• Journal of the Korean earth science society
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• v.25 no.3
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• pp.176-184
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• 2004

The concept of 'the lunar and planetary phases' is very difficult to understand and students may have various misconceptions on this concept. A module drawing the lunar and planetary phases was developed with the application of the simplifying conditions method. The effects of instruction using the module drawing the lunar and planetary phases on the conceptual change and the achievement was investigated in the consideration of learners' characteristics (spatial perception ability, science inquiry ability, required pre-requested learning ability). Findings were as follows: 1) This module was effective for learners' conceptual change and achievement, 2) This module had a positive influence for development the learners' characteristics and conceptual change with the middle level of science inquiry ability, the middle and low level of required pre-requisite learning ability, and middle level of the spatial perception ability.

• Journal of the Korean earth science society
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• v.27 no.4
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• pp.353-363
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• 2006

This study investigates how the lunar phases drawing module-applied instruction affects high school students' conceptual changes of the lunar phases. 46 juniors in a high school were given the module instruction on drawing the lunar phases, and then interviews were conducted to verify conceptual changes in subjects' recognition structures. The types of students' misconceptions of the lunar phases change before the instruction were as follows. Type S is that the Earth's shadow covers the moon. Type SR is that one has both misconception of Type S and a scientific concept at the same time according to the positional relationships. The scientific concept means that an observer sees a moon's part which reflects sunlight. Type SB is that the Earth's shadow covers the moon or the moon can be seen or not by the background's brightness according to the positional relationships. The last Type SRB includes all three above-mentioned types, and it explains the lunar phases at each position. As a result of the module-based instruction, 26 out of 36 subjects built up the scientific concept and 10 students did not. 7 out of the 11 Type S and 3 out of the 17 Type SR students did not, either. Especially, type S students did not change their preconception that the phases of moon change were done by the earth's shadow. Here, their preconception is too much strong; as they solve problems, their preconception is more beneficial, comparing to the method which it is presented from the module. This fact supports that it is difficult for students to discard preconception.

• Journal of the Korean Society for Aeronautical & Space Sciences
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• v.36 no.4
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• pp.357-367
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• 2008

Preparing for future Korean Lunar missions, preliminary Lunar mission design software is developed using a impulsive thrusting method. Developed software is capable of design and analysis every required mission phases to design Lunar mission, including the Earth departure, Lunar transfer, Lunar arrival and mission operation phases. Also, assuming that KSLV-II is selected as a launch vehicle, future Korean Lunar explorer's mass budget is estimated based on driven optimal trajectory characteristics. Tracking analysis is also performed using Deep Space Network including angle geometry analysis between Earth - Moon - Lunar explorer - Sun which are very important for communication, solar panel pointing strategy and eclipse analysis when Lunar missions are under designing phase.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.273-285
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• 2014

Purpose of this study is to analyze eye movements of pre-service teachers and elementary students about a visual material of the change on the lunar phases. Eye-Tracker was used for analysis for eye-fixation time and eye movement at the structure, behavior, function question on the visual material. The Results were as follows. First, the pre-service teacher checked the visual materials from a holistic perspective depending on the function questions and fixed eye-fixation on the moon of the behavior question concerned. On the contrary, elementary school student only checked function of the moon located in the upper part and eye-fixation focus was spread here and there regardless of the questions. Second, the pre-service teacher gazed at the sun, earth and moon in a consecutive order depending on the questions to identify their spatial relations and checked location of the moon related to the question. On the contrary, the elementary school student did not view relations between earth, sun and moon from a spatial perspective. These findings indicate that the pre-service teacher conjures up the mechanism of the change on the lunar phases and confirms it in visual materials by visualizing change on the lunar phase model from earth's point of view while the elementary school student fails to take advantage of visual materials to visualize it from earth's point of view.

• International Journal of Aeronautical and Space Sciences
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• v.10 no.1
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• pp.67-74
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• 2009

In general, the lunar landing stage can be divided into two distinct phases: de-orbit and descent, and the descent phase usually comprises two sub-phases: braking and approach. And many optimization problems of minimal energy are usually focused on descent phases. In these approaches, the energy of de-orbit burning is not considered. Therefore, a possible low perilune altitude can be chosen to save fuel for the descent phase. Perilune altitude is typically specified between 10 and 15km because of the mountainous lunar terrain and possible guidance errors. However, it requires more de-orbit burning energy for the lower perilune altitude. Therefore, in this paper, the perilune altitude of the intermediate orbit is also considered with optimal thrust programming for minimal energy. Furthermore, the perilune altitude and optimal thrust programming can be expressed by a function of the radius of a parking orbit by using continuation method and co-state estimator.

• Journal of the Korean Society for Aeronautical & Space Sciences
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• v.38 no.12
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• pp.1184-1194
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• 2010

The descent and ascent phases for a lunar lander are composed of several phases. Accordingly, the constraints and control values adequate for each phase are required in order to generate optimal lander's trajectory. The optimal trajectories for descent and ascent phases are generated by the cost function to minimize fuel consumption & attitude variation rates. In this paper, the optimal control problem to make trajectory uses Gauss pseudo-spectral method which is one of the direct approach method. This problem generates lander's reference trajectory, states and controls.

• Journal of Astronomy and Space Sciences
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• v.31 no.1
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• pp.51-61
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• 2014

In this work, the preliminary analysis on both the tracking schedule and measurements characteristics for the spacecraft on the phase of lunar transfer and capture is performed. To analyze both the tracking schedule and measurements characteristics, lunar transfer and capture phases' optimized trajectories are directly adapted from former research, and eleven ground tracking facilities (three Deep Space Network sties, seven Near Earth Network sites, one Daejeon site) are assumed to support the mission. Under these conceptual mission scenarios, detailed tracking schedules and expected measurement characteristics during critical maneuvers (Trans Lunar Injection, Lunar Orbit Insertion and Apoapsis Adjustment Maneuver), especially for the Deajeon station, are successfully analyzed. The orders of predicted measurements' variances during lunar capture phase according to critical maneuvers are found to be within the order of mm/s for the range and micro-deg/s for the angular measurements rates which are in good agreement with the recommended values of typical measurement modeling accuracies for Deep Space Networks. Although preliminary navigation accuracy guidelines are provided through this work, it is expected to give more practical insights into preparing the Korea's future lunar mission, especially for developing flight dynamics subsystem.

• Journal of The Korean Astronomical Society
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• v.49 no.4
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• pp.163-173
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• 2016

In this paper, we study the lunar eclipse records in the Goryeosa (History of the Goryeo Dynasty), an official history book of the Goryeo dynasty (A.D. 918 - 1392). In the history book, a total of 228 lunar eclipse accounts are recorded, covering the period from 1009 to 1392. However, we find that two accounts are duplications and four accounts correspond to no known lunar eclipses around the dates. For the remaining lunar eclipses, we calculate the magnitude and the time of the eclipse at different phases using the DE406 ephemeris. Of the 222 lunar eclipse accounts, we find that the minimum penumbral magnitude was 0.5583. For eclipses which occurred after midnight, we find that some accounts were recorded on the day before the eclipse, like the astronomical records of the Joseonwangjosillok (Annals of the Joseon Dynasty), while others were on the day of the lunar eclipse. We also find that four accounts show a difference in the Julian dates between this study and that of Ahn et al., even though it is assumed that the Goryeo court did not change the dates in the accounts for lunar eclipses that occurred after midnight. With regard to the contents of the lunar eclipse accounts, we confirm that the accounts recorded as total eclipses are accurate, except for two accounts. However, both eclipses were very close to the total eclipse. We also confirm that all predicted lunar eclipses did occur, although one eclipse happened two days after the predicted date. In conclusion, we believe that this study is very helpful for investigating the lunar eclipse accounts of other periods in Korea, and furthermore, useful for verifying the calendar dates of the Goryeo dynasty.

• Journal of Astronomy and Space Sciences
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• v.36 no.4
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• pp.293-306
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• 2019

In this study, the observational arc-length effect on orbit determination (OD) for the Korea Pathfinder Lunar Orbiter (KPLO) in the Earth-Moon Transfer phase was investigated. For the OD, we employed a sequential estimation using the extended Kalman filter and a fixed-point smoother. The mission periods, comprised between the perigee maneuvers (PM) and the lunar orbit insertion (LOI) maneuver in a 3.5 phasing loop of the KPLO, was the primary target. The total period was divided into three phases: launch-PM1, PM1-PM3, and PM3-LOI. The Doppler and range data obtained from three tracking stations [included in the deep space network (DSN) and Korea Deep Space Antenna (KDSA)] were utilized for the OD. Six arc-length cases (24 hrs, 48 hrs, 60 hrs, 3 days, 4 days, and 5 days) were considered for the arc-length effect investigation. In order to evaluate the OD accuracy, we analyzed the position uncertainties, the precision of orbit overlaps, and the position differences between true and estimated trajectories. The maximum performance of 3-day OD approach was observed in the case of stable flight dynamics operations and robust navigation capability. This study provides a guideline for the flight dynamics operations of the KPLO in the trans-lunar phase.

• Journal of the Korean earth science society
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• v.41 no.2
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• pp.194-207
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• 2020

The purpose of this study is to identify the types and characteristics of elementary school pre-service teachers revealed in the process of resolving the change of lunar phases, which emphasizes the context of actual observation, and to provide suggestions for areas to be considered in the elementary school teacher training program. To this end, we analyzed the 30 pre-service teachers' explaining the observable lunar phases, and the main research results are as follows. First, the phase change of the moon was often explained by introducing the timetable for each phase of the moon rather than based on observation of the phenomenon and scientific reasoning. Second, an alternative concept of the type that the moon is invisible when the sun rises or that the moon can always be observed has been identified. Third, there was a case of explaining that the time and orientation for observing the moon can be observed regardless of the position of the sun or when observing the sun. Also, the date of observing the moon was assumed to be approached by assuming the lunar calendar. Based on the above results, pedagogical implications were discussed.