• Transactions of the Korean Society of Mechanical Engineers
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• v.18 no.6
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• pp.1455-1464
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• 1994

A new and efficient algorithm for the integration of the thermal-elasto-plastic constitutive equation is proposed. While it falls into the category of the return mapping method, the algorithm adopts the three point approximation of plastic corrector within one time increment step. The results of its application to a von Mises-type thermal-elasto-plastic model with combined hardening and temperature-dependent material properties show that the accurate iso-error maps are obtained for both angular and radial errors. The accuracy achieved is because the predicted stress increment in a single step calculation follows the exact value closely not only at the end of the step but also through the whole path. Also, the comparison of the computational time for the new and other algorithms shows that the new one is very efficient.

• Communications of Mathematical Education
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• v.9
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• pp.97-114
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• 1999

새로운 세기의 수학 교육은 직관과 조작 활동에 바탕을 둔 경험에서 수학적 형식, 관계, 개념, 원리 및 법칙 등을 이해하도록 지도되어야 한다. 즉 학생들의 내면 세계에서 적절한 경험을 통하여 시각적 ${\cdot}$ 직관적으로 수학적 개념을 재구성할 수 있도록 상황과 대상을 제공해야 한다. 이를 위하여 컴퓨터 응용 프로그램을 활용한 자기주도적 수학 개념 형성에 적합한 교수 ${\cdot}$ 학습 모델을 구안하여 보았다. 이는 수학의 필요성과 실용성 인식 및 자기주도적 문제해결력 향상을 위한 상호작용적 매체의 활용이 요구된다. 본 연구는 구성주의적 수학 교수 ${\cdot}$ 학습 이론을 근간으로 대수 ${\cdot}$ 해석 ${\cdot}$ 기하 및 스프레트시트의 상호 연계를 통하여 수학 지식을 재구성할 수 있도록 학습수행지를 제작하여 교사와 학생의 다원적 상호 학습 기회를 제공하는 데 주안점을 두고자 한다.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.473-495
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• 2011

Across the secondary school, students deal with the algebraic conditions like as identity, inverse, commutative law, associative law and distributive law. The algebraic structures, group, ring and field, are determined by these algebraic conditions. But the conditioning of these algebraic structures are not mentioned at all, as well as the meaning of the algebraic structures. Thus, students is likely to be considered the algebraic conditions as productions from the number sets. In this study, we systematize didactically the meanings of algebraic conditions and algebraic structures, considering connections between the number systems and the solutions of the equation. Didactically systematizing is to construct the model for student's natural mental activity, that is, to construct the stream of experience through which students are considered mathematical concepts as productions from necessities and high probability. For this purpose, we develop the program for the gifted, which its objective is to teach the meanings of the number system and to grasp the algebraic structure conceptually that is guaranteed to solve equations. And we verify the effectiveness of this developed program using didactical experiment. Moreover, the program can be used in ordinary students by replacement the term 'algebraic structure' with the term such as identity, inverse, commutative law, associative law and distributive law, to teach their meaning.

• Journal of the Korean Society for Aeronautical & Space Sciences
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• v.48 no.9
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• pp.663-670
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• 2020

A study on mechanical property characterization and modeling technique was carried out to approximate the behaviour of structures with 2.5D C/SiC material. Several tensile tests were performed to analyze the behaviour characteristics of the 2.5D C/SiC material and elastic property was characterized by applying a mathematical homogenization and a modified rule of mixture. SiC matrix representing the elasto-plastic behavior approximates as a bilinear function. Then the equivalent yield strength and equivalent plastic stiffness were calculated by minimizing errors in experiment and approximation. RVE(Representative Volume Element)was defined from the fiber and matrix configuration of 2.5D C/SiC and a process of calculating the effective stiffness matrix by applying the modified rule of mixture to RVE was implemented in the ABAQUS User-defined subroutine. Finite element analysis was performed by applying the mechanical properties of fiber and matrix calculated based on the proposed process, and the results were in good agreement with the experimental results.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.37-49
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• 2007

The purpose of this study was to classify the logical forms of scientific explanations provided by teachers in secondary earth science classrooms, to examine the characteristics of the scientific explanations in different forms, and to identify the roles of the teacher and students in discursive practices for scientific explanations. Data came from the earth science teachers who participated in overseas teacher in-service programs in the years 2003 and 2004. A total of 18 video-taped lessons and their verbatim transcriptions were analyzed. The result showed that deductive-nomological explanations occurred most frequently in earth science classrooms and that the deductive-nomological model was well-suited to those problems for which there existed firmly established scientific laws or principles to construct scientific explanations. However, abductive explanations were presented when the classes dealt with retrodictive tasks of earth science. The statistical-probabilistic and statistical-relevance models were also employed in explaining weather proverbs and unusual changes of weather, respectively. Most of the scientific explanations were completed through the teachers' monologic utterances, and students assumed passive roles in discursive practices for developing scientific explanations. Implications for science lessons and science education research were discussed.

• Journal of the Earthquake Engineering Society of Korea
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• v.8 no.5 s.39
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• pp.35-43
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• 2004

Small-scale models have been frequently used for seismic performance tests because of limited testing facilities and economic reasons. However, there are not enough studies on similitude law for analogizing prototype structures accurately with small-scale models, although conventional similitude law based on geometry is not well consistent in the inelastic seismic behavior. When fabricating prototype and small-scale model of reinforced concrete structures by using the same material, added mass is demanded from a volumetric change and scale factor could be limited due to aggregate size. Therefore, it is desirable that different material is used for small-scale models. Thus, a modified similitude law could be derived depending on geometric scale factor, equivalent modulus ratio and ultimate strain ratio. In this study, compressive strength tests are conducted to analyze the equivalent modulus ratio of micro-concrete to normal-concrete. Then, equivalent modulus ratios are divided into multi-phase damage levels, which are basically dependent on ultimate strain level. Therefore, an algorithm adaptable to the pseudodynamic test, considering equivalent multi-phase similitude law based on seismic damage levels, is developed. Test specimens, consisted of prototype structures and 1/5 scaled models as a reinforced concrete column, were designed and fabricated based on the equivalent modulus ratios already defined. Finally quasistatic and pseudodynamic tests on the specimens are carried out using constant and variable modulus ratios, and correlation between prototype and small-scale model is investigated based on their test results. It is confirmed that the equivalent multi-phase similitude law proposed in this study could be suitable for seismic performance tests on small-scale models.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.2
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• pp.608-616
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• 2018

If a general nonlinear system is linearized by the successive multiplication of the 1st and 2nd order systems, then there are four types of poles in this linearized system: the pole of the 1st order system and the equal poles, two distinct real poles, and complex conjugate pair of poles of the 2nd order system. Linear Quadratic (LQ) control is a method of designing a control law that minimizes the quadratic performance index. It has the advantage of ensuring the stability of the system and the pole placement of the root of the system by weighted matrix adjustment. LQ control by the weighted matrix can move the position of the pole of the system arbitrarily, but it is difficult to set the weighting matrix by the trial and error method. This problem can be solved using the characteristic equations of the Hamiltonian system, and if the control weighting matrix is a symmetric matrix of constants, it is possible to move several poles of the system to the desired closed loop poles by applying the control law repeatedly. The paper presents a method of calculating the state weighting matrix and the control law for moving the equal poles with Jordan blocks to two real poles using the characteristic equation of the Hamiltonian system. We express this characteristic equation with a state weighting matrix by means of a trigonometric function, and we derive the relation function (${\rho},\;{\theta}$) between the equal poles and the state weighting matrix under the condition that the two real poles are the roots of the characteristic equation. Then, we obtain the moving-range of the two real poles under the condition that the state weighting matrix becomes a positive semi-finite matrix. We calculate the state weighting matrix and the control law by substituting the two real roots selected in the moving-range into the relational function. As an example, we apply the proposed method to a simple example 3rd order system.

• Journal of the Korean School Mathematics Society
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• v.8 no.3
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• pp.367-382
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• 2005

In this paper, we deal with various contents relating to the group concept in school mathematics and teaching of algebraic structures indirectly by combining these contents. First, we consider structure of knowledge based on Bruner, and apply these discussions to the teaching of algebraic structure in school algebra. As a result of these analysis, we can verify that the essence of algebraic structure is group concept. So we investigate the previous researches about group concept: Piaget, Freudenthal, Dubinsky. In our school, the contents relating to the group concept have been taught from elementary level indirectly. Tn elementary school, the commutative law and associative law is implicitly taught in the number contexts. And in middle school, various linear equations are taught by the properties of equality which include group concept. But these algebraic contents is not related to the high school. Though we deal with identity and inverse in the binary operations in high school mathematics, we don't relate this algebraic topics with the previous learned contents. In this paper, we discussed algebraic structure focusing to the group concept to obtain a connectivity among school algebra. In conclusion, the group concept can take role in relating these algebraic contents and teaching the algebraic structures in school algebra.

• Journal of the Korean Chemical Society
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• v.53 no.2
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• pp.175-188
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• 2009

In this study, we developed an experimental method of the Charles' law applicable to school. Science textbooks and literatures on this principle were analyzed to extract factors utilized in organizing the experimental setup and method. A combined structure such as with a vial and a glass tube, the former of which is for deciding the total volume and the latter of which is for easy measurement of volume, was better in measurement of volume with temperature rather than a simple structure such as syringe. Use of graduated cylinder as a water bath to control the temperature showed advantage in cooling time than using other bath of larger volume such as a beaker. A liquid drop was used as a plug in the glass tube. This plug has little resistance with the glass wall when the gas volume changes. Water as a liquid drop in the glass tube had a significant effect in volume change of gas due to evaporation, especially in the beginning of the measurement. Glycerol showing negligible effect in volume change was used. This method took about one hour and produced a good linear relationship between the temperature and volume of gas with $R^2$ = 0.999 and absolute zero temperature = $-216.7\;{^{\circ}C}$. The Charles' law experiment developed in this study can be performed with appropriate adjustment of procedure considering the purpose of the curriculum of science and chemistry subject at each school level.

• Archives of design research
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• v.13 no.3
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• pp.221-234
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• 2000

This thesis aims to study the space concept of the constructive mode in the work space of the postmodernism artists since 1970s. According to the changing view of the world artists, they are searching for the characteristics of having the parameter of formative organization on how they are related to the constructive system which represents the work styles. First, this study searches for the theoretical approaches of the constructive system and parameters that were studied by Le Corbusier - the module concept as the meaning of order system being used for the basic formative construction Second, when it is regarded as a formative construction in making art as the'principles of organization'(the law of living form), which was defined by Suzanne Langer in the formative theory as the organized structure shown in growth structure in mu and ecological system, the principles governing the module rules were arthmetically analysed art-work space through the dynamic symmetry of Jay Hambidge. Therefore, this study shows the principles working on the parameters for new formative organization as follows: First, the module in the work space should be designed and built from the dynamic symmetry. Second, the module should satisfy the human needs that it must be acceptable, efficient, flexible, which are the necessary and sufficient condition for the dynamic symmetry. Third, the dynamic symmetry which has the principle of Reciprocity and the principle of Complement as its primary construction principle has the common properties and the reciprocity in the construction of the work space and when it has the self similarity, it segments organically the total space without damaging the continuum.