• Korean Journal of Optics and Photonics
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• v.18 no.1
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• pp.1-7
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• 2007

Filter colorimeters have a set of spectral bands for which spectral responsivity is the same as the color matching function defined by CIE (Commission Internationale de I'Eclairage). We have designed a set of color matching function filters denoted by $\bar{x}-filter,\;\bar{y}-filter,\;and\;\bar{z}-filter$. Because the $\bar{x}-function$ has two transmission bands, two $\bar{x}-filters$ are designed to cover the $\bar{x}-function$. To design the filters, we developed a nonlinear least square fit program which determines the thickness of the color glasses by minimizing its spectral mismatch value ($f{_1}'$) to below 3 %. The design has been validated by fabrication of the $\bar{y}-bar$ filter, of which $f{_1}'$ was measured to be 2.8 %. Considering a LCD flat panel display as a device under test, we have calculated the systematic error of the colorimetric measurement using the designed filters.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.403-420
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• 2016

Some of the critical changes in the revised 2015 Korean Mathematics curriculum were that direct proportion and inverse proportion were moved from elementary school to middle school and that supplementary content related to correlation was included. These decisions were based on comparative studies of international curriculum. Therefore in this study, we selected countries for comparison; United States, England, France, Finland, Australia, Japan, Singapore, China and Taiwan. We looked into the timing and scope for direct/inverse proportion and correlation in curricula of these countries. Along with this, we established four criteria; vertical sequence, horizontal sequence, external connection, and internal connection for an analysis framework. Then we compared and analysed the direct/inverse proportion and correlation in each curriculum. As a result, in most of these curricula, the direct/inverse proportions are introduced at middle school or are introduced at elementary school and then developed further at middle school. Most of curriculums on direct/inverse proportion and correlation match the four criteria. Correlation is introduced in high school mathematics in all counties except Finland and it is dealt in diverse context introducing related concepts, for example, correlation coefficient, regression straight line, and least square. We suggested that it is necessary to refer these international trends for the next revision of curriculum.