• Journal of Educational Research in Mathematics
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• v.14 no.1
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• pp.1-17
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• 2004

According to the 7-th curriculum, irrational number should be introduced using repeating decimals in 8-th grade mathematics. To do so, the relation between rational numbers and repeating decimals such that a number is rational number if and only if it can be represented by a repeating decimal, should be examined closely Since this relation lacks clarity in some text books, irrational numbers have only slight relation with repeating decimals in those books. Furthermore, some text books introduce irrational numbers showing that $\sqrt{2}$ is not rational number, which is out of 7-th curriculum. On the other hand, if we use numeral 0 as a repetend, many results related to repeating decimals can be represented concisely. In particular, the treatments of order relation with repeating decimals in 8-th grade text books must be reconsidered.

• Journal of the Korean School Mathematics Society
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• v.25 no.4
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• pp.375-396
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• 2022

In this paper, to provide an idea for the 2022 revised mathematics curriculum by restructuring the content of the 2015 mathematics curriculum, the content elements of recurring decimals of textbooks, which showed differences in the curriculum of Korea and Japan, were analyzed. As a result of this study, in Korea, before the introduction of the concept of irrational numbers, repeating decimals were defined in the second year of middle school, and the relationship between repeating decimals and rational numbers was dealt with. In Japan, after studying irrational numbers in the third year of middle school, the terminology of repeating decimals is briefly dealt with. Then, when learning the concept of limit in the high school <Mathematics III> subject, the relationship between rational numbers and repeating decimals is dealt with. Based on the results of the study, in relation to the optimization of the amount of learning in the 2022 curriculum revision, implications for the introduction period of the circular decimal number, alternatives to the level of its content, and the teaching and learning methods were proposed.

• School Mathematics
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• v.9 no.1
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• pp.1-12
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• 2007

The purpose of this study is searching for the problems and alternatives on teaching for repeating decimal. To accomplish the purpose, we have analyzed the fifth, sixth, and seventh Korean national curriculums, textbooks and examinations for the eighth grade about repeating decimal. W also have analyzed textbooks from USA to find for alternatives. As the results, we found followings. First, the national curriculums blocked us verifying the relation between rational number and repeating decimal. Second, definitions of terminating decimal, infinite decimal, and repeating decimal are slightly different in every textbooks. This leads seriously confusion for students examinations. The alternative on these problems is defining the terminating decimal as following; decimal which continually obtains only zeros in the quotient. That is, we have to avoid the representation of repeating decimal repeated nines under a declared system which apply an infinite decimal continually obtaining only zeros in the quotient. Then, we do not have any problems to verify the following statement. A number is a rational number if and only if it can be represented by a repeating decimal.

• Journal of the Korean School Mathematics Society
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• v.11 no.2
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• pp.285-298
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• 2008

According to the 7th curriculum, irrational numbers should be introduced using infinite decimals in 9th grade. To do so, the relation between rational numbers and decimals should be explained in 8th grade. Preceding studies remarked that middle school students could understand the relation between rational numbers and decimals through the division appropriately. From the point of view with the arithmetic handling activity, I analyzed that the integers and terminating decimals was explained as decimals with repeating 0s or 9s. And, I reviewed the equivalent relations between irrational numbers and non-repeating decimals, rational numbers and repeating decimals. Furthermore, I suggested an alternative method of introducing irrational numbers.

• Journal of the Korean School Mathematics Society
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• v.10 no.2
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• pp.237-246
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• 2007

According to 7-th curriculum, irrational number should be introduced using non-repeating infinite decimals. A rational number is defined by a number determined by the ratio of some integer p to some non-zero integer q in 7-th grade. In 8-th grade, A number is rational number if and only if it can be expressed as finite decimal or repeating decimal. A irrational number is defined by non-repeating infinite decimal in 9-th grade. There are misconceptions about a non-repeating infinite decimal. Although 1.4532954$\cdots$ is neither a rational number nor a irrational number, many high school students determine 1.4532954$\cdots$ is a irrational number and 0.101001001$\cdots$ is a rational number. The cause of misconceptions is the definition of a irrational number defined by non-repeating infinite decimals. It is a cause of misconception about a irrational number that a irrational number is defined by a non-repeating infinite decimals and the method of using symbol dots in infinite decimal is not defined in text books.

• Journal of the Korean Recycled Construction Resources Institute
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• v.6 no.2
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• pp.79-86
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• 2018

In this study, emulsion type hydrophobic admixture was prepared by mixing polyvinyl alcohol surfactant, polymethyl hydro-siloxane and meta kaolin, and the compressive strength and mechanical properties such as permeability and contact angle test of the mortar were evaluated. The developed hydrophobic admixture showed no decrease in strength and the mortar specimen with magnesium oxide developed the early strength. In the case of permeability, total seepage was significantly decreased when the hydrophobic admixture was directly mixed with the mortar, but the effect of meta kaolin contained in hydrophobic admixture was not significant. The surface of specimens coated with hydrophobic admixture shows that the contact angle on the surface was highly increased compared with reference mortar specimen. Further researches to obtain the optimum mix proportion of the PVA fiber, nano-silica and meta kaolin for producing the super-hydrophobic surface are required.

• 한국신재생에너지학회:학술대회논문집
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• 2007.11a
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• pp.403-406
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• 2007

발전소 온배수의 원활한 배수를 위한 설계 낙차와 함께 남서해안의 조위변화에 따른 낙차의 이용가능성을 인지하고 소수력 발전 방식과 조력발전 방식의 특정을 동시에 활용하는 해양소수력 발전소를 삼천포 화력발전소 배수로에 최초로 건설하여 운전함으로써 청정 재생에너지 개발 및 $CO_2$ 저감효과 창출에 이바지하고 있다. 본 연구에서는 삼천포 해양소수력 발전소의 운전실적 자료를 토대로 조위 및 방류량의 변화에 따른 해양소수력의 효율 특성을 분석하고자 한다. 해양소수력 발전소의 효율은 방류량과 유효 낙차의 영향을 직접적으로 받기 때문에 관측한 수위 및 방류량, 해양소수력발전소 운전실적 자료를 토대로 효율분석을 실시하였다. 우선, 소수력 가동 이후 배수로에서의 수위 상승이 명확히 나타났으며, 배수로내 위어에서의 흐름구조가 완전월류 상태에서 불완전월류로 바뀌면서 배수로 전체의 수면 불안정성이 크게 증가하였으나, 배수로의 범람이나 순환수 계통에의 큰 영향을 초래할 만한 수준은 아니었다. 성능시험 결과, 최대출력, 평균출력, 최소출력 모든 부분에서 설계 보증치 이내의 값을 보였으며, 효율 또한 설계 보중치를 상회하는 결과를 보였다. CWP 유량 분석결과, 소수력 발전소에서의 유량이 과소 측정되고 있음을 확인하였으며, 최대낙차에서 최대효율을 보이고, 저낙차일 때는 보증치보다 효율이 낮게 나타나는 결과를 보였다. 또한 조위조건을 고려한 유량을 이용하여 산정한 효율 곡선이 보증치와 가장 일치하였으며, 전체 시스템 효율은 비교적 양호한 상태임을 알 수 있었다.

• Magazine of RCR
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• v.12 no.1
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• pp.39-43
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• 2017

• School Mathematics
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• v.1 no.2
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• pp.605-615
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• 1999

In this paper, we explain the pedagogical phenomena appeared in the learning of 0.$\dot{9}$ = 1 in terms of its intrinsic mathematical structure, and investigate the reason why such phenomena happen. Also we analyze such phenomena through the dialogue between student and teacher, and present some instruction idea from the mathematical and educational view points.

• 열병합발전
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• s.69
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• pp.15-20
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• 2009

소수력 계획 시 개발지점에 대하여 수많은 자료와 정보 등을 필요로 하게 되는데 특히 해당지역내의 유량분포에 대한 유황자료는 개발의 판단여부를 결정케 하는 중요한 요소이다. 소수력발전소의 설비용량에 직접 관계되는 설계유량의 결정과 재해방지를 위한 유출의 예측을 가능케 하고 발전소운영 시 가동률 및 경제성에도 직접적인 영향을 미치는 중용한 요소이나 여기서 논하는 소수력개발은 하천이나 댐과 같은 유형이 아니라 일정한 유량을 확보하여 배출하기 때문에 문제는 없다. 그러나 계절별 부하에 따른 냉각수량의 변화 및 소수력 발전유량의 변동, 조위(해수면) 변화 등에 따라 달라진다. 그러므로 수위조절을 위한 수문은 이들의 변화에 따라 자동운전이 가능해야 하지만 운전시 발전정격수위를 맞출 수 있도록 수문을 조절한 다음 Turbine Governor에 의해 유량 및 수위를 제어할 수 있도록 설계하여 냉각수 순환수 계통에 영향이 미치지 않게 언제나 적정수위를 유지시킬 수 있는 운전모드로 구축하는 것이 안정이라 볼 수 있다. 소수력발전설비 및 수문의 오작동 및 고장이 발생할 때 수위가 상승하여 냉각계통에 손실수두 증가, 취수펌프의 양정고 증가와 Surge 발생 등으로 발전소의 정상 운전에 미치는 영향이 없어야 하므로 세밀한 검토가 필요하기 때문에 폐쇄시간과 수압상승 값 등 요인 분석후 설계하여야 한다. Figure A와 같이 국내 화력발전단지에서 냉각수로 사용되고 방류되는 해수는 발전소에 따라 ca.70~150 CMS로 ca.2,000~5000 kW 이상의 수력에너지(H=4m 형성 기준)를 보유하고 있으나, 현재 활용되지 못하고 그대로 해양으로 방류되고 있어 이 수력에너지의 개발 방안을 오래전부터 검토하여 왔다. 발전소 온배수의 원활한 배수를 위한 설계 낙차와 함께 남서해안의 조위변화에 따른 낙차를 이용하는 것으로 소수력 발전 방식과 조력발전 방식의 특징을 동시에 활용할 수 있다.