• Journal of KSNVE
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• v.8 no.5
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• pp.964-973
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• 1998

In this paper we propose a levitation and imbalance compensation controller design methodology of magnetic bearing system. In order to achieve levitation and elimination of unbalance vibartion in some operation speed we use the discrete-time Q-parameterization control. When rotor speed p = 0 there are no rotor unbalance, with frequency equals to the rotational speed. So in order to make levitatiom we choose the Q-parameterization controller free parameter Q such that the controller has poles on the unit circle at z = 1. However, when rotor speed p $\neq$ 0 there exist sinusoidal disturbance forces, with frequency equals to the rotational speed. So in order to achieve asymptotic rejection of these disturbance forces, the Q-parameterization controller free parameter Q is chosen such that the controller has poles on the unit circle at z = $exp^{ipTs}$ for a certain speed of rotation p ( $T_s$ is the sampling period). First, we introduce the experimental setup employed in this research. Second, we give a mathematical model for the magnetic bearing in difference equation form. Third, we explain the proposed discrete-time Q-parameterization controller design methodology. The controller free parameter Q is assumed to be a proper stable transfer function. Fourth, we show that the controller free parameter which satisfies the design objectives can be obtained by simply solving a set of linear equations rather than solving a complicated optimization problem. Finally, several simulation and experimental results are obtained to evaluate the proposed controller. The results obtained show the effectiveness of the proposed controller in eliminating the unbalance vibrations at the design speed of rotation.

• Journal of the Computational Structural Engineering Institute of Korea
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• v.33 no.1
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• pp.9-16
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• 2020

The objective of this study is to propose closed-form solutions to the free vibration response of single-degree-of-freedom (SDOF) systems, as part of fundamental research on dynamic systems with Coulomb friction. The motion of a dynamic system with Coulomb friction is described by a nonlinear differential equation, and, due to the variation in the sign of friction force term with the direction of motion, it is difficult to obtain the closed-form solution. To solve this problem, the nonlinear differential equation is directly computed by numerical integration, or an approximated solution is indirectly obtained using a linear differential equation wherein the damping effect due to Coulomb friction is replaced by an equivalent viscous damping term. However, these conventional methods do not provide a closed-form solution from a mathematical point of view. In this regard, closed-form solutions to the free vibration response of SDOF systems with Coulomb friction are derived herein by considering that the sign of the friction force term is reversed in each half-cycle of motion and by expanding it to the entire time history using the power series function. In addition, for a given initial condition, both the number of free vibration half-cycles and the response at the instant when free vibration motion stops are predicted under the condition that the motion of free vibration is stopped when the amplitude of the friction force is higher than that of the restoring force due to stiffness.

• Korean Journal of Soil Science and Fertilizer
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• v.36 no.6
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• pp.367-375
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• 2003

The aim of this study was to investigate the soil physical properties and the traction characteristics of paddy field before tillage by a computer simulation. Soil physical properties, such as soil moisture content, bulk density, soil hardness, and soil texture were measured in the twelve rice production area. Mathematical model based on dimensional analysis which include soil physical properties and vehicle factors was used for the computer simulation. Most of the soil texture of the investigated area was silty loam, loam and silty clay loam. Soil moisture content ranged between 20 and 40% mostly. Soil bulk density was in the range of 1,500 to $1,700kg\;m^{-3}$. Soil hardness ranged between 2 to $12kg\;cm^{-2}$ mostly. Soil hardness incorporates the effects of many soil physical properties such as moisture content, texture and bulk density, and so the range of soil hardness was greater than that of any other physical properties. The predicted net traction was in the range of 70 to 1,500 kgf depending on the area, but it was above 1,000 kgf for most of the investigated area. Thus it was concluded that 50 HP tractor can pull the four row moldboard plow considering the conventional tillage depth and width. But for the soft soil area such as Andong and Namyang, tractor itself may have mobility problem and show high slip during plowing operation.

• Journal of Bio-Environment Control
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• v.26 no.3
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• pp.215-220
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• 2017

This study was conducted to improve the insufficiency of fruit vegetable grafting system developed by National Institute of Agricultural Sciences, Rural Development Administration. When the rotary blade cut the stem of scions and rootstocks, the grafting failure at curved cutting surfaces happened. The cutting depth of a tomato seedling by a rotated cutter was calculated 0.11 mm even when the cutting arm length and the maximum stem diameter were 50 mm and 5 mm, respectively. Mathematical analysis and high-speed photography showed that there was no problem by cutting in straight the stem of scions and rootstocks. The compression test of seedling stems to design the optimal shape of gripper showed that stems were not completely restored when they were compressed above 0.8 mm and 0.6 mm in case of rootstocks and scion, respectively. This study found that the bending angle of stem of tomato seedlings at the grafting period was 10 degree on average. The optimal gripper finger was the edge finger type which could be precisely set center point by adjusting the distance between fingers. In addition, it was found that most of seedling could be grasped without damage when the finger-to-finger distances is set to 2.5 mm for scion and 3.0 mm for rootstocks and finger are coated by 1 mm-thick flexible material.

• Journal of Korea Multimedia Society
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• v.9 no.11
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• pp.1503-1514
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• 2006

Today, consumers can access Internet from everywhere, therefore most commercial and other organizations provide their services on the Web. As the result, countless Web service systems are already on the Internet and more systems are under construction. Therefore, many researches of verifying that the system to be constructed will not have any deadlock and will run successfully without any problem at the early stage of design have been performed. Several Petri net based verification methods have also been published. However, they have focused on building Petri net models of Web service systems and none of them introduces efficient analysis methods. As a mathematical technique with which we can find the minimum duration time needed to fire all the transitions at least once and coming back to the initial marking in a timed net, the minimum cycle time method has been widely used in computer system analysis. A timed net is a modified version of a Petri net where a transition is associated with a delay time. A delay time used in a timed net is a constant even though the duration time associated with an event in the real world is a stochastic number in general. Therefore, this paper proposes 'Mixedly Distributed Stochastic Timed Net' where a transition can be associated with a stochastic number and introduce a minimum cycle time analysis method for 'Mixedly Distributed Stochastic Timed Net'. We also introduce a method of analysing a Web service system's response time with the minimum cycle time analysis method for 'Mixedly Distributed Stochastic Timed Net.'.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.1-15
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• 2009

This research is to provide a useful reference for the future revision of textbook by comparative analysis with the textbook in the 4th grade of elementary school in Japan. The results from this research is same as follows: First, Korean curriculum is emphasizing the reasonable problem-solving ability developed on the base of the mathematical knowledge and skill. Meantime, Japanese puts much value on the is focusing on discretion and the capability in life so that they emphasize each person's learning and raising the power of self-learning and thinking. The ratio on mathematics in both company are high, but Japanese ensures much more hours than Korean. Second, the chapter of Korean textbook is composed of 8 units and the title of the chapter is shown as key word, then the next objects are describes as 'Shall we do$\sim$' type. Hence, the chapter composition of Japanese textbook is different among the chapter and the title of the chapter is described as 'Let's do$\sim$'. Moreover, Korean textbook is arranged focusing on present study, however Japanese is composed with each independent segments in the present study subject to the study contents. Third, Japanese makes students understand the decimal as the extension of the decimal system with measuring unit($\ell$, km, kg) then, learn the operation by algorithm. In Korea, students learn fraction earlier than decimal, but, in Japan students learn decimal earlier than fraction. For the diagram, in Korea, making angle with vertex and side comes after the concept of angle, vertex and side is explained. Hence, in Japan, they show side and vertex to present angle.

• Journal of the Korean School Mathematics Society
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• v.11 no.3
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• pp.377-397
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• 2008

In today's secondary school mathematics curriculum, assessment is to be focused on evaluating the student's mathematical thinking rather than finding the correct solution to the problem. A descriptive evaluation method is therefore introduced to the school districts and suggested as an alternative assessment method in K-12 school mathematics. Descriptive evaluation method is widely available for use in schools, but there are barriers to using it since the teachers are forced to use the method by the school districts. In this research, we surveyed 120 secondary school mathematics teachers in Seoul and the surrounding metropolitan area to understand the status and the perception about using descriptive evaluation. The goal of the study was to find and understand the direct implications of using the new assessment method in secondary mathematics classes. The study showed that most of the mathematics teachers used the descriptive assessment method during their regular exam periods which is given twice per semester. Most of the open-ended problems used for descriptive evaluation were medium or high level math questions which were graded by the teachers at least 3 times to ensure objective evaluation. The teachers stated that objectivity in grading, administrative situation, and development of descriptive problems were the difficult barriers in descriptive evaluation. The teachers in the survey also commented that teachers' administrative responsibility should be reduced and that school environment in general should be improved for the new assessment method to become successful. Finally, the study showed that development of more descriptive problems with specific grading guidelines need to be developed for each grade level.

• Journal of Korean Society of Transportation
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• v.21 no.2
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• pp.95-105
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• 2003

Because the basic assumptions of deterministic user equilibrium assignment that all network users have perfect information of network condition and determine their routes without errors are known to be unrealistic, several stochastic assignment models have been proposed to relax this assumption. However. it is not easy to solve such stochastic assignment models due to the probability distribution they assume. Also. in order to avoid all path enumeration they restrict the number of feasible path set, thereby they can not preciously explain the travel behavior when the travel cost is varied in a network loading step. Another problem of the stochastic assignment models is stemmed from that they use heuristic approach in attaining optimal moving size, due to the difficulty for evaluation of their objective function. This paper presents a logit-based stochastic assignment model and its solution algorithm to cope with the problems above. We also provide a stochastic user equilibrium condition of the model. The model is based on path where all feasible paths are enumerated in advance. This kind of method needs a more computing demand for running the model compared to the link-based one. However, there are same advantages. It could describe the travel behavior more exactly, and too much computing time does not require than we expect, because we calculate the path set only one time in initial step Two numerical examples are also given in order to assess the model and to compare it with other methods.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.545-561
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• 2015

The purpose of this study was to analysis how the elements of character are reflected in the 3rd and 4th grade elementary mathematics textbooks based on the 2009 revised curriculum. This study focused on the elements of character in the 3rd and 4th grade mathematics textbooks. The researchers analyzed the elements of character in the students' mathematics textbooks and teacher's guide books. In particular, they analyzed how those elements of character are reflected in those books. Findings of this study are as follows. First of all, the elements of character were founded in the most of units on the 3rd and 4th grade mathematics textbooks, but they were biased to the specific elements of character. Second, the resources using related with character vary in the textbooks. As methods of character education, connections of elements of character with mathematical concepts, broader view of the world, or problem solving are appeared. From the results of the research, we suggest the followings. We need to set the teacher's roles in character education. Mathematics textbooks should include various elements of character for effective character education. In addition to development of quality materials for character education in mathematics education, teacher education programs should include character education in mathematics education.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.81-109
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• 1999

This study aims to reflect the basic principles and teaching-teaming principles of Realistic Mathematics Education in order to suppose an way in which mathematics as an activity is carried out in primary school. The development of what is known as RME started almost thirty years ago. It is founded by Freudenthal and his colleagues at the former IOWO. Freudenthal stressed the idea of matheamatics as a human activity. According to him, the key principles of RME are as follows: guided reinvention and progressive mathematisation, level theory, and didactical phenomenology. This means that children have guided opportunities to reinvent mathematics by doing it and so the focal point should not be on mathematics as a closed system but on the process of mathematisation. There are different levels in learning process. One should let children make the transition from one level to the next level in the progress of mathematisation in realistic contexts. Here, contexts means that domain of reality, which in some particular learning process is disclosed to the learner in order to be mathematised. And the word of 'realistic' is related not just with the real world, but is related to the emphasis that RME puts on offering the students problem situations which they can imagine. Under the background of these principles, RME supposes the following five instruction principles: phenomenological exploration, bridging by vertical instruments, pupils' own constructions and productions, interactivity, and interwining of learning strands. In order to reflect how to realize these principles in practice, the teaming process of algorithms is illustrated. In this process, children follow a learning route that takes its inspiration from the history of mathematics or from their own informal knowledge and strategies. Considering long division, the first levee is associated with real-life activities such as sharing sweets among children. Here, children use their own strategies to solve context problems. The second level is entered when the same sweet problems is presented and a model of the situation is created. Then it is focused on finding shortcomings. Finally, the schema of division becomes a subject of investigation. Comparing realistic mathematics education with constructivistic mathematics education, there interaction, reflective thinking, conflict situation are many similarities but there are alsodifferences. They share the characteristics such as mathematics as a human activity, active learner, etc. But in RME, it is focused on the delicate balance between the spontaneity of children and the authority of teachers, and the development of long-term loaming process which is structured but flexible. In this respect two forms of mathematics education are different. Here, we learn how to develop mathematics curriculum that respects the theory of children on reality and at the same time the theory of mathematics experts. In order to connect the informal mathematics of children and formal mathematics, we need more teachers as researchers and more researchers as observers who try to find the mathematical informal notions of children and anticipate routes of children's learning through thought-experiment continuously.