• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.510-517
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• 2006

This study investigated the influences of situational interest, attention, and cognitive effort on drawing as a method to assist students to connect and integrate multiple external representations provided in learning chemical concepts. Seventh graders (N=178) at two coed middle schools were taught about the "Boyle's Law" and the "Charles's Law" for two class hours through drawing. They observed macroscopic phenomena through demonstrations. After these observations, they drew their mental model from the external verbal representation, and then compared their drawings with external visual representation. The tests assessing situational interest, attention, cognitive effort, and conceptual understanding were administered as post-tests. Correlation and path analyses supported a causal model which situational interest had a positive direct effect on attention to the drawing. Attention led to conceptual understanding directly as well as through cognitive effort. These results suggest that situational interest may be induced by drawing first of all, and attention and cognitive effort may be direct causes of conceptual understanding in drawing. Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.471-481
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• 2008

This study investigated connecting errors by students' field independence-dependence in learning chemistry concepts with multiple external representations in current science textbooks. Seventh graders (N=196) at a middle school were assigned to the BL and CL groups, which were respectively taught "Boyle's Law" and "Charles's Law." A field independence-dependence test was administered. After learning the target concept with text and picture emphasizing the particulate nature of matter, a connecting test was also administered. Five types of connecting errors were identified: Insufficient connection, misconnection, rash connection, impossible connection, and failing to connect. 'Failing to connect,' 'Misconnection,' and 'Rash connection' were found to be the frequent types of connecting errors regardless of the target concepts. The frequencies and percentages of the types of connecting errors were not significantly different between the field independent and field dependent students. Educational implications of these findings are discussed.

• Steel and Composite Structures
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• v.50 no.6
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• pp.627-641
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• 2024

This paper presents an experimental and numerical study to investigate the behavior of the precast segmental concrete beams (PSCBs) utilizing high-strength concrete (HSC) connected in the zone of the maximum bending moment using steel extended endplate connections (EECs). The experimental study consisted of five beams as follows: The first beam was the control beam for comparison, which was an unconnected one-piece beam made of HSC. The other four other beams consisted of two identical pieces of precast concrete. An important point to be noted is that at the end of each piece, a steel plate was used with a thickness of 10 mm. Moreover, this steel plate was welded to the lower and upper reinforcing bars of the beam. Furthermore, the steel plate was made to connect the two pieces using the technique of EECs. Several variables were taken in these four beams, whether from the shape of the connection or enhancing the behavior of the connection using the post-tensioning technique. EECs without stiffeners were used for some of the tested beams. The behavior of these connections was improved using stiffeners and shear bolts. To get accurate results, a comparison was made between the behaviors of the five beams. Another important point to be noted is that Abaqus and SAP2000 programs were used to investigate the behavior of PSCBs and to ensure the accuracy of the modeling process which showed a good agreement with the experimental results. Additionally, the simplified modeling using SAP2000 was able to model the nonlinear behavior of PSCBs connected using steel EECs. It was found that the steel pre-tensioned bolted EECs, reinforced with steel stiffeners and shear anchors, could be used to connect the precast HSC segmental beams via the internal pre-stressing technique.

• Journal of Science Education
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• v.42 no.2
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• pp.256-271
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• 2018

The study aimed to investigate how the science gifted connect and integrate science concepts in the process of problem finding. Research subject was sampled from 228 applicants for a science gifted education center affiliated with a university in 2015. A creative problem solving test (CPST) in science, which administered as an admission process, was utilized as a reference to sample two groups. Sixty-seven students from top 30% in test scores were selected for the upper group and 64 students from bottom 30% in test scores were selected for the lower group. The CPST, which was developed by researchers, included one item about how to connect two science concepts among eight science concepts, sound, electricity, weight, temperature, respiration, photosynthesis, weather, and earthquake extracted from elementary science curriculum. As results, there were differences in choosing two concepts among four science major areas. The ways of connecting science concepts were characterized by three categories, relation-based, similarity-based, and dissimilarity-based. In addition, relation-based was characterized by attributes, means, influences, predictions, and causes; similarity-based was by attributes, objects, scientific principles, and phenomena, and dissimilarity-based was by parallel, resource, and deletion. There were significant (p<.000) differences in ways of connecting science concepts between the upper and the lower groups. The upper group students preferred connecting science concepts of inter-science subjects while the lower group students preferred connecting science concepts of intra-science subject. The upper group students showed a tendency to connect the science concepts based on similarity. In contrast, the lower group students frequently showed ways of connecting the science concepts based on dissimilarity. In particular, they simply parallelled science concepts.

• Proceedings of the KIEE Conference
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• 2002.07b
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• pp.838-840
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• 2002

Most adjustable-speed drives (ASDs) designed to operate 220[V] induction motors incorporate voltage-source inverters (VSIs), which create motor voltages at high switching frequencies. The motor leads used to connect an ASD to a motor can behave like transmission lines for voltage pulses, which can be reflected at the motor terminals. The resulting oscillatory transient, known as the long-lead effect, can stress and consequently degrade the stator insulation system of a motor. This paper describes the results of tests to 1) determine the correlation between peak motor voltage and the length of motor leads and 2) determine the correlation between peak motor voltage and the switching frequency of the ASD

• 전자공학회논문지 IE
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• v.43 no.4
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• pp.83-92
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• 2006

EMC(epoxy moulding compound) when operate with residual quantity processing after fixed quantity moulding inverse close way of designing by mechanical action inhalation so that may occur, solved of needle tip residual quantity and cause of thread extend phenomenon. In this paper, design to connect directly gun, washer tank and measuring beforehand amount that washing is easy and want minuteness fixed quantity that essential equipment in semi-conductor packaging process because develop EMC so that can molding with high speed consider.

• Journal of the Korean Institute of Educational Facilities
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• v.13 no.2
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• pp.34-41
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• 2006

A multi-sected campus can be explained as an university to be consisted of several campuses, which are physically separate, but are functionally interconnected. The basic structure of university campuses started with a single-nuclei structure of which the facilities were layed out around a single campus core, and it has been changed to multi-nuclei layout, where a single campus core was subdivided into several service cores due to increased service demands. The limitation on the expansion of campuses due to urbanization of surroundings leads to the physical separation of the campuses, and the development of information technology made it possible to connect physically-separate campuses to form the multi-sected campus. The three general characteristics of multi-sected campuses were found; 1) the need for programatic specialization of each individual campus, 2) the need for representative imageability for each campus, 3) necessity for physical connectivity between campuses and functional independency for each campus.

• The Mathematical Education
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• v.47 no.1
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• pp.49-59
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• 2008

In this paper, we discuss two representations of a curve. One is a static representation as set of points, the other is a dynamic representation using time parameter. And we suggest needs of designing a computer microword where we can represent a curve both statically and dynamically. We also emphasize the importance of translation activity from a static representation to a dynamic representation. For this purpose, we first consider constructionism and 'computers and mathematics education' as a theoretical backgrounds. We focus the curve of a parabola in this paper since this is common in mathematics curriculum and is related to realistic situation such as throwing ball. And we survey the mathematics curriculum about parabola representation. And we introduce JavaMAL microworld that is integrated microworld between LOGO and DGS. In this microworld, we represent a parabola using a dynamic action, and connect this dynamic parabola action to recursive patterns. Finally, we remake a parabola for a realistic situation using this dynamic representation. And we discuss the educational meaning of dynamic representation and its computer microworld.

• The Mathematical Education
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• v.47 no.1
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• pp.91-106
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• 2008

Interviews with 24 pupils in grade 1-2 were used to investigate awareness of the relation between situation and computation in simple quotitive and partitive division problems as informally experienced. Then it was suggested how to connect children's informal knowledge and formal knowledge of division. Most subjects counted cubes or made drawing, and related these methods to the situation described in the problems. In result, quotitive division was experienced as a dealing situation, where the number of items represented by the divisor was repeatedly taken from the whole number. And estimate-adjust was the most frequently displayed way of experiencing partitive division. Therefore, partitive division with its two measurement variables can be related to a measurement model. And children should be taught column algorithms for division with estimated-adjust which pupils used for partitive division problems.

• Proceedings of the KIEE Conference
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• 1995.07c
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• pp.1140-1142
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• 1995

The transformer is fabricated with two piezoelectric vibrator with the divided electrodes and adhesive insulator. We applied the electric input to the driving vibrator in parallel and connect the output voltage to the generating vibrator in series to the resistor load near its fundamental resonance frequency. Then we investigate output voltage in series twice as large as in parallal. Moreover we investigate the load characteristics at resonance frequencies under various resistor and the frequency characteristics near the resonance frequency under no load. Its equvalent circuit is derived from the Mason's model of a thickness-driven piezelectric vibrator. By its equevalent circuit, symbolic expressions for input impedances, voltage ratios, resonance frequencies, and bandwidths have been derived. The values calculated from those symbolic exprssions are shown to agree well with the measurement values.