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블루투스 기저대역을 위한 상관기와 액세스 코드 생성 모듈의 설계
황선원,이상훈,신위재,Hwang Sun-Won,Lee Sang-Hoon,Shin Wee-Jae 한국융합신호처리학회 2005 융합신호처리학회 논문지 (JISPS) Vol.6 No.4
본 논문에서는 블루투스 기저대역에 적용하기 위한 상관기와 액세스 코드 생성모듈의 설계에 대해 다룬다. 상관기와 액세스 코드 생성 모듈은 블루투스 유닛 사이의 연결설정과 패킷판별, 클록 동기화를 수행한다. 상관기 모듈은 1Mb/s 전송속도를 가지는 입력신호에 대해 슬라이딩 윈도우 상관을 취하여 유용한 패킷판별과 클록 동기화를 행하며, 그 구성은 Wallace tree 구조의 CSA(Carry Save Adder)와 임계 값 판별기로 구성된다. 액세스 코드 생성모듈은 블루투스 표준안에서 제시한 4단계의 생성과정에 따라 설계하였으며 BCH(Bose-Chadhuri-Hocquenghem)순회 부호기(cyclic code)와 제어장치로 구성된다. 의사 랜덤 시퀀스는 동기화 문제를 해결하기 위해 임의의 저장장치에 저장된 형태로 사용하였다. 본 논문에서 제시한 상관기와 액세스 코드 생성모듈은 하드웨어 묘사언어인 VHDL로 설계되었으며 시뮬레이션 및 테스트를 위해 Xilinx FPGA를 사용하여 검증하였다. 설계된 회로의 합성결과는 치대 4.689ns의 임계지연과 최대 7-bit까지의 상관허용 오차를 보여준다. We describe the design for a correlator and an access code generator in bluetooth system. These are used for a connection setting, a packet decision and a clock synchronization between Bluetooth units. The correlator consists of two blocks; carry save adder based on Wallace tree and threshold-value decision block. It determines on an useful packet and clock-synchronization for input signal of 1.0Mbps through the sliding-window correlating. The access-code generator also consists of two blocks; BCH(Bose-Chadhuri-Hocquenghem) cyclic encoder and control block. It generates the access-codes according to four steps' generation process based on Bluetooth standard. In order to solve synchronization problem, we make use of any memory as a pseudo random sequence. The proposed correlator and access-code generator were coded with VHDL. An FPGA Implementation of these modules and the simulation results are proved by Xilinx chip. The critical delay and correlative margin based on synthesis show the 4.689ns and the allowable correlation-error up to 7-bit.
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( 2- ( 2,6- 디클로로페닐 ) 아미노 ) 페닐 아세트산나트륨의 합성
황선원,정노희,남기대 ( Sean Won Hwang,No Hee Jeong,Ki Dae Nam ) 한국공업화학회 1994 공업화학 Vol.5 No.3
(2-(2, 6-디클로로페닐)아미노)페닐 아세트산나트륨의 합성단계를 줄이고 각 단계별 합성수율을 향상시켰다. 합성은 4단계로 하였으며 출발물질은 2, 6-디클로로아닐린과 모노브로모벤젠을 사용하였다. 첫단계인 Ullmann반응은 구리촉매를 3회 분할 첨가하여 80%의 수율로 진행시켰고, 아실화와 프리델-크라프트 반응도 효율적으로 단순화하였다. 최종 반응생성물인 디클로페낙은 클라이젠 용액을 사용하여 제3단계에서 얻은 1-(2, 6-디클로로페닐)-2-인돌리논을 가수 분해함으로써 97%의 수율로 얻었다. The synthetic steps of sodium(2-(2, 6-dichlorophenyl) amino)phenylacetate were reduced and increased the yield in each steps. The synthetic process was composed to four steps and 2, 6-dichloroaniline and monobromobenzene were used as starting materials. The first step, Ullmann reaction was carried out by addition of copper catalyst in three lots in 80% yield. The steps of acylation and Friedel-Craft reaction were simplified successfully. The final product, diclofenac was obtained in 97% yield by hydrolyzing 1-(2, 6-dichlorophenyl)-2-indolinone which was gained in third step with Claisen-solution.
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5,6차 敎育課程에 의한 中學校 科學 1 敎科書 중 生物 領域에 대한 比較 分析
황선원,정계준,김정곤 경상대학교 과학교육연구소 1996 科學敎育硏究所報 Vol.16 No.1
The biology area of the 8 science textbooks 1 of the middle school by the 6th curriculum were analyzed comparatively with those of the 5th curriculum. 1. The old curriculum presented a comprehensive object on each major subject and detailed target goals for each sub-theme. While the new curriculum point on the research activity. The school year objective in the old curriculum was deleted in the new textbooks. 2. The new curriculum emphasizes research activities. It also give emphasis to the biological material in our surroundings, field tour studies, open questions, and various active applications and participation in scientific events. 3. The degree of emphasis for each scientific area varies in the eight new textbooks according to publisher. The number of pages allotted for biological subjects is 28.4% and takes up more pages than other areas (earth science, 25.6%; chemistry and physics, 23%). Experimental observation and research in biology are discussed at 35.7% and 24.6%, respectively. In the old textbooks, 29.1% of the total pages dedicated to biology and experimental observation and research occupied 36.4% and 34.2, respectively. In these points, these are little differences between the new and the old textbooks. 4. The biological content dealing with levels area comprises 68.7% of the new textbooks and 62.8% of the old. Biological structure and function are discussed 55.1% in the new textbook, as opposed to 48.3% in the old. The least emphasis is on cells (4.7% vs 5.5%) as well as the topic areas of level and evolution (0.4% vs 0.5%). Molecules, individual groups, hereditary genetics, controls and stabilizations are not mentioned at all in the new and the old textbooks. 5. Experimental observation in the new textbooks are 19.1 times, which is greater than the average 15.8 in the old. The most common experimental aspects are shape observation and similarities of many organisms in the new and the old textbooks. Common experimental themes are cell observation, the appearances of mold, froggy, grasshoppers, crucial carps and crayfish. The themes of other experimental observations are usually similar even though there are some differences in experimental materials. 6. Fifty-five species of living organisms are indicated in the new textbook, as opposed to 39 in the old. Twenty-five organisms such as crayfish, frogs and forsythe are discussed in common in the new and the old textbooks. The most frequency mentioned material in the new and old textbooks is the peach tree (14 times vs. 7 times, respectively). 7. Eleven species of chemicals are used for experimental observations in the new textbook, and seven species in the old textbook. Common chemicals used in both textbooks are ethanol and ether. Chemicals used more than 5 times in the new textbooks are hot water, anesthetics, Chinese ink and pond water. Scissors and sixty-nine other species of instruments used for experimental observations, in the new textbook and filtering paper and twenty-nine other species are found in the old textbook. 8. Drawings appear on average about 44.1 biological pistures per book in the new textbooks and 66.2 pictures per book, in the old textbooks. There are also about 13,9 photos in the new vs. 17.8 photos in the old. 9. The results of the comparison of the former textbooks with the new in regard to the biological subject matter can be summarized as follows: the understanding of scientific facts, concepts and principles were emphasized in the old textbooks, while the new textbooks encourage interest in scientific study by learning basic research methods, understanding natural phenomena through research activity and development of a research attitude in students. 10. Suggestions for future revisions of the textbook: If we reduce memorized vote learning and focus on individualized self-motivated learning, one can expect many results. This method conjoined with free discussions can further enhance results. Furthermore, when selecting topics and studies, research activities should be emphasized. These methods will raise the students' intellectual curiosity more than the textbooks centered learning systems.
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황선원,김철,주동표 亞州大學校 1990 論文集 Vol.13 No.-
Evaporation experiments of 10-20 wt% LiNO₃aqueous solutions,as simulated liquid radwastes,were undertaken using a laboratory scale thermosyphonic evaporator. Influences of various factors,such as boilup rate of vapor,vapor spacing and number of perforated plates as deentrainment unit,on decontamination factor were investigated and empirical correlations between them were proposed. Decontamination factor was not affected by the concentration of the solution.But being sensitive to the boilup rate of vapor,it appeared to be maximum at splash point of 95 kg/m²hr and was increased by increasing length of vapor spacing and number of perforated plates.
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