• Journal of Korean Society of Environmental Engineers
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• v.22 no.10
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• pp.1905-1919
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• 2000

The main motivation of this research is to develop an intelligent control strategy for Activated Sludge Process (ASP). ASP is a complex and nonlinear dynamic system because of the characteristic of wastewater, the change in influent flow rate, weather conditions, and etc. The mathematical model of ASP also includes uncertainties which are ignored or not considered by process engineer or controller designer. The ASP is generally controlled by a PID controller that consists of fixed proportional, integral, and derivative gain values. The PID gains are adjusted by the expert who has much experience in the ASP. The ASP model based on $Matlab^{(R)}5.3/Simulink^{(R)}3.0$ is developed in this paper. The performance of the model is tested by IWA(International Water Association) and COST(European Cooperation in the field of Scientific and Technical Research) data that include steady-state results during 14 days. The advantage of the developed model is that the user can easily modify or change the controller by the help of the graphical user interface. The ASP model as a typical nonlinear system can be used to simulate and test the proposed controller for an educational purpose. Various control methods are applied to the ASP model and the control results are compared to apply the proposed intelligent control strategy to a real ASP. Three control methods are designed and tested: conventional PID controller, fuzzy logic control approach to modify setpoints, and fuzzy-PID control method. The proposed setpoints changer based on the fuzzy logic shows a better performance and robustness under disturbances. The objective function can be defined and included in the proposed control strategy to improve the effluent water quality and to reduce the operating cost in a real ASP.

• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.78-98
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• 2011

The purpose of this study was to analyze elementary school students' interpretation of data characteristics by cognitive style. Participants were elementary students in sixth grade who can use integrated inquiry process skills. The students were divided into two groups, analytic cognitive style and wholistic cognitive style according to their response to Cognitive Style Analysis. They performed scientific interpretation of data activity. To collect data for this study, participants recorded the result on scientific interpretation of data activity paper and researcher recorded the situation on videotape and interviewed with participants after the end of interpretation of data to get additional data. And the findings of this study were as follows: First, the study analyzed interpretation of data characteristics by the operator regarding different situations of interpreting data according to cognitive style. For example, in the intermediate state, analytic-cognitive style students showed high achievement in identifying variables, and wholistic-cognitive style students were active in using prior knowledge to interpret data. Second, the result of analysis on the direction of interpreting data and preference for data types in interpreting data activities according to cognitive style are as follows: Wholistic-cognitive style students showed relatively high perception of information through the top-down approach. On the other hand, analytic-cognitive style students usually used the bottom-up approach gradually expanding detailed information to the scientific question-related answer and showed a preference data of the table type. Through the result, this study aimed to help establish a data interpretation strategy for learners to solve problems based on understanding of interpretation of data characteristics according to learners' cognitive style, and purposed the instruction design suggesting the data requiring various data interpretation strategies to develop learners' data interpretation ability.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.658-672
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• 2022

The unique teaching and learning difficulties of speed-related units in elementary school science are mainly due to the student's lack of mathematical thinking ability and procedural knowledge on speed measurement, and curriculums and textbooks must be constructed with these in mind. To identify the implications of composing a new science curriculum and relevant textbooks, this study reviewed the structure and contents of the speed-related units of three curriculums from the 2007 revised curriculum to the 2015 revised curriculum and the resulting textbooks and examined their relevance in light of the literature. Results showed that the current content carries the risk of making students calculate only the speed of an object through a mechanical algorithm by memorization rather than grasp the multifaceted relation between traveled distance, duration time, and speed. Findings also highlighted the need to reorganize the curriculum and textbooks to offer students the opportunity to learn the meaning of speed step-by-step by visualizing materials such as double number lines and dealing with simple numbers that are easy to calculate and understand intuitively. In addition, this paper discussed the urgency of improving inquiry performance such as process skills by observing and measuring an actual object's movement, displaying it as a graph, and interpreting it rather than conducting data interpretation through investigation. Lastly, although the current curriculum and textbooks emphasize the connection with daily life in their application aspects, they also deal with dynamics-related content somewhat differently from kinematics, which is the main learning content of the unit. Hence, it is necessary to reorganize the contents focusing on cases related to speed so that students can grasp the concept of speed and use it in their everyday lives. With regard to the new curriculum and textbooks, this study proposes that students be provided the opportunity to systematically and deeply study core topics rather than exclude content that is difficult to learn and challenging to teach so that students realize the value of science and enjoy learning it.