• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.907-935
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• 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
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• v.16
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• pp.201-215
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• 2003

이 연구에서는 창의적인 문제해결능력을 검사하는 도구로 널리 알려진 개방형 문항 5 문제를 수정 또는 번역하여 중학교 2학년 학생들에게 적용하고 그 결과를 분석하였다. 검사도구에 대한 양호도 분석 결과는 다음과 같다. 첫째, 문항 내적 일관성 신뢰도(Cronbach ${\alpha}$)의 계수는 0.8이다. 둘째, 문항반응이론에 근거한 문항의 적합도 지수는 모두 1.2미만으로서 분석모형에 적합한 문항이라고 볼 수 있다. 또한, 문항간의 난이도의 차이는 로짓트 점수가 0.6을 넘지 않은 범위에서 골고루 분포되어 있다. 셋째, 문항 신뢰도 지수가 모두 0.80보다 높은 것으로 나타나 사용된 문항들은 서로 잘 분리되어 창의적 문제해결력을 추정하고 변별하는데 무리가 없다. 학생들의 반응에 대한 분석 결과는 다음과 같다. 문항1에서 곡선을 이용한 반응은 영재학생들에서만 발견할 수 있었다. 문항2에 대한 각 반응의 독창성 점수는 모두 0이다 이것은 문항2가 널리 알려진 문제에 기인한 것으로 해석된다. 문항3은 영재학생들이 더 많은 반응을 보인 것으로 모든 반응이 독창성 점수를 부여받았다. 문항4에 대하여 일반학생들은 거의 반응을 하지 못하였다. 문항5는 대부분의 학생이 반응을 하였으며 반응의 종류도 가장 다양하였다.

• Journal of Digital Convergence
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• v.14 no.5
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• pp.333-339
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• 2016

Technology to optimize and utilize the use and supply of the electric power between consumer and supplier has been on the rise among the smart grid power market network in electric power demand management based on the Internet. Open Automated Demand Response system protocol, which can deliver Demand Response needed in electric power demand management to electricity supplier, system supplier and even the user is openADR 2.0b. This paper used the most credible, cosmopolitanly proliferated EPRI open source and analysed the variety of security vulnerability that developed VEN and VTN system may have. Using the simulator for attacking openADR protocol, the VEN/VTN system that has been implemented as EPRI open source was conducted to attack in a variety of ways. As a result of the analysis, we were able to get the results that the VEN/VTN system has security vulnerabilities to the parameter tampering attacks and service flow falsification attack. In conclusion, if you want to implement the openADR2.0b protocol system in the open or two-way communication environment smart grid network, considering a variety of security vulnerability should be sure to seek security technology and services.

• Journal of the Korean School Mathematics Society
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• v.10 no.2
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• pp.221-235
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• 2007

Open problems can provide experiences for students to yield originative and various products in their level, because it is open with respect to its departure situation, goal situation, or solving method. Teachers need to pose and utilize open problems in forms of solution-finding or proving problems. For this we first have to specify which resource and method to use by concrete examples. In this article, we exemplify a method and procedure of posing an open problem by the two cases in which we pose open problems by reorganizing given closed problems. And we analyze students' responses for the two posed open problems. On the basis of these, we reflect implications for mathematical education of open problems.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.5
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• pp.2524-2528
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• 2013

Cell opening characteristics dependent on the cell openers for the conventional formulation of a closed-cell polyurethane foam (PUF) was studied using 1-butanol and lithium salt of 12-hydroxystearic acid (Li-12HSA) as the reactive cell opening agents. While cell openining content of only 10.5 % was obtained for the sample with 4 phr of 1-butanol as the single reactive cell opener, that of 98.0% could be obtained for the sample with 2 phr of Li-12HSA as the reactive co-cell opener. As the results, it showed that a fully open-cell rigid PUF could be obtained by introducing a novel reactive cell opener, having a functional group able to form a bulky side-chain on the urethane networks, without severe loss of mechanical properties of the closed-cell PUF like cell size, bulk density, and thermal conductivity.

• Communications of Mathematical Education
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• v.35 no.3
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• pp.277-293
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• 2021

The purpose of this study was to find out how problem solving learning with open-ended mathematics problems for elementary school students affects their mathematical creativity and mathematical attitudes. To this end, 9 problem solving lessons with open-ended mathematics problems were conducted for 6th grade elementary school students in Seoul, The results were analyzed by using I-STATistics program to pre-and post- t-test. As a result of the study, problem solving learning with open-ended problems was effective in increasing mathematical creativity, especially in increasing flexibility and originality, which are sub-elements of creativity. In addition, problem solving learning with open-ended problems has helped improve mathematical attitudes and has been particularly effective in improving recognition needs and motivation among subfactors. In problem solving learning with open-ended problems, students were able to share various responses and expand their thoughts. Based on the results of the study, the researchers proposed that it is necessary to continue the development of quality materials and teacher training to utilize mathematical problem solving with open-ended problems at school sites.

• Polymer(Korea)
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• v.25 no.5
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• pp.679-690
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• 2001

High resilience PU foams were prepared with polyether type cell opener. The influences of cell opener concentration on the kinetics, rheology, structural stability morphology and open cell content of the obtained foam were investigated and the role of cell opener during cell opening was determined. And mechanical properties as a function of cell opener concentration were studied. It was observed that urea formation reaction was delayed due to high hydrophilicity of cell opener The decrease of viscosity and the increase of tan $\delta$ were confirmed with increasing cell opener concentration so that the resulted foam had low structural stability and high open cell content. The deterioration of matrix and uniform dispersion of hydrogen-bonded urea in matrix with cell opener concentration was revealed by SEM analysis. As a result, elastic properties of the foam matrix were decreased due to high hydrophilicity of cell opener during the preparation of high resilience polyurethane foam and foam with high open cell content resulted. Hardness, tensile strength, tear strength, elongation of foam were decreased with increasing cell opener concentration.

• Communications of Mathematical Education
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• v.17
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• pp.181-190
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• 2003

이 연구에서는 이강섭 ${\cdot}$ 황동주 ${\cdot}$ 서종진(2003)의 자료를 추가 분석하여 다음과 같은 결과를 얻었다. 첫째, 이 검사에 참여한 모든 학생들이 0${\sim}$80% 정도의 성취도를 보이고 있으므로 개방형 문항이 수학 창의성을 변별하거나 수학 영재를 판별하는 도구로 유용하게 사용될 수 있다. 둘째, 개방형 문항은 학년별 (중1 및 중2)차이는 유창성과 문항 2를 제외하고는 무관하다는 것을 나타내고 있다. 셋째, 집단별(일반학생 및 영재학생)차이는 p<.01 수준에서 문항 1에서 문항 5까지의 모든 문항과 유창성, 융통성, 독창성에서 차이를 보이고 있다.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.1
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• pp.39-64
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• 2005

The purpose of this study is to transform questions in the 7th curriculum to open-ended problems and exam students' attitude towards open-ended problems. Research questions in this thesis are as follows: First, to transform questions in the 7th curriculum to open-ended problems and apply to a class in the fourth grade D elementary school. Second, to find how students respond to learning mathematics with open-ended problems. As a result of this study, the following are identified. First, the students showed positive reactions towards learning mathematics with open-ended problems. Those experience with open-ended problems make student solve mathematics problems with interest and confidence. Second, both good and bad students in the math class show interest and concentration toward open-ended problem. But a few students show less interest towards those problems. Third, through discussion about problem-solving with open-ended problems, students take part in math class actively and show respect one another. Fourth, especially students show more interest and confidence towards the open-ended problems transformed from mathematics textbook and like the constructive open-ended problems.

• Prospectives of Industrial Chemistry
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• v.22 no.5
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• pp.1-13
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• 2019

국제해사기구(IMO, international maritime organization)는 2015년부터 배출규제해역(ECA, emission control area)을 운항하는 선박은 황 함유량이 0.1%(m/m) 이하로 강화된 기준을 만족하는 연료를 사용해야 하며, 2020년부터는 모든 선박에 대해 황 함유량이 0.5%(m/m) 이하인 연료를 사용하거나 동등 이상의 성능을 갖는 배출가스 후처리 장치의 설치를 의무화하였다. 이에 따라, 선박에서 배출되는 오염물질을 제어할 수 있는 다양한 기술이 개발되고 있으며, 후처리 관점에서 습식 스크러버(wet scrubber)는 선박의 디젤 엔진에서 배출되는 이산화황(sulfur dioxide)을 저감시키기 위한 가장 적합한 해결책으로 알려져 있다. 습식 스크러버는 해수를 사용하는 개방형 스크러버(open loop scrubber)와 화학세정수를 사용하는 폐쇄형 스크러버(closed loop scrubber)로 구분된다. 습식 스크러버는 오염물질의 효율적인 처리가 가능하지만 유지보수비가 비싸고, 폐수 발생으로 인한 2차 오염발생 및 부식에 매우 취약한 단점이 있다. 따라서 최근에는 스크러버 내부의 부식을 방지하기 위한 내부식성 재질에 관한 연구와 흡수제(absorbent)의 고도화 연구가 활발히 진행되고 있다. 또한, 하이브리드형 스크러버(hybrid scrubber)는 개방형과 폐쇄형 스크러버의 장점을 결합한 기술로 황산화물의 배출을 규제하는 배출규제해역에서는 폐쇄형 스크러버를 가동하고, 선박이 공해상으로 진입할 경우 개방형 스크러버로 전환함에 따라 황산화물 배출 및 반응 후 세척수의 폐수배출 기준을 동시에 만족할 수 있다.