Jo Apr 11, 2023
Ryom Chol Ung, a researcher at the Faculty of Mining Engineering, has been adding sci-tech knowledge of cross-disciplinary sciences to physical beneficiation of minerals so as to help his students to get a deep knowledge about it by means of preparation and discussion.
First, he has enriched the teaching content with cross-disciplinary sciences.
For instance, ways and methods of optical separation of minerals by differences from optical spectrum, a branch of cross-disciplinary sciences, were added to gravity separation of minerals that attaches importance only to the differences in the density of minerals, while such cross-disciplinary knowledge as cryogenic temperature physics, magnetic fluid, etc. were to magnetic separation of minerals.
Second, he has made preparations oriented to the acquisition of cross-disciplinary knowledge.
For example, he gives preparation tasks of consulting international scientific journals on the ways and methods of beneficiation of different kinds of minerals so that the students come to know that if ultraviolet separation is combined in the preseparation of scheelite, they can avoid excess grinding and reduce the amount of beneficiation reagents by using the differences from an ultraviolet luminescent colour and in the falling velocity of mineral particles in air media.
Third, he has consolidated student’s cross-disciplinary knowledge through debates and discussions.
Students have had a wide knowledge of several branches of cross-disciplinary sciences through discussions and debates on their tasks ― modeling, setting boundary conditions and result analysis for motion characteristics of mineral particles in a jigger, for example.
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Jo Mar 6, 2023
Paek Hyon I, a researcher at the Faculty of Applied Mathematics, has created a new teaching method by combining lectures with experiments by a statistical analysis program in her subject “Mathematical Statistics”.
Statistical analysis program SPSS (Statistical Package for Social Science) gives a variety of statistical principles and methods, so it is accepted as a powerful tool for analyzing and processing an enormous amount of statistical data with rapidity and high scientific accuracy. With a powerful graphical function, it produces not only numerical results but also intuitive statistical plots after statistical analysis.
First, she outlines discussion points before letting students study the basics for statistical analysis. For example, she reminds them of the definition of random variable and its distribution, characteristics, regression and linear regression, central limit theorem, etc. Then, she leads them to finding out from reference books what stochastic concepts and principles are latent in statistical data from objects.
Next, she teaches briefly how to run SPSS with an emphasis on the correct analysis of the results displayed on the output window with some tables and plots, and gives some application examples of several statistical analysis methods on necessary occasions of lectures so that they can easily learn how to use it.
In a lesson on estimation and testing of regression coefficients, for example, she gives theoretical contents and shows how to estimate the regression coefficients of a regression model and find important factors by SPSS.
On this basis, she gives students tasks to obtain real data and analyze it in groups. In other words, she has them obtain real data, analyze it using SPSS and present essays on the analysis processes.
In this way, students can understand difficult mathematical statistics more easily and intuitively in connection with reality, and they can develop their program application abilities as well.
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Jo Feb 6, 2023
Washing holes is a very difficult and complex process that cannot be seen, so it must be proved experimentally.
Therefore, Han Chang Son, a researcher at the Faculty of Earth Science and Technology, employs a simulation device for flow of drilling fluid in his subject “Drilling fluid” to develop students’ creative thinking faculties by presenting principles and vivid images on washing processes.
The simulation device consists of hole models, a pipe rotary device, a cuttings supply device, a pump, a flow route, a fluid box and a control button.
As the simulation device aims to simulate the flow of drilling fluid and the movement of cuttings, he built two hole models in conformity with actual drilling conditions: Model 1 formed of high intensity rock and Model 2 formed of low intensity rock.
In the lesson, he puts the device in operation to show the students the processes of pressurized fluid supply through the rotary pipe and of cuttings conveyance along the annulus, the difference in the rising speed in the sections of various hole diameters and the process of accumulation of cuttings in widened drilling holes.
With the help of the device, the students are able to realize the following things: Cuttings are not transported out of drilling holes but move in their positions with spiral rotation movement due to pipe revolution. The higher the number of pipe revolution and the viscosity of drilling mud, the stronger the spiral rotation movement gets, so transportation of cuttings really goes well. In the formation with weak rock, hole diameters become wider because of erosion, which leads to the slowdown of the flow velocity and the accumulation of cuttings.
They are also able to find a way to improve drilling fluid processing methods.
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Jo Feb 1, 2023
Kim Chaek University of Technology (KUT), which has held the championship in every CodeChef challenge, has maintained its position in the CodeChef January Long Challenge, too.
The contest took place from 14 to 16 in January, 2023.
A total of 15 100 contestants from tens of countries and regions including our country, China and India took part in the contest which was divided into four ― Division 1 (over 70), Division 2 (over 540), Division 3 (over 2 900) and Division 4 (over 11 600).
Division 1 congratulated 29 winners including 8 KUT students.
This proves to be the prelude to successive victories in this year’s contests, just like the year 2022.
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Jo Jan 11, 2023
Applying virtual reality technology and CDIO to geological subjects is very effective to make education targeted at the development of the creative abilities of students, and not simply the provision of knowledge and to make them active in their learning.
Kim Jae Yong, a researcher at the Faculty of Earth Science and Technology, developed a virtual reality program for students to experience all the movements (magmatism, metamorphism, speed and scale of movements, etc.), changes and development (formation of strata, circulation of the air, weathering, circulation of water, erosion action, etc.) of the earth and to discover the geology of certain places. Then, he combined it with CDIO in several major subjects such as exercise of geological survey and structural geology, thus enhancing the cognition level and practical abilities of students in a short period of time.
First, to develop the program, he standardized our country’s geology in several grades and made virtual geology models with all necessary contents of the subject so that students could plan and design a survey process of geological indexes on their own anytime in the virtual reality.
Next, he applied CDIO to raise the effectiveness of the geological survey based on the virtual reality program.
In the first step, he asked his students to extract basic geological information of the areas assigned to them from “collection of geological map sheet” and previous literature so that they could conceive an idea to choose appropriate survey methods and density in consideration of the features of the geology for the quickest and correct survey.
In the second step, he encouraged them to design survey stages, paths and methods, and to make a plan to collect data necessary for making geological maps.
In the third step, he made them implement their plan in order to do a virtual survey, to decide on each survey path and point, record them in their notebooks of geological field survey, to transfer collected data to the geological mapping system to make geological maps, geological cross section maps and geological column maps.
In the last step, he let them compare their survey and maps with factual information to correct errors and to predict underground resources available in the survey areas.
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