• 한국항공운항학회지
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• 제22권4호
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• pp.87-92
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• 2014

In spite of ICAO's effort to ensure the safety of flight operation by requiring crews, controllers, and other ground aviation staffs to use unified system for units, SI (System International of units), there are still many aircrafts designed, manufactured, and operated based on non-SI units, and many crew training in airline companies are also conducted based on non-SI. Due to this confusion of using different unit systems in international flight operation, many crew members and passengers are exposed to danger. International flights pilots may have confusion while flying different airspaces of different countries that use different unit systems, and this may cause human errors causing accidents and incidents. Due to these reasons, it is needed to establish the standards to reflect non-SI that many countries practically use to SI, which is international standard.

• 한국초등과학교육학회지:초등과학교육
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• 제23권1호
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• pp.27-36
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• 2004

This paper aims to examine how well university students, who are going to be primary school teachers, understand the International System of Units (SI), focusing on seven basic units such as 'm', '㎏', '㏖', 'A', 'K', 's', 'cd'. This study specifically investigates whether the students know the seven units and understand their uses and how they read and learn them. The subjects were 1030 students from the University of Education in Jinju, Geongsangnamdo. Data was collected through a questionnaire which was designed by this researcher and checked by an authority, and the frequency and percentage of reponses to each question were obtained and analysed. Findings show all the students knew very well that 'm' and '㎏' are included in the seven units, compared to the others which low percentage of the students considered as the elements. In terms of understanding of use, the units of the length 'm', the mass '㎏', and the time 's' are well understood, presumably, because they are often used in ordinary life and school, while the amount of substance '㏖', the electric current 'A', the thermodynamic temperature 'K', and the luminous intensity 'cd' are not as well understood. It is probably because 'A', 'cd', and 'K' are hardly used in everyday life. With respect to reading the units, the subjects read 'm', '㎏', '㏖', and's' much better than the others. As for the source of learning them, most students answered they learned them in schools, which implies school education is very important. From these results it is concluded that school education should be accompanied with use in everyday life for understanding and using the units. SI Base Units understanding was investigated by an academic year. According to this investigation, generally the right answer rate differed 4<2<3<1 by an academic year in order. For the Senior, Sophomore appeared the right answer rate more high. because, they learned before in deepening or elementary course on chemistry and physics related with SI Base Units. On the other hand, for the junior answered low rate by this reason that they couldn't remember about SI Base Units that learned before. For the Freshman appeared low rate by this reason that they were not learned or graduated from the department of liberal art in high school.

• 통합자연과학논문집
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• 제16권4호
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• pp.133-138
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• 2023

After the SI system of units was adopted as an international system of units, Korea made a lot of efforts such as administrative and educational guidance on the traditional units that had been used so far. In addition, from July 1, 2007, the government has cracked down on the denotation of non-statutory units of measurement as standard units or auxiliary units in commercial transactions. However, non-statutory weighing units are still used in other forms. It is believed that this is because non-statutory units (= our traditional units) are permeated in our lives and are convenient to use. The general public still finds it difficult to use and mark the SI system of units correctly. This is not a problem unique to Korea. However, if you look at the books that are currently used as university physics textbooks, the SI system of units and the non-legal units of other countries are marked in such a way that they can be accurately converted. Only the traditional units of our country are disappearing under the pretext of unit unification. Accordingly, we propose that our units should not be neglected in university education, but should be labeled together. The purpose of this study is to raise the necessity of reorganizing the unit conversion between the SI unit system and the traditional life improvement unit, which continues to be the convenience of life, and applying it in university physics education to enable the conversion with our traditional unit, and to educate the importance of the meaning and function of our traditional unit.

• 전기기술인
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• 통권302호
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• pp.22-28
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• 2007

• 전기기술인
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• 통권301호
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• pp.29-33
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• 2007

• 한국통신학회:학술대회논문집
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• 한국통신학회 1985년도 추계학술발표회 논문집
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• pp.164-169
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• 1985

• 한국컴퓨터그래픽스학회논문지
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• 제16권3호
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• pp.11-19
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• 2010

본 논문에서는 가상환경에서 실세계 물체들의 사실적 시뮬레이션과 표현에 필요한 물체의 물리적 속성 정의를 위해서 물리 단위를 도입하는 방법을 설명한다. 표준화된 물리 단위 규격의 정의를 위하여 물리 단위는 SI 단위계(International System of Units)를 기본으로 하고 가상세계 데이터의 표준화된 규격을 위하여 웹3D 표준인 X3D(Extensible 3D)를 기반으로 하여 물리 단위 명세를 정의한다. 물리 단위를 X3D 규격 안에서 정의하는 과정에서 물리 단위의 적용을 받은 물체가 X3D 장면 안에서 사실적인 변화로 표현되기 위해서는 X3D 전체 스키마에 합당하게 정의되어야 한다. 실세계 물리 단위를 X3D 스키마에 확장하여 정의하고, 확장된 X3D 규격으로 구현된 브라우저에서 물리 단위를 포함하는 물체가 물리 단위 개념이 없었던 기존 X3D 물체가 어떻게 다른가를 물리 단위 예제를 이용하여 비교 분석한다.

• 대한설비공학회지:설비저널
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• 제3권1호
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• pp.7-9
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• 1974

• 기술표준
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• 통권5호
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• pp.41-42
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• 2002

• 한국정보과학회논문지:컴퓨팅의 실제 및 레터
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• 제15권6호
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• pp.454-458
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• 2009

가상 환경 표현의 기술은 실물의 정확한 표현보다는 화면 안에 잘 보일 수 있는 형태로 묘사되어 왔다. 컴퓨터 그래픽스 기술의 발전으로 다양한 분야에서 컴퓨터그래픽스 물체 표현의 활용이 증대함에 따라서 단지 가시화의 기능 뿐 아니라 정확한 측정 정보를 요구하는 응용이 늘고 있다. 본 논문에서는 가상세계에서 정확한 측정 정보를 제공할 수 있도록 물리적 단위 체계를 적용할 수 있는 방법을 제안한다. 본 논문에서의 물리적 단위 속성의 명세는 웹에서의 3D 구현 기술인 X3D를 기반으로 정의하였다. 물리적 속성 중에서 X3D 장면 내에서 물리적 길이 속성을 정의하는 노드의 구성에 대하여 기술하고, 길이 외의 질량, 시간, 온도 등과 같은 다양한 물리적 속성의 단위를 국제 단위체계인 SI 단위계 (International System of Units)를 기반으로 각 객체에 정의할 수 있는 방법에 대하여 기술한다.