• Journal of the Korean Society of Fisheries and Ocean Technology
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• v.40 no.4
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• pp.255-267
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• 2004

This study was conducted in order to improvement of fishing gear and fishing operating system for anchovy boat seine by bag net A-type and B-type was attached with half size modified nets. Field experiments were carried out observe geometry of nets by catcher boats. The obtained results are summarized as follows : The actual ratio of net opening in each part of the half size modified nets was increased from fore part to back part of the nets as shown the smallest value about 20% in wing net and the biggest value about 110% in bag net. In addition, vertical net opening of B-type net as measured as 10.9~11.8m in fore bag net and 5.8~8.0m in after bag net were 1~2m greater than 9.0~13.6m of A-type one, and 2~3m less than 9.3~10.4m of A-type one, respectively. Vertical net opening of half size modified net was shown as less variation of towing depth from wing net to inside wing net than those of traditional nets due to stable vertical performance. The mesh distortion or drift and variation of vertical net opening were decreased by improvement of bag nets in order to minimized shape of net pocket phenomenon whenever towing speed is slow. Bag net B-Type attached with dual flapper was shown as less variation in width of bag net and less escapement of anchovy.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.658-672
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• 2022

The unique teaching and learning difficulties of speed-related units in elementary school science are mainly due to the student's lack of mathematical thinking ability and procedural knowledge on speed measurement, and curriculums and textbooks must be constructed with these in mind. To identify the implications of composing a new science curriculum and relevant textbooks, this study reviewed the structure and contents of the speed-related units of three curriculums from the 2007 revised curriculum to the 2015 revised curriculum and the resulting textbooks and examined their relevance in light of the literature. Results showed that the current content carries the risk of making students calculate only the speed of an object through a mechanical algorithm by memorization rather than grasp the multifaceted relation between traveled distance, duration time, and speed. Findings also highlighted the need to reorganize the curriculum and textbooks to offer students the opportunity to learn the meaning of speed step-by-step by visualizing materials such as double number lines and dealing with simple numbers that are easy to calculate and understand intuitively. In addition, this paper discussed the urgency of improving inquiry performance such as process skills by observing and measuring an actual object's movement, displaying it as a graph, and interpreting it rather than conducting data interpretation through investigation. Lastly, although the current curriculum and textbooks emphasize the connection with daily life in their application aspects, they also deal with dynamics-related content somewhat differently from kinematics, which is the main learning content of the unit. Hence, it is necessary to reorganize the contents focusing on cases related to speed so that students can grasp the concept of speed and use it in their everyday lives. With regard to the new curriculum and textbooks, this study proposes that students be provided the opportunity to systematically and deeply study core topics rather than exclude content that is difficult to learn and challenging to teach so that students realize the value of science and enjoy learning it.