• Journal of the Optical Society of Korea
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• 제5권4호
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• pp.131-135
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• 2001

We report experiemtnal results demonstrating the electromagnetically induced transparency (EIT) in trapped Cs atoms. EIT occurs at the Λ-type configuration where the re0-pumping laser simultaneously plays a role as the coupling laser in the presence of a magneto-optical trapping and weak magnetic fields. Dependences of EIT signal on both the intensity and the detuning of the coupling laser were investigated. Linear absorption spectra for cold cesium atoms in the magneto-optical trap have been observed and shown the pronounced dispersion-like structure with sub-natural linewidth of 1 MHz due to the cooling laser.

• 한국진공학회:학술대회논문집
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• 한국진공학회 2013년도 제45회 하계 정기학술대회 초록집
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• pp.202.2-202.2
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• 2013

Ti2O3 is known as a typical Mott insulator with a transition temperature of near $200^{\circ}C$. Unlike VO2, Ti2O3 does not have a structural phase transition near the metal-insulator-transition (MIT) temperature. We investigated the temperature-dependent thermal vibration change using temperature-dependent x-ray absorption fine structure (XAFS) at Ti K-edge in the temperature range of 300~600 K. Ti2O3 powder and films were synthesized using thermal chemical vapor deposition (CVD) at $800{\sim}900^{\circ}C$. X-ray diffraction measurements show a single phased Ti2O3 at room temperature. XAFS confirmed no structural phase transition in the temperature of 300~600 K. A small but distinguishable structural disorder change was observed near the transition temperature. We will discuss the MIT behavior with the change of structural disorder.

• 한국자기학회:학술대회 개요집
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• 한국자기학회 2003년도 somma/kms meeting
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• pp.102-102
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• 2003

• 한국자기학회:학술대회 개요집
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• 한국자기학회 2006년도 동계학술연구발표회 및 자성 스핀트로닉스 국제학술대회
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• pp.40-41
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• 2006

• Current Applied Physics
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• 제18권11호
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• pp.1320-1326
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• 2018

High crystalline quality CrN thin films have been grown on $La_{0.67}Sr_{0.33}MnO_3$ (LSMO) templates by molecular beam epitaxy. The structure and magnetic properties of CrN/LSMO heterojunctions are investigated combining with the experiments and the first-principles simulation. The N?el temperature of the CrN/LSMO samples is found to be 281 K and the saturation magnetization of CrN/LSMO increases compared to that of LSMO templates. The magnetic property of CrN/LSMO heterostructures mainly comes from Cr atoms of (001) CrN and Mn atoms of (001) LSMO. The (001) LSMO induces and couples the spin of the CrN sublattice at CrN/LSMO interface.

• 한국과학교육학회지
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• 제18권2호
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• pp.209-219
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• 1998

본 연구에서는 이상화의 의미와 특성에 대한 논의를 통해 이상화에 대한 학생과 교사의 이해를 조사하기 위한 이론적 기반을 제공하고자 한다. 갈릴레오에 의해 도입되어 근대물리학의 특성을 규정짓게 한 이상화는 네가지 방법에 의해 설정된다: 특정 변인을 무시하거나, 변인의 특성을 기술하지 않거나, 극한 상황을 가정하거나, 일정 또는 균일하다고 하는 방법, 이러한 방법을 통 해 설정된 이상화는 실제 세계에 대한 감각정보로부터 모델과 법칙을 만들고, 이것을 수식화하고 형식화함으로서 물리 세계를 구축하는 발견의 맥락에서 중요한 역할을 하게 된다. 물리세계가 이상조건의 설정을 통해 구축된다는 관점은 물리 세계가 실제 세계에 대한 근사일뿐이라는 관점을 갖게 하며, 이러한 관정은 실재에 대한 철학적 문제를 야기시키기도 한다. 또한 물리 세계로부터 실제 세계를 설명하고 이해하는 과정에서도 이상화는 중요한 역할을 하게 된다. 즉, 물리학자들은 물리 세계와 실제 세계와의 격차률 인정하고 그러한 격차를 설명하고 나아가 격차를 좁히기 위한 끝없는 노력을 하게 되는데, 이때 물리학자들은 물리세계에서 설정되었던 이상화를 조정하거나 제거하는 활동을 하게 된다. 본 연구에 뒤이어, 이상화가 물리학습에 주는 시사점에 대한 논의와 실제 학생과 교사의 이상화애 대한 이해조사가 계속될 것이다.

• 과학교육연구지
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• 제43권1호
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• pp.173-193
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• 2019

An expert teachers' instruction can be helpful to other teachers because good teaching effectively guides students to develop meaningful learning. Feynman is an excellent physics lecturer as well as one of the greatest physicists of the 20th century who presented and explained physics with his unique teaching style based on his great store of knowledge. However, it is not easy to capture and visualize teaching because it is not only the complex phenomena interrelated to various factors with the content to be taught but also the tacit representation. In this study, the framework of knowledge & belief based on the integrated mental model theory was used as a tool to capture and visualize complex and tacit representation of Feynman's teaching of 'The theory of gravitation,' a chapter in The Feynman Lectures on Physics. Feynman's teaching was found to go beyond the transmission of physics concepts by showing that components of the framework of knowledge & belief were effectively intertwined and integrated in his teaching and the storyline was well-organized. On the basis of these discussions, the implications of Feynman's teaching analyzed within the framework of knowledge & belief for physics teacher education are derived. Finally, the characteristics of the framework of knowledge & belief as tools for the analysis of teaching are presented.

• 한국수학교육학회:학술대회논문집
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• 한국수학교육학회 2010년도 제44회 전국수학교육연구대회
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• pp.237-247
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• 2010

Concordance of high school courses of mathematics and physics is a long-known and still-unsolved problem, at least in Russia. Lyceum "Physical-Technical High School" exists for more than 20 years and endeavors to solve this problem. During this work, Lyceum teachers worked out certain ideology of educational content as well as methods of teaching specific topics. Textbooks and workbooks have been written for the Lyceum students by the Lyceum teachers (or in collaboration with them). This article reports on the cumulate experience of the Lyceum in mathematical education of future physicists.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제14권1호
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• pp.67-77
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• 2010

Concordance of high school courses of mathematics and physics is a long-known and still-unsolved problem, at least in Russia. Lyceum "Physical-Technical High School" exists for more than 20 years and endeavors to solve this problem. During this work, Lyceum teachers worked out certain ideology of educational content as well as methods of teaching specific topics. Textbooks and workbooks have been written for the Lyceum students by the Lyceum teachers (or in collaboration with them). This article reports on the cumulate experience of the Lyceum in mathematical education of future physicists.

• 한국과학교육학회지
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• 제10권1호
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• pp.47-55
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• 1990

The purposes of this study are to investigate Korean middle school students' conceptions related to electric current, and to analyze their changes in explanations about current after their observations of the related phenomena The subjects of the study were 20 students from one middle school in Seoul The conclusions of the studty are as follows: 1, Korean middle school students have various misconceptions such as current consumption model, sequential model, monopole model, non-various current model, the most students have sequential model' 2. When an evidence is introduced, some students do not perceive the phenomena as the teacher attempts. 3. When an evidence was introduced, after observation of the evidence some of the students who had misconceptions changed their explanatios, which were not always correct explanations, and the others did not change their expanations, which their observations were mostly incorrect.