• Proceedings of the Optical Society of Korea Conference
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• 2003.07a
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• pp.60-61
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• 2003

A new approach to reduce the computation time of genetic algorithm (GA) for making binary phase holograms is described. Synthesized holograms having diffraction efficiency of 75.8% and uniformity of 5.8% are proven in computer simulation and experimentally demonstrated. Recently, computer-generated holograms (CGHs) having high diffraction efficiency and flexibility of design have been widely developed in many applications such as optical information processing, optical computing, optical interconnection, etc. Among proposed optimization methods, GA has become popular due to its capability of reaching nearly global. However, there exits a drawback to consider when we use the genetic algorithm. It is the large amount of computation time to construct desired holograms. One of the major reasons that the GA' s operation may be time intensive results from the expense of computing the cost function that must Fourier transform the parameters encoded on the hologram into the fitness value. In trying to remedy this drawback, Artificial Neural Network (ANN) has been put forward, allowing CGHs to be created easily and quickly (1), but the quality of reconstructed images is not high enough to use in applications of high preciseness. For that, we are in attempt to find a new approach of combiningthe good properties and performance of both the GA and ANN to make CGHs of high diffraction efficiency in a short time. The optimization of CGH using the genetic algorithm is merely a process of iteration, including selection, crossover, and mutation operators [2]. It is worth noting that the evaluation of the cost function with the aim of selecting better holograms plays an important role in the implementation of the GA. However, this evaluation process wastes much time for Fourier transforming the encoded parameters on the hologram into the value to be solved. Depending on the speed of computer, this process can even last up to ten minutes. It will be more effective if instead of merely generating random holograms in the initial process, a set of approximately desired holograms is employed. By doing so, the initial population will contain less trial holograms equivalent to the reduction of the computation time of GA's. Accordingly, a hybrid algorithm that utilizes a trained neural network to initiate the GA's procedure is proposed. Consequently, the initial population contains less random holograms and is compensated by approximately desired holograms. Figure 1 is the flowchart of the hybrid algorithm in comparison with the classical GA. The procedure of synthesizing a hologram on computer is divided into two steps. First the simulation of holograms based on ANN method [1] to acquire approximately desired holograms is carried. With a teaching data set of 9 characters obtained from the classical GA, the number of layer is 3, the number of hidden node is 100, learning rate is 0.3, and momentum is 0.5, the artificial neural network trained enables us to attain the approximately desired holograms, which are fairly good agreement with what we suggested in the theory. The second step, effect of several parameters on the operation of the hybrid algorithm is investigated. In principle, the operation of the hybrid algorithm and GA are the same except the modification of the initial step. Hence, the verified results in Ref [2] of the parameters such as the probability of crossover and mutation, the tournament size, and the crossover block size are remained unchanged, beside of the reduced population size. The reconstructed image of 76.4% diffraction efficiency and 5.4% uniformity is achieved when the population size is 30, the iteration number is 2000, the probability of crossover is 0.75, and the probability of mutation is 0.001. A comparison between the hybrid algorithm and GA in term of diffraction efficiency and computation time is also evaluated as shown in Fig. 2. With a 66.7% reduction in computation time and a 2% increase in diffraction efficiency compared to the GA method, the hybrid algorithm demonstrates its efficient performance. In the optical experiment, the phase holograms were displayed on a programmable phase modulator (model XGA). Figures 3 are pictures of diffracted patterns of the letter "0" from the holograms generated using the hybrid algorithm. Diffraction efficiency of 75.8% and uniformity of 5.8% are measured. We see that the simulation and experiment results are fairly good agreement with each other. In this paper, Genetic Algorithm and Neural Network have been successfully combined in designing CGHs. This method gives a significant reduction in computation time compared to the GA method while still allowing holograms of high diffraction efficiency and uniformity to be achieved. This work was supported by No.mOl-2001-000-00324-0 (2002)) from the Korea Science & Engineering Foundation.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.376-388
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• 1996

The first and the second "Discussion Contest of Scientific Investigation" was evaluated in this study. This contest was a part of 'Korean Youth Science Festival' held in 1993 and 1994. The evaluation was based on the data collected from the middle school students of final teams, their teachers, a large number of middle school students and college students who were audience of the final competition. Questionnaires, interviews, reports of final teams, and video tape of final competition were used to collect data. The study focussed on three research questions. The first was about the preparation and the research process of students of final teams. The second was about the format and the proceeding of the Contest. The third was whether participating the Contest was useful experience for the students and the teachers of the final teams. The first area, the preparation and the research process of students, were investigated in three aspects. One was the level of cooperation, participation, support and the role of teachers. The second was the information search and experiment, and the third was the report writing. The students of the final teams from both years, had positive opinion about the cooperation, students' active involvement, and support from family and school. Students considered their teachers to be a guide or a counsellor, showing their level of active participation. On the other hand, the interview of 1993 participants showed that there were times that teachers took strong leading role. Therefore one can conclude that students took active roles most of the time while the room for improvement still exists. To search the information they need during the period of the preparation, student visited various places such as libraries, bookstores, universities, and research institutes. Their search was not limited to reading the books, although the books were primary source of information. Students also learned how to organize the information they found and considered leaning of organizing skill useful and fun. Variety of experiments was an important part of preparation and students had positive opinion about it. Understanding related theory was considered most difficult and important, while designing and building proper equipments was considered difficult but not important. This reflects the students' school experience where the equipments were all set in advance and students were asked to confirm the theories presented in the previous class hours. About the reports recording the research process, students recognize the importance and the necessity of the report but had difficulty in writing it. Their reports showed tendency to list everything they did without clear connection to the problem to be solved. Most of the reports did not record the references and some of them confused report writing with story telling. Therefore most of them need training in writing the reports. It is also desirable to describe the process of student learning when theory or mathematics that are beyond the level of middle school curriculum were used because it is part of their investigation. The second area of evaluation was about the format and the proceeding of the Contest, the problems given to students, and the process of student discussion. The format of the Contests, which consisted of four parts, presentation, refutation, debate and review, received good evaluation from students because it made students think more and gave more difficult time but was meaningful and helped to remember longer time according to students. On the other hand, students said the time given to each part of the contest was too short. The problems given to students were short and open ended to stimulate students' imagination and to offer various possible routes to the solution. This type of problem was very unfamiliar and gave a lot of difficulty to students. Student had positive opinion about the research process they experienced but did not recognize the fact that such a process was possible because of the oneness of the task. The level of the problems was rated as too difficult by teachers and college students but as appropriate by the middle school students in audience and participating students. This suggests that it is possible for student to convert the problems to be challengeable and intellectually satisfactory appropriate for their level of understanding even when the problems were difficult for middle school students. During the process of student discussion, a few problems were observed. Some problems were related to the technics of the discussion, such as inappropriate behavior for the role he/she was taking, mismatching answers to the questions. Some problems were related to thinking. For example, students thinking was off balanced toward deductive reasoning, and reasoning based on experimental data was weak. The last area of evaluation was the effect of the Contest. It was measured through the change of the attitude toward science and science classes, and willingness to attend the next Contest. According to the result of the questionnaire, no meaningful change in attitude was observed. However, through the interview several students were observed to have significant positive change in attitude while no student with negative change was observed. Most of the students participated in Contest said they would participate again or recommend their friend to participate. Most of the teachers agreed that the Contest should continue and they would recommend their colleagues or students to participate. As described above, the "Discussion Contest of Scientific Investigation", which was developed and tried as a new science contest, had positive response from participating students and teachers, and the audience. Two among the list of results especially demonstrated that the goal of the Contest, "active and cooperative science learning experience", was reached. One is the fact that students recognized the experience of cooperation, discussion, information search, variety of experiments to be fun and valuable. The other is the fact that the students recognized the format of the contest consisting of presentation, refutation, discussion and review, required more thinking and was challenging, but was more meaningful. Despite a few problems such as, unfamiliarity with the technics of discussion, weakness in inductive and/or experiment based reasoning, and difficulty in report writing, The Contest demonstrated the possibility of new science learning environment and science contest by offering the chance to challenge open tasks by utilizing student science knowledge and ability to inquire and to discuss rationally and critically with other students.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.110-121
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• 2002

In this study, the verbal interactions occurred during the CASE(Cognitive Acceleration through Science Education) activities in the middle school science class has been analyzed regarding with students cognitive level. The subjects were 24 students of 6 groups in a middle school in Korea. Verbal interactions within group discussions during CASE activities were audio-taped, transcribed, and analyzed. Also, classroom observation and interview with students were carried out. The results showed that the student with higher cognitive level tended to be a group leader. They had strong influences on the group discussions in each step of problem solving. Also, the higher cognitive level students were more active in metacognitive discussion and more often used scientific terms. When their group met difficulties in each stage of problem solving, such as perception of problem and designing experiment, the higher cognitive level students suggested some ideas to help their peers and gave them an explanation of how they worked. Low cognitive level students had difficulties in perception and solving the problem as compared with high cognitive students. It was common during activities for the low cognitive level students to fail to identify variables and to distinguish between dependent variables and independent variables. They failed to hold a number of variables at once. However, the metacognitive questions from their peers or teacher were helpful for them to construct the concept of controlling variables. If there is no student who has a high level of thinking in a group, it was necessary to intervene for teacher. A well judged questions from teacher created the cognitive conflict which causes the students to reconstruct their strategy for problem solving and reinforce the control of variables reasoning pattern. From the above results, it is concluded that students' cognitive levels are much related to the verbal interaction patterns. This suggests that teacher should consider individual student's cognitive level in organizing groups and intervene to facilitate the environment for metacognitive interaction.

• Journal of Science Education
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• v.37 no.3
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• pp.525-537
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• 2013

The purpose of this study was to investigate science integrated process skill of the students in science education center for the gifted. In order to do this, 'free-response test for the assessment of science process skills' developed by Yu-Hyang Kim(2013) was administered to 102 students(15 in elementary school science class, 58 in middle school science class I, and 29 in middle school science class II) who attend the program of science education center for the gifted in C university. The assessment tool measured 9 skills ; formulating inquiry questions, recognizing variables, formulating hypotheses, designing experiment, transforming data, interpreting data, drawing conclusions, formulating generalizations, and evaluating the designed experiments. As a result, the students in science education center for the gifted had relatively high scores in the area of 'formulating hypotheses' and 'recognizing variables', but they had relatively low scores in the area of 'transforming data', 'interpreting data', and 'evaluating the designed experiments'. The 2 items' percentage of correct answers were below 40% ; one is about a drawing a line graph in 'transforming data', and the other requires finding improvements of the experimental design in 'evaluation'. There was no significant difference between boys' scores and girls's one, and between the scores of students in the field of biology and those of students in the other fields(physics, chemistry, and earth science) in science integrated process skills. And there was significant difference according to the periods receiving the gifted education in 'formulating generalizations'. The teaching and learning has to focus on improving science integrated process skills in the program of science education center for the gifted and teaching and learning materials needs to be developed.

• Magazine of the Korean Society of Agricultural Engineers
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• v.14 no.3
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• pp.2703-2715
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• 1972

1. Title of Research Research on the Loss of Irrigation Water Flowing in Earth Channel. 2. Purpose and Importance of Research The purpose of this research is to obtain the accurate loss rated of irrigation water flowing in earth channels so as to give a criterion of designing rational and effective suplpy project of irrigations water. It is the present status that the loss rates of 10 to 20% are obscurely applied without any scientific proof. Therefore, the importance of this research lies in securing loss rates, which are experimentally proves to be suitable for specific local conditions. 3. Content and Scope of Research The selected test reach of the main channel is 1,000m long. Discharges were measured at up and downstream enps by using current meter. The test reach of the lateral channel is 500m long, and parshall flumes were set at both ends to measure inflow and outflow. Finally, for the supply ditch, the test section is 200m long, and sharp-edged rectangular weirs were provided at both ends to measure inflow and outflow. In addition, various factors influence on the loss of irrigation water in channel wer examined. 4. Results of Research and Proposition Results: 1. In the main channel, which is 1,000 M long, and has a slope of 1/3,000 and was constructed by cutting earth, its loss rate is 9.64%. 2. In the lateral, which has a slope of 1/1,500, and is 500m long, and was constructed by cutting, its loss rate is 15.55%. Its average seepage rate is 2.08cm/day. 3. In the supply ditch, which has a slope of 1/300, and is 200m long, and was constructed by filling earth, its loss rate is 12.34%, its average seepage rate being 3.37cm/day. Proposition: As could be seen in the results above-mentioned, it is contradictory to apply a loss rate of 20% for every main channels and 15% for every laterals without variation, as done so for in planning irrigation project. The fact, however, is that loss rates must be different according to localities and characteristics. Due to the fact that this experiment is small in its scope and is nothing but a preliminary one, it is hardly possible to draw decisive conclusions with the results obtained in this research. Loss rates, that are secured through more extensive research, should be used, in order to establish precise irrigation project. Moreover, such researches should be carried out for a number of loclities throughout the nation.

• The Journal of Korean Academy of Prosthodontics
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• v.51 no.3
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• pp.190-198
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• 2013

Purpose: The purposes of this study were to investigate osseointegration around zirconia implants which had machined or alumina sandblasted surface, and to compare the results with titanium implants. Materials and methods: The study was performed on the tibia of 6 pigs. Three types of implants were investigated: group T-titanium implant, group Z-machined zirconia implant, group ZS-alumina sandblasting treated zirconia implant. Zirconia implants were manufactured from yttria-stabilized tetragonal zirconia polycrystalline (Acucera Inc., Pocheon, Korea). A total of 36 implants were installed in pigs' tibias. After 1, 4 and 12 weeks of healing period, the periotest and the histomorphometric analysis were performed. The data were analyzed using one-way ANOVA and significance was assessed by the Scheffe test (${\alpha}=.05$). Results: In the measurement of surface roughness, highest Ra value was measured in group T with significant difference. No significant differences were found among groups regarding Periotest values. After 1 week, in comparison of bone to implant contact (BIC), group Z showed higher value with significant difference. In comparison of bone area (BA), group T and group Z showed higher value with significant difference than group ZS. After 4 weeks, in comparison of BIC, group T showed higher value with significant difference. Comparison of BA showed no significant difference among each implant. After 12 weeks, the highest mean BIC values were found in group T with significant difference. Group ZS showed higher BIC value with significant difference than group Z. In comparison of BA, group T and group ZS showed higher value with significant difference than group Z. Conclusion: Zirconia implant showed low levels of osseointegration in this experiment. Modification of surface structure should be taken into consideration in designing zirconia implants to improve the success rate.

• Korean Chemical Engineering Research
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• v.47 no.3
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• pp.349-354
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• 2009

In this study, a bubbling fluidized-bed reactor was used to study $CO_2$ capture from flue gas using a potassium-based dry sorbent. A dry sorbent, manufactured by the Korea Electric Power Research Institute, consists of 35% of $K_2CO_3$ for $CO_2$ absorption and 65% of supporters for mechanical strength. $H_2O$, a reactant of the carbonation reaction, was supplied in the reactor as a form of saturated water vapor at a given temperature. The experiment of the regeneration reaction was performed by raising up to a given temperature using $N_2$ as a fluidization gas. It was indicated that sorption capacity and regenerability of dry sorbents showed high-efficiency at $1.97\;mol\;H_2O/mol\;CO_2$ and $400^{\circ}C$, respectively. The regenerated sorbent samples were analyzed by TGA to confirm the extent of the reaction. When the regeneration temperature was $150^{\circ}C$, the regenerability of dry sorbents was about 60%, which was capable of applying those sorbents to a two-interconnected fluidized-bed reactor system with continuous solid circulation. The results obtained in this study can be used as basic data for designing and operating a large scale $CO_2$ capture process with two fluidized-bed reactors.

• Economic and Environmental Geology
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• v.41 no.6
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• pp.685-693
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• 2008

The rates of oxidative degradation of perchloroethene (PCE) and trichloroethene (TCE) using $KMnO_4$ solution were evaluated under the flow condition using a bench-scale transport experimental setup. Parameters which are considered to affect the reaction rates tested in this study were the contact time (or retention time), and the concentration of oxidizing agent. A glass column packed with coarse sand was used for simulating the aquifer condition. Contact time between reactants was controlled by changing the flow rate of the solution through the column. The inflow concentrations of PCE and TCE were controlled constant within the range of $0.11{\sim}0.21\;mM$ and $1.3{\sim}1.5\;mM$, respectively. And the contact time was $14{\sim}125$ min for PCE and $15{\sim}36$ min for TCE. The $KMnO_4$ concentration was controlled constant during experiment in the range of $0.6{\sim}2.5\;mM$. It was found that the reduction of PCE and TCE concentrations were inversely proportional to the contact time. The exact reaction order for the PCE and TCE degradation reaction could not be determined under the experimental condition used in this study. However, the estimated reaction rate constants assuming pseudo-1st order reaction agree with those reported based on batch studies. TCE degradation rate was proportional to $KMnO_4$ concentration. This was considered to be the result of using high inflow concentrations of reactant, which might be the case at the vicinity of the source zones in aquifer. The results of this study, performed using a dynamic flow system, are expected to provide useful information for designing and implementing a field scale oxidative removal process for PCE/TCE-contaminated sites.

• Journal of the Korean earth science society
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• v.29 no.7
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• pp.626-639
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• 2008

To present the suggestions for improvement in science textbooks of high school, scientific inquiry activities in geology of earth science textbooks of Korea and the U.S. were assessed in the areas of the contents, processes and contexts. Regarding the contents of inquiry activities, Korean textbooks contain more number of inquiry activities (5.8 per section) than the U.S. curriculums (4 per section). Inquiry activities of Korean textbooks mostly fall on the interpretation of diagrams and graphs whereas those of the U.S. textbooks more hands-on experiment, data transformation and self designing. As for the number of inquiry process skills per inquiry activity, Korean curriculums contain an average of 1.8 whereas the American ones 3. It suggests that the U.S. textbooks require more integrated process skills than the Korean earth science curriculums. In the process skills of all textbooks studied, the highest frequent elements were inferring and data interpretation; the percentage of these two elements was an average of 73.3% in Korean textbooks and 46.2% in the U.S. This suggests that the Korean textbooks emphasize the process skill on particular area, and uneven distribution of elements of process skills may hinder the development of integration ability of students. particularly in the integrated process skills, the U.S. textbooks presented all 7 elements, while Korean ones presented only 2 to 4 elements, indicating that the Korean textbooks may have weak points in providing various inquiry activities for students compared to the American textbooks. In inquiry context analysis, Korean curriculums provide simplistic inquiry contexts and low applicability to real life whereas the U.S. curriculums provide more integrated inquiry contexts and high applicability to real life.

• Journal of Science Education
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• v.35 no.1
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• pp.80-90
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• 2011

The purpose of this study is to investigate manual skills of experimental apparatuses of pre-service elementary school teachers by examining and analyzing the process of experiments conducted by pre-teachers. For this study, 24 pre-service elementary school teachers were selected as the subjects and 4 experimental apparatuses were chosen through analyzing science textbooks from 3rd grade to 6th grade in elementary school. The selected experimental apparatuses were alcohol burner, dropper, microscope, instruments for making a prepared specimen. In addition, a task was carefully chosen to conduct an investigation in real settings and a series of evaluation standards was developed. While 3 subjects conducted experiments in separated and independent space at the same time, 3 collaborators observed the experiment process and recorded whether the subject met the evaluation standards or not, using O, X. The study suggests that pre-service elementary school teachers' manual skills of experimental apparatuses were under far below our projections. Particularly, in case of alcohol burner, the subjects showed lower ability to properly light the burners - which is to brush through the lampwick with fire - and to adjust the height of tripods according to the flame. Also, when it comes to dropper, they were not held the way they were supposed to be. In addition, when designing prepared specimen, the subjects used their hands instead of tweezers and often skipped the process of dripping water drop and wiping water with an oilpaper. Moreover, they did not know how to use a microscope properly so there were many times that they could not focus a microscope, failing to observe the objects. Educational implications are discussed.