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Hee-Sauk Jhon,Jae-Hong Lee,Jaeho Lee,Byoungchan Oh,Ickhyun Song,Yeonam Yun,Byung-Gook Park,Jong-Duk Lee,Hyungcheol Shin IEEE 2009 IEEE electron device letters Vol.30 No.12
<P>In this letter, <I>f</I> <SUB>max</SUB> improvement of a circuit-level radio-frequency (RF) transistor with systematic layout variations is presented in deep-submicrometer CMOS technology. We confirmed that the circuit-level MOS transistor has a tradeoff among the extrinsic capacitive and resistive parasitics (<I>C</I> <SUB>gd</SUB>, <I>C</I> <SUB>gs</SUB>, and <I>Rg</I>) on circular gate metal layers. Furthermore, it reduces the extrinsic <I>C</I> <SUB>gd</SUB> and <I>Rg,</I> which have great effect on the RF performance, simultaneously. For qualitative analysis of the capacitive coupling, which attributed to undesired extrinsic capacitance, capacitive coupling paths were separately defined as two cases, namely, direct capacitive coupling and indirect capacitive coupling. Some of the key small-signal parameters were also extracted and compared with different types of transistors, and they show a good match with the observed trends. The proposed layout exhibits the improvement of <I>f</I> <SUB>max</SUB> up to ~ 21% without <I>fT</I> variation compared to a reference device due to reduced extrinsic <I>Rg</I> and <I>C</I> <SUB>gd</SUB> parasitics by changing the number of gate contacts and gate-to-drain interconnection lines.</P>
( Lee Jiyoon ),( Moon Byoungchan ) 한국초등과학교육학회 2015 한국초등과학교육학회 학술대회 Vol.68 No.-
The purpose of this study is to examine the characteristics shown in observational record by analyzing the differences between learning concentration and observational results in students’ observation activities by individual and group. The study made 13 4th graders in elementary school observe three rocks including granite, basalt, and conglomerate, record the observational contents, and show the five things per rock about them by writing and figures. It analyzed learning concentration of the students while they observed the rocks and their observational types, their truth and validity, and use frequency and appropriateness of observational tools based on the observational records. First, students’ learning concentration in the observation activities by individual and group has found that the individual activities are higher than the group ones. The results of the precedent studies that learning by group is more positive than individual learning have been reported. However, there is increase in frequency of the behaviors of the students who concentrate on stimulation which has nothing to do with the observation activities or don’t follow teachers’ instruction in the process that they communicate with friends in groups when compared to the individual activities. Second, most students preferred the methods to record writing and figures together in the observation activities by individual and group. However, there were many students who had difficulties in utilizing observational figures effectively in the cases which show their observational contents by figures. Third, truth of observational writing in the observational activities by individual and group has found to be relatively high and truth of observational figures was shown to be low. Presentation of the observational viewpoint is required to make students record the partial characteristics rather than showing the general characteristics of rocks. Fourth, validity of the observational contents was analyzed to be low in the observational activities by individual and group. The observational contents collected by the students were quantitatively enough but were not qualitatively useful. Teachers should lead students to collect what information through observation. Fifth, there was the low rate that the students select proper tools in observation of rocks in the observation activities by individual and group. The students have found to have difficulties in use proper tools in observation of rocks. Teachers need to seek the teaching and learning plans to provide analytical viewpoints about rocks, the objects of observation, for students and make the observational results that they collected be properly used in the activities to observe rocks by suggesting the observational viewpoint to get the students to observe the entire parts and parts evenly. And they should design the teaching and learning methods which lead and encourage students to collect new scientific facts about rocks in their shoes.
친환경 추진제 점화기 설계 및 혼합비에 따른 점화 특성
채병찬(Byoungchan Chae),이양석(Yangsuk Lee),고영성(Youngsung Ko),김유(Yoo Kim),김선진(Sunjin Kim),전영진(Youngjin Jeon) 한국추진공학회 2009 한국추진공학회 학술대회논문집 Vol.2009 No.11
본 연구에서는 고농도 과산화수소와 케로신을 사용하는 저추력 엔진의 촉매방식 점화기를 설계 제작하고, 수류시험을 통해 설계 압력 대비 유량을 확인하였다. 점화 성능 확인을 위해 과산화수소 분해열이 정상상태에 도달하는 지점에서의 케로신 유량변화에 따른 혼합비를 변화시켰고, 넓은 범위의 혼합비에서 안정된 점화특성을 확인하였다. A catalyst ignitor of small thrust engine using hydrogen peroxide and kerosene was designed and fabricated, which confirmed mass flow rate for design pressure through the water cold-flow test in this study. In order to investigate ignition performance, it was changed that mixture ratio for kerosene mass flow rate in a position which heat of hydrogen peroxide decomposition comes to a steady state. And we confirmed stable ignition property in a wide range of mixture ratio.
이영준(YoungJun Lee),곽병찬(ByoungChan Gwak) 한국컴퓨터정보학회 2012 한국컴퓨터정보학회 학술발표논문집 Vol.20 No.2
본 논문에서는 실시간 원격 수업(Real-Time Distance Education) 환경 하에서 학생들의 수업 집중 및 효율적인 교수를 위한 버즈학습(Buzz Learning)의 필요성을 제안한다. 이 학습법은 실시간 원격 수업에서 일어날 수 있는 집중력 저하 및 수업참가율 저조를 최소화하고, 학습자 간의 협동 및 상호작용을 향상시킨다. 또한 버즈법에 의한 그룹 편성 및 학습형태는 각 그룹에서 토의한 결과를 다시 전체가 모여 토의함으로써 소집단의 토의결과를 종합 정리하고 결론을 도출해 내는 집단 토의 형태를 띤다. 토의학습은 흔히 몇몇 학생의 경우 토의에 참가하지 않거나 또는 한 명이 독무대화하는 경향이 있는데 여기서는 그룹 전원이 토론에 적극 참여할 수 있게 한다. 본 논문에서는 실시간 원격 수업을 통하여 이뤄지는 실제 강의에 적용된 버즈 학습이 학생들의 수업참여도 및 학습 향상 면에서 우수함을 보여준다.