• Korean Journal of Remote Sensing
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• v.15 no.3
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• pp.227-238
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• 1999

In advance of launch, simulated radiances of the Ocean Scanning Multispectral Imager (OSMI) will be very useful to guess the real imagery of OSMI and to prepare for data processing of OSMI. The data processing system for OSMI which is one of sensors aboard Korea Multi-Purpose Satellite (KOMPSAT) scheduled for launch in 1999 is developed based on the SeaWiFS Data Analysis System (SeaDAS). Simulation of radiances requires information on the spectral band, orbital and scanning characteristics of the OSMI and KOMPSAT spacecraft. This paper also describes a method to create simulated radiances of the OSMI over the oceans. Our method for constructing a simulated OSMI imagery is to propagate a KOMPSAT orbit over a field of Coastal Zone Color Scanner (CZCS) pigment concentrations and to use the values and atmospheric components for calculation of total radiances. A modified Brouwer-Lyddane model with drag was used for the realistic orbit prediction, the CZCS pigment concentrations were used to compute water-leaving radiances, and a variety of radiative transfer models were used to calculate atmospheric contributions to total radiances detected by OSMI. Imagery of the simulated OSMI radiances for 412, 443, 490, 555, 765, 865nm was obtained. As expected, water-leaving radiances were only a small fraction (below 10%) of total radiances and sun glint contaminations were observed near the solar declination. Therefore, atmospheric correction is critical in the calculation of pigment concentration from total radiances. Because the imagery near the sun's glitter pattern is virtually useless and must be discarded, more advanced data collection planning will be required to succeed in the mission of OSMI which is consistent monitoring of global oceans during three year mission lifetime.

• Explosives and Blasting
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• v.37 no.3
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• pp.13-24
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• 2019

This paper was prepared to investigate the behavior of fragments in underwater torpedo explosion beneath a frigate or surface ship by using an explicit finite element analysis. In this study, a fluid-structure interaction (FSI) methodology, called the multi-material arbitrary Lagrangian-Eulerian (MM-ALE) approach in LS-DYNA, was employed to obtain the responses of the torpedo fragments and frigate hull to the explosion. The Euler models for the analysis were comprised of air, water, and explosive, while the Lagrange models consisted of the fragment and the hull. The focus of this modeling was to examine whether a worst-case fragment could penetrate the frigate hull located close (4.5 m) to the exploding torpedo. The simulation was performed in two separate steps. At first, with the assumption that the expanding skin of the torpedo had been torn apart by consuming 30% of the explosive energy, the initial velocity of the worst-case fragment was sought based on a well-known experimental result concerning the fragment velocity in underwater bomb explosion. Then, the terminal velocity of the worst-case fragment that is expected to occur before the fragment hit the frigate hull was sought in the second step. Under the given conditions, the possible initial velocities of the worst-case fragment were found to be very fast (400 and 1000 m/s). But, the velocity difference between the fragment and the hull was merely 4 m/s at the instant of collision. This result was likely to be due to both the tremendous drag force exerted by the water and the non-failure condition given to the frigate hull. Anyway, at least under the given conditions, it is thought that the worst-case fragment seldom penetrate the frigate hull because there is no significant velocity difference between them.

• Journal of Navigation and Port Research
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• v.46 no.3
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• pp.168-178
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• 2022

In this study, the resistance test, the vertical static angle of the attack test and VPMM test will be conducted to estimate the maneuverability of underwater vehicles with ahead propeller. The vertical static test will be conducted within the range of -40deg to 40deg, to investigate the cross-flow drag at high incidence angles. The tests will be conducted by dividing the propeller rotation into a case in which the propeller rotates at a specific rpm, and a case in which the propeller rotates naturally, according to the towing speed. Hydrodynamic coefficients of vertical direction will be estimated by the captive model tests. Additionally, the vertical dynamic stability index based on estimated hydrodynamic coefficients will be calculated and the impact of the propeller revolution state on the index will be investigated. The results are expected to be used as reference test data for underwater vehicles with ahead propeller.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.123-145
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• 2013

This study was expected to yield the meaningful conclusions from the experimental group who took lessons based on inductive activities using GeoGebra at the beginning of proof learning and the comparison one who took traditional expository lessons based on deductive activities. The purpose of this study is to give some helpful suggestions for teaching proof to mathematically gifted elementary students. To attain the purpose, two research questions are established as follows. 1. Is there a significant difference in proof abilities between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? 2. Is there a significant difference in proof attitudes between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? To solve the above two research questions, they were divided into two groups, an experimental group of 10 students and a comparison group of 10 students, considering the results of gift and aptitude test, and the computer literacy among 20 elementary students that took lessons at some education institute for the gifted students located in K province after being selected in the mathematics. Special lesson based on the researcher's own lesson plan was treated to the experimental group while explanation-centered class based on the usual 8th grader's textbook was put into the comparison one. Four kinds of tests were used such as previous proof ability test, previous proof attitude test, subsequent proof ability test, and subsequent proof attitude test. One questionnaire survey was used only for experimental group. In the case of attitude toward proof test, the score of questions was calculated by 5-point Likert scale, and in the case of proof ability test was calculated by proper rating standard. The analysis of materials were performed with t-test using the SPSS V.18 statistical program. The following results have been drawn. First, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in proof ability than the comparison group who took traditional proof lessons. Second, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in the belief and attitude toward proof than the comparison group who took traditional proof lessons. Third, the survey about 'the effect of inductive activities using GeoGebra on the proof' shows that 100% of the students said that the activities were helpful for proof learning and that 60% of the reasons were 'because GeoGebra can help verify processes visually'. That means it gives positive effects on proof learning that students research constant character and make proposition by themselves justifying assumption and conclusion by changing figures through the function of estimation and drag in investigative software GeoGebra. In conclusion, this study may provide helpful suggestions in improving geometry education, through leading students to learn positive and active proof, connecting the learning processes such as induction based on activity using GeoGebra, simple deduction from induction(i.e. creating a proposition to distinguish between assumptions and conclusions), and formal deduction(i.e. proving).