거리(距離)의 확장화(擴張化)에 대하여

양인환 한국수학교육학회 1976 수학교육 Vol.15 No.1

論理와 集合槪念을 土臺로한 不等式의 指導 : 高校生을 위한 몇가지 基本問題를 中心으로 Centering around some basic Problems for the High School Students

梁仁煥 淸州敎育大學校 1975 論文集 Vol.11 No.-

고강도 콘크리트의 역학적 특성에 대한 실험 연구

양인환,황철성,Yang, In-Hwan,Hwang, Chul-Sung 한국구조물진단유지관리공학회 2017 한국구조물진단유지관리공학회 논문집 Vol.21 No.6

An experimental program was carried out to investigate the mechanical properties of high-strength concrete. High-strength concrete with compressive strengths of 80 to 120 MPa was tested. Test results are presented regarding effect of water-binder ratio on compressive strength and compressive strength gain. In addition, the effect of curing methods on compressive strength, elastic modulus, splitting tensile strength, and modulus of rupture is investigated. Test results of elastic modulus, splitting tensile strength, and modulus of rupture are compared with predictions from the current design recommendations. Predictions of elastic modulus by using KCI recommendation has good agreement with test results. However, predictions of modulus of rupture by using KCI recommendation underestimate the test results. ACI 363R recommendations predict well test results of splitting tensile strength and modulus of rupture. ACI 363R recommendations for predicting splitting tensile strength and modulus of rupture can be used for high-strength concrete with compressive strengths up to 120 MPa. 이 연구에서는 고강도 콘크리트의 역학적 특성을 파악하기 위한 실험연구를 수행하였다. 80~120 MPa 범위의 압축강도를 갖는 고강도 콘크리트를 대상으로 실험연구를 수행하였다. 물-결합재비의 압축강도에 대한 영향, 시간에 따른 압축강도의 발현 및 양생조건의 압축강도에 대한 영향을 분석하였다. 또한, 양생조건에 따른 콘크리트의 탄성계수, 쪼갬인장강도 및 파괴계수 특성을 파악하였다. 탄성계수, 쪼갬인장강도 및 파괴계수의 실험결과와 기존설계코드에 의한 예측결과를 비교하였다. 콘크리트구조기준의 탄성계수 제안식은 실험값을 합리적으로 예측한다. 반면에, 콘크리트구조기준은 파괴계수 실험값을 과소평가하고 있다. ACI 363R의 쪼갬인장강도와 파괴계수 예측값과 실험값은 잘 일치하고 있다. 따라서, ACI 363R의 쪼갬인장강도와 파괴계수 예측식은 120 MPa까지의 고강도 콘크리트에 효과적으로 활용될 수 있다.

메틸렌블루 용액을 이용한 광촉매 혼입 모르타르의 방오성능 평가

양인환,박지훈,박희웅,정회원 한국건설순환자원학회 2020 한국건설순환자원학회 논문집 Vol.8 No.3

본 연구에서는 광촉매를 혼입한 모르타르의 방오성능을 평가하기 위해 메틸렌 블루를 이용한 실험 연구를 수행하였다. 실험시편은 시멘트 중량대비 2.5%, 5.0%, 7.5% 및 10.0%의 광촉매를 혼입하여 모르타르 시편을 제작하였고, 시편 표면에 스크래치형태로 조도를 설정하였다. 표면 조도는 3가지로 조도가 없는 경우, 조도가 작은 경우(중간 조도), 조도가 큰 경우(거친 조도)로설정하였다. 모르타르 시편 제작 후 24시간 동안 자외선램프 조사와 12시간 동안 메틸렌 블루 컨디셔닝 용액에 침지 하는전처리 과정을 진행하였다. 실험챔버에 전처리가 완료된 모르타르 시편을 배치 후 48시간 동안 자외선램프를 조사하였고시간에 따라 메틸렌 블루 수용액의 색 변화를 분광측색계를 이용하여 측정하였다. 광촉매의 혼입량이 증가할수록 메틸렌블루 색 변화는 증가하는 경향을 나타내며 이는 방오성능이 증가하는 것을 의미한다. 반면에 표면조도가 증가할수록 메틸렌블루 용액의 색 변화는 뚜렷한 경향은 나타내지 않으며 표면의 광촉매 분포가 일정하지 않기 때문이다.

行列의 代數의 몇가지 問題

梁仁煥 淸州敎育大學校 1969 論文集 Vol.5 No.-

平行線의 公理에 관한 史的考察

梁仁煥 淸州敎育大學校 科學敎育硏究所 1980 科學과 數學敎育論文集 Vol.5 No.-

순환굵은골재를 포함하는 콘크리트의 역학적 특성 및 강도 예측

양인환,김경철 한국구조물진단유지관리공학회 2016 한국구조물진단유지관리공학회 논문집 Vol.20 No.2

According to KS and Standard Specifications for Concrete, the compressive strength of concrete containing recycled aggregate is limitedto 27 MPa and thereafter there are little research on concrete containing recycled aggregate of its compressive strength of greater than 27 MPa. Therefore,to expand the applicability of concrete recycled coarse aggregate(RCA), this paper concerns the mechanical properties of concrete containing RCA withcompressive strength ranging from 30 to 60 MPa. The experimental parameters were water-cement ratio and replacement ratio of RCA. Water-cementratio() was 0.36, 0.46 and 0.53, and replacement ratio of RCA was 30, 50, 70 and 100%. The experimental results were discussed about compressivestrength, elastic modulus, split tensile strength and modulus of rupture. Test results of elastic modulus were compared to the design code predictions. Experimental elastic modulus for concrete with =0.53 decreased by greater than 10% compared with that for concrete with =0.36. The designcode predictions for elastic modulus overestimated the experimental results. Whereas, the design code predictions for modulus of ruptureunderestimated the measured values. KS기준 및 콘크리트표준시방서에는 순환골재를 사용한 콘크리트의 압축강도를 27 MPa 이하로 제한하고 있으며, 이에 따라 27MPa를 초과하는 순환골재 콘크리트에 대한 역학적 특성에 대한 연구결과는 부족한 상황이다. 따라서, 이 연구에서는 순환굵은골재 사용의 확대를 위해 압축강도 30∼60 MPa 범주의 굵은순환골재를 사용한 콘크리트의 압축강도를 포함한 역학적 특성을 연구하였다. 실험변수로써 물-시멘트 비와 굵은순환골재의 치환율을 고려하였다. 고려된 물-시멘트 비는 0.36, 0.46 및 0.53 이고, 순환굵은골재의 치환율은 30, 50, 70 및100%이다. 실험변수에 따른 순환골재 콘크리트의 7일 및 28일 압축강도, 탄성계수, 인장강도 및 파괴계수 특성을 분석하였다. 물-시멘트 비가0.36일 때의 탄성계수에 비해 0.53일 때의 탄성계수는 10% 이상 감소하였다. 탄성계수 실험결과와 기존설계코드에 의한 탄성계수 예측결과를비교하였으며, 설계코드에 의한 탄성계수 예측결과는 실험결과를 과다평가하고 있다. 반면에 설계코드에 의한 파괴계수 예측결과는 압축강도 40 MPa 이상의 콘크리트의 파괴계수 실험결과를 과소평가하고 있다.

小集團活動을 통한 問題解決指導

梁仁煥 韓國敎員大學校 數學敎育硏究所 1994 靑藍數學敎育 Vol.4 No.-

推論의 方法을 中心으로한 算數科 敎授-學習資料의 模型開發

黃秉德,梁仁煥 淸州敎育大學校 科學敎育硏究所 1979 科學과 數學敎育論文集 Vol.4 No.-

This study is aimed at how the logical thought occupying the kernel position in mathematical thoughts should be constructed and guided through the teaching situation in elementary mathematics. Children's way of thinking is generally regarded as "intuitive aspect" becoming the dynamic force of thinking activity and "object relation"determining the direction of dynamic force of thinking activity. In this study, laying stress on the latter, we concentrate upon how it associated with the teaching situation. On this premise, the concrete objectives are established as follows: 1. To furnish the field-teachers with the argument for clearing up their point of view about the methods of inferences. 2. To classify and extract the subject matters guided by the methods of the inductive, the deductive, and the analogical inference through the analysis of the textbooks(from the first to the sixth grade) in elementary mathematics. 3. To develop the teaching-learning materials guided by the methods of the inductive, the deductive, and the analogical inference. In chapterⅡ, we made it clear that the methods of inferences driven in this study were limited to the inductive, the deductive, ant the analogical inference, and we investigated these methods for the connotative characters according to the types of inferences and examined by associating them with examples, when we are confronted with the practical questions, the concept is comparatively clear in the inductive and deductive inference as they correlate to each other, but it is full of ambiguities in the analogical inference, so that we spared more space for the study of this type. In chapterⅢ, we inquired into the field-teachers views of the inductive, the deductive, and the analogical ingerence. From the results, we could recognize that the teachers took comparatively low interests in the methods of inferences called in to question in our study, and that they were making little use of the methods in their practical teaching. In chapterⅣ, through analyzing the textbooks covering the whole grades in elementary mathematics, we extracted the materials expected to push on to the children's process of thinking by means of the inductive, the deductive, and the analogical inference. we extracted three to five from every textbook according to the types of inferences, Here, by making and presenting the materials bearing the universal characters as to the types of thought, not leaning toward the specific grade, we expect that they can help the field-teachers grasp the general characters about the methods of inferences, and that teachers can make use of them as the reference materials for the study on the teaching method However, we have an unsatisfied feeling by not dealing in great detail and more widely with the problems and statistically with the goodness. As mentioned above, in this study we could get extremely limited materials in order to research into the teaching methods of the inductive, the deductive, and the analogical inferences laying stress on the logical process of thinking. with this result, we cannot draw any hasty conclusion on the cultivation of thinking power bearing extensive characters, but as the research materials in this field are rarely if ever found at the present time, we only hope that this study will help the field-teachers enlarge their point of views for the teaching methods, and that it will furnish them with significant materials for their future studies. we will not conclude our study with the recommendations as follows. 1. Teachers should always keep in mind that there are frequent occassions when it becomes necessary to mobilize the inductive, the deductive, and the analogical thoughts associated closely with the intuitive thought in the development of theory or in the process of dealing with the problems. 2. The study on the teaching methods through the inductive, the deductive, and the analogical thoughts should be continued with attention to the fact that the textbooks in mathematics have compiled in order to expand concepts or rules gradually out of consideration for children's stages of development. 3. In view of the fact that the axiomatic method plays the role of a principal axis in current mathematics, the deductive thoughts forming the basis of demonstration is very important, and it is possible to get nearer to the formal logic with going up to the high grades. 4. It is serious subject how we should establish the contents of the teaching of logic and the limits of it in elementary mathematics and how we should organize the systems of teaching through the whole grades. 5. By investigating children's mental stages of development, we should develop more reasonable contents of teaching as to methods of inferences.

산수과 교사재교육에 있어서 群의 基本槪念의 지도

梁仁煥 淸州敎育大學校 科學敎育硏究所 1981 科學과 數學敎育論文集 Vol.6 No.-