• Title/Summary/Keyword: science modules

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The Embeddability of s1(n,C) Modules

  • Kim, Dong-Seok
    • Journal of the Korean Data and Information Science Society
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    • v.18 no.3
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    • pp.803-808
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    • 2007
  • In present article, we consider the embeddability problems for finite dimensional irreducible modules over a complex simple Lie algebra L. For s1(n,C) modules, we determine when one can be embedded into the other if s1(n,C) modules are tensor products of fundamental modules.

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The Development and Use of Science Modules for Facilitating Students' Understanding of Science-Technology-Society: Students' Perception and Interest of News Article-Based Lessons (과학-기술-사회 관련성에 대한 이해 촉진을 위한 초등 과학 모듈의 개발 및 적용: 신문기사 활용수업에 대한 학생들의 인식과 흥미 조사)

  • Seo, Ji-Hye;Lee, Yong-Bok;Jang, Shin-Ho
    • Journal of Korean Elementary Science Education
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    • v.27 no.1
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    • pp.83-92
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    • 2008
  • In this study, we developed elementary science education modules for facilitating students' understanding of the connected nature of Science-Technology-Society. For these modules, we particularly used news articles to make connections among science, technology, and society. We set up the development criteria as followings: connecting science-technology-society, aligning with national science curriculum, respecting students' interest, and appropriating the difficulty levels in terms and concepts. We also studied 4th grade students' perception of using these modules in science lessons. Most students perceived that using the modules in their science classes helped them link science-technology-society intimately and enhance their interest and motivation, as well as their self-esteem for studying science.

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WEAKLY ⊕-SUPPLEMENTED MODULES AND WEAKLY D2 MODULES

  • Hai, Phan The;Kosan, Muhammet Tamer;Quynh, Truong Cong
    • Bulletin of the Korean Mathematical Society
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    • v.57 no.3
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    • pp.691-707
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    • 2020
  • In this paper, we introduce and study the notions of weakly ⊕-supplemented modules, weakly D2 modules and weakly D2-covers. A right R-module M is called weakly ⊕-supplemented if every non-small submodule of M has a supplement that is not essential in M, and module MR is called weakly D2 if it satisfies the condition: for every s ∈ S and s ≠ 0, if there exists n ∈ ℕ such that sn ≠ 0 and Im(sn) is a direct summand of M, then Ker(sn) is a direct summand of M. The class of weakly ⊕-supplemented-modules and weakly D2 modules contains ⊕-supplemented modules and D2 modules, respectively, and they are equivalent in case M is uniform, and projective, respectively.

Development of Experimental Modules Using Everyday Life Materials to Enhance Science Process Skills (과학 탐구능력 향상을 위한 실생활 소재 모듈의 개발)

  • Kim, Soo-Kyoung;Cha, Hee-Young;Kim, Jung-Bog
    • Journal of The Korean Association For Science Education
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    • v.25 no.7
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    • pp.754-764
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    • 2005
  • The purpose of this study was to develop experimental modules that would enhance science the process skills of secondary school students. The modules were composed of real-life materials on the subjects of light, movement, force, water, and heat. Each module consisted of four to six activities, and provided student worksheets and teacher guides. Physics teachers were invited to a workshop specially held to identify whether these modules would befit the improvement of student science process skills. A majority of the teachers believed the modules to be valuable instructional materials which might enhance student science process skills in the Korean secondary school science classes.

A DECOMPOSITION THEOREM FOR UTUMI AND DUAL-UTUMI MODULES

  • Ibrahim, Yasser;Yousif, Mohamed
    • Bulletin of the Korean Mathematical Society
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    • v.58 no.6
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    • pp.1563-1567
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    • 2021
  • We show that if M is a Utumi module, in particular if M is quasi-continuous, then M = Q ⊕ K, where Q is quasi-injective that is both a square-full as well as a dual-square-full module, K is a square-free module, and Q & K are orthogonal. Dually, we also show that if M is a dual-Utumi module whose local summands are summands, in particular if M is quasi-discrete, then M = P ⊕ K where P is quasi-projective that is both a square-full as well as a dual-square-full module, K is a dual-square-free module, and P & K are factor-orthogonal.

On the Carlitz Module

  • Bae, S.;Hahn, S.
    • Journal of the Chungcheong Mathematical Society
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    • v.4 no.1
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    • pp.85-90
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    • 1991
  • In this article we introduce the readers to the theory of Carlitz modules which are rank one Drinfeld modules. The main point is the striking similarities between cyclotomic number fields and Carlitz modules.

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SOME FINITENESS RESULTS FOR CO-ASSOCIATED PRIMES OF GENERALIZED LOCAL HOMOLOGY MODULES AND APPLICATIONS

  • Do, Yen Ngoc;Nguyen, Tri Minh;Tran, Nam Tuan
    • Journal of the Korean Mathematical Society
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    • v.57 no.5
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    • pp.1061-1078
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    • 2020
  • We prove some results about the finiteness of co-associated primes of generalized local homology modules inspired by a conjecture of Grothendieck and a question of Huneke. We also show some equivalent properties of minimax local homology modules. By duality, we get some properties of Herzog's generalized local cohomology modules.

Teachers' Research Experiences in Labs and Fields

  • Shin, Myeong-Kyeong
    • Journal of the Korean earth science society
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    • v.27 no.7
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    • pp.715-722
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    • 2006
  • This study intended to find evidence of changes in teacher beliefs of teaching and learning and a case of infusing research experiences in teaching modules since their research participation. As part of this study, twenty three science and math teachers in Korea were provided with science research labs and field experiences in the University of Iowa for three weeks. The research units that teachers participated in for three weeks covered seven fields of subjects such as: geology, astronomy, chemistry, physics, mathematics, computer science, and environmental engineering. In the course of this study, the effectiveness of science research participation program was explored in terms of changing teacher beliefs and their production of teaching modules based on their research. This study especially focused on identifying changes of beliefs on science teaching and learning after participating in the research. A case study of a participant teacher was also conducted by comparing descriptively teaching modules before and after experiencing the program. It was found that the program affected the new modules and the research experiences affected participants' beliefs toward student centeredness.

SOME RESULTS ON 2-STRONGLY GORENSTEIN PROJECTIVE MODULES AND RELATED RINGS

  • Dong Chen;Kui Hu
    • Bulletin of the Korean Mathematical Society
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    • v.60 no.4
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    • pp.895-903
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    • 2023
  • In this paper, we give some results on 2-strongly Gorenstein projective modules and related rings. We first investigate the relationship between strongly Gorenstein projective modules and periodic modules and then give the structure of modules over strongly Gorenstein semisimple rings. Furthermore, we prove that a ring R is 2-strongly Gorenstein hereditary if and only if every ideal of R is Gorenstein projective and the class of 2-strongly Gorenstein projective modules is closed under extensions. Finally, we study the relationship between 2-Gorenstein projective hereditary and 2-Gorenstein projective semisimple rings, and we also give an example to show the quotient ring of a 2-Gorenstein projective hereditary ring is not necessarily 2-Gorenstein projective semisimple.