• Journal of Astronomy and Space Sciences
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• v.26 no.2
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• pp.171-186
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• 2009

Various Earth-Moon transfer trajectories are designed and analyzed to prepare the future Korea's Lunar missions. Minimum fuel trajectory solutions are obtained for the departure year of 2017, 2020, 2022, and every required mission phases are analyzed from Earth departure to the final lunar mission orbit. N-body equations of motion are formulated which include the gravitational effect of the Sun, Earth and Moon. In addition, accelerations due to geopotential harmonics, Lunar J2 and solar radiation pressures are considered. Impulsive high thrust is assumed as the main thrusting method of spacecraft with launcher capability of KSLV-2 which is planned to be developed. For the method of injecting a spacecraft into a trans Lunar trajectory, both direct shooting from circular parking orbit and shooting from the multiple elliptical intermediate orbits are adapted, and their design results are compared and analyzed. In addition, spacecraft's visibility from Deajeon ground station are constrained to see how they affect the magnitude of TLI(Trans Lunar Injection) maneuver. The results presented in this paper includes launch opportunities, required optimal maneuver characteristics for each mission phase as well as the trajectory characteristics and numerous related parameters. It is confirmed that the final mass of Korean lunar explorer strongly depends onto the initial parking orbit's altitude and launcher's capability, rather than mission start time.

• 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 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'.

• Journal of the Korean Society for Aeronautical & Space Sciences
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• v.39 no.11
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• pp.1021-1032
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• 2011

This paper presents the results of a parametric study for the design of optimal Earth-Moon transfer trajectory using mixed impulsive and continuous thrust. Various types of the optimal Earth-Moon transfer trajectories were designed by adjusting the relative weight between the impulsive and the continuous thrust, and flight time. Two very different transfer trajectories can be obtained by different combination of design parameters. Furthermore, it was found that all thus designed trajectories permit the ballistic capture by the Moon gravity. Finally, the required thrust profiles are presented and analyzed in detail.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.90-106
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• 2018

The purpose of this study is to examine the effect of the backward design reflecting the process-focused assessment on science learning achievement and science learning motivation in elementary science class. The process-focused assessment to support the growth and development of learners and the backward design that seeks a learner's complete understanding can be of great help to science learning. The results of study are as follows. First, we conducted the backward design reflecting the process-focused assessment centering on 'Earth and Moon's movement' unit, and reflecting various process-focused assessment to help achieve achievement standards. Second, as a result of science learning achievement test and science learning motivation test, there were statistically significant differences in the experimental group. It is expected that the process-focused assessment reflecting the characteristics of science subject will be utilized in the school field in conjunction with the backward design.

• 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.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.703-718
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• 2014

This study sought to investigate learning progressions for astronomical systems which synthesized the motion and structure of Earth, Earth-Moon system, solar system, and the universe. For this purpose we developed ordered multiple-choice items, applied them to elementary and middle school students, and provided validity evidence based on the consequence of assessment for interpretation of learning progressions. The study was conducted according to construct modeling approach. The results showed that the OMCs were appropriate for investigating learning progressions on astronomical systems, i.e., based on item fit analysis, students' responses to items were consistent with the measurement of Rasch model. Wright map analysis also represented that the assessment items were very effective in examining students' hypothetical pathways of development of understanding astronomical systems. At the lower anchor of the learning progression, while students perceived the change of location and direction of celestial bodies with only two-dimensional earth-based view, they failed to connect the locations of celestial bodies with Earth-Moon system model, and they could recognized simple patterns of planets in the solar system and milky way. At the intermediate levels, students interpreted celestial motion using the model of Earth rotation and revolution, Earth-Moon system, and solar system with space-based view, and they could also relate the elements of astronomical structures with the models. At the upper anchor, students showed the perspective change between space-based view and earth-based view, and applied it to celestial motion of astronomical systems, and they understood the correlation among sub-elements of astronomical systems and applied it to the system model.

• Journal of Astronomy and Space Sciences
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• v.12 no.1
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• pp.78-89
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• 1995

We solved n-body problem about 9 planets, moon, and 4 minor planets with relativistic effect related to the basic equation of motion of the solar system. Perturbations including flgure potential of the earth and the moon and solid earth tidal effect were considered on this relativistic equation of motion. The orientations employed precession and nutation for the earth, and lunar libration model with Eckert's lunar libration model based on J2000.0 were used for the moon. Finally, we developed heliocentric ecliptic position and velocity of each planet using this software package named the SSEG (Solar System Ephemerides Generator) by long-term (more than 100 years) simulation on CRAY-2S super computer, through testing each subroutine on personal computer and short-time(within 800 dyas) running on SUN3/280 workstation. Epoch of input data JD2440400.5 were adopted in order to compare our results to the data archived from JPL's DE 200 by Standish and Newhall. Above equation of motion was integrated numerically having 1-day step-size interval through 40,000 days (about 110 years long) as total computing interval. We obtained high-precision ephemerides of the planets with maximum error, less $than\pm2\times10^{-8}AU(\approx\pm3km)$ compared with DE200 data (except for mars and moon).

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.481-494
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• 2018

This study investigated elementary students' understanding of Earth revolution and its accompanied apparent motion of constellation in terms of spatial reasoning. We designed a set of multi-tiered constructed response items in which students described their own idea about the reason of consecutive movement of constellations for three months and drew a diagram about relative locations of the Sun, the Earth, and the constellations. Sixty-five sixth grade students from four elementary schools participated in the tests both before and after science classes on the relative movement of Earth and Moon. Their answers to the items were categorized inductively in terms of transforming frames of reference which are observed on the Earth and designed from the Space-based perspective. We analyzed those categories by the levels of spatial reasoning and depicted the change of students' levels between pre/post-tests so that we could get an idea on the preliminary developmental pathway of students' understanding of this topic. The lower anchor description was that constellations move around the Earth with geocentric perspective. Intermediate level descriptions were planar understanding of Earth movement, intuitive idea on constellation movement along with the Earth. Students with intermediate levels did not reach understanding of the apparent motion of constellations. As the upper anchor description students understood the apparent motion of constellations according to the Earth revolution and could transform their frames of reference between Earth-based view and Space-based view. The features as the case of evolutionary learning progressions and critical points of students' development for this topic were discussed.

• Journal of the Korean earth science society
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• v.32 no.2
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• pp.200-211
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• 2011

The purpose of this study is to investigate the effects of astronomical animation module on students' conceptual change regarding the concepts of diurnal motion of stars. Four students participated in this study, who never learned about the diurnal motion of stars. An animation module was developed by using Flash MX to readily understand the concept of space. In addition, we inserted a teacher's voice with supplementary materials into the animation module to help students learn individually. The animation module was comprised of the movement of the Earth, the Moon and the planet. The earth science gifted students' preconception on diurnal motion of stars was analyzed with pre-test using questionnaires and interviews. After the instruction with animation module, the effect of conceptual change was examined by comparing pre and post-test. The results indicated that three students correctly presented about the motion of the star by all directions in middle latitude. Four students showed their understanding that stars travelled straight in all directions. Finally, all of four students whose preconceptions were that the star rotated perpendicularly showed the conceptual change of diurnal motion that the star traveled diagonally.