• Journal of The Korean Astronomical Society
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• v.40 no.2
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• pp.49-60
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• 2007

This paper deals with the theory for rotational motion of a two-layer Earth model (an inelastic mantle and liquid core) including the dissipation in the mantle-core boundary(CMB) along with tidal effects produced by Moon and Sun. An analytical solution being derived using Hori's perturbation technique at a second order Hamiltonian. Numerical nutation series will be deduced from the theory.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.32-42
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• 2011

The purpose of this study is to provide meaningful basic materials for organizing a science curriculum in future by analyzing the status and changes of contents about astronomical phenomena in textbooks according to the changes of the science curriculum of elementary school. A main target of analysis is science textbooks of elementary school in curriculums from 1st to 7th. For the analysis, the analytic frame based on contents in astronomy textbooks of teachers colleges and colleges of education was used. The result of the analysis is as in the following. First, astronomy accounted for average about 7% of all pages of textbooks in all of science curriculums. The 1st educational curriculum had the most learning quantity of 10.40%, and the 6th curriculum had the least quantity of 4.39%. These results show that astronomy was not a small part and was considered important in each science curriculum of elementary school considering that earth science accounted for 17-26% of all pages in elementary school science curriculum. Second, the things that have been dealt with in common in all science curriculums from 1st to 7th of elementary school are the shape of the earth, the rotation and the revolution of the earth, the occurrence of the seasons, the apparent motion of the sun, the status and motion of the moon, the movement of a star, the brightness and distance of a star, constellations, the sun, planets and others. These contents are expected to be dealt with continuously as basic contents to organize astronomy regardless of the changes of curriculum. Third, in science curriculum of elementary school, astronomical phenomena based on life experiences regarding the earth, the moon and the sun are mainly dealt with in the first and the second grade. Contents requiring principles-understanding and research are dealt with in the fifth and sixth grade. These results show that elementary school science curriculum dealing with astronomy reflects the developmental stages of students and considers principle of learning possibility.

• Journal of Astronomy and Space Sciences
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• v.10 no.2
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• pp.152-162
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• 1993

We developed the S/W which calculate the Planetary and the Moon ephemerides. The ephemeris of the Solar system objects was obtained from a simultaneous numerical integration of the equations of motion for the nine planets and the Moon. The mathematical model includes contributions from (1) point-mass interactions (2) figure effect (3) earth tides (4) the orientations of the Earth and the Moon. The calculated ephemerides are compared with DE200 data produced by JPL (Jet Propulsion Laboratory).

• Journal of the Korean earth science society
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• v.32 no.2
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• pp.200-211
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• 2011

The purpose of this study is to investigate the effects of astronomical animation module on students' conceptual change regarding the concepts of diurnal motion of stars. Four students participated in this study, who never learned about the diurnal motion of stars. An animation module was developed by using Flash MX to readily understand the concept of space. In addition, we inserted a teacher's voice with supplementary materials into the animation module to help students learn individually. The animation module was comprised of the movement of the Earth, the Moon and the planet. The earth science gifted students' preconception on diurnal motion of stars was analyzed with pre-test using questionnaires and interviews. After the instruction with animation module, the effect of conceptual change was examined by comparing pre and post-test. The results indicated that three students correctly presented about the motion of the star by all directions in middle latitude. Four students showed their understanding that stars travelled straight in all directions. Finally, all of four students whose preconceptions were that the star rotated perpendicularly showed the conceptual change of diurnal motion that the star traveled diagonally.

• Journal of the Korean earth science society
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• v.27 no.6
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• pp.591-605
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• 2006

The purpose of this study is to investigate the relationship between lunar and earth rotation, by quantitatively describing the rotation of lunar configuration which is observed during the lunar diurnal motion. Our research suggests that observation of the lunar diurnal motion could be used as a study topic in the earth science courses. The rotation of the lunar configuration is an apparent phenomenon that can be seen when an observer. standing on the ground. looks at the moon as if the lunar dark configuration rotates on the basis of horizontal line. In spite its competence as a study topic because it is observable by naked eyes, there are only few major textbooks that introduce this phenomenon with regard to the earth rotation. Therefore, this study induced the mathematical principle of the lunar rotation in detail and proposed that this could be developed as a scientific inquiry through practical observation. In addition, an analytical proof and qualitative method of explanation of the lunar reverse rotation were also presented.

• Journal of the Korean Society for Aeronautical & Space Sciences
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• v.37 no.9
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• pp.843-854
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• 2009

For preparing Korean lunar missions, optimal Earth-Moon transfer trajectory is designed using continuous low thrust. Using both constant and variable low thrusting method, "End-to-End" mission analysis is made from beginning of the Earth departure to the final lunar arrival. Spacecraft's equations of motion is expressed using N-body dynamics including the gravitational effects due to the Earth, Moon, Sun and also with Earth's $J_2$ effects. Planets' exact locations are computed accurately with JPL's DE405 ephemeris. As a results, optimal thrust steering angle's characteristics are discovered which showed almost tangential direction burns at the near of central planets. Also, it is confirmed that variable low thrusting method is more efficient than constant thrusting method, and can save about 5% of fuel consumption. Presented algorithm and various results will give numerous insights into the future Korea's Lunar missions using low thrust engines. Also, it is expected to be used as a basis of more detailed mission analyzing tool.

• Publications of The Korean Astronomical Society
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• v.30 no.2
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• pp.705-707
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• 2015

Astronomical observation is the beginning of scientific attitudes in the history of mankind. According to Indian tradition, there existed 18 early astronomical texts (siddhantas) composed by Surya, Pitamaha and many others. Varahamihira compiled five astronomical texts in a book named panchasiddhantika, which is now the link between early and later siddhantas. Indian scholars had no practice of writing their own names in their works, so, it is very difficult to identify them. Aryabhata is the first name noticed, in the book Aryabhatiya. After this point most astronomers and astro-writers wrote their names in their works. In this paper I have tried to analyze the works of astronomers like Aryabhata, Varahamihira, Brahmagupta, Bhaskara I, Vateswara, Sripati and Bhaskaracharya in a modern context and to obtain an account of Indian astronomical knowledge. Aryabhata is the first Indian astronomer who stated that the rising and setting of the Sun, the Moon and other heavenly bodies was due to the relative motion of the Earth caused by the rotation of the Earth about its own axis. He also estabished the 'yuga' theory (one Mahayuga = 432000 years). Varahamihira compiled panchasiddhantika and wrote Brihatsamhita. Brahmagupta is the most distinguished astronomer known to us. His two major works are i) Brahmasphutasiddhanta and ii) Khandkhadaka. Bhaskara I was the follower of Aryabhata. His three known works are Mahabhaskariya, Laghubhaskariya and Aryabhatiyabhasya. Vateswara follows Aryapaksha and Saurapaksha. His master work is Vateswarasiddhanta. Sripati, in his siddhantasekhara, gives the rules for determining the Moon's second inequality. Bhaskara II wrote the most comprehensive astronomical work in Indian astronomy. The result of these works is the account of the Indian astronomical heritage. These works are written in the Sanskrit language. A very few of these manuscripts have been translated in English but many are yet to be done. So, it is necessary to translate these astronomical texts into English with proper commentary for modern scholars. This paper will be helpful in this work.

• Bulletin of the Korean Space Science Society
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• 2011.04a
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• pp.22.1-22.1
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• 2011

Two dominant components of polar motion are the Chandler and the annual components. Recently, the existence of 500-day period component in the Earth's polar motion has been manifested. But its existence is not clear on Fourier spectrum. One cause of difficulty involved here is that the amplitudes of the two main components are slightly variable in time by certain amounts (Chandler: 0.15~0.28 arcsec, annual: 0.09~0.15 arcsec). A residual polar motion time series excluding the two main components for a time span between 1962 Jan and 2010 Nov from IERS C04 time series dataset was constructed by least square fitting. For faithful fitting, 43 time segments of 6.8 year length (each starts on January 1st of successive years) were separately acquired and later combined together. The period of dominant peak in the spectrum of this residual polar motion time series is 490 days. Next peaks have their periods as semi-annual, 300~330 days, ~560 days, 670 days, and 1360 days.

• Journal of Astronomy and Space Sciences
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• v.8 no.2
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• pp.141-148
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• 1991

In order to obtain a complete picture of the time dependent dynamic of 360 fragments in space, the program IODS (ISSA Orbit Determination System) has been set up. Using The program IODS, all fragments orbits of one break-up event can be generated. Perturbations due to the Earth's asymmetrical potential, the Sun, moon, air drag and solar radiation force are considered. We summarize our results as follows : I) Due to J2 term, precessional motion of all fragment orbits are (수식생략) ii) The other perturbations have very small effects.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.481-494
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• 2018

This study investigated elementary students' understanding of Earth revolution and its accompanied apparent motion of constellation in terms of spatial reasoning. We designed a set of multi-tiered constructed response items in which students described their own idea about the reason of consecutive movement of constellations for three months and drew a diagram about relative locations of the Sun, the Earth, and the constellations. Sixty-five sixth grade students from four elementary schools participated in the tests both before and after science classes on the relative movement of Earth and Moon. Their answers to the items were categorized inductively in terms of transforming frames of reference which are observed on the Earth and designed from the Space-based perspective. We analyzed those categories by the levels of spatial reasoning and depicted the change of students' levels between pre/post-tests so that we could get an idea on the preliminary developmental pathway of students' understanding of this topic. The lower anchor description was that constellations move around the Earth with geocentric perspective. Intermediate level descriptions were planar understanding of Earth movement, intuitive idea on constellation movement along with the Earth. Students with intermediate levels did not reach understanding of the apparent motion of constellations. As the upper anchor description students understood the apparent motion of constellations according to the Earth revolution and could transform their frames of reference between Earth-based view and Space-based view. The features as the case of evolutionary learning progressions and critical points of students' development for this topic were discussed.