• Journal of the Korea Institute of Information and Communication Engineering
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• v.11 no.1
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• pp.28-33
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• 2007

In spite of the large interest in the 802.15.4 standard, no realistic experimental research of its behaviour exists to date except a few works by simulations and analytical modeling. In this paper, we have established realistic environment of IEEE 802.15.4 network and analyze its behaviour under various conditions as like 1) maximum throughput of 802.15.4 MAC, 2) MAC fairness. and 3) throughput and m rate under co-existence of 802.11 Wi-Fi wireless networks.

• Journal of The Korean Society of Agricultural Engineers
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• v.51 no.4
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• pp.57-66
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• 2009

수학적 모델은 수량과 수질의 예측을 위해 현장 조사의 대안으로 사용되어지며 이러한 모델의 사용과 실측에 불확실성이 존재하게 된다. 불확실성에 대한 많은 연구들이 진행되어 왔으나 시나리오에 의한 모델링 과정에서 발생하는 불확실성에 대한 연구는 미흡한 실정이다. 본 연구에서는 산림이 농경지와 목초지로의 변화에 따른 시나리오를 설계한 후 시나리오 적용에 따른 SWAT (Soil and Water Assessment Tool) 매개변수의 불확실성을 분석하고자 하였다. 몬테카를로 기법 (Monte Carlo simulation)을 이용하여 각 매개변수별 1,000개의 난수를 발생하였으며 앙상블 유량모의 기법을 이용하여 미국 Alabama주 카하바강 상류 (50,967ha)를 대상으로 각 난수별 100개의 유량을 통해 불확실성을 분석하였다. 분석 결과 산림지역이 농경지와 목초지로 변화 되었을 때 유출량이 증가하는 것으로 분석되었으며, 임야가 목초지 보다 농경지로 변화되었을 때 유출량은 더욱 증가하는 것으로 나타났다. 각 시나리오별 SWAT 매개변수의 불확실성은 AWC (Available water capacity), CN (Curve number), GWREVAP (groundwater re-evaporation coeffeicient), REVAPMN (minimum depth of water in shallow aquifer for re-evaporation to occur)순으로 크게 나타났으며, Ksat (Saturated hydraulic conductivity)와 ESCO(Soil evaporation compensation factor)는 유출량의 변화에 큰 영향을 미치지 못하는 것으로 분석되었다. 토지피복별 산림 면적이 클 경우 불확실성이 크게 나타나 산림이 목초지와 농경지로 변함에 따라 불확실성은 감소하는 것으로 나타났다.

• Spatial Information Research
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• v.19 no.6
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• pp.43-54
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• 2011

This study proposes a rule-based image classification method for the time-series analysis of changes in the land surface of the Seongnam-Yongin area using satellite-image data from 2000 to 2009. In order to identify the change patterns during each period, 11 classes were employed in accordance with statistical/mathematic rules. A generalized algorithm was used so that the rules could be applied to the unsupervised-classification method that does not establish any training sites. The results showed that the urban area of the object increased by 145% due to housing-site development. The image data from 2009 had a classification accuracy of 98%. For method verification, the results were compared to land-cover changes through Post-classification comparison. The maximum utilization of the available data within multiple images and the optimized classification allowed for an improvement in the classification accuracy. The proposed rule-based image-classification method is expected to be widely employed for the time-series analysis of images to produce a thematic map for urban development and to monitor urban development and environmental change.

• Proceedings of the Korea Water Resources Association Conference
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• 2021.06a
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• pp.339-339
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• 2021

XP-SWMM은 유역의 강우-유출과 1차원 관망 해석 및 2차원 지표면 흐름 해석이 가능하여 도시지역의 침수 모의에 활용도가 높다. 하지만 대부분의 수학적 모형이 그러하듯 XP-SWMM은 많은 입력 변수를 포함하고 있어 사용자의 숙련도에 따라 모의 결과가 달라질 수 있다. 본 연구의 목적은 XP-SWMM을 이용한 침수 모의의 정확도를 향상시키기 위해 침수 모의에 영향을 줄 수 있는 인자를 검토하고, 민감도 분석을 통해 인자별 적정 범위를 제안하는 것이다. 다만, 유역의 강우-유출과 1차원 관망 해석에 사용되는 매개변수는 과거 많은 연구자들이 적정 범위를 제시하였으므로 본 연구에서는 2차원 지표면 흐름 해석에 관한 입력 변수만을 대상으로 하였다. 이를 위해 2차원 계산의 지배방정식인 천수방정식의 매개변수 중 XP-SWMM에서 제어할 수 있는 인자와 XP-SWMM의 사용자 편의환경(graphical user interface; GUI)에서 제어 가능한 인자를 고려하였다. 선정된 인자는 지표면 조도계수, 2차원 계산 시간 간격, 2D 집수유량 계수, Smagorinsky 계수, Wet/dry 깊이이다. 제시된 인자들을 대상으로 침수흔적도의 침수 면적을 기준으로 민감도 분석을 수행하였고, 인자의 변화율을 침수 면적의 변화율로 변화시키는 조건수(condition number)를 활용하여 인자별 민감 여부를 분석하였다. 또한, 영향 인자 변화에 따른 침수 면적과 침수흔적도의 상대오차를 분석하여 영향 인자의 적정 범위를 제안하였다. 그 결과, 지표면 조도계수의 적정범위는 0.02~0.05, 2차원 계산 시간 간격은 0.1-3.5초, Smagorinsky 계수는 0.06~1.0, Wet/dry 깊이는 0.001~0.02 m인 것으로 나타났다. 본 연구는 XP-SWMM을 이용한 2차원 침수 모의에 활용될 수 있는 영향 인자와 적정 범위를 제안한 연구로서, 향후 XP-SWMM을 이용한 많은 침수분석에 참고자료로 활용될 수 있을 것으로 판단된다.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.147-166
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• 2011

In this paper, we listed and discussed the properties of the Pythagorean triples which 5 gifted 9th graders could draw in spreadsheets environments. And we also discussed their implications. In detail, in spreadsheets environments students could make the table of Pythagorean triples easily under several conditions of generate numbers of Pythagorean triples. And they could draw several properties of Pythagorean triples from the tables and could prove them. In spreadsheets environments it is easy to give students chances of generalization of the properties of Pythagorean triples which they had obtained from the concrete table of Pythagorean triples.

• The Mathematical Education
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• v.55 no.3
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• pp.251-279
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• 2016

There are many studies on 'how' students solve mathematical problems, but few of them sufficiently explained 'why' they have to solve the problems in their own different ways. As quantitative reasoning is the basis for algebraic reasoning, to scrutinize a student's way of dealing with quantities in a problem situation is critical for understanding why the student has to solve it in such a way. From our teaching experiments with two ninth-grade students, we found that emergences of a certain level of covariational reasoning were highly consistent across different types of problems within each participating student. They conceived the given problem situations at different levels of covariation and constructed their own quantity-structures. It led them to solve the problems with the resources accessible to their structures only, and never reconciled with the other's solving strategies even after having reflection and discussion on their solutions. It indicates that their own structure of quantities constrained the whole process of problem solving and they could not discard the structures. Based on the results, we argue that teachers, in order to provide practical supports for students' problem solving, need to focus on the students' way of covariational reasoning of problem situations.

• Communications of Mathematical Education
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• v.22 no.4
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• pp.417-444
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• 2008

Many research papers on the college students' functional concept show they have poor understanding on this topic. To compare the results with that of Korean students, four interrelated topics are chosen: How do they understand the concept of function?; what are their misconceptions including epistemological obstacles?; How do the function concepts develop and are acquired? For this a survey has been conducted to 95 engineering students just before they start Calculus course. We have done research on other major areas including psychology, economics and statistics to see how function is defined in these areas. Function definitions from US math text books are also introduced. Based on the these and the survey, some suggestions are made on the new curriculum which treat function as a correspondence relation. Vertical line test should be added to the Algebra II/Pre calculus course to check the univalent property.

• Journal of the Korean School Mathematics Society
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• v.23 no.3
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• pp.259-276
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• 2020

The purpose of this study was to identify how didactic transposition (teaching and learning methods) has occurred and developed in the teaching of graphs in elementary school mathematics textbooks for third and fourth graders according to the previous and current curricula. In this study, we analyzed the lesson units on bar graphs and line graphs in mathematics textbooks for each curriculum, from the fifth curriculum to the 2015 revised curriculum. We also investigated the implication of statistics education deriving from didactic transposition (teaching and learning methods). We found that the timing of teaching bar and line graphs was rarely changed as the curriculum has changed. In addition, the use of technology was not actively implemented in school statistics, although the curriculum emphasized the use of technology in statistical education. Lastly, the textbooks did not address the variability and distribution of data and the sample or sampling process, which are significant statistical concepts. Based on the findings of this study, we suggest how to teach statistical graphs and what to consider for the next mathematics textbook.

• School Mathematics
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• v.13 no.4
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• pp.599-614
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• 2011

According to prior research studies, comparison of two data sets promote informal and formal statistical reasoning, which may mediate descriptive and inferential statistics. However, there has been relatively little attention given to the mediation of both descriptive and inferential statistics. We attempted to identify which statistical concepts or factors students used and how they applied concepts or factors to make decisions when they compared data sets. We also investigated the characteristics and changes of the view of concepts and factors. As a result, we identified that students paid attention to data value, center, spread, and sample, which are important factors of inferential statistics. Students' understanding of each factors were sometimes appropriate for inferential statistics, but sometimes not. From the results, we suggest instructional ideas for a task which can connect descriptive and inferential statistics.

• Journal of Educational Research in Mathematics
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• v.27 no.1
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• pp.23-49
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• 2017

This study examined two current learning models for covariational reasoning(Carlson et al.(2002), Thompson, & Carlson(2017)), applied the models to teaching two $9^{th}$ grade students, and analyzed the results according to the types of graphs(a quantitative graph or qualitative graph). Results showed that the model of Thompson and Carlson(2017) was more useful than that of Carlson et al.(2002) in figuring out the students' levels in their quantitative graphing activities. Applying Carlson et al.(2002)'s model made it possible to classify levels of the students in their qualitative graphs. The results of this study suggest that not only quantitative understanding but also qualitative understanding is important in investigating students' covariational reasoning levels. The model of Thompson and Carlson(2017) reveals more various aspects in exploring students' levels of quantitative understanding, and the model of Carlson et al.(2002) revealing more of qualitative understanding.