• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.27-36
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• 2004

This paper aims to examine how well university students, who are going to be primary school teachers, understand the International System of Units (SI), focusing on seven basic units such as 'm', '㎏', '㏖', 'A', 'K', 's', 'cd'. This study specifically investigates whether the students know the seven units and understand their uses and how they read and learn them. The subjects were 1030 students from the University of Education in Jinju, Geongsangnamdo. Data was collected through a questionnaire which was designed by this researcher and checked by an authority, and the frequency and percentage of reponses to each question were obtained and analysed. Findings show all the students knew very well that 'm' and '㎏' are included in the seven units, compared to the others which low percentage of the students considered as the elements. In terms of understanding of use, the units of the length 'm', the mass '㎏', and the time 's' are well understood, presumably, because they are often used in ordinary life and school, while the amount of substance '㏖', the electric current 'A', the thermodynamic temperature 'K', and the luminous intensity 'cd' are not as well understood. It is probably because 'A', 'cd', and 'K' are hardly used in everyday life. With respect to reading the units, the subjects read 'm', '㎏', '㏖', and's' much better than the others. As for the source of learning them, most students answered they learned them in schools, which implies school education is very important. From these results it is concluded that school education should be accompanied with use in everyday life for understanding and using the units. SI Base Units understanding was investigated by an academic year. According to this investigation, generally the right answer rate differed 4<2<3<1 by an academic year in order. For the Senior, Sophomore appeared the right answer rate more high. because, they learned before in deepening or elementary course on chemistry and physics related with SI Base Units. On the other hand, for the junior answered low rate by this reason that they couldn't remember about SI Base Units that learned before. For the Freshman appeared low rate by this reason that they were not learned or graduated from the department of liberal art in high school.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.22 no.4
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• pp.87-92
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• 2014

In spite of ICAO's effort to ensure the safety of flight operation by requiring crews, controllers, and other ground aviation staffs to use unified system for units, SI (System International of units), there are still many aircrafts designed, manufactured, and operated based on non-SI units, and many crew training in airline companies are also conducted based on non-SI. Due to this confusion of using different unit systems in international flight operation, many crew members and passengers are exposed to danger. International flights pilots may have confusion while flying different airspaces of different countries that use different unit systems, and this may cause human errors causing accidents and incidents. Due to these reasons, it is needed to establish the standards to reflect non-SI that many countries practically use to SI, which is international standard.

• Journal of Engineering Education Research
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• v.7 no.2
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• pp.51-59
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• 2004

The signs have been used as the world-wide common language. Because all units have their own meanings, their usage should be kept correctly. This paper shows how middle school students know and keep the usage of SI units. And this paper shows the necessity of teaching the students correct units in their schools.

• Journal of Integrative Natural Science
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• v.16 no.4
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• pp.133-138
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• 2023

After the SI system of units was adopted as an international system of units, Korea made a lot of efforts such as administrative and educational guidance on the traditional units that had been used so far. In addition, from July 1, 2007, the government has cracked down on the denotation of non-statutory units of measurement as standard units or auxiliary units in commercial transactions. However, non-statutory weighing units are still used in other forms. It is believed that this is because non-statutory units (= our traditional units) are permeated in our lives and are convenient to use. The general public still finds it difficult to use and mark the SI system of units correctly. This is not a problem unique to Korea. However, if you look at the books that are currently used as university physics textbooks, the SI system of units and the non-legal units of other countries are marked in such a way that they can be accurately converted. Only the traditional units of our country are disappearing under the pretext of unit unification. Accordingly, we propose that our units should not be neglected in university education, but should be labeled together. The purpose of this study is to raise the necessity of reorganizing the unit conversion between the SI unit system and the traditional life improvement unit, which continues to be the convenience of life, and applying it in university physics education to enable the conversion with our traditional unit, and to educate the importance of the meaning and function of our traditional unit.

• Journal of the Korean Chemical Society
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• v.54 no.6
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• pp.711-716
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• 2010

New electroluminescent polymers with fluoro groups in vinylene units, poly(m-silylphenyl-p-phenylene-difluorovinylene) (m-SiP-PPDFV) have been synthesized by GILCH polymerization. These polymers have been used as the electroluminescent (EL) layers in single layer light-emitting diodes (LEDs) (ITO/PEDOT/polymer/Ca:Al). m-SiP-PPDFV shows PL around $\lambda_{max}$ = 452 nm and green EL around $\lambda_{max}$ = 497 nm. The current-voltage-luminance (I-V-L) characteristics of the polymers show turn-on voltages of 4.0 V approximately. Two fluoro groups were introduced on every vinylene units of m-SiP-PPV to give m-SiP-PPDFV in an attempt to increase the electron affinity of the parent polymer, and the devices show an increased color stability even with vinylene units. The color stability is attributed to the electron-withdrawing effect of the fluoro groups, which protect vinylene units from oxidation in PPV derivatives. We believe that fluoro groups can be introduced in vinylene units in order to attain excellent stability of PPV derivatives.

• Journal of Korean Ophthalmic Optics Society
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• v.7 no.2
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• pp.19-25
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• 2002

Ternary $xSrO-yB_2O_3-0.1Al_2O_3$ and $xSrO-yB_2O_3-0.1SiO_2$ glasses were prepared as a function of R(${\equiv}x/y$). The fraction of four-coordinated brans ($N_4$), symmetric three-coordinated barons ($N_{3S}$), and asymmetric three-coordinated barons ($N_{3A}$) were determined quantitatively to study the structures of these glasses by $^{11}B$ NMR. The values of $Q_{cc}$ and ${\eta}$ for $BO_3$ unit in the glasses were 2.74MHz and 0.22, those for $BO_3{^-}$ unit were 2.54MHz and 0.55, and those for $BO_4$ unit 0.60~0.75MHz and 0.00, respectively. The structure of SrBAl glass at $R_{1st}$ consisted of tetraborate ($[B_8O_{13}]^{-2}$) units and 1st-modified diborate ($[B_2Al_2O_7]^{-2}$) units, and those for the glass at $R_{max}$consisted of diborate ($[B_4O_7]^{-2}$) units, metaborate ($[BO_2^{-1}]$), 1st-modified diborate units, and 2nd-modified diborate ($[B_2Al_2O_8]^{-4}$) units. Due to the oxygens introduced from the strontium oxide. $AlO_4$ units were preferably formed rather than $BO_4$ units. And, the structure of SrBSi glasses in the region $R{\leq}0.5$ could be viewed as binary $SrO-B_2O_3$ glasses structure diluted by silicate oxide: therefore, the Si atoms of the glasses did not contributed to the change the configuration around the boron atoms. The silicate oxide was formed the $SiO_4{^-}$ units rather than the $BO_3{^-}$ units by the oxygens introduced from the storntium oxide in the region of $R{\geq}R_{max}$, and structure of those glass at $R_{max}$ consisted of diborate units, metaborate units loose $BO_4([BO_2]^{-1})$, and $SiO_4{^-}([SiO_{2.5}]^{-1})$ units.

• Electric Engineers Magazine
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• s.302
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• pp.22-28
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• 2007

• Electric Engineers Magazine
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• s.301
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• pp.29-33
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• 2007

• Journal of the Korea Computer Graphics Society
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• v.16 no.3
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• pp.11-19
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• 2010

This paper describes how to define and implement the schema for 3D virtual objects with physical units so that the objects can be compared in virtual environments based on physical properties, such as length, according to the specified units. We define physical units for virtual objects using the International System of Units and based on the X3D (Extensible 3D) specification. The schema must be defined with validation so that it does not violate the original X3D data structure. In this paper, we have extended the original X3D schema with a physical unit specification, and demonstrate the difference between units-specified and non-units-specified 3D scenes using an X3D browser that we developed.

• Korean Journal of Optics and Photonics
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• v.30 no.4
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• pp.133-141
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• 2019

Revision of the International System of Units (SI) in terms of fundamental constants was achieved by the 26th General Conference on Weights and Measures (CGPM) in November 2018. Four base units (kilogram, ampere, kelvin, and mole) of SI were redefined by fixing the values of the Planck constant h, elementary charge e, Boltzmann constant k, and Avogadro constant $N_A$ respectively. In this paper the scientific principle for redefining the kilogram from the Planck constant with the Kibble balance is explained as an example. The revised SI takes effect on May 20, 2019.