• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.385-401
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• 2024

This study presents a step-by-step analysis of the experiences and discussions of five elementary school teachers while developing the Augmented Reality (AR) science educational materials, using the Unity Physics Engine. In the preparation phase to develop the AR materials, the teachers explored the features of the AR technology and decided to create AR materials for experiments related to magnetic fields in the magnetism unit, based on discussions about the unit selection. In addition, they complained about difficulties arising out of the lack of background knowledge about the C# programming language in the preparation phase. During the material development stage, there were difficulties in operating the unfamiliar interface and other functions of the software. However, this was overcome through knowledge sharing and collaborative communication among the teachers. The final materials developed were marker-type AR materials to perform experimental activities by changing the position of the magnet and the compass markers. Based on the developed materials, the teachers discussed their smooth utilization during the classroom activities.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.65-89
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• 2018

Objective: The purpose of this study is to analyze the science concepts and teaching and learning methods presented in the science education-related activities of the Nuri Curriculum teacher guidebooks for ages 3-5. Methods: The research data included 772 activities related to science education in the teachers' guidebook. The analysis of science concepts was based on physical science (force and motion, physical structure, electricity and magnetism, light and shadow, sound properties), chemistry (material properties, material reaction), life science (organizational structure, growth and change, heredity and evolution, animal plant and human relationships), earth science (earth system interaction, earth system structure, and universe), engineering (designed world, engineering design, engineering, technology and society) and ecology (environment preservation). Teaching and learning methods were analyzed according to the types of small and large group activities and of free play activities. Results: Science concepts were mainly presented in the fields of engineering, chemistry, and life science commonly among children aged 3-5, whereas the concepts of physical science were lowly presented in all ages. Science concepts appeared mainly in the daily subjects of 'animal plant and nature', 'life tools', 'environment and life', and 'spring, summer, autumn and winter'. As the teaching and learning method, free paly activities (science area, free outdoor selection activity, math and manipulative activity) were mostly used for the ages of 3 and 4, and small and large group activities (cooking, story sharing, music activity) were for the age of 5. Conclusion/Implications: It is necessary to select the level of science area and concept that can be taught according to the age of children and the timing of the teaching.

• Journal of Advanced Marine Engineering and Technology
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• v.38 no.9
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• pp.1146-1149
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• 2014

To discriminate polarities of stator windings for 3 phase induction motors terminal tags of which are not readable, it is possible to utilize the residual magnetic flux present at their rotors as well as to use the way based on external exciting current. The induced voltages are basically decided by parameters such as the quantity of residual flux, the rotator speed by hand force and the phase properties between stator windings. To adopt induced voltages by residual flux for polarity discrimination at sites, the measured voltages by multi-testers need to be readable in magnitude enough to discriminate winding condition with reasonable phase characteristics. This study focuses on the analysis of various connection cases in the expectation that the summing voltages induced by residual flux shall show zero in case of normal connections while the sum becomes greater indication if the connection is in wrong condition. The proposed method is applied to actual motors to disclose how effective it is for polarity discrimination at sites through comparison of output signals between normal and fault connections.

• Korean Journal of Optics and Photonics
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• v.28 no.3
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• pp.97-102
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• 2017

In this paper, we investigate the optical properties of $Ag@Fe_3O_4$ nanoparticles (NPs) composed of a plasmonic core and a magnetic shell. As the $Fe_3O_4$ shell with high refractive index (~2.42) is formed on the surface of the silver NPs having diameter of 60 nm, the wavelength of the localized surface-plasmon resonance (LSPR) is shifted from 420 nm to 650 nm, a so-called "redshift". Furthermore, through the use of three simulation models ($Ag@Fe_3O_4$ NP, $Fe_3O_4$ shell NP, and silver NP), the peak at 410 nm is seen to be the result of scattering by the $Fe_3O_4$ shell with 60 nm thickness, which would be useful in comprehending the complex optics in various nanoscale assemblies using similar NPs.

• Journal of the Korean Magnetics Society
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• v.19 no.3
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• pp.106-112
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• 2009

$Ni_{1-x}Mg_xFe_2O_4$ ferrite system was studied by using X-ray diffraction and $M{\ddot{o}}ssbauer$ spectroscopy. The samples were prepared by ceramic sintering method with Mg content x. The X-ray diffraction patterns of samples show phase of cubic spinel structure. There are no remarkable changes of lattice constants in $Ni_{1-x}Mg_xFe_2O_4$ ferrite system. The $M{\ddot{o}}ssbauer$ spectra were consisted of two sets of six lines, respectively, corresponding to $Fe^{3+}$ at tetrahedral and octahedral sites. The magnetic hyperfine field of samples was decreased as increasing Mg contents x in both sites and it was shown Yafet-Kittel magnetic structure. $NiFe_2O_4$ was shown complete inverse spinel, but $NiFe_2O_4$ was shown partial inverse spinel which absorption area ratio (oct/tet) was 1.449 in $M{\ddot{o}}ssbauer$ spectrum.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.119-138
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• 2015

This study analyzed the academic achievements on above-level testing of mathematics, physics, chemistry, and English in newly entering students of science specialized high schools. It can be expected that newly students of science high specialized schools have reached ceiling level in the middle school mathematics and science academic scores. Above-level testing(or off-level testing) is a test tool used to evaluate student's ability which are above-grade level. In this study, above-level testing tools were used to develop the same type examination paper of the 2013 Korean College Scholastic Ability Test(CSAT) in mathematics, physics, chemistry, and English. The conclusions of this study were as follow: First, the academic achievement level of science specialized high school freshmen were higher the average level of general high school senior because that over 50% of them are within the 5 grade of CSAT in mathematics, physics, and chemistry. In English, 19.3% science specialized high school freshmen have reached within the 5 grade of CSAT. Second, as a result of examining characteristics of academic achievement with respect to units of subjects, in mathematics, it was showed that the academic achievement of 'continuity and limit of a function' unit was higher, 'statistics' unit was lower. In physics, the academic achievement of 'Electricity and Magnetism' unit was higher, 'Waves and particles' unit was lower. In chemistry, the academic achievement of 'compounds in life' unit was higher, 'Air' unit was lower. In English, the academic achievement of 'practical sentence' of reading area was higher, 'Sentence' of writing area was lower. In conclusion, above-level testing provided a good strategy for identifying and determining appropriate programming interventions for gifted students who are two or more grade levels above their age-mates in achievements, aptitude, or ability.