• Proceedings of the Korean Geotechical Society Conference
• /
• 1999.03a
• /
• pp.447-454
• /
• 1999

The compressive capacity and the soil plugging resistance of single open-ended pipe pile were completely decreased in the previous study on the behavior of shorter single pile during simulated seaquake induced by the vertical component of earthquake. But the capacity of single open-ended pipe pile with greater penetration and the capacity of piles group with shorter penetration were expected to be stable after seaquake motion. In this study, first, 2-piles or 4-piles are driven into the calibration chamber included in saturated fine medium sand with several simulated penetrations, and the compressive load test for each piles group was performed. Then, about 95 % compressive load of the ultimate capacity was applied on the pile head during the simulated seaquake motion. Finally, In confirm the reduction of pile capacity during the simulated seaquake motion, the compressive load test for each single pile or piles group after seaquake motion was performed. During the simulated seaquake, the compressive capacity of open-ended pipe piles with greater penetration ( 〉about 27 m) was not degraded even in deep sea deeper than 220 m and soil plug within open-ended pipe pile installed in deep sea was stable after seaquake motion. Also, in the case of 2-piles or 4-pile groups, the compressive capacity after seaquake motion was not degraded at all regardless of pile penetration depth beneath seabed, sea water depth and seaquake frequency.

• The Mathematical Education
• /
• v.55 no.2
• /
• pp.209-232
• /
• 2016

This study analyzed the process of steps in a program introducing Renzulli's enrichment triad model and various levels of posing open-ended problems of those who participated in the program for mathematics-gifted elementary students. As results, participants showed their abilities of problem posing related to real life in a program introducing Renzulli's enrichment triad model. From eighteen mathematical responses, gifted students were generally outstanding in terms of producing problems that demonstrated high quality completion, communication, and solvability. Amongst these responses from fifteen open-ended problems, all of which showed that the level of students' ability to devise questions was varied in terms of the problems' openness (varied possible outcomes), complexity, and relevance. Meanwhile, some of them didn't show their ability of composing problem with concepts, principle and rules in complex level. In addition, there are high or very high correlations among factors of mathematical problems themselves as well as open-ended problems themselves, and between mathematical problems and open-ended problems. In particular, factors of mathematical problems such as completion, communication, and solvability showed very high correlation with relevance of the problems' openness perspectives.

• Journal of the Korean Geotechnical Society
• /
• v.16 no.4
• /
• pp.31-42
• /
• 2000

In this study, the stability of group piles installed in deep sea to the seaquake was studied by performing the calibration chamber model tests for open-ended pipe piles, grouted piles under soil plug and close-ended piles installed in the simulated deep sea. For each case (a single pile, 2-pile and 4-pile groups), series of seaquake tests were performed. While, during the simulated seaquake, the compressive capacity of the single open-ended pile depended on pile penetration depth(=7m), were found to be stable. But, a single grouted pile with penetration depth of 13m kept "mobility" state, the one with penetration depth of 20m was stable and grouted pile groups with penetration depth of 7m were stable regardless of pile penetration depth. By grouting soil plug of open-ended piles and soil under the pile toe of open-ended pipe piles installed in the deep sea, failure of soil plugging was prevented. Thus, close-ended piles were more stable than open-ended pile against the seaquake motionake motion.

• Journal of Elementary Mathematics Education in Korea
• /
• v.14 no.3
• /
• pp.723-744
• /
• 2010

The aim of this study was to find the effects of open-ended problems on mathematical creativity and brain function. In this study, one class of first grade students were allocated randomly into two groups. Each group solved different problems. The experimental group solved the open-ended problems and the comparison group solved the closed-problems. Mathematical creativity was tested by the paper test. And Brain function was tested by an EEG(electroencephalogram) tester. The results of this study are as follows. Firstly, this study analyzed how the open-ended problems are effective on mathematical creativity. This analysis showed that it had a meaningful influence on the mathematical creativity(p=0.46). Accordingly, we could find out that open-ended problems make the student connect the mathematical concept and idea and think variously. Secondly, this study analyzed the effect of open-ended problems on brain function. This analysis showed that it did not have a meaningful influence on the brain function(p=.073) statistically but the experimental group's evaluation was higher than comparison groups' at the post-test. It also had a meaningful influence on the brain attention quotient(left) (p=.007), attention quotient(right) (p=.023) and emotion tendency quotient(p=.025). As a result of such tests, we could find out that open-ended problems are effective on brain function, especially on the attention ability. With the use of the open-ended problems, students could show quick understanding and response. An emotion tendency is also developed in the process. Because various answers are accepted, the students gain an internal reward at the process of finding an answer. Putting the above results together, we could find that open-ended problem is effective on mathematical creativity and brain function.

• Bulletin of the Korean Chemical Society
• /
• v.35 no.4
• /
• pp.1165-1168
• /
• 2014

We prepared dye-sensitized solar cells (DSSCs) with enhanced energy conversion efficiency using open-ended $TiO_2$ nanotube arrays with a $TiO_2$ scattering layer. As compared to closed-ended $TiO_2$ nanotube arrays, the energy conversion efficiency of the open-ended $TiO_2$ nanotube arrays was increased from 5.63% to 5.92%, which is an enhancement of 5.15%. With the $TiO_2$ scattering layer, the energy conversion efficiency was increased from 5.92% to 6.53%, which is an enhancement of 10.30%. After treating the open-ended $TiO_2$ nanotube arrays with $TiCl_4$, the energy conversion efficiency was increased from 6.53% to 6.89%, a 5.51% enhancement, which is attributed to improved light harvesting and increased dye adsorption.

• School Mathematics
• /
• v.19 no.1
• /
• pp.153-170
• /
• 2017

This study conducted an analysis of types of reasoning shown in students' solving a problem and processes of students' reasoning according to type of problem by posing an open-ended problem where students' reasoning activity is expected to be vigorous and a multiple-choice problem with which students are familiar. And it examined teacher's role of promoting the reasoning in solving an open-ended problem. Students showed more various types of reasoning in solving an open-ended problem compared with multiple-choice problem, and showed a process of extending the reasoning as chains of reasoning are performed. Abduction, a type of students' probable reasoning, was active in the open-ended problem, accordingly teacher played a role of encouragement, prompt and guidance. Teachers posed a problem after varying it from previous problem type to open-ended problem in teaching and evaluation, and played a role of helping students' reasoning become more vigorous by proper questioning when students had difficulty reasoning.

• Survey Research
• /
• v.18 no.4
• /
• pp.127-147
• /
• 2017

Despite the importance of questionnaires, little survey methodology research on questionnaire design has been conducted in Korea. The purpose of this study was to explore whether two questionnaire forms (close-ended vs. open-ended questions) about 'the most important problem in Korea' elicited similar responses. During the 2016 Korean General Social Survey (KGSS), a random half of respondents were asked the open-ended question form and the remaining half were asked the close-ended question form. While the economy is the most mentioned response (35% vs. 33.2%) to both close-ended and open-ended question forms, there is similarity in the order of highly mentioned responses if we consider that 'politics' is not provided as one of response categories in the close-ended question form. The order of second to fourth response category is crime (24.4%), education (15.4%), and poverty (6.3%) to the closed-ended question form, and politics (10.8%), crime (9.5%), and education (7.6%) to the open-ended question form. Also, the characteristics of respondents who responded with the economy as being the most important are slightly different between the two halves in terms of age, household income, and satisfaction with economic condition. Our findings suggest that we need to be careful when we adopt questions developed in other countries and to consider using survey experiments in pre-testing questionnaire items.

• Journal of Elementary Mathematics Education in Korea
• /
• v.14 no.3
• /
• pp.907-935
• /
• 2010

The purpose of this study was to investigate the effects of using open-ended problems in ability-level activities in mathematics instruction and to draw some informative conclusions in order to improve the practice of teaching and learning mathematics in the elementary school. To fulfill the purpose, the research questions were established as follows: 1. Is there any difference between the academic achievements of the experimental group(doing ability-level activities using open-ended problems) and the control group(doing general ability-level activities)? 2. Which sub-group(grouped by achievement score in pretest) get affected most by ability-level activities using open-ended problem in the experimental group? 3. What kinds of responses do students show in their ability-level activities using open-ended problems? By applying t-test and analysing the response, the conclusions were drawn as follows: First, using open-ended problems in ability-level activities has positive effects on the academic achievement of the experiment group. The mean of posttest scores of the experiment group was statistically meaningfully higher(p<.05). Second, using open-ended problems in ability-level activities affect most to the achievement of lower sub-group in the experiment group. The mean of posttest scores of lower sub-group in the experiment group was statistically meaningfully higher than that of control group(p<.05). Third, students showed various and creative response in their ability-level activities using open-ended problems.

• Communications of Mathematical Education
• /
• v.20 no.1 s.25
• /
• pp.117-145
• /
• 2006

Mathematically gifted children have creative curiosity about novel tasks deriving from their natural mathematical talents, aptitudes, intellectual abilities and creativities. More effect in nurturing the creative thinking found in brilliant children, letting them approach problem solving in various ways and make strategic attempts is needed. Given this perspective, it is desirable to select open-ended and atypical problems as a task for educational program for gifted children. In this paper, various types of open-ended problems were framed and based on these, teaming activities were adapted into gifted children's class. Then in the problem solving process, the characteristic of bright children's mathematical thinking ability and examples of problem solving strategies were analyzed so that suggestions about classes for bright children utilizing open-ended tasks at elementary schools could be achieved. For this, an open-ended task made of 24 inquiries was structured, the teaching procedure was made of three steps properly transforming Renzulli's Enrichment Triad Model, and 24 periods of classes were progressed according to the teaching plan. One period of class for each subcategories of mathematical thinking ability; ability of intuitional insight, systematizing information, space formation/visualization, mathematical abstraction, mathematical reasoning, and reflective thinking were chosen and analyzed regarding teaching, teaming process and products. Problem solving examples that could be anticipated through teaching and teaming process and products analysis, and creative problem solving examples were suggested, and suggestions about teaching bright children using open-ended tasks were deduced based on the analysis of the characteristic of tasks, role of the teacher, impartiality and probability of approaching through reflecting the classes. Through the case study of a mathematics class for bright children making use of open-ended tasks proved to satisfy the curiosity of the students, and was proved to be effective for providing and forming a habit of various mathematical thinking experiences by establishing atypical mathematical problem solving strategies. This study is meaningful in that it provided mathematically gifted children's problem solving procedures about open-ended problems and it made an attempt at concrete and practical case study about classes fur gifted children while most of studies on education for gifted children in this country focus on the studies on basic theories or quantitative studies.

• Geomechanics and Engineering
• /
• v.31 no.2
• /
• pp.209-222
• /
• 2022

Finite element analyses using coupled Eulerian-Lagrangian technique are performed to investigate the effect of soil conditions on plugging of open-ended piles in sands. Results from numerical simulations are compared against the data from field load tests on three open-ended piles and show very good agreement. A parametric study focusing on determination of the coefficient of lateral earth pressure (K) in soil plug after pile driving are then performed for various soil densities, end-bearing conditions, and layering conditions. Results from the parametric study suggest that the K value in the soil plug - and hence the degree of soil plugging - increases with increasing soil densities. The analysis results further show that the K value within the soil plug can reach about 63 to 71% of the coefficient of passive earth pressure after pile driving. For layered soil profiles, the greater K values are achieved after pile driving when the denser soil layer is present near the pile base regardless of number of soil layers. This study provides comprehensive numerical and experimental data that can be used to develop advanced theory for analysis and design of open-ended pipe piles, especially for estimation of inner shaft resistance after pile driving.