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LNG저장탱크 코너 프로텍션의 설계 최적화에 관한 연구
김형식(Hyoungsik Kim),홍성호(Seongho Hong),서흥석(Heungseok Seo) 대한기계학회 2002 대한기계학회 춘추학술대회 Vol.2002 No.11
The full containment Liquefied Natural Gas(LNG) storage tank is based on a double liquid container concept: two separate containers, one within the other, are capable of containing the LNG. The outer concrete tank provides comer protection(secondary containment) to withstand and safely contain any spill from the inner tank. The comer protection is installed on inside comer surface of outer concrete tank. Because of high and complex stresses, comer protection is designed by ASME section Ⅷ Div. 2, Appendix 4 on behalf of API 620 which is main design code for LNG tank. Design guidelines to determine design factors such as liner thickness and knuckle radius are not well understood because Appendix 4 is the design method not based on equation but FEM. Recently, the volume of LNG tank shows a tendency to increase. So it is necessary to set up the design guidelines to cope with change of LNG tank size and height/diameter ratio. In this paper, optimum design of corner protection was performed and the design guidelines were suggested by the results of FEM for LNG tanks which have different sizes and height/diameter ratio.
자기주도학습과 자기조절학습 프로그램이 수학의 인지적 영역과 정의적 영역에 주는 효과에 대한 메타분석
고호경 ( Ko Ho Kyoung ),김형식 ( Kim Hyoungsik ),손복은 ( Son Bokeun ),손정임 ( Son Jeong-im ),이지혜 ( Ee Jihye ),이형주 ( Lee Hyoungju ) 한국수학교육학회 2016 수학교육 Vol.55 No.3
The purpose of this study was to report the effects of self-directed and self-regulated learning programs on elementary, middle, and high school students through meta-analysis of previous studies. For this research, 22 of previous studies were selected which were all conducted in the country, and calculated the effect size of ‘standardized change of the mean difference’ for many factors included in each research. The findings were as follows: first, the overall effect sizes of self-directed and self regulated learning programs on elementary, middle, and high school students were .665 and .702 in the affective and cognitive domain, respectively, meaning that the self-directed and self-regulated learning programs had average or greater effects on elementary, middle, and high school students and exerted somewhat greater effects in the cognitive domain. Second, when the areas of moderating effects were divided into self directed and self-regulated learning, the former and latter had more influences on the cognitive and affective domains, respectively. Third, the elementary school level recorded a larger effect size both in the affective and cognitive domains than the secondary school level. Fourth, the findings show that the characteristics of affective domain, "reflective thinking" and "self-confidence," recorded a very large effect size both at the elementary and secondary school levels. Finally, the programs were more effective when the application period was one to four weeks in the affective domain and more than four weeks in the cognitive domain. And, Significance and implications of this research were discussed.