• Geophysics and Geophysical Exploration
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• v.9 no.1
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• pp.50-59
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• 2006

The risk of fault reactivation in the Gippsland Basin was calculated using the FAST (Fault Analysis Seal Technology) technique, which determines fault reactivation risk by estimating the increase in pore pressure required to cause reactivation within the present-day stress field. The stress regime in the Gippsland Basin is on the boundary between strike-slip and reverse faulting: maximum horizontal stress $({\sim}\;40.5\;Mpa/km)$ > vertical stress (21 Mpa/km) ${\sim}$ minimum horizontal stress (20 MPa/km). Pore pressure is hydrostatic above the Campanian Volcanics of the Golden Beach Subgroup. The NW-SE maximum horizontal stress orientation $(139^{\circ}N)$ determined herein is broadly consistent with previous estimates, and verifies a NW-SE maximum horizontal stress orientation in the Gippsland Basin. Fault reactivation risk in the Gippsland Basin was calculated using two fault strength scenarios; cohesionless faults $(C=0;{\mu}=0.65)$ and healed faults $(C=5.4;\;{\mu}=0.78)$. The orientations of faults with relatively high and relatively low reactivation potential are almost identical for healed and cohesionless fault strength scenarios. High-angle faults striking NE-SW are unlikely to reactivate in the current stress regime. High-angle faults oriented SSE-NNW and ENE-WSW have the highest fault reactivation risk. Additionally, low-angle faults (thrust faults) striking NE-SW have a relatively high risk of reactivation. The highest reactivation risk for optimally oriented faults corresponds to an estimated pore pressure increase (Delta-P) of 3.8 MPa $({\sim}548\;psi)$ for cohesionless faults and 15.6 MPa $({\sim}2262\;psi)$ for healed faults. The absolute values of pore pressure increase obtained from fault reactivation analysis presented in this paper are subject to large errors because of uncertainties in the geomechanical model (in situ stress and rock strength data). In particular, the maximum horizontal stress magnitude and fault strength data are poorly constrained. Therefore, fault reactivation analysis cannot be used to directly measure the maximum allowable pore pressure increase within a reservoir. We argue that fault reactivation analysis of this type can only be used for assessing the relative risk of fault reactivation and not to determine the maximum allowable pore pressure increase a fault can withstand prior to reactivation.

• Proceedings of the Korean Institute of Electrical and Electronic Material Engineers Conference
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• 2010.06a
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• pp.31-31
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• 2010

The growth of the high-quality GaN epilayers is of significant technological importance because of their commercializedoptoelectronic applications as high-brightness light-emitting diodes (LEDs) and laser diodes (LDs) in the visible and ultraviolet spectral range. The GaN-based heterostructural epilayers have the polar c-axis of the hexagonal structure perpendicular to the interfaces of the active layers. The Ga and N atoms in the c-GaN are alternatively stacked along the polar [0001] crystallographic direction, which leads to spontaneous polarization. In addition, in the InGaN/GaN MQWs, the stress applied along the same axis contributes topiezoelectric polarization, and thus the total polarization is determined as the sum of spontaneous and piezoelectric polarizations. The total polarization in the c-GaN heterolayers, which can generate internal fields and spatial separation of the electron and hole wave functions and consequently a decrease of efficiency and peak shift. One of the possible solutions to eliminate these undesirable effects is to grow GaN-based epilayers in nonpolar orientations. The polarization effects in the GaN are eliminated by growing the films along the nonpolar [$11\bar{2}0$] ($\alpha$-GaN) or [$1\bar{1}00$] (m-GaN) orientation. Although the use of the nonpolar epilayers in wurtzite structure clearly removes the polarization matters, however, it induces another problem related to the formation of a high density of planar defects. The large lattice mismatch between sapphiresubstrates and GaN layers leads to a high density of defects (dislocations and stacking faults). The dominant defects observed in the GaN epilayers with wurtzite structure are one-dimensional (1D) dislocations and two-dimensional (2D) stacking faults. In particular, the 1D threading dislocations in the c-GaN are generated from the film/substrate interface due to their large lattice and thermal coefficient mismatch. However, because the c-GaN epilayers were grown along the normal direction to the basal slip planes, the generation of basal stacking faults (BSFs) is localized on the c-plane and the generated BSFs did not propagate into the surface during the growth. Thus, the primary defects in the c-GaN epilayers are 1D threading dislocations. Occasionally, the particular planar defects such as prismatic stacking faults (PSFs) and inversion domain boundaries are observed. However, since the basal slip planes in the $\alpha$-GaN are parallel to the growth direction unlike c-GaN, the BSFs with lower formation energy can be easily formed along the growth direction, where the BSFs propagate straightly into the surface. Consequently, the lattice mismatch between film and substrate in $\alpha$-GaN epilayers is mainly relaxed through the formation of BSFs. These 2D planar defects are placed along only one direction in the cross-sectional view. Thus, the nonpolar $\alpha$-GaN films have different atomic arrangements along the two orthogonal directions ($[0001]_{GaN}$ and $[\bar{1}100]_{GaN}$ axes) on the $\alpha$-plane, which are expected to induce anisotropic biaxial strain. In this study, the anisotropic strain relaxation behaviors in the nonpolar $\alpha$-GaN epilayers grown on ($1\bar{1}02$) r-plane sapphire substrates by metalorganic chemical vapor deposition (MOCVO) were investigated, and the formation mechanism of the abnormal zigzag shape PSFs was discussed using high-resolution transmission electron microscope (HRTEM).

• Journal of the Institute of Electronics Engineers of Korea SD
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• v.43 no.4 s.346
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• pp.1-7
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• 2006

AlN thin films have been fabricated by using RF magnetron sputtering method and their crystal orientations, microstructures and piezoelectric properties have been investigated with variation of the $Ar/N_2$ gas ratio and the substrate temperature. Particularly, when the $Ar/N_2$ gas ratio and the substrate temperature are 10/10 (sccm) and $400^{\circ}C$, respectively, the AlN thin film exhibits the highest (002) orientation. The result of the surface roughness measurement by using AFM shows that the surface roughness becomes better as the partial pressure of $N_2$ increases at the substrate temperature of $400^{\circ}C$ and it becomes the smallest value of 2.1 nm when $Ar/N_2$ is 0/20 (sccm). The AFM measurement also shows that when $Ar/N_2$ is 10/10 (sccm) shows that surface roughness becomes better as the substrate temperature increases from room temperature up to $300^{\circ}C$ and then it becomes worse as the substrate temperature goes up from $300^{\circ}C$. At the substrate temperature of $300^{\circ}C$ and $Ar/N_2$=10/10 (sccm), the surface roughness is 3.036 nm. The piezoelectric constant ($d_{33}$) of AlN thin film is measured by Pneumatic probe method. The measurement shows that the AlN thin film with the highest (002) orientation, fabricated at $Ar/N_2$=10/10 (sccm) and the substrate temperature of $400^{\circ}C$, has the best Piezoelectric constant ($d_{33}$) of 6.01 pC/N.

• Hwankyungkyoyuk
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• v.7 no.1
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• pp.1-17
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• 1994

This study was performed to determine appropriate teaching-learning and evaluation methods for Environmental Studies. To promote the relevance of our study to the needs of the schools and concerned educational communities of environmental education, we reviewed related literature, conducted questionnaire surveys, interviewed related teachers and administrator, held meetings with experts, and field-tested our findings. For selecting and developing teaching-learning methods of Environmental Studies, findings of educational research in general are considered. moreover, principles of environmental education, general aim of environmental education, orientations of environmental education, and developmental stages of middle school students in educational psychology were attended. In addition, relevance to the purpose of the Environmental Studies curriculum, appropriateness for value inquiry as well as knowledge inquiry, small group centered class organization, social interaction centered teaching-learning process, regional environmental situation, significance of personal environment, evaluation methods of Environmental Studies, multi- and inter-disciplinary contents of the Environmental Studies textbook, suitability to the evaluation methods of Environmental Studies, and emphasis on the social interaction in teaching-learning process were regarded. It was learned the Environmental Studies can be taught most effectively in via of holding discussion sessions, conducting actual investigation, doing experiment-practice, doing games and plate, role-playing and carrying out simulation activities, and doing inquiry. These teaching-learning methods were field-tested and proved appropriate methods for the subject. For selecting and developing evaluation method of Environmental Studies, such principles and characteristics of Environmental Studies as objective domains stated in the Environmental Studies curriculum, diversity of teaching-learning organization, were appreciated. We categorized nine evaluation methods: the teacher may conduct questionnaire surveys, testings, interviews, non-participatory observations; they may evaluate student's experiment-practice performances, reports preparation ability, ability to establish a research project, the teacher may ask the students to conduct a self-evaluation, or reciprocal evaluation. To maximize the effect of these methods, we further developed an application system. It considered three variables, that is, evaluates, evaluation objectives domains, and evaluation agent, and showed how to choose the most appropriate methods and, when necessary, how to combine uses of different methods depending on these variables. A sample evaluation instrument made on the basis of this application system was developed and tested in the classes. The system proved effective. Pilot applications of the teaching-learning methods and evaluation method were made simultaneously; and the results and their implications are as follows. Discussion program was applied in a lesson dealing with the problems of waste disposal, in which students showed active participation and creative thinking. The evaluation method used in this lesson was a multiple-choice written test for knowledge and skills. It was shown that this evaluation method and device are effective in helping students' revision of the lesson and in stimulating their creative interpretations and responces. Pupils showed great interests in the actual investigation program, and this programme was proved to be effective in enhancing students' participation. However, it was also turned out that there must be pre-arranged plans for the objects, contents and procedures of survey if this program is to effective. In this lesson, non-participatory observation methods were used with a focus on the attitudes of students. A scaled reported in general description rather than in grade. Experiment-practice programme was adopted in a lesson for purifying contaminated water and in this lesson, instruction objectives were properly established, the teaching-learning process was clearly specified and students were highly motivated. On the other hand, however, it was difficult to control the class when some groups of students require more times to complete their experiment, and sometimes different results. As regards to evaluation, performance observation test were used for assessing skills and attitudes. If teachers use well-prepared Likert scale, evaluation of all groups within a reasonablely short period of time will be possible. The most effective and successful programme in therms of students' participation and enjoyment, was the 'ah-nah-bah-dah-market' program, which is kind of game of the flea market. For better organized program of this kind, however, are essential, In this program, students appraise their own attitudes and behavior by responding to a written questionnaire. In addition, students were asked to record any anecdotes relating to self-appraisal of changes on one's own attitudes and behaviours. Even after the lesson, students keep recording those changes on letters to herself. Role-playing and simulation game programme was applied to a case of 'NIMBY', in which students should decide where to located a refuse dumping ground. For this kind of programme to e successful, concepts and words used in the script should be appropriate for students' intellectual levels, and students should by adequately introduced into the objective and the procedures of the lessons. Written questionnaire was used to assess individual students' attitudes after the lesson, but in order to acquire information on the changes of students' attitudes and skills, pre-test may have to be made. Doing inquiry programme, in which advantages in which students actually investigated the environmental influence of the areas where school os located, had advantages in developing students' ability to study the environmental problems and to present the results of their studies. For this programme to be more efficient, areas of investigation should be clearly divided and alloted to each group so that repetition or overlap in areas of study and presentation be avoided, and complementary wok between groups bee enhanced. In this programme, teacher assessed students' knowledge and attitudes on the basis of reports prepared by each group. However, there were found some difficults in assessing students' attitudes and behaviours solely on the grounds of written report. Perhaps, using a scaled checklist assessing students' attitudes while their presentation could help to relieve the difficulties.

• The Journal of the Petrological Society of Korea
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• v.20 no.4
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• pp.173-189
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• 2011

Basic to acidic dykes and systematic joints are observed pervasively in the Jukbyeon-Bugu area, Uljin, east Korea. In order to classify the dykes and joints and to determine the relative chronology, their geometries, kinematics, and cross-cutting relationships, and the petrography and geochemistry of dykes are synthetically analyzed. Based on the orientations and cross-cutting relationships of 144 dykes (137 basic and 7 acidic dykes) and 370 systematic joints, three basic dike swarms (M-10, M-80, and M-100), one acidic dyke group (AD), and four joint sets (J-10, J-40, J-80, and J-150) are classified. Some of the J-150 joints reactivated as dextral strike-slip fault are recognized in the field and named as F-340R. According to petrographic, geochemical, and occurrence features in the field, M-80 and M-100 dykes have originated from a co-magma and intruded under the same stress field, even though they have intruded through different passages, preexisting fractures and new fractures created by magmatic pressure, respectively. And the relative chronology of dyke swarms and joint sets in the study area is determined as follows : ${\rightarrow}$ ${\rightarrow}$ ${\rightarrow}$ ${\rightarrow}$ ${\rightarrow}$ . And the M-80 (M-100) and M-10 dyke swarms intruded under NNE-SSW and NW-SE trending horizontal minimum stress fields, respectively. According to a synthesis of the results of the previous and this studies, the M-80, M-10, and F-340R are interpreted to have been formed about 64-52 Ma, Eocene~Oligocene, and Miocene, respectively.

• The Journal of Korean Academy of Prosthodontics
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• v.45 no.1
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• pp.85-97
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• 2007

Statement of problem: Recently, anodic oxidation of cp-titanium is a popular method for treatment of titanium implant surfaces. It is a relatively easy process, and the thickness, structure, composition, and the microstructure of the oxide layer can be variably modified. Moreover the biological properties of the oxide layer can be controlled. Purpose: In this study, the roughness, microstructure, crystal structure of the variously treated groups (current, voltage, frequency, electrolyte, thermal treatment) were evaluated. And the specimens were soaked in simulated body fluid (SBF) to evaluate the effects of the surface characteristics and the oxide layers on the bioactivity of the specimens which were directly related to bone formation and integration. Materials and methods: Surface treatments consisted of either anodization or anodization followed thermal treatment. Specimens were divided into seven groups, depending on their anodizing treatment conditions: constant current mode (350V for group 2), constant voltage mode (155V for group 3), 60 Hz pulse series (230V for group 4, 300V for group 5), and 1000 Hz pulse series (400V for group 6, 460V for group 7). Non-treated native surfaces were used as controls (group 1). In addition, for the purpose of evaluating the effects of thermal treatment, each group was heat treated by elevating the temperature by $5^{\circ}C$ per minute until $600^{\circ}C$ for 1 hour, and then bench cured. Using scanning electron microscope (SEM), porous oxide layers were observed on treated surfaces. The crystal structures and phases of titania were identified by thin-film x-ray diffractmeter (TF-XRD). Atomic force microscope (AFM) was used for roughness measurement (Sa, Sq). To evaluate bioactivity of modified titanium surfaces, each group was soaked in SBF for 168 hours (1 week), and then changed surface characteristics were analyzed by SEM and TF-XRD. Results: On basis of our findings, we concluded the following results. 1. Most groups showed morphologically porous structures. Except group 2, all groups showed fine to coarse convex structures, and the groups with superior quantity of oxide products showed superior morphology. 2. As a result of combined anodization and thermal treatment, there were no effects on composition of crystalline structure. But, heat treatment influenced the quantity of formation of the oxide products (rutile / anatase). 3. Roughness decreased in the order of groups 7,5,2,3,6,4,1 and there was statistical difference between group 7 and the others (p<0.05), but group 7 did not show any bioactivity within a week. 4. In groups that implanted ions (Ca/P) on the oxide layer through current and voltage control, showed superior morphology, and oxide products, but did not express any bioactivity within a week. 5. In group 3, the oxide layer was uniformly organized with rutile, with almost no titanium peak. And there were abnormally more [101] orientations of rutile crystalline structure, and bonelike apatite formation could be seen around these crystalline structures. Conclusion: As a result of control of various factors in anodization (current, voltage, frequency, electrolytes, thermal treatment), the surface morphology, micro-porosity, the 2nd phase formation, crystalline structure, thickness of the oxide layer could be modified. And even more, the bioactivity of the specimens in vitro could be induced. Thus anodic oxidation can be considered as an excellent surface treatment method that will able to not only control the physical properties but enhance the biological characteristics of the oxide layer. Furthermore, it is recommended in near future animal research to prove these results.

• Journal of the Korean Society of Groundwater Environment
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• v.5 no.2
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• pp.88-100
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• 1998

Since fractures may serve as major conduits of groundwater flow in crystalline rocks, characterization of conductive fractures is especially important for interpretation of flow system. In this study, characterization of fractures to investigate hydraulically conductive fractures in gneisses at an abandoned mine area was performed. The orientation, width, length, movement sense, infilling materials, spacing, aperture, roughness of both joints and faults and intersection and connectivity to other joints were measured on outcrops. In addition, characteristics of subsurface fractures were examined by core logging in five boreholes, of which the orientations were acquired by acoustic televiewer logging from three boreholes. The dominant fracture sets were grouped from outcrops; GSet 1: N50-82$^{\circ}$E/55-90$^{\circ}$SE, GSet 2: N2-8$^{\circ}$E/56-86$^{\circ}$SE, GSet 3: N46-72$^{\circ}$W/60-85$^{\circ}$NE, GSet 4:Nl2-38$^{\circ}$W/15-40$^{\circ}$SW and from subsurface; HSet 1: N50-90$^{\circ}$E/55-90$^{\circ}$SE, HSet 2: N10-30$^{\circ}$E/50-70$^{\circ}$SE, HSet 3: N20-60$^{\circ}$W/50-80$^{\circ}$NE, HSet 4: N10-50$^{\circ}$E/$\leq$40$^{\circ}$NW. Among them, GSet 1, GSet 3 and HSet 1, HSet 3 are the most intensely developed fracture sets in the study area. The mean fracture spacings of HSet 1 are 30-47cm and code 1 fractures, such as faults and open fractures, comprise 21.0-42.9 percent of the whole fractures in each borehole. HSet 3 shows the mean fracture spacings of 55-57cm and the ratio of code 1 fractures is 15.4-26.9 percent. In spite of the mean fracture spacing of 239cm, code 1 fractures of HSet 4 have the highest ratio of 54.5 percent. From the fact that faults or open fractures have high hydraulic conductivity, it can be inferred that the three fracture sets of N55-85$^{\circ}$E/50-80$^{\circ}$SE, N20-60$^{\circ}$W/50-75$^{\circ}$NE and N10-30$^{\circ}$E/$\leq$30$^{\circ}$NW from a fracture system of relatively high conductivity. It is indirectly verified with geophysical loggings and constant injection tests performed in the boreholes.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.539-550
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• 2016

The purpose of the study is to conceptualize SSI-PCK by identifying major components and sub-components to promote science teachers' confidence and knowledge on teaching SSIs. To achieve this, I conducted extensive literature reviews on teachers' perceptions on SSI, case studies of teachers addressing SSIs, SSI instructional strategies, etc. as well as PCK. Results indicate that SSI-PCK include six major components: 1) Orientation for Teaching SSI (OTS), 2) Knowledge of Instructional Strategies for Teaching SSI (KIS), 3) Knowledge of Curriculum (KC), 4) Knowledge of Students' SSI Learning (KSL), 5) Knowledge of Assessment in SSI Learning (KAS), and 6) Knowledge of Learning Contexts (KLC). OTS refers to teachers' instructional goals and intentions for teaching SSIs. Teachers often present a) activity-driven, b) knowledge and higher order thinking skills, c) application of science in everyday life, d) nature of science and technology, e) citizenship and f) activism orientations for teaching SSIs. KIS indicates teachers' instructional knowledge required for effectively designing and implementing SSI lessons. It includes a) SSI lesson design, b) utilizing progressive instructional strategies, and c) constructing collaborative classroom cultures. KC refers to teachers' knowledge on a) connection to science curriculum (horizontal/vertical) and b) connection to other subject matters. KSL refers to teachers' knowledge on a) learner experiences in SSI learning, b) difficulties in SSI learning, and c) SSI reasoning patterns. KAS indicates teachers' knowledge on a) dimensions of SSI learning to assess, and b) methods of assessing SSI learning. Finally, KLC refers to teachers' knowledge on the cultures of a) classrooms, b) schools, and c) community and society where they are located when teaching SSIs.

• The Journal of the Petrological Society of Korea
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• v.15 no.4 s.46
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• pp.180-193
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• 2006

The Gilan area in the central-northern part of Uiseong Block of Cretaceous Gyeongsang Basin is composed of Precambrian metamorphic rocks, Triassic Cheongsong granite, Early Cretaceous Hayans Group, and Late Cretaceous-Paleocene igneous rocks. In this area, the faults of various directions are developed: Oksan fault of $NS{\sim}NNW$ trend, Gilan fault of NW trend, Hwanghaksan fault of WNW trend, and Imbongsan fault of EW trend. Several fracture sets with various geometric indicators, which determine their relative timing (sequence and coexistence relationships) and shear sense, we well observed in the Cheongsong granite, the basement of Gyeongsang Basin. The aim of this study is to determine the development sequence of extension fractures and the movement sense of shear fractures in the Gitan area on the basis of detailed analysis of their geometric indicators (connection, termination, intersection patterns, and cross-cutting relations). This study suggests that the fracture system of the Gilan area was formed at least through seven different fracturing events, named as Pre-Dn to Dn +5 phases. The orientations of fracture sets show (W) NW, NNW, NNE, EW, NE in descending order of frequency. The orientation and frequency patterns are concordant with those of faults around and in the Gilan area on a geological map scale. The development sequence and movement sense of fracture sets are summarized as follows. (1) Pre-Dn phase: extension fracturing event of $NS{\sim}NNW$ and/or $WNW{\sim}ENE$ trend. The joint sets of $NS{\sim}NNW$ trend and of $WNW{\sim}ENE$ trend underwent the reactivation histories of sinistral ${\rightarrow}$dextral${\rightarrow}$sinistral shearing and of (dextral${\rightarrow}$) sinistral shearing with the change of stress field afterward, respectively. (2) Dn phase: that of NW trend. The joint set experienced the reactivations of sinistral${\rightarrow}$dextral shearing. (3) Dn + 1 phase: that of $NNE{\sim}NE$ trend. The joint set was reactivated as a sinistral shear fracture afterward. (4) Dn +2 phase: that of $ENE{\sim}EW$ trend. (5) Dn +3 phase: that of $WNW{\sim}NW$ trend. (6) Dn+4 phase: that of NNW trend. The joint set underwent a dextral shearing after this. (7) The last Dn +5 phase: that of NNE trend.

• Journal of Korean Ophthalmic Optics Society
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• v.16 no.3
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• pp.265-272
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• 2011

Purpose: The clinical usefulness of rotation evaluation using objective refraction in toric soft lenses fitting was investigated. Methods: Toric soft lenses were fitted for 32 subjects (64 eyes; mean age of 24.69 ${\pm}$ 1.65 years) with astigmatism and both eyes of each subject were fitted with toric soft lenses. Objective refraction-based lenses rotation was evaluated from refraction and over-refraction data by indirect calculating technique. These calculated data were compared with the measured data from slit lamp with direct measuring technique. Results: Orientation of toric soft lenses around zero position (within ${\pm}$ 5$^{\circ}$ vertical line) was investigated. The orientations to the direction of nose of measured and calculated values were 69.78% and 63.64%, respectively, which showed similar values between two techniques. Agreement frequency between measured and calculated values in the magnitude of lenses rotation 54.69% and 82.82% for 10$^{\circ}$ and 20$^{\circ}$ of vertical line, respectively. The 95% limits of agreement between calculation and measurement were from -10.08$^{\circ}$ to 12.65$^{\circ}$, and mean difference was 1.29$^{\circ}$ within ${\pm}$ 10$^{\circ}$. The result showed there was no significant difference (p = 0.1984) and high correlation (r = 0.56, p = 0.0004) between two techniques. But the 95% limits of agreement was widen in ${\pm}$ 20$^{\circ}$ of vertical line. The magnitude of lens rotation between two methods was 9.66 ${\pm}$ 6.16$^{\circ}$, 16.17 ${\pm}$ 12.38$^{\circ}$ and 10.58 ${\pm}$ 12.02$^{\circ}$ for normal, loose and tight fitted conditions. Conclusions: From the results with smaller difference between two techniques, it was found that higher availability of subjective over-refraction data can be used as a supplementary tool for subjective refraction. An application using objective refraction with direct measuring could be provide high success in prescription on toric soft lenses.