utilizando a calculadora científica . O objetivo geral é compreender como a calculadora pode ser utilizada como ferramenta pedagógica para o ensino de Matemática para a resolução de problemas em sala de aula. Desse modo, trabalhamos com a proposta de um minicurso onde os professores participantes da pesquisa puderam partilhar sugestões e experiências após a aplicação das atividades em sala de aula. Escolhemos três casos para a observação seguindo alguns critérios da própria pesquisa para cada um ser um estudo de caso. Os resultados obtidos nessa pesquisa indicam essencialmente que os professores aceitaram a proposta de trabalho com a calculadora científica compreendendo a importância de destacar um espaço de sua rotina em sala de aula para aplicar atividades que possam estar direcionadas para o uso da calculadora como recurso para as aulas.

Thesis (M.Ing. (Mechanical Engineering))--North-West University, Potchefstroom Campus, 2007.

Renewable and alternative energy technologies have become increasingly popular in Ontario over the last few years. Part of this increase has been from the Feed-In-Tariff incentive that pays Ontarians an amount per kWh generated by some of these technologies onto the central electricity grid. Between residential, commercial and agricultural settings, agriculture operations and locations offer an abundance of resources that make renewable energy systems attractive. The big question being asked by Ontario farmers is what renewable or alternative energy technology is best or most economical for their particular location and operation? The solution to that question is the Complimentary Energy Decision Support Tool (CEDST). This application combines Solar Photovoltaic, Wind Turbine, Geothermal, Anaerobic Digester, Solar Thermal and Energy Conservation calculators into one tool that compares the feasibility of each technology. This thesis specifically presents the development of the CEDST platform which is used as the delivery method for each of the individual calculators, the creation of the Solar Photovoltaic calculator and methodology behind determining if a solar photovoltaic system is a feasible solution, as well as, the integration of all the other individual calculators developed by the rest of the CESDT team into the CEDST platform. / Ontario Ministry of Agriculture Food and Rural Affairs, Poultry Industry Council, Egg Farmers of Canada, and the University of Guelph

Type 1 Diabetes is a dangerous and life-long disease for which its prevalence is global. Research has shown that tight glycaemic control of this disease significantly reduces the risks of developing several life threatening diabetic complications. The Ets-Insulin-Bolus Calculator (EIBC), inspired by the Ets concept (Equivalent Teaspoon Sugar), was primarily designed to assist type I diabetics in improving their blood glucose control. The EIBC has shown to improve the average blood glucose level of type 1 diabetics. The need for this study however is to determine whether the ET!3C promotes tighter glycaemic control for type 1 diabetics based on a more-in-depth numerical analysis. With the use of the latest technology in blood glucose monitoring, the CGMS from Medtronic, mathematical models expressing and rating blood glucose control have been proposed and derived in this study. A clinical trial with type 1 diabetics has also been conducted. The use of the models together with the clinical trial results have shown that the EIBC does in fact promote tighter glycaemic control for type 1 diabetics. / Thesis (M.Ing. (Mechanical Engineering))--North-West University, Potchefstroom Campus, 2007.

Type 1 Diabetes is a dangerous and life-long disease for which its prevalence is global. Research has shown that tight glycaemic control of this disease significantly reduces the risks of developing several life threatening diabetic complications. The Ets-Insulin-Bolus Calculator (EIBC), inspired by the Ets concept (Equivalent Teaspoon Sugar), was primarily designed to assist type I diabetics in improving their blood glucose control. The EIBC has shown to improve the average blood glucose level of type 1 diabetics. The need for this study however is to determine whether the ET!3C promotes tighter glycaemic control for type 1 diabetics based on a more-in-depth numerical analysis. With the use of the latest technology in blood glucose monitoring, the CGMS from Medtronic, mathematical models expressing and rating blood glucose control have been proposed and derived in this study. A clinical trial with type 1 diabetics has also been conducted. The use of the models together with the clinical trial results have shown that the EIBC does in fact promote tighter glycaemic control for type 1 diabetics. / Thesis (M.Ing. (Mechanical Engineering))--North-West University, Potchefstroom Campus, 2007.