• Transactions of the Korean Society of Mechanical Engineers A
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• v.24 no.10 s.181
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• pp.2438-2450
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• 2000

The Design Axioms provide a general framework for design methodologies. The axiomatic design framework has been successfully applied to various design tasks. However, the axiomatic design has been rarely utilized in the detailed design process of structures where the optimization technology is generally carried out. The relationship between the axiomatic design and the optimization is investigated and Logical Decomposition method is developed for a systematic structural optimization. The entire optimization process is decomposed to satisfy the Independence Axiom. In the decomposition process, design variables are grouped according to sensitivities. The sensitivities are evaluated by the Analysis of Variance(ANOVA) to avoid considering only local values. The developed method is verified through examples such as the twenty -five members transmission tower and the two -bay-six-story frame.

• Korean Journal of Computational Design and Engineering
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• v.5 no.4
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• pp.359-372
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• 2000

Current CAD systems are good enough to be used as a tool to manipulate three-dimensional shapes. This is a very important capability to be owned by a design tool because a major portion of designers'activities is spent on the shape manipulation in the design detailing process. However, the whole design process involves a lot more than the, shape manipulation. Currently, these remaining tasks, mostly logical reasoning process for the function realization together with structure decomposition in the top-down manner, are processed in the designer's brain. To support the top-down functional design process of a mechanical product, a system integrating the functional, structural and geometrical aspects of a product design in a unified environment is presented. Using this system, a designer can perform function decomposition, structure decomposition, and geometry detailing, and function verification activities in parallel and the whole design process it modeled resultantly. Once the whole design process is modeled, any redesign task can be automatically performed with the verification of the desired functions.

• Nuclear Engineering and Technology
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• v.50 no.8
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• pp.1210-1216
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• 2018

Site or multi-unit (MU) risk assessment has been a major issue in the field of nuclear safety study since the Fukushima accident in 2011. There have been few methods or experiences for MU risk assessment because the Fukushima accident was the first real MU accident and before the accident, there was little expectation of the possibility that an MU accident will occur. In addition to the lack of experience of MU risk assessment, since an MU nuclear power plant site is usually very complex to analyze as a whole, it was considered that a systematic method such as probabilistic safety assessment (PSA) is difficult to apply to MU risk assessment. This paper proposes a new MU risk assessment methodology by using the conventional PSA methodology which is widely used in nuclear power plant risk assessment. The logical failure structure of a site with multiple units is suggested from the definition of site risk, and a decomposition method is applied to identify specific MU failure scenarios.

• Journal of the Korean Operations Research and Management Science Society
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• v.13 no.1
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• pp.51-64
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• 1988

A new approach to the logical design of 4NF database shceme, which can be easily automated, is proposed. The main features of the approach are : introduction of a single attribute right hand side, extension of the concept of independent relations, semantic analysis, and adaoption of dependency matrix. The underlying viewpoints of functional relationships of the approach are different from Fagin's in that we distinguish functional and multivalued dependency in terms of cardinality. An algorithm for automatic generation of fourth normal form is presented and implemented.

• 한국신재생에너지학회:학술대회논문집
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• 2008.10a
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• pp.17-20
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• 2008

Cold start of a fuel cell system is a major obstacle should be overcome as to commercialize it, especially for passenger vehicle applications. However, the cold start characteristics is so complicated since it involves various phenomenon such as ice-blocking in GDL, ionic conductivity in membrane affected by water activity with phase change, heat transfer through components such as bipolarplates or endplates, electro-chemical reactions affected by circumferential temperature and humidity as well. Axiomatic design provides a systematic method to investigate the complex phenomenon although it was developed as a methodology to establish logical design procedure by Nam P. Suh in 1990s. This paper presents a framework to approach the complex cold start problem using Axiomatic Design which features simplifying a problem through hierarchical decomposition and decoupling from the view of functional requirements and design parameters.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.1-14
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• 2015

In this paper, in order to improve the teaching contents on even and odd number, composition and decomposition of numbers, and (1 digit)+(1 digit) with carrying, (10 and 1 digit)-(1 digit) with borrowing, the corresponding teaching contents in ${\ll}$Math 1-1${\gg}$, ${\ll}$Math 1-2${\gg}$ are critically reviewed. Implications obtained through this review can be summarized as follows. First, the current incomplete definition of even and odd numbers would need to be reconsidered, and the appropriateness of dealing with even and odd numbers in first grade would need to be reconsidered. Second, it is necessary to deal with composition and decomposition of numbers less than 20. That is, it need to be considered to compose (10 and 1 digit) with 10 and (1 digit) and to decompose (10 and 1 digit) into 10 and (1 digit) on the basis of the 10. And the sequence dealing with composition and decomposition of 10 before dealing with composition and decomposition of (10 and 1 digit) need to be considered. And it need to be considered that composing (10 and 1 digit) with (1 digit) and (1 digit) and decomposing (10 and 1 digit) into (1 digit) and (1 digit) are substantially useless. Third, it is necessary to eliminate the logical leap in the calculation process. That is, it need to be considered to use the composing (10 and 1 digit) with 10 and (1 digit) and decomposing (10 and 1 digit) into 10 and (1 digit) on the basis of the 10 to eliminate the leap which can be seen in the explanation of calculating (1 digit)+(1 digit) with carrying, (10 and 1 digit)-(1 digit) with borrowing. And it need to be considered to deal with the vertical format for calculation of (1 digit)+(1 digit) with carrying and (10 and 1 digit)-(1 digit) with borrowing in ${\ll}$Math 1-2${\gg}$, or it need to be considered not to deal with the vertical format for calculation of (1 digit)+(1 digit) with carrying and (10 and 1 digit)-(1 digit) with borrowing in ${\ll}$Math 1-2 workbook${\gg}$ for the consistency.

• Journal of the Korean earth science society
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• v.45 no.3
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• pp.260-276
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• 2024

The purpose of this study is to explore whether pre-service teachers majoring in earth science improve their perception of computational thinking through STEAM classes focused on engineering-based wave power plants. The STEAM class involved designing the most efficient wave power plant model. The survey on computational thinking practices, developed from previous research, was administered to 15 Earth science pre-service teachers to gauge their understanding of computational thinking. Each group developed an efficient wave power plant model based on the scientific principal of turbine operation using waves. The activities included problem recognition (problem solving), coding (coding and programming), creating a wave power plant model using a 3D printer (design and create model), and evaluating the output to correct errors (debugging). The pre-service teachers showed a high level of recognition of computational thinking practices, particularly in "logical thinking," with the top five practices out of 14 averaging five points each. However, participants lacked a clear understanding of certain computational thinking practices such as abstraction, problem decomposition, and using bid data, with their comprehension of these decreasing after the STEAM lesson. Although there was a significant reduction in the misconception that computational thinking is "playing online games" (from 4.06 to 0.86), some participants still equated it with "thinking like a computer" and "using a computer to do calculations". The study found slight improvements in "problem solving" (3.73 to 4.33), "pattern recognition" (3.53 to 3.66), and "best tool selection" (4.26 to 4.66). To enhance computational thinking skills, a practice-oriented curriculum should be offered. Additional STEAM classes on diverse topics could lead to a significant improvement in computational thinking practices. Therefore, establishing an educational curriculum for multisituational learning is essential.