• 한국과학교육학회지
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• 제15권4호
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• pp.379-393
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• 1995

In spite of school science learning, the students' conceptions have not been changed easily. Therefore, to make students overcome their non scientific conceptions has been an important issue in science education. The purpose of this study was to identify the conceptions of students and teachers on the motion of the earth and the moon. The instrument was developed for estimating students' understandings of the concepts related to the motion of the earth and the moon. The validity of the instrument was examined by the specialists in Science Educator and Astronomer. At the same time, the two field trials had been executed, and the items were modified. Also, it consists of 12 items including 9 two-tier multiple choice items and 3 multiple choice items. The population of this study consists of 250 eighth-, 299 tenth-, 292 eleventh-grade students, 134 science teachers in secondary school. SPSS/PC+ was adopted for the statistical analysis. The type of misconceptions possessed students were as follows: 1) At 12:00 noon, the sun is directly overhead. 2) First quarter moon is a half of overall surface of the moon. 3) Air don't rotate with the earth surface because it keeps apart from the earth surface. 4) Summer is warmer than winter, because the earth is nearer from the sun in summer. 5) Whenever season is changed, the direction of rotation axis of the earth is changed. 6) The moon is the brightest at the position of new moon, because the distance between the moon and the sun is the shortest and the moon is received strongest sunlight. 7) The moon is not seen at the position of real full moon, because it is covered with shadow of the earth. 8) When the moon is not seen in the earth, sunlight is not reached at the moon. The major findings were as follows : 1) The middle school students had more misconceptions than those of high school students. And female students had more misconceptions than those of male ones. 2) The rate of correct answer and the type of conception in the tenth grade students were very similar with eleventh grade students. 3) The higher cognitive level, the better development of scientific conception and the less misconception. Also, the correlation coefficient between scientific conception score and GALT score was 0.57. 4) The students in scientific part had higher the rate of correct answer than those of students in human part and the former had less misconception than the latter. 5) The rate of correct answer about model and figure items was lower than descriptive ones, because they did not understand about figures itselves. These types of misconceptions will be used for science instruction and studies of other conceptions need.

• 마이크로전자및패키징학회지
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• 제17권3호
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• pp.17-26
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• 2010

반도체 패키지에 사용되고 있는 유연 솔더는 환경 보호 필요성 대문에 무연 솔더로 빠르게 대체되고 있다. 이와 같은 무연 솔더에 대한 여구는 주로 재료의 발견과 공정 적응성의 관점에서 이루어졌을 뿐, 기계적인 성질이나 신뢰성의 관점에서의 연구는 많이 이루어지지 않았다. 본 논문에서는 무아레 간섭계를 이용하여 유연 솔더와 무연 솔더 실장 WB-PBGA 패키지 결합체의 온도변화에 대한 열-기게적 거동을 해석하였다. 실시간 무아레 간섭계를 이용하여 각 온도 단계에서 변위 분포를 나타내는 간섭무늬를 얻고, 그로부터 유연과 무연의 솔더 조인트를 갖는 WB-PBGA 패키지의 굽힘 변형 거동 및 솔더 볼의 변형률을 비교 분석하였다. 분석결과를 보면 유연 솔더 실장 패키지 결합체의 솔더 볼은 칩경계 부근인 #3 솔더 볼에서 발생하는 전단변형률이 파손에 큰 영향을 미치며, 무연 솔더가 실장된 패키지 결합체의 솔더 볼은 가장 바깥 부근인 #7 솔더 볼에서 발행하는 수직 변형률이 파손에 큰 영향을 미칠 것으로 예측된다, 또한 무연 솔더 실장 패키지 결합체는 같은 온도 조건에서 유연 솔더 실장된 패키지에 비해 굽힘 변형이 휠씬 크게 발생될 뿐 아니라 솔더 볼의 유효변형률도 10% 정도 크게 발생하는 것으로 나타나서 열변형에 의한 파손에 취약할 것으로 예측된다.