Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-10-16T14:32:10Z No. of bitstreams: 2 Dissertação - OsmarRodriguesAraujo - 2015.pdf: 7405460 bytes, checksum: ea95512c567631973f91d277bb7bf915 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-10-16T14:36:30Z (GMT) No. of bitstreams: 2 Dissertação - OsmarRodriguesAraujo - 2015.pdf: 7405460 bytes, checksum: ea95512c567631973f91d277bb7bf915 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-10-16T14:36:30Z (GMT). No. of bitstreams: 2 Dissertação - OsmarRodriguesAraujo - 2015.pdf: 7405460 bytes, checksum: ea95512c567631973f91d277bb7bf915 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-07-28 / This work aims mainly to study the pedagogical implications of the use of origami to the process of teaching and learning the notable points of a triangle. For this reason, a qualitative approach was used based on bibliographic research and didactic experiment. A guiding question oriented this work: what are the educational contributions of teaching geometry through origami to understand geometric concepts such as notable points of a triangle? The main bibliographic references are Aschenbach, Fazenda and Elias (1997), Cedro and Moura (2010), D'Ambrósio (1996), as well as documents from Ministry of Education related to the issues highlighted here. The didactic experiment was applied to 35 students of an 8th grade class of a public school in Aparecida de Goiânia, Goiás, Brazil, in February and March, 2015. The analyses of the participants output, the footages and the researcher observations showed that origami is a pedagogical resource that enhances the process of learning the notable points of a triangle. It became noticeable, however, during the execution of the research, how complex is to work with playful in the development of a subject and to plan activities with clear objectives and a methodology appropriate to the level of the students, besides conducting activities that are challenging for them. / Este trabalho tem como objetivo central estudar as implicações pedagógicas do uso do origami no processo de ensino e aprendizagem de pontos notáveis de um triângulo. Utilizamos uma abordagem qualitativa, a partir de pesquisa bibliográ ca e experimento didático. Durante o estudo relatado, a questão norteadora foi Quais as contribui- ções pedagógicas do ensino da geometria por meio do origami para a compreensão de conceitos geométricos tais como pontos notáveis de um triângulo? . Como principais referências bibliográ cas estão Aschenbach, Fazenda e Elias (1997), Cedro e Moura (2010), D'Ambrósio (1996) assim como alguns documentos do Ministério da Educa- ção que tratam de assuntos destacados nesse trabalho. O experimento didático foi realizado com uma turma de 8o ano de uma escola estadual de Goiás, localizada na cidade de Aparecida de Goiânia. A turma era composta por 35 alunos e a pesquisa foi realizada nos meses de fevereiro e março de 2015. A partir das análises das produções dos participantes da pesquisa, das lmagens e das observações feitas pelo pesquisador, é possível perceber que o uso do origami se apresenta como um recurso pedagógico que possibilita o favorecimento do processo de aprendizagem de pontos notáveis de um triângulo. No entanto, durante a execução da pesquisa tornou-se perceptível o quanto é complexo trabalhar o lúdico no desenvolvimento de um conteúdo, planejar as atividades com objetivos claros e metodologia adequada para o nível da turma além de conduzir atividades que são desa adoras para os alunos.

Les quadruplexes de guanines (G4) sont des structures non canonique d’acides nucléiques à quatre brins formées à partir de séquences ADN ou ARN riches en guanines. Ces structures reposant sur la formation et l’empilement de quartets de guanines sont très polymorphes, leur formation pourrait être envisagé dans de nombreux domaines d’application, aussi bien pour les biotechnologies que les nanotechnologies. L’étude de G4 tétramoléculaires modifiés présentée dans ce manuscrit a participé à la compréhension du mécanisme d’association de ces complexes. En particulier, nous avons montré que l’insertion de 8-méthyle-2’-déoxyguanosine à l’extrémité 5’ de la séquence favorise l’association et la stabilité du G4. Par ailleurs, l’étude de l’ADN en série L (image de l’ADN naturel dans un miroir) a montré la formation d’un G4 tétramoléculaire avec les mêmes propriétés que son énantiomère, à l’exception de sa chiralité, qui est inversée. L’étude a révélé également une auto-exclusion de deux énantiomères (forme D et forme L) démontrant un assemblage contrôlé des brins parallèles. Ce travail de thèse a aussi permis d’introduire un système simple et stable de visualisation de G4 tétramoléculaire antiparallèle, appelé “ADN synaptique”, sur une nanostructure d’ADN origami. In vivo, ces structures pourraient être impliquées de façon transitoire dans de nombreux processus biologiques, en particulier au niveau des télomères. Nous avons réalisé, au cours de cette thèse, une étude comparative de la structure et de la stabilité des séquences télomériques connues de différents organismes. Cette étude a permis d’enrichir les données nécessaires au développement d’un algorithme prédisant la stabilité de G4. Enfin, nous avons développé une méthode facile et peu coûteuse de criblage (G4-FID) sur plaques 96 puits permettant d’identifier l’interaction de ligands avec différentes séquences biologiques pertinentes. La stabilisation du G4 dans certaines régions du génome via des ligands spécifiques pourrait limiter la prolifération de cellules tumorales et est donc intéressante pour les thérapies anticancéreuses. / Guanine quadruplexes (G4) are non-canonical four-stranded nucleic acid structures formed by guanine-rich DNA and RNA sequences. Theses polymorphic structures are built from the stacking of several G-quartets and could be involved in many fields, in biotechnology as well as in nanotechnology. The study of modified tetramolecular G4 presented in this manuscript participated to the understanding of tetramolecular G4 formation. Especially, we showed that the insertion of 8-methyl-2’-deoxyguanosine at the 5’-end of the sequence accelerate G4 formation and increase its stability. Besides, we demonstrate here that short guanine rich L-DNA strands (mirror image of natural DNA) form a tetramolecular G4 with the same properties than their enantiomer, but with opposite chirality. The study revealed also self-exclusion between two enantiomers (D- and L- form), showing the controlled parallel self-assembly of different G-rich strands. This work introduced also a simple and stable system to observe tetramolecular antiparallel G4 formation, called “synaptic DNA”, into a DNA origami nanostructure. In vivo, such structures appear to be implicated in genome dynamics, and especially at telomeres. During this thesis, we dedicated a study to the comparison of G4 folding and stability of known telomeric sequences from different organisms. The present study allowed enriching the dataset necessary to build and refine algorithms predicting G4 stability. Last but not least, we developed a G4 ligand screening method onto 96-well plates allowing the comparison of different biological relevant sequences. The G4 stabilisation by specific ligands in some genome regions may prevent cancer cell proliferation, making it an attractive target for anticancer therapy.

“Origami-mathematics lessons” (Boakes, 2006) blend the ancient art of paper folding with the teaching of mathematics. Though a plethora of publications can be easily found advocating the benefits of Origami in the teaching of mathematics, little research exist to quantify the impact Origami has on the learning and building of mathematical skills. The research presented in this paper targets this common claim focusing on how Origamimathematics lessons taught over an extended period of time impact students’ knowledge of geometry and their spatial visualization abilities. The paper begins with a brief overview of Origami as it relates to teaching mathematics followed by a summary of research done with two age groups: middle school children and college students. Gathered data in these two studies suggest that Origami-mathematics lessons are as beneficial as traditional instructional methods in teaching mathematics.

Spatial sense is an important ability in mathematics. Formula application is very different from spatial concept acquisition. But it is often observed that in schools students learn spatial concepts by memorizing instead of understanding. In the past academic year we had tried out and developed a series of learning activities based on van Hiele’s model for guiding learners to explore the cube and its cut sections. The ideas in origami, and mathematical modelling by manipulative as well as mathematical software are integrated into our study. This paper gives a brief account on our works. We start by presenting a sequence of math-rich learning tasks, followed by some related folding ideas and mathematical background analysis. Finally we round up our paper with a concise discussion on some major elements of our design based on the van Hiele learning phases.

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Sammanfattning Denna rapport dokumenterar ett examensarbete för högskoleingenjörsprogrammet i innovationsteknik och design, vårterminen 2018 vid Karlstads universitet. Examensarbetet är utfört enligt konventionell produktutvecklingsprocess i ett uppdrag om att ta fram en papperskorg för SPAZA, ett svenskt företag som tillhandahåller exklusiva produkter för spaoch hotellmiljöer. Samtliga produkter i sortimentet är inom ramen för SPAZAs material- och tillverkningsrestriktion: laserskuren, bockad samt pulverlackerad rostfri stålplåt. Syftet med projektet är att tillämpa erhållen kunskap från högskoleingenjörsprogrammet och med vetenskapligt underlag ta fram en papperskorg som ser till behoven genom alla led i dess livscykel. Detta utan att stil eller estetiskt uttryck kompromissas. Med en förstudie identifierades behov för tillverkning, frakt, montering samt användning av hotellgäst och städpersonal. Dessa behov formulerades öppet som primära och sekundära krav och tillsammans med det som redan på förhand specificerats av uppdragsgivaren bildades en produktspecifikation, som sedan användes som underlag för idégenerering. Vid idégenerering producerades ett flertal idéer på former och funktioner. Dessa kombinerades och bildade tillsammans helhetskoncept som utvecklades i ett modellarbete. Med hjälp av erkända metoder för sållning så valdes ett antal koncept som presenterades för uppdragsgivaren. Under ett konceptvalsmöte valdes ett koncept ut för vidareutveckling. Ett slutgiltigt koncept, Konceptet 4 som det kallas, härstammade ifrån en idé på funktionslösning om att använda plåtens fjädrande materialegenskaper för att hålla uppe påsen. Konceptet ser till behoven i de olika leden och möter totalt 30 av 31 stycken listade krav i en kriteriematris. En första CAD-modell på Koncept 4 skickades till CNC Plåt i Västervik för tillverkning av prototyp. Denna prototypen utvärderades och justerades därefter i enlighet med identifierade förbättringar i form och funktion. Dessa implementerades i en ny prototyp som godkändes av uppdragsgivaren som underlag för produktion. Projektet är avslutat och papperskorgen är ett steg närmare produktion. / Abstract This thesis documents a bachelor’s degree project for the engineering programme in Innovation Technology and Design, spring semester 2018 at Karlstad University. The project has been carried out in accordance with conventional product development process, in an assignment to design a paper bin for SPAZA; a Swedish company that provides elegant products for spa and hotel environments. All products in the assortment are within the SPAZA material and manufacturing specification: laser cut, bent and powder coated stainless steel sheet. The purpose of the project is to apply knowledge acquired from the engineering programme and, with a scientific basis, design a paper bin that considers the needs in all the different stages of its life cycle. This without compromising style or aesthetic expression. A pre-study identified the needs in manufacturing, shipping, assembly and use by hotel guests and cleaning staff. These needs were then formulated openly as primary and secondary requirements, and together with what had already been specified by the outsourcer, a product specification was formed, which was later used in idea generation. Idea generation produced a lot of ideas for forms and functions. These were combined, and together they formed concepts that were developed further in work with models. Recognized methods for screening were then used to determine which concepts that were of value to present to the outsourcer, and during a conceptual meeting a decision was made on which concept to realize. A final concept, Concept 4 as it was called, derives from an idea for function about using the sheet metal’s flexing material properties to hold up the bag. The concept meets the needs in the various life cycle stages with a total of 30 out of 31 fulfilled requirements listed in the product specification. A CAD model of Concept 4 was sent to CNC Plåt in Västervik for prototype manufacturing. The prototype was evaluated and adjusted in accordance with identified improvements in forms or function, and with a second version of the CAD model having been delivered to the outsourcer, the goal of the assignment was achieved. The project is finished, and the paper bin is one step closer to production.

A presente dissertação tem o objetivo de mostrar a arte Origami sob um contexto matemático, apresentando um pequeno resumo dos aspectos história e o desenvolvimento do Origami ao longo do tempo e dando maior destaque às suas aplicações na matemática, com o emprego dos axiomas de Huzita e a proposta de ampliação deste conjunto de axiomas com a inclusão da circunferência no papel Origami. Com o uso das técnicas de dobraduras, este trabalho mostra várias aplicações do Origami na matemática, tais como: a solução de alguns problemas clássicos, a construção de polígonos, a demonstração da soma dos ângulos internos de um triângulo, cálculo de algumas áreas, a solução de alguns problemas de máximos e mínimos, seguidos dos conceitos matemático envolvidos em cada um deles. E a inclusão da circunferência no plano Origami permitiu ainda, o estudo das construções das cônicas por dobraduras / This work aims to demonstrate the Origami art in a mathematical context, with a brief summary of the historical aspects and its development over time, giving more prominence to applications in mathematics, with the use of the axioms of Huzita and proposal to expand this set of axioms to include the circle in Origami paper. As the use of folding techniques, this work shows various applications of Origami in mathematics, such as the solution of some classical problems; the construction of polygons; the demonstration of the sum of the interior angles of a triangle; the calculation of some areas and the solution of some problems of maximum and minimum, followed by mathematical concepts involved in each of them. The inclusion of the circle in Origami plan allowed also to study the constructions of conic by folding

A presente dissertação tem o objetivo de mostrar a arte Origami sob um contexto matemático, apresentando um pequeno resumo dos aspectos história e o desenvolvimento do Origami ao longo do tempo e dando maior destaque às suas aplicações na matemática, com o emprego dos axiomas de Huzita e a proposta de ampliação deste conjunto de axiomas com a inclusão da circunferência no papel Origami. Com o uso das técnicas de dobraduras, este trabalho mostra várias aplicações do Origami na matemática, tais como: a solução de alguns problemas clássicos, a construção de polígonos, a demonstração da soma dos ângulos internos de um triângulo, cálculo de algumas áreas, a solução de alguns problemas de máximos e mínimos, seguidos dos conceitos matemático envolvidos em cada um deles. E a inclusão da circunferência no plano Origami permitiu ainda, o estudo das construções das cônicas por dobraduras. / This work aims to demonstrate the Origami art in a mathematical context, with a brief summary of the historical aspects and its development over time, giving more prominence to applications in mathematics, with the use of the axioms of Huzita and proposal to expand this set of axioms to include the circle in Origami paper. As the use of folding techniques, this work shows various applications of Origami in mathematics, such as the solution of some classical problems; the construction of polygons; the demonstration of the sum of the interior angles of a triangle; the calculation of some areas and the solution of some problems of maximum and minimum, followed by mathematical concepts involved in each of them. The inclusion of the circle in Origami plan allowed also to study the constructions of conic by folding.

A presente dissertação tem o objetivo de mostrar a arte Origami sob um contexto matemático, apresentando um pequeno resumo dos aspectos história e o desenvolvimento do Origami ao longo do tempo e dando maior destaque às suas aplicações na matemática, com o emprego dos axiomas de Huzita e a proposta de ampliação deste conjunto de axiomas com a inclusão da circunferência no papel Origami. Com o uso das técnicas de dobraduras, este trabalho mostra várias aplicações do Origami na matemática, tais como: a solução de alguns problemas clássicos, a construção de polígonos, a demonstração da soma dos ângulos internos de um triângulo, cálculo de algumas áreas, a solução de alguns problemas de máximos e mínimos, seguidos dos conceitos matemático envolvidos em cada um deles. E a inclusão da circunferência no plano Origami permitiu ainda, o estudo das construções das cônicas por dobraduras / This work aims to demonstrate the Origami art in a mathematical context, with a brief summary of the historical aspects and its development over time, giving more prominence to applications in mathematics, with the use of the axioms of Huzita and proposal to expand this set of axioms to include the circle in Origami paper. As the use of folding techniques, this work shows various applications of Origami in mathematics, such as the solution of some classical problems; the construction of polygons; the demonstration of the sum of the interior angles of a triangle; the calculation of some areas and the solution of some problems of maximum and minimum, followed by mathematical concepts involved in each of them. The inclusion of the circle in Origami plan allowed also to study the constructions of conic by folding

A presente dissertação tem o objetivo de mostrar a arte Origami sob um contexto matemático, apresentando um pequeno resumo dos aspectos história e o desenvolvimento do Origami ao longo do tempo e dando maior destaque às suas aplicações na matemática, com o emprego dos axiomas de Huzita e a proposta de ampliação deste conjunto de axiomas com a inclusão da circunferência no papel Origami. Com o uso das técnicas de dobraduras, este trabalho mostra várias aplicações do Origami na matemática, tais como: a solução de alguns problemas clássicos, a construção de polígonos, a demonstração da soma dos ângulos internos de um triângulo, cálculo de algumas áreas, a solução de alguns problemas de máximos e mínimos, seguidos dos conceitos matemático envolvidos em cada um deles. E a inclusão da circunferência no plano Origami permitiu ainda, o estudo das construções das cônicas por dobraduras. / This work aims to demonstrate the Origami art in a mathematical context, with a brief summary of the historical aspects and its development over time, giving more prominence to applications in mathematics, with the use of the axioms of Huzita and proposal to expand this set of axioms to include the circle in Origami paper. As the use of folding techniques, this work shows various applications of Origami in mathematics, such as the solution of some classical problems; the construction of polygons; the demonstration of the sum of the interior angles of a triangle; the calculation of some areas and the solution of some problems of maximum and minimum, followed by mathematical concepts involved in each of them. The inclusion of the circle in Origami plan allowed also to study the constructions of conic by folding.