• Journal of Industrial Technology
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• v.26 no.A
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• pp.81-88
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• 2006

The Chun-cheon Citizen's Bell was cast in memory of hosting the 2010 world leasure conference and a striking ceremony was held at the city hall on December 31, 2005. In this study, vibration and sound of the bell are measured and the property of the magnificent sound of the bell is scientifically investigated. Frequency components making the sound are identified and how the frequency components decrease with time is observed using waterfall plot(3-dimensional frequency spectrum). Beat characteristics of the hum(1st frequency) and the fundamental(2nd frequency)are examined by experiment. Directivity of the sound radiation of the bell is examined by measuring the vibration and sound in several directions. Duration of the vibration and the sound is estimated using damping ratio.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.417-428
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• 2022

This study analyzed the frequency and level of scientific practices presented in secondary science textbooks. A total of 1,378 student activities presented in 14 middle school science textbooks and 5 high school integrated science textbooks were analyzed, using the definition and level of scientific practice suggested in the NGSS. Findings show that most student activities focus on three practices. Compared to the textbooks for the previous science curriculum, the practice of 'obtaining, evaluating, and communicating information' was more emphasized, reflecting societal changes due to ICT development. However, the practice of 'asking a question', which can be an important element of student-led science learning, was still rarely found in textbooks, and 'developing and using models', 'using math and computational thinking' and 'arguing based on evidence' were not addressed much. The practices were mostly elementary school level except for the practice of 'constructing explanations'. Such repeated exposures to a few and low level of practices mean that many future citizens would be led to a naïve understanding of science. The findings imply that it is necessary to emphasize various practices tailored to the level of students. In the upcoming revision of the science curriculum, it is necessary to provide the definition of practices that are not currently specified and the expected level of each practice so that the curriculum can provide sufficient guidance for textbook writing. These efforts should be supported by benchmarking of overseas science curriculum and research that explore students' ability and teachers' understanding of scientific practices.