• School Mathematics
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• v.15 no.4
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• pp.723-742
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• 2013

The purpose of this study was to analyze children's proportional reasoning process on an ill-structured "architectural drawing" problem solving and to investigate their level and characteristics of proportional reasoning. As results, they showed various perspective and several level of proportional reasoning such as illogical, additive, multiplicative, and functional approach. Furthermore, they showed their expanded proportional reasoning from the early stage of perception of various types of quantities and their proportional relation in the problem to application stage of their expanded and generalized relation. Students should be encouraged to develop proportional reasoning by experiencing various quantity in ration and proportion situations.

• Journal of the Korean housing association
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• v.15 no.5
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• pp.69-76
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• 2004

비트루비우스(Vitruvius)에서 벤츄리(Venturi)에 이르기까지 많은 건축사가(建榮史家) 또는 건축가(建築家)들이 건축원리에 대한 각자의 규범적 태도를 글로써 밝혀왔다. 이러한 규범적 내용 중 비례이론은 서양건축에 있어 건축미(建築美) 비밀로 간주되어, 조화로운 건축물이 꼭 갖추어야 할 덕목중의 하나로 인식되었다. 현대건축에서 비교적 근대 비례시스템이라 불릴 수 있는 것으로 르 꼬르뷔지에의 모될로르와 반 데어 란의 플라스틱 넘버를 들 수 있다. 모될로르는 현재까지 아주 제한된 성공밖에 거두지 못했는데, 이는 피보나치 수열에 기초한 수치들이 커졌을 때 단위의 배수관계가 거의 형성되지 않는다는 사실에 기인한다. 반면에 플라스틱 넘버는 모될로르의 결점들을 보완할 수 있는 매력적인 수열을 가지고 있다. 이에 본 연구는 반 데어 란의 비례시스템 분석을 통하여 유도된 수열규칙이 건축디자인과 관련되어 직접적으로 적용되어 질 수 있는 CAAD시스템을 제안한다. 본 시스템의 초점은 반 데어 란의 비례이론이 어떻게 컴퓨터 언어로 변환 및 CAAD시스템에 적용되어, 실질적인 건축 실무행위에 있어 컴퓨터가 디자인 도우미로서 역할을 수행할 수 있겠는가하는 것이다. 연구의 결과, 사용자는 이러한 시스템을 사용함으로써 반 데어 란의 비례시스템을 자신의 디자인에 손쉽게 적용할 수 있으며, 이는 복잡한 치수관계로 구성된 비례시스템의 건축실무 활용으로 발전되어질 수 있을 것으로 사료된다.

• Journal of Life Science
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• v.29 no.5
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• pp.509-513
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• 2019

The Beer-Lambert law states that absorbance is proportional to the concentration of a solute in a solution at a given wavelength. This linearity works for an ideal or a 'sufficiently diluted' solution, so this linearity is often used as a criterion for the fidelity of the absorbance value measured. In this study, we used a chlorophyll (Chl) solution, isolated from rice leaves with 80% acetone to test the use of the Chl a/b ratio as an additional criterion for checking the fidelity of measured values using four different absorption spectrophotometers: Cary4E, UV-1650PC, Versamax (a microplate reader), and NanoDrop 1,000(which can handle a $4{\mu}l$ aliquot). We used Chl solutions of varying concentrations from $0.2{\mu}g/ml$ to $200{\mu}g/ml$ to measure absorbance values at 645 nm and 663 nm and checked the linearity first. The results indicated that the range of Chl concentrations that we can rely on based on the linearity was similar to the range in which the calculated Chl concentrations based on the measured absorbance values agreed with the known concentrations. However, some border cases or cases with very low Chl concentrations inside the fidelity range of Chl concentrations did not agree with the criterion that the Chl a/b ratio should not change after dilution of the Chl in the solution. These results suggest that the Chl a/b ratio is a better criterion for the reliability of the absorbance values measured for the determination of chlorophyll concentration than the criterion based on the linearity suggested by the Beer-Lambert law.

• Proceedings of the Acoustical Society of Korea Conference
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• 1998.06e
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• pp.251-254
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• 1998

초음파 수신 신호의 공진주파수 변화를 이용한 온도 측정법에서 협대역 변환기를 사용한 초음파 온도측정이 가능함을 보여준다. 그리고 이를 위하여 공진주파수 변화와 온도변화간의 비례상수를 변화시켰다. 기존의 측정법은 온도변화와 기본주파수 변화와의 관계를 비례상수로 정의하였기 때문에, 최소한 3개 이상의 하모닉을 포함하는 광대역 변환기가 필요하였다. 하지만 협대역 변환기를 이용한 온도측정법에서는 비례상수를 주파수 변화비와 온도변화간의 관계로 나타내기 때문에 한 성분의 하모닉만을 측정하여도 온도측정이 가능하게 된다.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.211-229
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• 2009

The purpose of this study is analysis of to investigate relation proportion problem of mathematics textbooks of 7th curriculum to proportional reasoning(relative thinking, unitizing, partitioning, ratio sense, quantitative and change, rational number) of Lamon's proposal at sixth grade students. For this study, I develop two test papers; one is for proportion problem of mathematics textbooks test paper and the other is for proportional reasoning test paper which is devided in 6 by Lamon. I test it with 2 group of sixth graders who lived in different region. After that I analysis their correlation. The result of this study is following. At proportion problem of mathematics textbooks test, the mean score is 68.7 point and the score of this test is lower than that of another regular tests. The percentage of correct answers is high if the problem can be solved by proportional expression and the expression is in constant proportion. But the percentage of correct answers is low, if it is hard to student to know that the problem can be expressed with proportional expression and the expression is not in constant proportion. At proportion reasoning test, the highest percentage of correct answers is 73.7% at ratio sense province and the lowest percentage of that is 16.2% at quantitative and change province between 6 province. The Pearson correlation analysis shows that proportion problem of mathematics textbooks test and proportion reasoning test has correlation in 5% significance level between them. It means that if a student can solve more proportion problem of mathematics textbooks then he can solve more proportional reasoning problem, and he have same ability in reverse order. In detail, the problem solving ability level difference between students are small if they met similar problem in mathematics text book, and if they didn't met similar problem before then the differences are getting bigger.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.609-627
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• 2008

The purpose of this research was to investigate the relationship between the students' strategy types and the recognition for proportional situations. The students' strategy types which were based on the results of ratio and proportion tests were divided into an additive type, a multiplicative type, and a formal type. This research analyzed the students' activities of categorization when were given the proportional problems and nonproportional problems to the students. And it also explored how to develop students' recognizing for the discrimination between the proportional situations and nonproportional situations. The results was the following. First, the students didn't discriminate the proportional situations and the nonproportional situations in the initial state but they came to discriminate little by little. Secondly, the students didn't discriminate the direct proportions and the inverse proportions until the last stage. Third, the multiplicative type was outperformed more than the formal type in solving the ratio and proportion problems but the formal type was outperformed more than the multiplicative type in discriminating between proportional situations and nonproportional situations. These results are interpreted as showing that solving ratio and proportion tasks and recognizing proportional situations are different aspects of proportional reasoning and it is necessary to understand multiplicative strategy with formal strategy in recognizing proportional situations.

• Proceedings of the Korea Society of Design Studies Conference
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• 2000.11a
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• pp.94-95
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• 2000

본 연구는 일반 TV 대상으로 한 이상적인 비례에 관한 연구이다. 소비자들이 일반 TV 느끼는 이상적인 비례를 찾고, 일반 TV디자인시 본 연구결과를 이용, 실패율이 적은 디자인을 유출하는데 그 목적이 있다. 또한 실험결과로 추출된 TV의 이상적인 비례와 황금비례(Gold Section)와 어떠한 관계를 가지고 있는지를 알아보고자 한다. (중략)

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.601-625
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• 2016

In this study, I hoped to reveal the understanding of pre-service elementary teachers about proportional reasoning and the traits of proportional reasoning strategy used by pre-service elementary teachers. The results of this study are as follows. Pre-service elementary teachers should deal with various proportional reasoning tasks and make a conscious effort to analyze proportional reasoning task and investigate various proportional reasoning strategies through teacher education program. It is necessary that pre-service elementary teachers supplement the lacking tasks such as qualitative reasoning and distinction between proportional situation and non-proportional situation. Finally, It is suggested to preform the future research on teachers' errors and mis-conceptions of proportional reasoning.

• Journal for History of Mathematics
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• v.19 no.2
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• pp.101-114
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• 2006

The content and method of geometry taught in secondary school is rooted in 'Elements' by Euclid. On the other hand, however, there are differences between the content and structure of the current textbook and the 'Elements'. The gaps are resulted from attempts to develop the geometry education. Specially, the content and method for the proportional relations of geometric figures has been varied. In this study, we reviewed the changes of the proportional relations of geometric figures with pedagogical point of view. The conclusion that we came to is that the proportional relations in incommensurable case Is omitted in secondary school. Teacher's understanding about the proportional relations of geometric figures is needed for meaningful geometry education.

• Archives of design research
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• v.14 no.4
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• pp.47-56
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• 2001

It is doubtless that product aesthetics and design are very important keys determining the success and failure in today's market environment in spite of the lack of academic model and positive research results. However, surprisingly the research of such an aesthetic has not been active. Therefore the conceptual frame of product aesthetics should be examined centering around the research of product aesthetes in other to understand consumers'aesthetic requirement and desire in the research of aesthetics of product design and the design process by analyzing that how product aesthetics anon the consumers'response and product selection, what roles the aesthetic factor of product design play in product design and what aesthetic dimension of product design is related to design product should be established.