• Journal of the Korean earth science society
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• v.25 no.5
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• pp.348-363
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• 2004

The purpose of this study was to classify types of preconception about the motion of the moon held by middle school students and find out how the lesson applying cognitive conflict instructional model changes their conceptual view of the motion of the moon. A quantitative study was first conducted with 48 ninth graders and then followed by a qualitative study. In the qualitative study, male and female students were organized into groups of five and ten respectively. Students were instructed to observe the motion of the moon about for a month and at the same time were taught via the cognitive conflict instructional model for three class periods. Data were collected from interviews and a questionnaire evaluating the degree of concept development that each student showed. A majority of students were found to hold misconceptions formed from elementary school programs on the motion of the moon. Further, students showed lack of scientific ability to interpret the phenomena of the moon. This study showed that the cognitive conflict instructional model was effective for students to make progress regarding their conceptual views of the motion of the moon. However, it was observed that misconceptions by students may possibly occur when two dimensional figures or miniatures were used.

• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.33-33
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• 2004

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.193-207
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• 2013

The purpose of this study was to investigate middle school and science-gifted students' conceptions about motion of objects on the surface of the earth and the moon. The subjects were 61 first-, 51 second-, 51 third-year students, for a total of 163 in a middle school and 32 science-gifted students from a university-affiliated sciencegifted education center for secondary school students. The research contents were conceptions about motion of objects by the vertical direction, an inclined plane and horizontal plane on the surface of the earth and the moon. The questions were as follows: If two balls, same size but different mass, were put on, thrown over, by the vertical direction, an inclined plane and a horizontal plane on the surface of the earth and the moon at the same time and speed, which one would arrive faster than the other?; In the same mass in the earth and the moon, how fast could the object reach to which location, the earth or the moon? The results showed that science-gifted students offer meaningful difference on the concept of objects in motion at the vertical direction, an inclined plane and a horizontal plane on the earth and at the vertical direction on the moon than general middle school students. There were meaningful difference on the vertical up direction, an inclined plane and a horizontal plane in the same situation in the earth and the moon. Finally, based on the results of our study, we discuss possible educational implications for teaching the concept of objects in motion.

• Journal of the Korean Society for Aeronautical & Space Sciences
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• v.38 no.9
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• pp.875-881
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• 2010

During the lunar mission, spacecraft are subject to various unexpected disturbance sources such as third body attraction, solar pressure and operating impulsive maneuver error. Therefore, efficient trajectory correction maneuver (TCM) strategy must be required to follow the designed mission trajectory. In the early days of space exploration, the mission trajectory has been designed by using patched conic approach based on two-body dynamics for the lunar mission. Thus the TCM based on two-body dynamics has been usually adopted. However, with the advanced in computing power, the mission trajectory based on three-body dynamics is attempted recently. Thus, these approaches based on two-body dynamics are essentially different from real environment and large amount of energy for the TCM is required. In this work, we study the trajectory correction maneuver based on three-body dynamics.

• The Bulletin of The Korean Astronomical Society
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• v.40 no.1
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• pp.86.2-86.2
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• 2015

17세기 최유지가 제작한 혼천의는 수격식 동력으로 움직이는 자동 천문시계이다. 이 혼천의는 수격식 동력장치와 시간을 알려주는 시보장치, 태양과 달의 운행을 나타내는 천체운행장치로 구성되어 있다. 이 연구는 최유지 혼천의의 천체운행장치의 작동 메카니즘에 대한 것이다. 최유지 혼천의의 천체운행장치는 태양의 연주운동과 일주운동을 재현하는 태양운행장치와 달의 공전운동과 위상변화를 재현하는 달운행장치로 구성되어 있다. 이 장치들은 조선 초기의 수격식 천문시계에 설치되었던 천체운행장치보다는 발전된 양상을 보인다. 조선 초기에 실로 매어서 운행하던 태양운행장치는 차전(叉箭)과 경각(梗角), 소축(小軸)이라는 장치들이 혼천의에 추가로 설치되어 실과 함께 태양장치를 운행하였다. 또한 조선 초기에는 설치되지 않았던 달운행장치가 새롭게 설치되어 방각(方角), 차전(叉箭), 백각환에 13도 간격으로 박힌 대나무못과 실을 활용하여 달장치를 운행하게 하였다. 우리는 최유지 혼천의의 천체 운행장치 작동 메카니즘에 대하여 분석하고 개념모델을 제시했다.

• Bulletin of the Korean Space Science Society
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• 2009.10a
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• pp.40.1-40.1
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• 2009

미래 한국의 달궤도선 임무에 대비하여 달 근접 궤도 전파기인(orbit propagator) YSPLOP ver. 1(Yonsei Lunar Precise Orbit Propagator version 1)을 개발 하였다. 개발된 궤도 전파기의 성능은 상용 소프트웨어인 STK Astrogator를 이용하여 검증되었다. 개발된 궤도 전파기를 이용, 달 궤도선의 운용에 있어서 다양한 섭동력들이 궤도선의 수명(orbital decay)에 미치는 영향을 분석하였다. YSPLOP ver. 1은 정밀한 달 중심 탐사선의 위치산출을 위하여 M-EME2000 (Moon-Centered, Earth Mean Equator and Equinox of J2000) 좌표계, M-MME2000 (Moon-Centered, Moon Mean Equator and IAU vector of epoch J2000) 좌표계 그리고 M-MEPMD (Moon-Centered, Moon Mean Equator and Prime Meridian) 좌표계를 이용하여 탐사선의 상태(state) 정보를 산출한다. 또한 태양, 지구, 달, 화성, 목성의 중력에 의한 섭동력 및 태양풍에 의한 영향을 포함할 수 있도록 설계되었으며, 달 근접 궤도선의 궤도 운동에 가장 큰 영향을 미칠 수 있는 섭동력인 달의 비대칭 중력장에 의한 영향 또한 고려하도록 하였다. 달의 비대칭 중력장 모델 (Lunipotential model)은 LP165p 모델이 사용되었으며 행성의 정밀한 위치 산출을 위하여 JPL의 DE405 천체력이 사용되었다. 개발된 궤도 전파기를 이용, 달고도 100 km, 궤도 경사각 $90^{\circ}$인 달 중심의 극궤도를 약 30일 동안 전파한 결과, YSPLOP ver. 1의 성능은 STK Astrogator와 비교하여 보았을 때 약 수 m의 오차를 보이는 것으로 확인되었다. 달의 극궤도 탐사선의 궤도 수명을 분석한 결과, 최소한 달의 비대칭 중력장이 70 by 70 이상으로 고려되어야 함을 확인하였으며 이때 달 궤도선의 수명은 약 160일으로 나타났다. 아울러 달 근접 환경에서의 지구 중력에 의한 섭동력은 달 궤도선의 운동에 있어서 무시 할 수 없는 정도의 많은 영향을 끼치고 있음을 확인하였다. 이 연구를 통하여 개발된 궤도 전파기는 미래 한국의 달 궤도선 및 착륙선의 임무 설계시 사용 될 수 있다. 또한 이 연구에서 제시된 달 근접 환경에서의 다양한 섭동력들이 달 궤도선의 운동에 미치는 영향에 대한 해석 결과는 추후 달 근접 임무 설계시 고려되어야 하는 섭동력들의 기본 사양을 제공할 것이다.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.450-464
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• 2005

The purpose of this study was to design a web-based project learning that is suitable for teaching concepts by studying the motion of the Moon for middle school students and to investigate the effects of the lesson applying designed learning. Designed learning was conducted with 48 ninth graders, who were individually interviewed; 5 males and females students out of the total. The types and factors of the unscientific concepts on the motion of the Moon were analyzed by the pre-test using interviews and questionnaires being evaluated to the degree of concept level that was developed in this study. After the pre-test students were instructed to do the web-based project learning where they could observe the motion of the moon for a month and discuss the results from the observation. After the web-based project learning, the effect of learning was examined by applying the post-test to the students and by analyzing the comparison of the pre-test and the post-test. The web-based project learning was effective for the conceptual change of the motion of the Moon (p<.001). According to the post-test, it positively affected the students and improved their integrated processing skills. Specifically, it had effects on conducting experiments (p<.001), controlling variables and defining operations (p<.05) in integrated processing skills.

• Proceedings of the Korean Society of Propulsion Engineers Conference
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• 2008.11a
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• pp.321-325
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• 2008

In this paper, heat transfer changes due to the shock/boundary layer interaction were investigated on surfaces where secondary jet are injected. With an infra-red thermography, surface temperature was measured and the measured data was used to obtain the convective heat transfer. Heat transfer is enhanced with increment of momentum ratio. And normal injection case has a higher heat transfer value than that of 15 degrees inclined injection case. Secondary injection momentum ratio and injection angle affect the surface heat transfer distribution.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1110-1122
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• 2010

The purpose of this study was to identify elementary school students' alternative conceptual types of the movement of the moon and to find out how these types change when confronted with cognitive conflict situations. To find out alternative conceptual types, 206 sixth graders were sampled, and to investigate how the alternative conceptual types were changed by cognitive conflict situations, and 30 students were systematically resampled by alternative conceptual types. Data were collected through the pre- and post-test instruments, including five items that were used for testing the students' alternative conceptual types and changes after conflict situations. After the pre-test, students were instructed to determine the change of the alternative preconceptions using conflict situations. We found that a majority of students had various kinds of alternative preconceptions formed from their early years of elementary school. The cognitive conflict situations were effective for the conceptual change of the movement of the moon. Specifically, in all groups, the subjects' understanding of "the movement of the early evening crescent moon" changed scientifically.

• Journal of the Korean earth science society
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• v.25 no.8
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• pp.663-673
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• 2004

This study has developed an interactive WBI to enhance learning effects on 'the Moon motion' for middle-school students. The quality of this examined by applying it to 20 science teachers and 49 middle school students 49. As a result, over 85% of the test subjects gave an affirmative response in the interest induction, the curiosity solving, and the degree of learning participation category, the degree of difficulty item. Response of the students with negative perception on science have changed positively(p<.05) after this WBI learning. In addition, we compared the learners' of knowledge prior and subsequent to 'the Moon motion'. As a result, it was found that the case of 'no concept' was enhanced more than the case having 'partly or ambiguously concept' for 'the Moon motion'.