• 산업경영시스템학회지
• /
• 제8권12호
• /
• pp.127-138
• /
• 1985

There are several methods which have been presented up to now in solving the simultaneous linear equations by computer. They are Gaussian Elimination Method, Gauss-Jordan Method, Inverse matrix Method and Gauss-Seidel iterative Method. This paper is not only discussed in their mechanisms compared with their algorithms, depicted flow charts, but also calculated the numbers of arithmetic operations and comparisons in order to criticize their availability. Inverse Matrix Method among em is founded out the smallest in the number of arithmetic operation, but is not the shortest operation time. This paper also indicates the many problems in using these methods and propose the new method which is able to applicate to even small or middle size computers.

• 한국통신학회논문지
• /
• 제42권5호
• /
• pp.951-958
• /
• 2017

채널 재구성 기법이란 통신시스템에서 의도되지 않은 수신자가 수신 신호로부터 어떤 채널 부호가 사용되었는지, 주요 파라미터는 무엇인지를 알아내는 기법이다. 본 논문은 수신한 신호가 길쌈부호로 부호화된 경우, 사용된 길쌈부호의 주요파라미터인 입출력단의 비트수인 k와 n, 그리고 $k{\times}n$ 생성다항식행렬(Polynomial Generator Matrix, PGM)을 찾아내는 기법에 대해 다룬다. 본 논문은 M. Marazin 등이 제안한, 피버팅을 통한 가우스 조단소거법(Gauss Jordan Elimination Through Pivoting, GJETP)을 사용한 길쌈부호의 채널 재구성 기법에서 채널오류율과 무관하게 임계값을 설정해주던 것과 달리, 수신한 시퀀스로부터 2진 대칭 채널(Bynary Symetric Channel, BSC)의 채널오류확률을 추정하고 이로부터 임계값을 설정하는 방식을 제안하고, S. Shaojing 등의 연판정(soft decision) 값을 이용한 기법을 적용시켜서 채널 재구성 기법의 성공률을 향상시켰다.

• 제어로봇시스템학회:학술대회논문집
• /
• 제어로봇시스템학회 2005년도 ICCAS
• /
• pp.2410-2413
• /
• 2005

Finite element method (FEM) has been widely used as a useful numerical method that can analyze complex engineering problems in electro-magnetics, mechanics, and others. CEMTool, which is similar to MATLAB, is a command style design and analyzing package for scientific and technological algorithm and a matrix based computation language. In this paper, we present new 3D FEM package in CEMTool environment. In contrast to the existing CEMTool 2D FEM package and MATLAB PDE (Partial Differential Equation) Toolbox, our proposed 3D FEM package can deal with complex 3D models, not a cross-section of 3D models. In the pre-processor of 3D FEM package, a new 3D mesh generating algorithm can make information on 3D Delaunay tetrahedral mesh elements for analyses of 3D FEM problems. The solver of the 3D FEM package offers three methods for solving the linear algebraic matrix equation, i.e., Gauss-Jordan elimination solver, Band solver, and Skyline solver. The post-processor visualizes the results for 3D FEM problems such as the deformed position and the stress. Consequently, with our new 3D FEM toolbox, we can analyze more diverse engineering problems which the existing CEMTool 2D FEM package or MATLAB PDE Toolbox can not solve.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제8권2호
• /
• pp.107-114
• /
• 2004

University teachers of linear algebra often feel annoyed and disarmed when faced with the inability of their students to cope with concepts that they consider to be very simple. Usually, they lay the blame on the impossibility for the students to use geometrical intuition or the lack of practice in basic logic and set theory. J.-L. Dorier [(2002): Teaching Linear Algebra at University. In: T. Li (Ed.), Proceedings of the International Congress of Mathematicians (Beijing: August 20-28, 2002), Vol. III: Invited Lectures (pp. 875-884). Beijing: Higher Education Press] mentioned that the situation could not be improved substantially with the teaching of Cartesian geometry or/and logic and set theory prior to the linear algebra. In East Asian countries, science-orientated mathematics curricula of the high schools consist of calculus with many other materials. To understand differential and integral calculus efficiently or for other reasons, students have to learn a lot of content (and concepts) in linear algebra, such as ordered pairs, n-tuple numbers, planar and spatial coordinates, vectors, polynomials, matrices, etc., from an early age. The content of linear algebra is spread out from grades 7 to 12. When the high school teachers teach the content of linear algebra, however, they do not concern much about the concepts of content. With small effort, teachers can help the students to build concepts of vocabularies and languages of linear algebra.

• 대한수학교육학회지:학교수학
• /
• 제12권3호
• /
• pp.323-335
• /
• 2010

선형대수는 대수학, 해석학, 기하학 등 수학의 모든 분야의 문제 해결에 광범위하게 이용될 뿐만 아니라 항공공학, 전자공학, 생물학, 지질학, 기계공학 등 다양한 학문영역에서 문제해결의 수단으로 쓰이는 이용도가 높은 학문이다. 따라서 선형대수는 수학 전공 학생뿐만 아니라 일반 학생에게도 쉽게 다가갈 수 있어야 한다. 그러나 대부분의 학생들은 선형대수 학습에서 많은 어려움을 느낀다. 왜 어려움을 느낄까? 선형대수를 학습하는 많은 학생들은 개념을 아예 인지하지 못하거나 자신들이 가지고 있던 산지식을 통해 오개념을 갖게 되고, 연이어 학습되는 부분에서 학습장애를 일으키고 오류를 범하기 때문이다. 본 연구는 선형방정식계의 학습에서 나타나는 학생들의 어려움과 오류를 분석하고 연구하여 보다 효과적인 선형대수 교수법을 제시하였다.