• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.19 no.1
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• pp.239-245
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• 2019

RISC-V is a free and open ISA enabling a new era of processor innovation through open standard collaboration. Born in academia and research, RISC-V ISA delivers a new level of free, extensible software and hardware freedom on architecture, paving the way for the next 50 years of computing design and innovation. In this paper, according to the emergence of RISC-V architecture, we describe the RISC-V processor instruction set constituted by arithmetic logic, memory, branch, control, status register, environment call and break point instructions. Using ModelSim and Quartus-II, 38 instructions of RISC-V has been successfully simulated and synthesized.

• Journal of the Korean Chemical Society
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• v.50 no.2
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• pp.141-152
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• 2006

In this study computer assisted instruction materials for the ‘Solution' chapter in high school chemistry II textbook were developed based on a view of particle and analyze the effect of the materials on 10th and 11th high school students. The contents of developed materials are dissolution, vapor pressure, the change of boiling point and freezing point, osmosis, and so on which are the major contents of Solution chapter in high school chemistry II textbook. Materials were developed with using animation and simulation for students understanding of the phenomena with a particle view point. Many phenomena in a solution were not simplified by colligative property of solution, but tried to explain by the concept of attraction between solute and solvent molecules. This computer assisted learning materials were developed using Flash 5.0 and Flash 6.0 Action Script. Educational effects of the materials on 10th and 11th grade students represented statistically meaningful increase of concept understanding. Especially the materials were effective to the transition stage or formal stage students in 10th grade and formal stage or the natural science major students in 11th grade.

• The Journal of Korean Association of Computer Education
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• v.4 no.2
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• pp.1-11
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• 2001

The computer subject emphasizes practice centered teaching. The materials can be used in such practice teaching play a role as resources improving poor practice teaching environment. Web courseware can be used as teaching-learning materials causing motivation and interest to learners and enabling learning activity meeting students' level and requirement. So, we developed 15 web coursewares as teaching and learning materials for middle school Computer subject in this study. The design forms of web coursewares we developed are different each other. And then, lead teachers to develope teaching and learning materials originally and to apply them to teaching variously. In addition, the practice parts of web coursewares were made of form of sham learning appling procedural simulation skill. It enables individual practice of learners, so we expect improving one to many instruction environment somewhat.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.29 no.1C
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• pp.102-110
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• 2004

In this paper, we propose a VLSI structure of real-time image compression and reconstruction processor using 2-D discrete wavelet transform and implement into a hardware which use minimal hardware resource using ASIC library. In the implemented hardware, Data path part consists of the DWT kernel for the wavelet transform and inverse transform, quantizer/dequantizer, the huffman encoder/huffman decoder, the adder/buffer for the inverse wavelet transform, and the interface modules for input/output. Control part consists of the programming register, the controller which decodes the instructions and generates the control signals, and the status register for indicating the internal state into the external of circuit. According to the programming condition, the designed circuit has the various selective output formats which are wavelet coefficient, quantization coefficient or index, and Huffman code in image compression mode, and Huffman decoding result, reconstructed quantization coefficient, and reconstructed wavelet coefficient in image reconstructed mode. The programming register has 16 stages and one instruction can be used for a horizontal(or vertical) filtering in a level. Since each register automatically operated in the right order, 4-level discrete wavelet transform can be executed by a programming. We synthesized the designed circuit with synthesis library of Hynix 0.35um CMOS fabrication using the synthesis tool, Synopsys and extracted the gate-level netlist. From the netlist, timing information was extracted using Vela tool. We executed the timing simulation with the extracted netlist and timing information using NC-Verilog tool. Also PNR and layout process was executed using Apollo tool. The Implemented hardware has about 50,000 gate sizes and stably operates in 80MHz clock frequency.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.213-223
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• 2022

The purpose of this study is to identify the types of essential inquiry activities presented in elementary science textbooks for grades 5-6, and to find out what difficulties teachers have in the actual teaching process. To this end, the essential research activities presented in the textbook were analyzed into six types: experimentation/observation, investigation/discussion and presentation, data interpretation, discussion/discussion, simulation activity, and expression. In addition, 108 elementary school teachers were investigated for the suitability of inquiry activity achievement standards, suitability at the student's level, student interest, and difficulty in teaching instruction. To summarize the research results, the most frequently suggested type was the experiment/observation type, followed by simulation activity type and data interpretation type. It was analyzed that there was no discussion/discussion type in the 5th grade textbooks, and the 6th graders did not present research activities that correspond to the research/discussion/presentation type and the expression type in the textbook. In the results of teachers' responses to the suitability of achievement standards for inquiry activities presented in textbooks and the suitability of the student's level, 5th graders showed lower average scores than 6th graders, and showed similar average scores in student interest and instructional difficulty. Also, it was confirmed that improvement was required for a total of 17 inquiry activities. Specifically, teachers responded that they had difficulty in guiding inquiry activities when the experimental results did not appear as intended in the textbook, when students' interest in inquiry activities was low, and when students and teachers had low understanding of related science concepts. Teachers pointed out practical problems such as difficulties in long-term observation in astronomy-related units, and students in upper elementary school not actively participating in dynamic play activities.