• Journal of the Institute of Electronics Engineers of Korea SD
• /
• v.45 no.12
• /
• pp.73-82
• /
• 2008

There are several approaches for reducing the ROB(Reorder Buffer) complexity in processors. The one technique that makes the simplest ROB ports relies on a distributed implementation that spreads the centralized ROB structure across the functional units(FUs). Each distributed buffers are decided on the size of them by workload of the functional units. The performance of the processor depends on the size of distributed ROB. However, most of previous works have depended on the simulation results to decide the optimsize of distributed ROB. In this Paper, we use an analytical model based on the M/M/1 Queuing theory to determine the optimum size of each distributed ROB. Our schemes are evaluated by using the simulation performed by the CPU2000 benchmarks. We are able to choose the optimum size of distributed ROB showing the 99.2% performance compared with existing superscalar processors. We can save 82% hardware resources in ports and reduce more than 30% of delay when ROB and distributed ROB proposed in this paper are designed by HDL.

• Journal of the Korean School Mathematics Society
• /
• v.23 no.1
• /
• pp.129-158
• /
• 2020

In this study, we presented two geometric tasks to three 11th grade students to identify the characteristics of the images that the students had at the beginning of problem-solving in the problem situations and investigated how their images changed during problem-solving and effected their problem-solving behaviors. In the first task, student A had a static image (type 1) at the beginning of his problem-solving process, but later developed into a dynamic image of type 3 and recognized the invariant relationship between the quantities in the problem situation. Student B and student C were observed as type 3 students throughout their problem-solving process. No differences were found in student B's and student C's images of the problem context in the first task, but apparent differences appeared in the second task. In the second task, both student B and student C demonstrated a dynamic image of the problem context. However, student B did not recognize the invariant relationship between the related quantities. In contrast, student C constructed a robust quantitative structure, which seemed to support him to perceive the invariant relationship. The results of this study also show that the success of solving the task 1 was determined by whether the students had reached the level of theoretical generalization with a dynamic image of the related quantities in the problem situation. In the case of task 2, the level of covariational reasoning with the two varying quantities in the problem situation was brought forth differences between the two students.

• Journal of the Korean School Mathematics Society
• /
• v.24 no.1
• /
• pp.83-105
• /
• 2021

In this paper, we analyzed the misconceptions and errors incurred during factorization learning. We also examined whether online individualization classes had a positive effect on students' mathematical achievement. The experiment was conducted for 4 weeks (16 times in total) on middle school juniors in rural areas of Gyeonggi Province, where the influence of private extra education was small. In the class, the 'Google Classroom' was used as a LMS, the video lecture was uploaded to YouTube, and the teacher interacted with the students through "Zoom" and "Facetalk". In the online class situation, students' assignments and test answers were checked in real time through 'Google Classroom', and immediate feedback was provided to the experimental class group's students. However, for the control group students, feedback was provided only to those who desired. A total of 7 achievement evaluations were conducted in the order of pre-test, formative evaluation (5 times), and post-test to confirm the change in students' ability improvement and achievement. Through the formative evaluation analysis, it was possible to grasp the types of errors and misconceptions that occured during the factorization process. Students' errors were divided into four types: theorem or definition distortion error, functional errors such as calculation, operation, and manipulation, errors that do not verify the solution, and no response. As a result of ANCOVA, the two groups did not show any difference from the 1st to 4th formative assessment. However, the 5th formative assessment and post-test showed statistically significant differences, confirming that online individualization classes contributed to improvemed achievement.

• Journal of Biomedical Engineering Research
• /
• v.25 no.5
• /
• pp.403-414
• /
• 2004

In the accompanying paper, we proposed a real. time volumetric imaging method using a cross array based on receive dynamic focusing and synthetic aperture focusing along lateral and elevational directions, respetively. But synthetic aperture methods using spherical waves are subject to beam spreading with increasing depth due to the wave diffraction phenomenon. Moreover, since the proposed method uses only one element for each transmission, it has a limited transmit power. To overcome these limitations, we propose a new real. time volumetric imaging method using cross arrays based on synthetic aperture technique with linear wave fronts. In the proposed method, linear wave fronts having different angles on the horizontal plane is transmitted successively from all transmit array elements. On receive, by employing the conventional dynamic focusing and synthetic aperture methods along lateral and elevational directions, respectively, ultrasound waves can be focused effectively at all imaging points. Mathematical analysis and computer simulation results show that the proposed method can provide uniform elevational resolution over a large depth of field. Especially, since the new method can construct a volume image with a limited number of transmit receive events using a full transmit aperture, it is suitable for real-time 3D imaging with high transmit power and volume rate.

• Journal of the Korean Institute of Intelligent Systems
• /
• v.24 no.1
• /
• pp.46-51
• /
• 2014

The most important process of engineering system optimal design is to identify the relationship between the design variables and system response. In case of the system optimization, Response Surface Method (RSM) is widely used. The optimization process of RSM generates the design space using the typical alternative candidates and finds the optimal design point in the generated design space. By changing the optimal point depending on the configuration of the design space, it is important to generate the design space. Therefor in this study, the design space is generated by using the relationship between design variables and system response based on Neuro-Response Surface Method (NRSM). And I try to construct the framework for optimal shape design based on NRSM that the optimum shape can be predicted using the Non-dominated Sorting Genetic Algorithm-II (NSGA-II) within the generated design space. In order to verify the usefulness of the constructed framework, we applied the nonlinear mathematical function problem. In this study, we can solve the constraints of time in the optimization process for the engineering problem and effective to determine the optimal design was possible. by using the generated framework for optimal shape design based on NRSM. In the future research, we try to apply the optimization problem for Naval Architectural & Ocean Engineering based on the results of this study.

• KSCE Journal of Civil and Environmental Engineering Research
• /
• v.1 no.1
• /
• pp.53-68
• /
• 1981

Most clays under sustained load exhibit time-dependent deformation because of creep movement of soil particles and many investigators have attempted to relate their findings to the creep behavior of natural ground and to the long-term stability of slopes. Since the creep behavior of clays may assume a variety of forms depending on such factors as soil plasticity, activity and water content, it is difficult and complicated to analyse the creep behavior of clays. Rheological models composed of linear springs in combination with linear or nonlinear dashpots and sliders, are generally used for the mathematical description of the time-dependent behavior of soils. Most rheological models, however, have been proposed to simulate the behavior of secondary compression for saturated clays and few definitive data exist that can evaluate the behavior of non-saturated clays under the action of sustained stress. The clays change gradually from a solid state through plastic state to a liquid state with increasing water content, therefore, the rheological models also change. On the other hand, creep is time-dependent, and also the effect of thixotropy is time-function. Consequently, there may be certain correlations between creep behavior and the effects of thixotropy in compacted clays. In addition, the states of clay depend on water content and hence the height of the specimen under drained conditions. Futhermore, based on present and past studies, because immediate elastic deformation occurs instantly after the pressure increment without time-delayed behavior, the factor representing immediate elastic deformations in the rheological model is necessary. The investigation described in this paper, based on rheological model, is designed to identify the immediate elastic deformations and the effects of thixotropy and height of clay specimens with varing water content and stress level on creep deformations. For these purposes, the uniaxial drain-type creep tests were performed. Test results and data for three compacted clays have shown that a linear top spring is needed to account for immediate elastic deformations in the rheological model, and at lower water content below the visco-plastic limit, the effects of thixotropy and height of clay specimens can be represented by the proposed rheological model not considering the effects. Therefore, the rheological model does not necessitate the other factors representing these effects. On the other hand, at water content higher than the visco-plastic limit, although the state behavior of clays is visco-plastic or viscous flow at the beginning of the test, the state behavior, in the case of the lower height sample, does not represent the same behavior during the process of the test, because of rapid drainage. In these cases, the rheological model does not coincide with the model in the case of the higher specimens.

• Korean Journal of Culture and Social Issue
• /
• v.16 no.2
• /
• pp.103-124
• /
• 2010

The purpose of the present study was to examine the relationships among private tutoring hours, academic motivation, use of learning strategies, and academic achievement test scores using structural equation modeling. The sample consisted of 3,607 7th graders from Korean middle schools who were included in the Korean Education Longitudinal Study. The results suggest that there was no evidence that the private tutoring hours predicted students' motivation and learning strategy use. It was found that the private tutoring hours predicted achievements in English and Math, but it was negligible in magnitude. As for achievement test scores, academic motivation and the use of learning strategies played more critical role rather than the private tutoring hours.

• Journal of The Korean Association For Science Education
• /
• v.42 no.4
• /
• pp.417-428
• /
• 2022

This study analyzed the frequency and level of scientific practices presented in secondary science textbooks. A total of 1,378 student activities presented in 14 middle school science textbooks and 5 high school integrated science textbooks were analyzed, using the definition and level of scientific practice suggested in the NGSS. Findings show that most student activities focus on three practices. Compared to the textbooks for the previous science curriculum, the practice of 'obtaining, evaluating, and communicating information' was more emphasized, reflecting societal changes due to ICT development. However, the practice of 'asking a question', which can be an important element of student-led science learning, was still rarely found in textbooks, and 'developing and using models', 'using math and computational thinking' and 'arguing based on evidence' were not addressed much. The practices were mostly elementary school level except for the practice of 'constructing explanations'. Such repeated exposures to a few and low level of practices mean that many future citizens would be led to a naïve understanding of science. The findings imply that it is necessary to emphasize various practices tailored to the level of students. In the upcoming revision of the science curriculum, it is necessary to provide the definition of practices that are not currently specified and the expected level of each practice so that the curriculum can provide sufficient guidance for textbook writing. These efforts should be supported by benchmarking of overseas science curriculum and research that explore students' ability and teachers' understanding of scientific practices.