• Nuclear Engineering and Technology
• /
• v.12 no.2
• /
• pp.127-134
• /
• 1980

Shielding problems associated with neutron streaming through the reactor vessel cavity of pressurized water reactors are discussed to a certain extent with the actual examples in the currently operating reactors. Various remedial techniques are proposed herein to mitigate the tedious neutron streaming phenomena including piling up in heaps of temporary boron-containing bags and the installation of permanent shield structure making use of a certain refractory materials. In conclusion, optimum cavity shielding design concepts are presented with special emphasis on such major factors as the identification of major neutron streaming path, selection of necessary shielding materials with acceptable constraints, detailed design characteristics and physical configuration as well as the formulation of dependable mathematical tools to predict the final outcome of each design concept proposed in the context.

• Journal of the Korean Society of Fisheries and Ocean Technology
• /
• v.35 no.1
• /
• pp.54-59
• /
• 1999

High-speed electronic digital computers have enabled engineers to employ various numerical discretization techniques for solutions of complex problems. The Finite Element Method is one of the such technique. The Finite Element Method is one of the numerical analysis based on the concepts of fundamental mathematical approximation. Three dimensional plate structures used often in partition of ship, box girder and frame are analyzed by Finite Element Method. In design of structures, the static deflections, stress concentrations and dynamic deflections must be considered. However, these problem belong to geometrically nonlinear mechanical structure analysis. The analysis of each element is independent, but coupling occurs in assembly process of elements. So, to overcome such a difficulty the shell theory which includes transformation matrix and a fictitious rotational stiffness is taken into account. Also, the Mindlin's theory which is considered the effect of shear deformation is used. The Mindlin's theory is based on assumption that the normal to the midsurface before deformation is "not necessarily normal to the midsurface after deformation", and is more powerful than Kirchoff's theory in thick plate analysis. To ensure that a small number of element can represent a relatively complex form of the type which is liable to occur in real, rather than in academic problem, eight-node quadratic isoparametric elements are used. are used.

• Journal of the Computational Structural Engineering Institute of Korea
• /
• v.24 no.2
• /
• pp.121-131
• /
• 2011

An object oriented programming(OOP) framework is presented to solve plane elastostatic contact problems by means of the boundary element method(BEM). Unified modeling language(UML) is chosen to describe the structure of the program without loss of generality, even though all implemented codes are written with C++. The implementation is based on computational abstractions of both mathematical and physical concepts associated with contact mechanics involving geometrical nonlinearities and the corner node problems for multi-valued traction. The overall class organization for contact analysis is discussed in detail. Numerical examples are also presented to verify the accuracy of the developed BEM program.

• Smart Structures and Systems
• /
• v.29 no.4
• /
• pp.577-588
• /
• 2022

Oil refineries' Fluid Catalytic Cracking Units (FCCU) when in full operation may exhibit strong fluid dynamics caused by turbulent flow in the piping system that may induce vibrations in other mechanical and structural components of the Unity. This paper reports on the experimental-theoretical-computational program performed to get the vibration properties and the dynamic response amplitudes to find out alternative solutions to attenuate the excessive vibrations that were causing fatigue fractures in components of the bottle like reactor-regenerator of an FCC unit in operation in an existing oil refinery in Brazil. Solutions to the vibration problem were sought with the aid of a 3D finite element model calibrated with the results obtained from experimental measurements. A short description of the found solutions is given and their effectiveness are shown by means of numerical results. The solutions were guided by the concepts of structural stiffening and dynamic control performed by a nonlinear pendulum controller whose mechanical design was based on parameters determined by means of a parametric study carried out with 2D and 3D mathematical models of the coupled pendulum-structure system. The effectiveness of the proposed solutions is evaluated in terms of the fatigue life of critical welded connections.

• Education of Primary School Mathematics
• /
• v.25 no.1
• /
• pp.57-79
• /
• 2022

Current mathematics It is necessary to ensure that ratio and proportion concept is not distorted or broken while being treated as if they were easy to teach and learn in school. Therefore, the purpose of this study is to analyze the activities presented in the textbook. Based on prior work, this study reinterpreted the proportional reasoning task from the proportional perspective of Beckmann and Izsak(2015) to the multiplicative structure of Vergnaud(1996) in four ways. This compared how they interpreted the multiplicative structure and relationships between two measurement spaces of ratio and rate units and proportional expression and proportional distribution units presented in the revised textbooks of 2007, 2009, and 2015 curriculum. First, the study found that the proportional reasoning task presented in the ratio and rate section varied by increasing both the ratio structure type and the proportional reasoning activity during the 2009 curriculum, but simplified the content by decreasing both the percentage structure type and the proportional reasoning activity. In addition, during the 2015 curriculum, the content was simplified by decreasing both the type of multiplicative structure of ratio and rate and the type of proportional reasoning, but both the type of multiplicative structure of percentage and the content varied. Second, the study found that, the proportional reasoning task presented in the proportional expression and proportional distribute sections was similar to the previous one, as both the type of multiplicative structure and the type of proportional reasoning strategy increased during the 2009 curriculum. In addition, during the 2015 curriculum, both the type of multiplicative structure and the activity of proportional reasoning increased, but the proportional distribution were similar to the previous one as there was no significant change in the type of multiplicative structure and proportional reasoning. Therefore, teachers need to make efforts to analyze the multiplicative structure and proportional reasoning strategies of the activities presented in the textbook and reconstruct them according to the concepts to teach them so that students can experience proportional reasoning in various situations.

• Journal of Elementary Mathematics Education in Korea
• /
• v.18 no.1
• /
• pp.1-17
• /
• 2014

Instructions for the commutative property of multiplication at elementary schools tend to be based on checking the equality between the quantities of 'a times b 'and b' times a, ' for example, $3{\times}4=12$ and $4{\times}3=12$. This article critically examined the approaches to teach the commutative property of multiplication from Kant's perspective of mathematical knowledge. According to Kant, mathematical knowledge is a priori. Yet, the numeric exploration by checking the equality between the amounts of 'a groups of b' and 'b groups of a' does not reflect the nature of apriority of mathematical knowledge. I suggest we teach the commutative property of multiplication in a way that it helps reveal the operational schema that is necessarily and generally involved in the transformation from the structure of 'a times b' to the structure of 'b times a.' Distributive reasoning is the mental operation that enables children to perform the structural transformation for the commutative property of multiplication by distributing a unit of one quantity across the other quantity. For example, 3 times 4 is transformed into 4 times 3 by distributing each unit of the quantity 3, which results in $3{\times}4=(1+1+1){\times}4=(1{\times}4)+(1{\times}4)+(1{\times}4)+(1{\times}4)=4+4+4=4{\times}3$. It is argued that the distributive reasoning is also critical in learning the subsequent mathematics concepts, such as (a whole number)${\times}10$ or 100 and fraction concept and fraction multiplication.

• Communications of Mathematical Education
• /
• v.31 no.1
• /
• pp.85-101
• /
• 2017

The purpose of this study is to investigate how elementary school students understand and use the number line relating number concept and what is the main problem in the learning process. For the efficient achievement of this purpose, we investigated how the number line metaphor is related to the number concept and considered the role of the number line on Freudenthal's number concept teaching theory. The test conducted to find the degree of understanding and difficulty on using the number line by actual elementary school students consisted of two questions ; to find appropriate number corresponding to the given number on the number line and to identify contents of chapters about the use of number line on each grade. It was found that many students couldn't solve the problem represented by the number line though they could solve the problem represented by other ways such as number track and pictures. The only difference between the two problems was the way of representation, and they had same contents and structure. This study tried to figure out the meaning of this phenomenon. Also, by using various teaching-learning method (number track, pictures, empty number line, and double number line etc.), this study was aimed to provide the way to help learning 'related number concept' and to solve the difficulty on understanding the number line.

• Education of Primary School Mathematics
• /
• v.16 no.2
• /
• pp.107-122
• /
• 2013

The purpose of the study is finding the effective teaching and learning methods on the concepts of figures through exploring the change of students' cognitive structures before and after the peer teaching activities. The difference of the peer teacher's and student's cognitive structures was investigated for the activities. Three teams, six students of 5th grade, were selected from the S elementary school in Boyeon. To figure out the students' cognitive structures, pre and post in-depth interviews were conducted and analyzed. Both peer teachers' and learners' cognitive structures were changed. Peer teachers' cognitive structures were changed more positively than peer learners. A consistent systematic planation and continuous teacher support and effort are needed for the activities.

• Korean Journal of Cognitive Science
• /
• v.27 no.2
• /
• pp.159-219
• /
• 2016

Mathematical ability is important for academic achievement and technological renovations in the STEM disciplines. This study concentrated on the relationship between neural basis of mathematical cognition and its mechanisms. These cognitive functions include domain specific abilities such as numerical skills and visuospatial abilities, as well as domain general abilities which include language, long term memory, and working memory capacity. Individuals can perform higher cognitive functions such as abstract thinking and reasoning based on these basic cognitive functions. The next topic covered in this study is about individual differences in mathematical abilities. Neural efficiency theory was incorporated in this study to view mathematical talent. According to the theory, a person with mathematical talent uses his or her brain more efficiently than the effortful endeavour of the average human being. Mathematically gifted students show different brain activities when compared to average students. Interhemispheric and intrahemispheric connectivities are enhanced in those students, particularly in the right brain along fronto-parietal longitudinal fasciculus. The third topic deals with growth and development in mathematical capacity. As individuals mature, practice mathematical skills, and gain knowledge, such changes are reflected in cortical activation, which include changes in the activation level, redistribution, and reorganization in the supporting cortex. Among these, reorganization can be related to neural plasticity. Neural plasticity was observed in professional mathematicians and children with mathematical learning disabilities. Last topic is about mathematical creativity viewed from Neural Darwinism. When the brain is faced with a novel problem, it needs to collect all of the necessary concepts(knowledge) from long term memory, make multitudes of connections, and test which ones have the highest probability in helping solve the unusual problem. Having followed the above brain modifying steps, once the brain finally finds the correct response to the novel problem, the final response comes as a form of inspiration. For a novice, the first step of acquisition of knowledge structure is the most important. However, as expertise increases, the latter two stages of making connections and selection become more important.

• Journal of The Korean Association For Science Education
• /
• v.34 no.4
• /
• pp.335-347
• /
• 2014

Size/scale is a central idea in the science curriculum, providing explanations for various phenomena. However, few studies have been conducted to explore student understanding of this concept and to suggest instructional approaches in scientific contexts. In contrast, there have been more studies in mathematics, regarding the use of number lines to relate the nature of numbers to operation and representation of magnitude. In order to better understand variations in student conceptions of size/scale in scientific contexts and explain learning difficulties including alternative conceptions, this study suggests an approach that links mathematics with the analysis of student conceptions of size/scale, i.e. the analysis of mathematical structure and reasoning for a number line. In addition, data ranging from high school to college students facilitate the interpretation of conceptual complexity in terms of mathematical development of a number line. In this sense, findings from this study better explain the following by mathematical reasoning: (1) varied student conceptions, (2) key aspects of each conception, and (3) potential cognitive dimensions interpreting the size/scale concepts. Results of this study help us to understand the troublesomeness of learning size/scale and provide a direction for developing curriculum and instruction for better understanding.