http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
후막회로 절연용 다성분계 무알카리 유리의 제조 및 결정화 특성
이헌수,손명모,박희찬 한국전기전자재료학회 1995 電氣電子材料學會誌 Vol.8 No.1
Crystallizable glasses with precipitation of celsian, anorthite, wollastonite and gahnite were prepared for the purpose of insulating dielectric layers in devices such as integrated circuit substrates. The starting glasses were prepared by melting the batches for 1 hour at 1450.deg. C and then Quenching to a distilled water. And crystallization behavior of these glasses were studied by DTA, TMA, XRD analysis and by the measurement of dielectric properties. The overall composition of the glass-ceramic consists in weight percent of 30-35% A1$_{2}$O$_{3}$, 13-26% BaO, 5-21% CaO, 10-24% ZnO, 4.5-9.0% TiO$_{2}$ and 4-8% B$_{2}$O$_{3}$. As a result, in barium-rich glasses only celsian phase was developed in the range of 850-900.deg. C. Also, the thermal expansion coefficient, dielectric constant and quality factor of these glass-ceramics were 68*10$^{-7}$ /.deg. C, about 9 and more than 1000, respectively.
The Generalization of Clement's Theorem on Pairs of Primes
이헌수,박영용 한국전산응용수학회 2009 Journal of applied mathematics & informatics Vol.27 No.1
In this article, we show a generalization of Clement’'s theorem on the pair of primes. For any integers n and k, integers n and n + 2k are a pair of primes if and only if 2k(2k)![(n − 1)! + 1] + ((2k)! − 1)n≡ 0 (mod n(n + 2k)) whenever (n, (2k)!) = (n + 2k, (2k)!) = 1. Especially, n or n + 2k is a composite number, a pair (n, n + 2k), for which 2k(2k)![(n − 1)! + 1] + ((2k)! − 1)n ≡ 0 (mod n(n + 2k)) is called a pair of pseudoprimes for any positive integer k. We have pairs of pseudorimes (n, n + 2k) with n 5 ≤ 104 for each positive integer k(4≤k≤10).
이헌수,김영철,박영용,김민정 한국학교수학회 2015 韓國學校數學會論文集 Vol.18 No.3
본 연구에서는 방정식과 함수에 대한 중학생들의 인식과 오류에 대해 조사하기 위하여 M시 관내에 있는 중학교 2학년 163명과 3학년 학생 103명을 대상으로 일차방정식과 일차함수에 대한 인식과 오류에 대하여 조사하였다. 그 결과 다음과 같은 결론을 얻었다. 첫째, 학생들은 에 대한 일차방정식은 방정식으로 인식하는 반면 가 아닌 다른 문자를 사용한 일차방정식은 방정식으로 인식하지 못하는 경향이 있다. 둘째, 학생들은 상수함수 를 일차함수라고 생각하는 경향이 있다. 셋째, 학생들은 식을 표현하는 형태에 의존하여 방정식과 함수를 구분하는 경향이 있다. 넷째, 학생들은 방정식과 함수의 가장 큰 차이점에 대해 교과서의 개념정의에 의해 판단하는 경향이 두드러졌다. In this paper, we study the recognition and fallacy of middle school students about the concepts of liner equations and liner functions. We chose 163 8th grade students and 103 9th grade students in M city and investigate their recognition and fallacy about the concepts of liner equations and liner functions. We found following facts. First, middle school students recognize an equation with respect to as an equation, but do not recognize an equation with respect to as an equation. Second, middle school students tend to recognize a linear function as a constant function . Third, middle school students tend to distinguish an equation and a function according to the form of an algebraic expression. Finally, middle school students discern the difference between an equation and a function using their concepts in textbooks.