• Proceedings of the KIPE Conference
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• 2019.11a
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• pp.164-165
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• 2019

본 논문은 3상 동기발전기의 과도 특성을 분석하기 위해 MATLAB/ SIMULINK를 이용하여 모델링하였으며 동기발전기 출력단의 개방 및 3상 단락 회로 조건에 따른 특성곡선을 분석하였다. 정상상태, 과도상태 및 차과도상태 구간에서 고정자 권선, 회전자 권선 및 댐퍼 권선 등이 갖는 자기 인덕턴스 및 상호 인덕턴스 특성 관계와 자속 변화특성 등을 수학적 모델 기반의 소신호 모델링을 통해 3상 동기발전기를 등가적으로 모델링하였다. 시뮬레이션을 통해 얻은 값에 의해 과도상태와 차과도상태의 모터 데이터를 분석하고 단락상태의 시간 상수를 계산하여, 동기발전기의 3상 단락 조건에서 초기 과도 및 과도상태의 특성을 검증하였다.최종적으로, 이론적 공식에 의해 계산 된 동기 발전기의 파라미터는 시뮬레이션 결과와 일치하며 오차는 2 % 범위 내에 있다.

• Proceedings of the Korean Institute of IIIuminating and Electrical Installation Engineers Conference
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• 2005.11a
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• pp.67-72
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• 2005

자연채광 성능평가의 연구 방법으로는 현장측정, 축소모형실험, 수학적 알고리즘에 기초한 컴퓨터 시뮬레이션 등이 있다. 현장측정과 축소모형실험은 비교적 높은 신뢰도를 얻을 수 있는 방법이지만, 변화가 많은 자연광의 특성으로 인해 객관성 있는 측정결과를 얻는 것에 제한적이었다. 인공천공돔(Sky Simulator, Artificial Sky Dome)은 축소모형 실험 시 이러한 문제점의 보완을 위한 평가 시설이며 천공의 상태를 일관성 있게 조정함으로써 보다 객관성 있는 자연채광연구를 실시할 수 있다. 이에 따라 K대학에서는 직경 6[m], 높이 3.7[m]의 인공천공돔을 자체 개발 제작하여 연구에 사용하고 있다. 본 연구에서는 인공천공돔 기존사례에 대한 고찰과 이를 바탕으로 제작된 K대학 인공천공돔의 개요를 소개하고 기본적인 물리량 측정을 통해 인공천공돔의 신뢰성을 검증하고 유용성을 제시하였다.

• Journal of the Korean Society of Surveying, Geodesy, Photogrammetry and Cartography
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• v.14 no.2
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• pp.119-126
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• 1996

TM projection is widely used for surveying and mapping. However, the complicated computations and process are required and, moreover. the different results of computation may occur according to different formulae and coefficients. In this study, the transformation formulae are classified into 4 categories and the computations are executed according to the categories. The computations are also made to different value of the circular constant, $\pi$. The result of test shows that the enough number of items in formular have to be used for precise computation and the circular constant has to calculate down the 13 places of decimals in order to obtain the precision of 1mm on the ground scale.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2018.05a
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• pp.65-66
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• 2018

국내 항만의 건설 및 확장 보수를 위한 설계 단계에서의 평면배치 검토시 항내측으로 내습하는 파랑변형특성에 대한 정밀한 평가는 필수적이다. 이에 따라 많은 수학적 모델들이 연안역과 항만에서의 파랑전파와 변형에 대해 개발되어 왔다. 특히 항내정온도의 해석은 항만 사용성 측면에서 매우 중요하며 실제 해상의 파랑상태와 유사한 불규칙파로의 해석이 요구되어 지고 있다. 항내정온도 해석에 있어서 항내파랑장 형성에 크게 영향을 미치는 구조물의 반사율을 효과적으로 적용하는 것은 매우 중요하다. 하지만, 구조물의 반사율은 이론계산이 어렵고, 일반적으로는 모형실험 혹은 현지관측에 의해 추정된다. 따라서, 일반적인 경우 비용 및 시간상의 제약으로 인해 평면 파랑모형으로 정온도 해석시 반사율의 적용은 구조형식별로 연구자들에 의해 개략 제시된 반사율을 적용하고 있다. 특히, 다방향 불규칙파의 적용시에 경계조건으로는 다방향 불규칙파를 효과적으로 제어할 수 있는 부분반사 경계면과 계산영역 밖으로 나가는 파랑에 대해서 인공적인 흡수층 또는 감쇠층(artificial damping layer)을 설정하여 반사를 제어하는 기법을 많이 적용하고 있다. 이때 항만구조물의 부분반사는 파랑제원에 따른 damping layer의 parameter의 조정에 의해 구조물의 구조형식별 반사율을 적절히 재현할 필요성이 있다. 본 연구에서는 불규칙파를 대상으로 damping layer의 parameter(무차원 감쇠계수, 감쇠층의 두께)등의 변화에 따른 반사율의 변화특성을 고찰하고, 향후 부분반사 경계면으로 damping layer가 적용되는 평면 파랑모형의 정온도 해석시 부분반사의 적용에 대한 기초자료를 제공하고자 한다.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.19-41
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• 2019

In this study, we present an analysis framework based on the 2015 revised curriculum to analyze how mathematical contents and achievement standards for domains of numbers and computations have changed in the curriculum of elementary mathematics in Korea. Based on this, we classified the achievement standards by type and investigated their characteristics. The achievement standards for numbers and computations can be divided into the successive, the extinctive, and the additive achievement standards depending on their characteristics. The successive achievement standards are the ones that have consistently existed without being removed from the 1-st curriculum to the latest revision in 2015. The extinctive achievement standards are the ones that have been removed at some point during the revisions of nine times and do not remain in the current revision in 2015. The characteristics of the extinctive achievement standards were analyzed to be different before and after the 4-th curriculum. The additive achievement standards refer to the ones that have been newly added to the curriculum or that have been removed at a certain moment but added back in later and thus exist in the current revision in 2015. The characteristics of each type according to the changes of the achievement standards can be thought to be the results that the revision for the mathematics curriculum in Korea has been faithfully conducted. Based on the results of this study, we suggest some implications for organizing the achievement standards in the future curricular development.

• Journal of the Korean School Mathematics Society
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• v.25 no.2
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• pp.105-124
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• 2022

The contents of fraction division in textbooks are important because there were changes in situations and problem solving methods in textbooks according to the revision of the curriculum and the contents of textbooks affect students' learning directly. So, this study analyzed the achievement standards of the curriculum and formula types and situations, and the introduction process of non-standard and standard algorithms presented in Korean mathematics textbooks. The results are follows: there was little difference in the achievement standards of the curriculum, but there was a difference in the arrangement of contents by grades in textbooks. There was a difference in the types of formula according to textbooks. And the situation became more diverse; recent textbooks have changed to the direction of using the non-standard and the standard algorithm in parallel. In conclusion, I proposed categorizing rather than splitting the types of fraction division, the connection of non-standard and standard algorithm, and the need to prepare methods to pursue generalization and justification according to the common characteristics in the process of introducing standard algorithm.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.167-191
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• 2014

In this study, we investigate the term-sets of 'base' or 'bottom': 'the bottom side of a polygon' and 'the base side (of a geometrical figure)'. And we study the concept of 'the base area' in the solid figures and the formula of 'the bottom dimensions'. We start from the 6th grade math problem: 'Find the bottom dimension of the rectangular.' The primary answer is that it does not use the term('the bottom dimensions') in the elementary mathematics. However, in the middle school mathematics, 'the base area' is used as means of 'the area of one bottom side', which is not explained anywhere from the elementary mathematics to middle school mathematics. In addition, the base is defined and 'the surface area' and 'the side area' is taught in the elementary mathematics, so we naturally think of 'the base area'. Therefore we first investigate the term-sets of 'base' or 'bottom' which has two elements: 'the bottom side of a polygon' and 'the base side (of a geometrical figure)'. Next we discuss 'the base area' through curriculum and textbooks, dictionary definitions and so on. In addition, we survey pre-service teachers and teachers about the solid figures and analyse the understanding of 'the base side' and 'the base area' comparatively. In particular, we compare the changes and the tendency of correct answers from the first question to the last question. As a result, we verify 'the cognitive gap' between the elementary mathematics and the middle school mathematics, we suggest the teaching of 'the base area' and succession subjects to teach figure domain in the elementary mathematics.

• Communications of Mathematical Education
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• v.30 no.4
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• pp.499-514
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• 2016

As people get to aware that the traditional teacher-centered education can not develop individual students' diversity and creativity and cope with the rapidly changing future society, Korean government has emphasized the learner-centered education since the 7th curriculum. Under this background, we have analyzed the problems of mathematics education that teachers recognized and the features of mathematics textbooks that they developed within the framework of leaner-centered education on the basis of the resources developed from 'Student-centered mathematics textbook improvement teacher research group in 2015.' As a result of using the framework of 'Learner-centered psychological principles (APA, 1997)' for analysis, teachers pointed out the problems related to the principles of Motivational and emotional influences on learning, Individual differences in learning, Developmental influences on learning, Nature of the learning process, and Construction of knowledge, in order. The features of textbook teachers developed reflected the principles of Nature of the learning process, Construction of knowledge, and Motivational and emotional influences on learning, in order. Finally, as we have compared teachers' recognition of the problems with the features of the textbooks developed, most of the problems teachers recognized are reflected in the textbooks; however, the Cognitive and metacognitive factor takes higher possession on the textbooks compared with the problems being recognized, and the Motivational and affective factor takes lower possession on the textbooks compared with the problems being recognized. Accordingly, we have been able to search for the solution to realize the learner-centered education through math textbooks.

• New Physics: Sae Mulli
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• v.68 no.12
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• pp.1364-1373
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• 2018

A recognizable form having meaning is called a sign in semiotics. The sign is transformed into a physical counter form in this work. Its internal structure is restricted on the linguistic concept structure. We borrow the concept of a mathematical function from the utility function of a rational personal in the economy. Universalizing the utility function by introducing the consistency of independency on the manner of construction, we construct the probability. We introduce a random variable for the probability and join it to a position variable. Thus, we propose a physical sign and its serial changes in the forms of stochastic equations. The equations estimate three patterns (jumping, drifting, diffusing) of possible solutions, and we find them in the one-day stock-price flow. The periods of jumping, drifting and diffusing were about 2, 3.5, and 6 minutes for the Kia stock on 11/05/2014. Also, the semiotic sign (icon, index, symbol) can be expected from the equations.

• Journal of the Korean School Mathematics Society
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• v.10 no.1
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• pp.91-111
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• 2007

This study investigated how high school students predict the rule, the sum of sequence for the concept of sequence, for the given patterns based on inductive approach using computers that provide dynamic functions and materials that are visual. Students for themselves were able to induce the formula without using the given formula in the textbook. Furthermore, this study examined how these technology and materials affect students' understanding of the concept of actual infinity for those who have the concept of the potential infinity which is the misconception of infinity in a infinity series. This study shows that students made a progress from the concept of potential infinity to that of actual infinity with technology and materials used I this study. Students also became interested in the use of computer and the visualized materials, further there was a change in their attitude toward mathematics.