The aim of this master’s thesis is to give information about the thermo camera measurement with error minimization. The basic concepts of thermography are explained with an implementation of postprocesing technique which uses graphically modified thermogram back projected to the scene. This is closely related to the scene design, calibration of thermal camera with projector, image rectification, thermogram processing with highlighting of interesting information and implementation of control elements as the user interface. The results obtained are analyzed and re-evaluated.

Syftet med denna studie är att få mer kunskap om användandet av digitala verktyg vid undervisning av problemlösning i inom matematik i årskurs 1–3. Studien är av kvalitativ karaktär med en induktiv ansats som tar utgångspunkt i det sociokulturella perspektivet. Semistrukturerade intervjuer har genomförts med fyra verksamma lärare som använder digitala verktyg vid undervisning av problemlösning. Resultatet påvisar att lärarna använder iPad, dator, smartboard samt projektor genom att utnyttja dessa i samspel med olika appar och plattformar. Vidare används digitala verktyg vid genomgångar av uppgifter i problemlösning. Lärarna framför en positiv inställning till digitala verktyg där samtliga uttrycker den vardagsanknytning digitala verktyg besitter, vilket motiverar eleverna. Samtidigt framgår vissa hinder med att använda digitala verktyg i undervisning av problemlösning. / The purpose of this study is to get a deeper understanding of the implementation of digital technology in mathematical problem-solving, targeting teachers in grades 1-3. The study is qualitative with an inductive approach. Four semi-structured interviews were conducted with teachers using digital technology during problem-solving. A qualitative content analysis was conducted on data collected, with the sociocultural perspective as a point of departure. The result showed that teachers use iPad, computers, smartboards, and projectors interplaying with different mathematical applications and platforms. The teachers frequently use digital technology during presentations of mathematical problem-solving in the classroom. The results also showed that the teachers are positive towards digital technology and the connection to everyday situations, which can motivate the pupils. However, the teachers also describe some obstacles when teaching problem-solving in regard to digital technology in the classroom.

Interaktiv projicerad förstärkt verklighet är ett delområde inom projicerad förstärktverklighet, där interaktiviteten handlar om att projicera virtuelldata på en entitet somär rörlig. Denna projektion kan åstadkommas genom att använda en kalibrerad projektor-djupkamerasystem som detekterar entitet med hjälp av datorseende. Dettainteraktiva system har varierande antal tillämpningsområden, dock framkommer enkritisk problemformulering, vilket är noggrannheten för dessa system. Noggrannheten i detta fall är hur korrekt projektionen sker på den specifika entiteten, noggrannheten är därför en viktig aspekt för att validera ifall vissa tillämpningar är möjliga implementera. Lösningen för detta problem är att implementera interaktiv projicerad förstärkt verklighet och utföra prototyptester med det implementerade systemet och sedan vidare analysera noggrannheten med testdata. Prototypen kalibrerasmed befintliga verktyg från tidigare studier, detekterar med hjälp av positionsuppskattning och kan sedan projicera punkter på specifika kroppsdelar som även följerpersonen vid rörelse. Resultatet som framkom blev en prototyp som testades för noggrannheten. Testernasker med hjälp av datorseende för att extrahera mätdata såsom projicerade punktenoch förväntade punkten. Från analysen av testdata framkom det att projektionensnoggrannhet är lämplig för tillämpningar som inte kräver exceptionell noggrannhet,såsom nöje, konst, spel och med mera. Ytterligare forskning krävs för användningsområden som kräver exceptionell noggrannhet som tillämpningar inom sjukvård ochkirurgi. / Interactive projected augmented reality is a subfield within projected augmented reality, where the interactivity is about projecting virtual data onto an entity that canpotentially be in movement. This projection can be accomplished by using a calibrated projector-depth camera system that detects entities using computer vision.This interactive system has a varying number of application areas; however, a criticalproblem emerges, which is the accuracy of these systems. The accuracy in this caseis how correctly the projection takes place on the specific entity, the accuracy istherefore an important aspect to validate if certain applications are possible to implement correctly. The solution for this problem is by implementing interactive projectedaugmented reality and perform prototype tests with the implemented system andthen further analyzing the accuracy with test data. The prototype is calibrated withexisting tools from previous studies, detects using pose detection, which can thenproject points on specific body parts that also follows the person during movement.The result that got developed was a prototype that was tested for accuracy. The testsare done using computer vision to extract measurement data such as the projectedpoint and the expected point. The result from the analysis of the test data showedthat the accuracy of the projection is suitable for applications that do not requireexceptional accuracy, such as entertainment, art, games and so on. Further research is required for applications that require exceptional accuracy such ashealthcare and surgical applications.

Denna studie är en kvalitativ intervjustudie som undersöker förskollärares upplevelser och tankar kring IKT som pedagogiskt verktyg i arbetet med språkutveckling i förskolan och hur detta kan påverka den pedagogiska utformningen i verksamheten med barnen. Metoden består av en kvalitativ forskningsstrategi baserad på semistrukturerade intervjuer med fyra förskollärare. Resultatet påvisar att förskollärarna upplever IKT som pedagogiskt verktyg för språkutveckling som berikande och med potential inom varierande områden i relation till det språkliga lärandet. De flesta förskollärare ansåg sig besitta tillräckliga kunskaper och kompetens i arbetet med detta. De ansåg även barnen som mycket kompetenta och med många erfarenheter inom detta område. Det synliggjordes även brister i förhållande till pedagogiska kunskaper och tydliga riktlinjer i arbetet med IKT som verktyg för språkutveckling. Detta kan bero på olika faktorer såsom otydlighet gällande riktlinjer i Läroplan för förskolan, Lpfö98 och bristande kunskaper inom detta område. Studien har synliggjort både möjligheter och begränsningar i arbetet med IKT som verktyg för språkutveckling vilket förhoppningsvis bidrar med kunskaper för vidareutveckling inom detta område. / This is a qualitative interview study which examines preschool pedagogues' experiences and thoughts about digital learning resources as a pedagogical tool for working with language development in preschools and how this may affect the pedagogical design of the work environment with children. The method consists of a qualitative scientific procedure grounded in semi-structured interviews with four preschool teachers. The results show that the preschool teachers see digital learning resources as an enriching pedagogical tool for language development and with a potential in several varying areas in relation to the learning of language. Most preschool teachers deemed themselves sufficiently knowledgeable and competent while working with these resources. They also considered the children as very competent and with lots of experience in the area. There were also shortcomings outlined in relation to proficiency and clear guidelines in the work with digital learning resources for the development of language. This may depend on several different factors such as clarity regarding guidelines in the Swedish national preschool curriculum, Lpfö98, and deficient understanding in this area. The study has outlined both possibilities and limitations in the work with digital learning tools for development of language which, hopefully, will contribute for further development in this area.

Quantum mechanics became a foundation for incessant development of versatile computational methods for analysis of chemical and physical properties of molecules and crystals. A huge progress has been made in the fifield of density functional theory, since nowadays this theory offers the best compromise between precision of results and efficiency fiof computation. The chemical bonding analysis can be easily performed with real space methods based on chemical concepts introduced via partitioning of real space into chemically meaningful domains, since the orbital based approach is not well applicable due to the delocalized nature of plane waves. However the practical usage of those methods often requires a signifificant amount of computational resources. Some methods require the evaluation of so called domain overlap matrices, that is a formidable task for complex and low-symmetry systems. In the present research the author enables the investigation of complex solid compounds with real space chemical bonding indicators by introducing the derivation of the expression for the evaluation of the domain overlap matrix elements from the projected-augmented wave method. The corresponding program module was developed, which is capable to perform the real space chemical bonding analysis with a number of methods, like electron localizability indicators, electron localization function, localization/delocalization indices and domain averaged Fermi hole orbitals. The efficiency and the accuracy of the developed implementation is demonstrated by the comparison with the domain overlap matrix elements evaluation from the full-potential linearized augmented plane wave method on a set of simple compounds with three atoms per primitive cell at most. A set of complex periodic structures is analyzed and the capability of the present implementation to unravel intricate chemical bonding patterns is demonstrated.

Quantum mechanics became a foundation for incessant development of versatile computational methods for analysis of chemical and physical properties of molecules and crystals. A huge progress has been made in the fifield of density functional theory, since nowadays this theory offers the best compromise between precision of results and efficiency fiof computation. The chemical bonding analysis can be easily performed with real space methods based on chemical concepts introduced via partitioning of real space into chemically meaningful domains, since the orbital based approach is not well applicable due to the delocalized nature of plane waves. However the practical usage of those methods often requires a signifificant amount of computational resources. Some methods require the evaluation of so called domain overlap matrices, that is a formidable task for complex and low-symmetry systems. In the present research the author enables the investigation of complex solid compounds with real space chemical bonding indicators by introducing the derivation of the expression for the evaluation of the domain overlap matrix elements from the projected-augmented wave method. The corresponding program module was developed, which is capable to perform the real space chemical bonding analysis with a number of methods, like electron localizability indicators, electron localization function, localization/delocalization indices and domain averaged Fermi hole orbitals. The efficiency and the accuracy of the developed implementation is demonstrated by the comparison with the domain overlap matrix elements evaluation from the full-potential linearized augmented plane wave method on a set of simple compounds with three atoms per primitive cell at most. A set of complex periodic structures is analyzed and the capability of the present implementation to unravel intricate chemical bonding patterns is demonstrated.

In der vorliegenden Arbeit wurde ausgedehntes Si_1−x Ge_x für unterschiedliche Zusammensetzungen 0 ≤ x ≤ 1 untersucht. Die Untersuchungen basierten auf der DFT, wobei das Programm QuantumATK 18.06 zum Einsatz kam. Für die Korrektur der Bandlücke wurden empirische Pseudopotential Projektor Shifts verwendet [34]. Für jede untersuchte Zusammensetzung wurden 500 zufällig generierte Konfigurationen der 64-atomigen Superzelle berechnet und statistisch ausgewertet. Nach der Optimierung der Struktur erfolgte die Auswertung der Bandlücke indem über äquivalente Pfade in der Brillouinzone gemittelt wurde. Zusätzlich wurden nach dieser Art auch kleine Anteile an C untersucht. Die Ergebnisse der Berechnungen zeigen für die Bildungsenergie der Mischstrukturen positive Werte mit einem Maximum bei mittleren Zusammensetzungen. Zur Stabilitätsuntersuchung der Legierungen wurde die Gibbs-Energie berechnet. Es ergeben sich negative Werte, was die Stabilität von SiGe bestätigt. Die berechnete Gitterkonstante der relaxierten Strukturen zeigt eine leichte Überschätzung der experimentellen Werte. Die ermittelten Bandlücken reproduzieren den Übergang von Si-artigen zu Ge-artigen Bandlücken bei x = 0.85. Die Werte der Bandlücke zeigen eine gute Übereinstimmung mit dem Experiment. Aus den statistischen Untersuchungen wird deutlich, dass sowohl Bildungsenergie als auch Bandlücke Variationen von 10 % und mehr aufweisen. Es zeigt sich dadurch ein nicht zu vernachlässigender Unterschied zwischen verschie denen Konfigurationen der Superzelle, die alle eine Legierung mit gleicher Zusammensetzung beschreiben. Wird in die Strukturen Kohlenstoff eingebracht, so vergrößern sich die Variationen mit steigendem C-Anteil. Für die betrachteten kleine C-Anteile zeigt sich eine Erhöhung der Bildungsenergie und einer Verkleinerung der Gitterkonstante und der Bandlücke. Es wird deutlich, dass bereits wenig C einen Einfluss auf die wichtigen Eigenschaften der Legierung hat und für genaue Simulationen berücksichtigt werden muss. Wie die Ergebnisse zeigen, spielt die spezielle Konfiguration von Strukturen im nm-Bereich eine wichtige Rolle. Aus diesem Grund wurde im zweiten Teil der Arbeit ein Ge-Profil nachgebildet, wie es in der Basis von HBTs vorkommt. Die Ergebnisse zeigen eine Verkleinerung der Bandlücke im SiGe-Bereich, welche im Wesentlichen durch zusätzliche Valenzzustände hervorgerufen wird. Diese Zustände sind in die z-Richtung lokalisiert. Die Leitungsbandkante bleibt von der SiGe-Region nahezu unbeeinflusst. Die Vergrößerung der SiGe-Region verkleinert die Bandlücke.:Abkürzungsverzeichnis - 5 1 Motivation - 6 2 Theoretische Grundlagen der Dichtefunktionaltheorie - 8 2.1 Quantenmechanische Vielteilchensysteme - 8 2.2 Hohenberg-Kohn-Theoreme - 9 2.3 Austausch-Korrelations-Funktional und Kohn-Sham-Gleichung - 10 3 Siliziumgermanium - 12 3.1 Kristallstruktur und Gitterkonstante - 12 3.2 Bandstruktur - 13 3.2.1 Bandstruktur von Si und Ge - 13 3.2.2 Bandlücke von SiGe - 14 3.2.3 Bandlücke von SiGe:C - 15 4 Modellierung und Methoden - 16 4.1 Modellzellen - 16 4.1.1 8-atomige konventionelle Einheitszelle - 16 4.1.2 64-atomige Superzelle - 17 4.2 Bildungsenergie und Stabilität von Legierungen - 20 4.2.1 Gibbs-Energie - 21 4.3 Faltung der Bandstruktur - 22 4.4 Korrektur und Ermittlung der Bandlücke - 24 4.4.1 Korrektur der Bandlücke - 24 4.4.2 Bestimmung der Bandlücke von ungeordneten Legierungen - 26 4.5 Berechnungsverfahren der Kristallstrukturen - 28 5 Ergebnisse und Auswertung - 29 5.1 Gitterkonstante - 29 5.2 Bildungsenergie und Änderung der Gibbs-Energie - 32 5.3 Bandlücke - 36 5.3.1 Leitungsbandminimum - 38 5.3.2 Bildungsenergie - 40 5.4 Bandstruktur - 42 6 Anwendung für die Basis von HBTs - 44 6.1 Modellierung - 45 6.2 Ergebnisse - 46 7 Zusammenfassung und Ausblick Literatur - 49 Danksagung - 53 Selbstständigkeitserklärung - 54

His master's thesis I've divided into three parts, theoretical, practical and empirical. The theoretical part deals with the teaching of geography, educational technology and teaching aids, museum pedagogy, individual educational specificities of schools and museums and how should cooperation look like, what role in it plays the personality of the museum educator and what it is for a school and a museum benefit. And last but not least the literature, which is in my opinion an important element in the teaching of geography. In the practical part, I have described a realization of a project in which it is used didactic technology, a collaboration with the museum and work with literature. The empirical part is focused on research in basic schools in the field of educational technology. The key concepts on which the research is based, such as: modern didactic techniques, working with modern educational technology, the perception of educational technology as a means to the realization of the teaching.