Self-assembly is usually considered a parallel process while self-folding and origami are usually considered to be serial processes. We believe that these distinctions do not hold in actual experiments. Based upon our experience with 4D printing, we have developed three additional hybrid classes: (1) templated-assisted (tethered) self-assembly: e.g., when RNA is bound to viral capsomeres, the subunits are constricted in their interactions to have aspects of self-folding as well; (2) self-folding can depend upon interactions with the environment; for example, a protein synthesized on a ribosome will fold as soon as peptides enter the intracellular environment in a serial process whereas if denatured complete proteins are put into solution, parallel folding can occur simultaneously; and, (3) in turbulent environments, chaotic conditions continuously alternate processes. We have examined the 43,380 Dürer nets of dodecahedra and 43,380 Dürer nets of icosahedra and their corresponding duals: Schlegel diagrams. In order to better understand models of self-assembly of viral capsids, we have used both geometric (radius of gyration, convex hulls, angles) and topological (vertex connections, leaves, spanning trees, cutting trees, and degree distributions) perspectives to develop design principles for 4D printing experiments. Which configurations fold most rapidly? Which configurations lead to complete polyhedra most of the time? By using Hamiltonian circuits of the vertices of Dürer nets and Eulerian paths of cutting trees of polyhedra unto Schlegel diagrams, we have been able to develop a systematic sampling procedure to explore the 86,760 configurations, models of a T1 viral capsid with 60 subunits and to test alternatives with 4D printing experiments, use of Magforms^TM, and origami models to demonstrate via movies the five processes described above.

Every biological image contains quantitative data that can be used to test hypotheses about how patterns were formed, what entities are associated with one another, and whether standard mathematical methods inform our understanding of biological phenomena. In particular, spatial point distributions and polygonal tessellations are particularly amendable to analysis with a variety of graph theoretic, computational geometric, and spatial statistical tools such as: Voronoi polygons; Delaunay triangulations; perpendicular bisectors; circumcenters; convex hulls; minimal spanning trees; Ulam trees; Pitteway violations; circularity; Clark-Evans spatial statistics; variance to mean ratios; Gabriel graphs; and, minimal spanning trees. Furthermore, biologists have developed a number of empirically related correlations for polygonal tessellations such as: Lewis’s law (the number of edges of convex polygons are positively correlated with the areas of these polygons): Desch’s Law (the number of edges of convex polygons are positively correlated with the perimeters of these polygons); and Errara’s Law (daughter cell areas should be roughly half that of their parent cells’ areas). We introduce a new Pitteway Law that the number of sides of the convex polygons in a Voronoi tessellation of biological epithelia is proportional to the minimal interior angle of the convex polygons as angles less than 90 degrees result in Pitteway violations of the Delaunay dual of the Voronoi tessellation.

In workshops and courses involving in-service teachers, participating teachers can engage in problem posing and exploration of difficult issues when they are asked to quantitatively model alternative scenarios, statistically analyze complex data, and visualize these data in multiple formats. Subsequent to these activities, discussions of sensitive issues, some even considered taboo in classrooms, can open up “brave spaces” in these teachers’ classrooms. Without coaching through elaborate facilitation strategies, the in-service teachers grappled openly with the nuances of such difficult issues and raised many alternatives involving quantitative reasoning as well as considering biological, cultural, economic, social, and political factors influencing social justice and civil rights decisions and policies. We have adapted this pedagogical approach from the literature on brave spaces with the important difference being that, instead of beginning with a discussion of difficulties in having such discussions, we wait for the participants to raise the issues themselves. Herein we report on two controversial examples dealing with population growth: China’s one-child policy and the tremendous increase in the population of slaves during the pre-Civil War period in the US after legal importation of slaves was outlawed earlier in the century. In the first case, the teachers modeled multiple scenarios for reducing population growth and in the second case, they statistically analyzed the historical data.