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BIM 기반 3차원 모델 라이브러리를 통한 모듈러 교각의 정보모델링
조제헌,김동욱,이광명,남상혁,Jo, Jae-Hun,Kim, Dong-Wook,Lee, Kwang-Myong,Nam, Sang-Hyeok 한국BIM학회 2013 KIBIM Magazine Vol.3 No.4
Modular technology has become a major issue of the construction industries to enhance their productivity. Modular bridge construction generally requires the collaboration between the contractor, designer, fabricator and constructor. Therefore, a readily accessible information model based on BIM technology should be provided for their communication during a construction project life-cycle. In this study, BIM based 3D information modeling was carried out for the modular bridge pier. First, the product breakdown structure (PBS) and level of detail (LOD) of the pier were defined. Based on them, 3D models were created by using parametric modeling method. In addition, database was constructed for the exchange of geometry and property data of 3D models. Finally, application areas of 3D information model were suggested, including the quantity estimation and the 4D simulation.
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조제헌(Jae-Hun Jo),이광명(Kwang-Myong Lee),남상혁(Sang-Hyeok Nam) (사)한국CDE학회 2012 한국 CAD/CAM 학회 학술발표회 논문집 Vol.2012 No.2
With advances in IT, 2D CAD based information system is changing into 3D BIM(Building Information Modeling) based information system in the construction field. As increasing the amount of information during construction project, integrated management of the information has been important more than ever before. Also, standardized information model is required for the enhancement of productivity in the construction industries. In this paper, classification scheme was proposed for the information modeling of a modular bridge developed for the rapid construction. For this, PBS(Product Breakdown Structure) was determined considering the LOD(Level of Detail) of 3D models of the pier that consists of column, coping and footing. Furthermore, the effective utilization method of the information model constructed through this classification scheme was discussed.
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박제헌,조한무 한국초등체육학회 2009 한국초등체육학회지 Vol.14 No.3
The purpose of this thesis is to prove the analysis using the PAL tools based on the interactions between teacher and student, and among the students. After making a choice of the subjects on this study who are 6th grade students in Kwanju, Kyonggi Do, I have divided the subjects into three groups based on their physical ability. The data used in the study has been modified through the three times of preliminary experiments during the 1st semester in 2008. The peer estimation tool which was developed in 2nd semester in 2008 has been applied to the experimental class consecutive 3 hours. Among the 3 hours of classes, I have recorded the second and third classes to set the purpose as followings: 1. How is the class using the PAL tool going to be proceeded? 2. How are the interactions among the students going to be developed in the class using this tool? 3. How is the aspect of teacher's teaching method going to be reflected in the class? After recording the students on the video, I have also gathered the data through the observing, interviewing, and consulting them. The gathered data have been analyzed using the methods such as: the analysis on the class process, the analysis on the teacher's behavior, the analysis on the contents of the conversation between teachers and students, and the analysis on the content development. The results are as followings. First, in the case of the class process, this class has shown the features that there have been a lot of interactions between students, following the direction of the chief of its group, and also been a lots of students' activities compared to the general classes. The PAL based on the interactions between the students make them intend to get some information, which led to the positive and cooperative class atmosphere with sharing their information to their group members. At the end of the class, they clearly understood the contents of the class, with making the evaluation sheet. And there has been the consideration on the class to set the new purpose in the class. Second, when it comes to teacher's behavior, I have confirmed the interaction between teachers and students. At the first meeting, the teacher has given students some instructions and demonstration on the class. During the class, the teacher check out whether the students do the assignment well, and offered some feedback for the students who didn't follow the direction fully. When the teacher gives the feedback, the teacher has made the students gather to give them a chance to evaluate their peers. In the group activity after the second meeting, the teacher has given them a direction not through the orderly circulation, but through the demand of the students. Third, when it comes to the analysis on the contents of the conversation between teachers and students, there have been positive interactions. The students who has the low level of physical ability have asked the higher level of students the question on the forehand volley. Through these processes, the low level of students have made their correction for themselves. When they have not been able to find the answers, they have asked the teacher some help to solve their problems. The intermediate leveled of students have shown to overcome their problem without teacher's help. This means that there have been a lot of interactions between students, and between teachers and students through sharing their information. Last, when it comes to content development, there are many processes for the explanations and aspects of expansion when using the evaluation tool, compared to the general P.E. class of not being a step of sophisticated level. As the class proceeded, it is found that the application and skilled process are increasing. This means that the class becomes the one that students can recognize the detailed information on their class, and experience the process of developing their skills through understanding the class rather than through the steps of ... The purpose of this thesis is to prove the analysis using the PAL tools based on the interactions between teacher and student, and among the students. After making a choice of the subjects on this study who are 6th grade students in Kwanju, Kyonggi Do, I have divided the subjects into three groups based on their physical ability. The data used in the study has been modified through the three times of preliminary experiments during the 1st semester in 2008. The peer estimation tool which was developed in 2nd semester in 2008 has been applied to the experimental class consecutive 3 hours. Among the 3 hours of classes, I have recorded the second and third classes to set the purpose as followings: 1. How is the class using the PAL tool going to be proceeded? 2. How are the interactions among the students going to be developed in the class using this tool? 3. How is the aspect of teacher's teaching method going to be reflected in the class? After recording the students on the video, I have also gathered the data through the observing, interviewing, and consulting them. The gathered data have been analyzed using the methods such as: the analysis on the class process, the analysis on the teacher's behavior, the analysis on the contents of the conversation between teachers and students, and the analysis on the content development. The results are as followings. First, in the case of the class process, this class has shown the features that there have been a lot of interactions between students, following the direction of the chief of its group, and also been a lots of students' activities compared to the general classes. The PAL based on the interactions between the students make them intend to get some information, which led to the positive and cooperative class atmosphere with sharing their information to their group members. At the end of the class, they clearly understood the contents of the class, with making the evaluation sheet. And there has been the consideration on the class to set the new purpose in the class. Second, when it comes to teacher's behavior, I have confirmed the interaction between teachers and students. At the first meeting, the teacher has given students some instructions and demonstration on the class. During the class, the teacher check out whether the students do the assignment well, and offered some feedback for the students who didn't follow the direction fully. When the teacher gives the feedback, the teacher has made the students gather to give them a chance to evaluate their peers. In the group activity after the second meeting, the teacher has given them a direction not through the orderly circulation, but through the demand of the students. Third, when it comes to the analysis on the contents of the conversation between teachers and students, there have been positive interactions. The students who has the low level of physical ability have asked the higher level of students the question on the forehand volley. Through these processes, the low level of students have made their correction for themselves. When they have not been able to find the answers, they have asked the teacher some help to solve their problems. The intermediate leveled of students have shown to overcome their problem without teacher's help. This means that there have been a lot of interactions between students, and between teachers and students through sharing their information. Last, when it comes to content development, there are many processes for the explanations and aspects of expansion when using the evaluation tool, compared to the general P.E. class of not being a step of sophisticated level. As the class proceeded, it is found that the application and skilled process are increasing. This means that the class becomes the one that students can recognize the detailed information on their class, and experience the process of developing their skills through understanding the class rather than through the steps of explanati...
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