• 한국초등과학교육학회지:초등과학교육
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• 제36권4호
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• pp.379-393
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• 2017

This study analyzed the relationship between self-directedness of science-gifted elementary students and their expression of scientific creativity in science-gifted class. A science-gifted program on the topic of Hydraulic Machine was implemented to 34 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The self-directedness of the gifted students was divided into three types of 'General, Scientific, and Topic-Related Self-Directedness'. The products of the students' activities were assessed by using a scientific creativity assessment formula. Qualitative research, such as analysis of observations and interviews, was also conducted in order to identify characteristics that were not apparently revealed by quantitative data. The main results of this study are as follows: First, science-gifted elementary students' general self-directedness and their scientific creativity were significantly correlated (r=.373). Second, the students' scientific self-directedness and scientific creativity did not have a significant correlation (r=.294). Third, there was a positive correlation between the students' topic-related self-directedness and their expression of scientific creativity. Their self-rated scores (r=.420) for the topic-related self-directedness and the number of activity types associated with the topic had a positive correlation (r=.350). Fourth, the students were categorized into four groups according to the levels of their self-directedness and scientific creativity, and the result showed that Type HH (high self-directedness and high scientific creativity) was the most common type (15 students, 38.5%), followed by Type LL (low self-directedness and low scientific creativity) (11 students, 28.2%). Eight (20.5%) and five students (12.8 %) belonged to Type LH (low self-directedness and high scientific creativity) and Type HL (high self-directedness and low scientific creativity) respectively. Fifth, the classroom observation of the students in groups revealed that groups with more number of Type HH demonstrated better cooperation and performance. Sixth, the analysis results of the observation were almost matched to the results of the self-directedness and scientific creativity tests. The students with higher self-directedness demonstrated active class participation and good cooperative skills. The students with higher scientific creativity had a tendency to generate creative ideas more frequently in given situations. Seventh, dynamic activities were perceived as enjoyable and exciting by 76.9% of the students, but static activities that require creativity were regarded as interesting only by 23.1% of the students. Among the students who were satisfied with both the creative and static activities, Type HH accounted for the largest proportion (55.6%). In conclusion, factors such as students' interests, initiatives, and attitudes displayed through voluntary participations originated from their own daily life can predict the degree of scientific creativity associated with the topic. Also, when students were categorized into four types according to the level of self-directedness and scientific creativity, there was a tendency of active behavior in class, cooperative skill, and activity satisfaction. This suggested that we should consider self-directedness and scientific creativity in selecting the gifted, grouping them in class, and designing and executing programs for science-gifted elementary students.

• Journal of the Korean Association of Oral and Maxillofacial Surgeons
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• 제42권6호
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• pp.352-357
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• 2016

Objectives: This study aimed to evaluate the stability of prosthetic screws from three types of craniofacial prostheses retention systems (bar-clip, ball/O-ring, and magnet) when submitted to mechanical cycling. Materials and Methods: Twelve models of acrylic resin were used with implants placed 20 mm from each other and separated into three groups: (1) bar-clip (Sistema INP, São Paulo, Brazil), (2) ball/O-ring (Sistema INP), and (3) magnet (Metalmag, São Paulo, Brazil), with four samples in each group. Each sample underwent a mechanical cycling removal and insertion test (f=0.5 Hz) to determine the torque and the detorque values of the retention screws. A servo-hydraulic MTS machine (810-Flextest 40; MTS Systems, Eden Prairie, MN, USA) was used to perform the cycling with 2.5 mm and a displacement of 10 mm/s. The screws of the retention systems received an initial torque of 30 Ncm and the torque values required for loosening the screw values were obtained in three cycles (1,080, 2,160, and 3,240). The screws were retorqued to 30 Ncm before each new cycle. Results: The sample was composed of 24 screws grouped as follows: bar-clip (n=8), ball/O-ring (n=8), and magnet (n=8). There were significant differences between the groups, with greater detorque values observed in the ball/O-ring group when compared to the bar-clip and magnet groups for the first cycle. However, the detorque value was greater in the bar-clip group for the second cycle. Conclusion: The results of this study indicate that all prosthetic screws will loosen slightly after an initial tightening torque, also the bar-clip retention system demonstrated greater loosening of the screws when compared with ball/O-ring and magnet retention systems.

• Progress in Superconductivity
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• 제13권1호
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• pp.58-63
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• 2011

Recently, superconductor flywheel energy storage systems (SFESs) have been developed for application to a regenerative power of train, a power quality improvement, the storage of distributed power sources such as solar and wind power, and a load leveling. As the high temperature superconductor (HTS) bearings offer dynamic stability without the use of active control, accurate analysis of the HTS bearing is very important for application to SFESs. Mechanical property of a HTS bearing is the main index for evaluating the capacity of an HTS bearing and is determined by the interaction between the HTS bulks and the permanent magnet (PM) rotor. HTS bearing rotor consists of PM and iron collector and the proper dimension design of them is very important to determine a supporting characteristics. In this study, we have optimized a rotor magnet array, which depends on the limited bulk size and performed various dimension layouts for thickness of the pole pitch and iron collector. HTS bearing rotor was installed into a single axis universal test machine for a stiffness test. A hydraulic pump was used to control the amplitude and frequency of the rotor vibration. As a result, the stiffness result showed a large difference more than 30 % according to the thickness of permanent magnet and iron collector. This is closely related to the bulk stiffness controlled by flux pining area, which is limited by the total bulk dimension. Finally, the optimized HTS bearing rotor was installed into a flywheel system for a dynamic stability test. We discussed the dynamic properties of the superconductor bearing rotor and these results can be used for the optimal design of HTS bearings of the 10kWh SFESs.

• 한국산림과학회지
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• 제108권4호
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• pp.562-573
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• 2019

국내 임목수확작업에 사용되고 있는 트랙터 기반 소형 타워야더는 소경재 생산을 목적으로 개발되었으며, 중대경재 수확 체제로 변화함에 따라 견인 성능의 개선이 필요하다. 이 연구는 동력 전달방식을 기존의 기계식에서 기계 유압식으로 개선하여 타워야더의 최대 견인력을 비교·분석하였으며, 트랙터 엔진속도, 유압식 동력 전달 기구의 압력을 변수로 두고 견인 성능 실험을 실시하였다. 실험 수준은 트랙터 엔진속도(1,200, 1,400, 1,600, 1,800, 2,000, 2,200 rpm) 6수준, 동력 전달 기구의 압력(4.9, 6.9, 8.8 MPa) 3수준으로 선정하였다. 기존의 경우 최대 견인력은 엔진 회전속도 757 rpm에서 15,146.6 N의 최대견인력을 발휘하였으나 개선된 타워야더는 엔진 회전속도 1,575 rpm에서 36,140 N의 최대 견인력이 나타나, 최대 견인력이 2.4배 증가되었다. 이에 따라 중대경재 위주의 목재수확 현장에서 작업이 가능할 것으로 판단된다. 또한 기존 장비를 재활용하여 성능 개선함으로써 견인력이 큰 집재장비의 신규 도입 및 운영에 필요한 비용을 줄일 수 있을 것으로 기대된다.

• 한국초등과학교육학회지:초등과학교육
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• 제37권4호
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• pp.440-454
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• 2018

This study aims to compare student self-, teacher-, and objective assessments of elementary science-gifted students' scientific creativity. A science-gifted program on the topic of Hydraulic Machine was implemented to 40 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The products of the students' activities were assessed by three types of 'Student Self-Assesment', 'Teacher-Assesment', and 'Objective Assessment using Formula'. Based on two essential components of creativity, the scientific creativity is divided into two parts of originality and usefulness. Ideas that satisfy both components can be counted as scientifically creative. The main results of this study are as follows: First, the scores of each week and the average of the overall four-week scores on scientific creativity were significantly correlated. Student self-assessment (r=.687), teacher-assessment (r=.715), and objective assessment (r=.724) appeared consistently over instructional periods. Second, the average scores of student self-, objective, and teacher-assessments were 73.15, 35.72, and 26.60, respectively. The result of student self-assessment on scientific creativity tended to be higher than those of formula and teacher. Third, among the three types of assessment on scientific creativity, a strong correlation appeared between teacher- and objective assessment (r=.974), but neither between student self- and objective (r=.161) nor between student self- and teacher- (r=.213). Fourth, the scores on originality component had a positive correlation between teacher- and objective assessment (r=.713). The scores of student self- and teacher-assessments had a significant correlation too (r=.315), but not between student self- and objective assessment (r=.279). Fifth, the scores on usefulness component did not have a significant correlation between student self- and teacher-assessment (r=.155). Sixth, there was no significant difference on scientific creativity between student self- and objective assessment [${\chi}^2$(1, n=40)=1.667, p<.197]. Not between student self- and teacher-assessment either [${\chi}^2$(1, n=40)=1.616, p<.204]. On the contrary, there was a significant difference between teacher- and objective assessment [${\chi}^2$(1, n=40)=32.593, p<.000]. Seventh, the students were categorized into four groups according to the levels of their scores by student self- and teacher-assessment. The result showed that factors influencing student self-assessment are inherent in the personality traits of gifted individuals, such as self-esteem and perfectionism. The findings suggested that there are challenges for the educators to make efforts to construct consistent assessment methods for scientific creativity.

• 한국수자원학회논문집
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• 제55권spc1호
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• pp.1295-1303
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• 2022

안정적인 수도 공급을 위한 상수도관망의 역할이 더욱 주목받음에 따라 비정상 상황에 대한 신속한 탐지와 적절한 대처 역시 중요시되고 있다. 장치에 의존한 탐지기법 등 기존의 방법론에는 한계가 존재하므로 데이터를 이용한 모델 기반의 방법이 개발되었다. 하지만 상수도관망 내 측정 데이터는 불확실성을 가져 실제 사용량과 다르다. 따라서 본 연구에서는 기계학습 방법의 하나인 인공신경망 모델을 이용하여 상수도관망 압력값을 예측함에 있어 데이터 불확실성의 영향을 조사한다. 정규분포를 따르는 임의의 값을 고려하여 데이터에 측정치 오류를 형성하고 측정치 오류 여부 및 종류에 따라 총 9가지 데이터를 인공신경망 모델을 통해 예측해 경향성을 비교한다. 분석을 통해 데이터 불확실성이 증가할수록 모델 성능이 감소하며, 출력데이터의 측정치 오류가 모델 성능에 미치는 정도가 더 큼을 확인하였다. 특히 입력데이터와 출력데이터의 측정 오차 크기가 동일한 경우 예측 정확도는 각각 72.25%, 38.61%로 큰 차이를 보였다. 따라서 ANN 모델 예측 성능 향상을 위해서는 입력 데이터보다 출력데이터인 주절점의 측정 오류 크기를 줄이는 것이 중요하다.

• 대한치과보철학회지
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• 제47권2호
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• pp.156-163
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• 2009

연구목적: 4종 구치용도재관(Full-porcelain-occlusal-surfaced PFG, Half-porcelain-occlusal-surfaced PFG, Empress 2, Ice Zirkon)과 선별된 한국음식의 fracture load와 dynamic cyclic load를 측정하여 구치용 도재관에 파절을 일으킬 가능성이 있는 한국음식을 선별하는데 있다. 연구재료 및 방법: 4종의 각 porcelain 보철물 system 당 15개의 축대칭을 이루는 crown을 제작했다. 이때 occlusal reduction은 1.5-2.0 mm로 했다(중심부 1.5 mm, 교두부 2.0 mm). 각 15개의 시편의 교합면 중앙부에 직경 5 mm의 stainless steel ball을 위치시킨 후 Instron 4465 universal testing machine(Instron, Norwood, MA USA)을 이용하여 5 mm/min의 crosshead speed로 수직 부하를 주어 파절을 일으키는 최대 부하(N)를 기록했다. 이후, 한국음식 중 삶은 게, 닭(뼈포함), 소갈비(뼈포함), 마른 오징어, 건멸치, 사탕, 호두껍질을 표본으로 설정하고 이들을 파절시키는 최대 부하(N)를 universal testing machine(Instron 4465) 에서 측정하여 기록했다. 각 항목당 15번을 측정했다. 음식물을 파절시킬 때 필요한 최대부하와 각 보철물의 파절저항을 비교하여 한국의 식습관과 도재를 이용한 보철물 파절의 상관관계를 조사하였다. fracture loads는 analysis of variance 와 Post Hoc tests를 이용해서 분석하였다($\alpha$=0.05). 차후에 위에서 얻은 결과를 바탕으로 Hydraulic Dynamic Fatigue Testing Machine(858 Bionix II, MTS systems, Eden Prairie, MN USA)를 이용하여 4종의 각 porcelain 보철물 system당 5개의 crown에 14Hz Cyclic Load를 가하여 crown에 파절을 일으키는 masticatory cycle수를 알아 보았다. Load 수치는 41.0 N(건멸치 파절강도), 169.0 N(마른오징어 파절강도), 382.9 N(닭뼈 파절강도), 2224.8 N(사탕 파절강도)로 설정하였다. 결과: 95% confidence intervals for mean fracture load는 2599.3-2809.1 N(완전도재교합면 PFG), 3689.4-3819.9 N(반도재교합면 PFG), 1501.2-1867.9 N(Ice Zirkon), 803.2-1188.5 N(Empress 2)로 나왔고 95% confidence intervals for dynamic cyclic load on fracture는 instron 상에서 도재보철물에 파절을 일으키지 않은 load인 2224.8 N(사탕 파절강도)와 382.9 N(닭뼈 파절강도)로 실험했을 때, 2224.8 N에서 4796.8-9321.2 cycles(완전도재교합면 PFG), 2224.8 N에서 881705.1-1143565.7 cycles(반도재교합면 PFG), 382.9 N에서 979993.0-1145773.4 cycles(Ice Zirkon), 382.9 N에서 564.1-954.7 cycles(Empress 2)로 나왔다. 결론: 통계학적으로 유의할 만한 차이가 그룹들 간 fracture load에서 나타났다. 한국음식물 중 소갈비(뼈포함)와 사탕(자두맛캔디)은 구치용 도재보철물을 파절시킬 가능성이 있는 음식물로 밝혀졌다. 단일수직부하에서는 파절이 생기지 않는 경우라 할지라도 dynamic cyclic load를 줄 경우 일정 주기 후에 파절이 생기는 결과를 얻을 수 있었다.