• Proceedings of the Korean Society for Noise and Vibration Engineering Conference
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• 2007.11a
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• pp.1490-1493
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• 2007

Aerodynamic noise generated from wind turbines is predicted by it's classified source mechanisms using computational method. BPF noise according to the blade passing motion, is modelled on monopole and dipole sources. They are predicted by Farassat 1A equation. Airfoil self noise and turbulence ingestion noise are modelled upon quadrupole sources and are predicted by semi-empirical formulas composed on the groundwork of Brooks et al. and Lowson. Retarded time is considered, not only in low frequency noise prediction but also in turbulence ingestion noise and airfoil self noise prediction. Wind turbine noise emission of a 3MW wind turbine and a 600 kW wind turbine, standing for large and middle sized wind turbines, is analyzed.

• Journal of Korean Elementary Science Education
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• v.28 no.3
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• pp.292-303
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• 2009

In this study, we investigated the characteristics of the analogies, the mapping understanding, and the mapping errors on saturated solution of scientifically-gifted and general elementary students. Fifth graders (n=60) at four scientifically-gifted education institutes in Seoul and/or Gyeonggi province and fifth graders (n=91) at three elementary schools in Seoul were selected and assigned to the scientifically-gifted group and the general group respectively. After the students of each group performed the experiment and were taught about the target concept in the first class, they administered the test on the self-generating analogies on the target concept in the second class. The results revealed that the students in the scientifically-gifted group made more analogies, especially verbal/pictorial, structural/functional, enriched, and higher systematic ones, and had deeper understanding of the analogy than those in the general group. The numbers of the shared attributes included in the student-generated analogies and the scores of the mapping understanding of the students in the scientifically-gifted group were significantly higher than those in the general group. The students in the scientifically-gifted group had fewer mapping errors than those in the general group. However, not a few students in the scientifically-gifted group had at least one mapping error. Educational implications of these findings are discussed.

• Journal of the Korean Chemical Society
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• v.55 no.3
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• pp.509-518
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• 2011

In this study, we investigated the effects of analogy-generating in small group in elementary science-gifted education upon the types and the mapping errors of student-generated analogies, and the perceptions of the instruction. Fifth graders (N=37) at two science-gifted classes in two elementary schools were selected and assigned to individualistic analogygenerating (IA, n=19) and pair analogy-generating (PA, n=18) groups. After the students of each group performed the experiment and were taught about 'saturated solution' concept in the first class, they administered the test on the self-generating analogies on the concept in the second class. The students in the PA group also administered the test on perceptions of analogy-generating in small group and some of them were interviewed deeply. The results revealed that the students in the PA group made more verbal/pictorial, structural/functional, enriched, and higher systematic analogies than those in the IA group. However, there were little difference between the two groups in the subcategories of artificiality (artificial and everyday) and abstraction (abstract and concrete). The students in the PA group fewer mapping errors than those in the IA group. Many students in PA group perceived the analogy-generating in small group positively upon various cognitive and motivational aspects. However, they also pointed a few disadvantages of the activity. Educational implications of these findings are discussed.

• New & Renewable Energy
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• v.3 no.3
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• pp.45-53
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• 2007

This paper demonstrates a computational method in predicting aerodynamic noise generated from wind turbines. Low frequency noise due to displacement of fluid and leading fluctuation, according to the blade passing motion, is modelled on monopole and dipole sources. They are predicted by Farassat 1A equation. Airfoil self noise and turbulence ingestion noise are modelled upon quadrupole sources and are predicted by semi-empirical formulas composed on the groundwork of Brooks et al. and Lowson. Aerodynamic flow in the vicinity of the blade should be obtained first, while noise source modelling need them as numerical inputs. Vortex Lattice Method(VLM) is used to compute aerodynamic conditions near blade. In the use of program X-foil [M.Drela] boundary layer characteristics are calculated to obtain airfoil self noise. Wind turbine blades are divided into spanwise unit panels, and each panel is considered as an independent source. Retarded time is considered, not only in low frequency noise but also In turbulence ingestion noise and airfoil self noise prediction. Numerical modelling is validated with measurement from NREL [AOC15/50 Turbine) and ETSU [Markham's VS45] wind turbine noise measurements.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.39-48
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• 2017

In this study, we investigated the characteristics of analogs generated by high school students to explain ionic bonding in the perspectives of the number of analogs, the understanding of mapping, and the source and type of analogs. We also compared the results by students' conceptual understanding, logical thinking ability, and analogical reasoning ability. Participants in this study were 395 11th graders in Seoul. The results of the study showed that the higher the conceptual understanding, the logical thinking ability, and the analogical reasoning ability, the more the students generated the analogs. The understanding of mapping was related to logical thinking ability and analogical reasoning ability. It is noteworthy that the sources of analogs differed only depending on their conceptual understanding of the target concept among the cognitive variables studied. Students who had higher conceptual understanding also generated analogs from more diverse sources. Some types of the generated analogs were related to the cognitive variables. For examples, the students who had higher conceptual understanding and logical thinking ability generated more verbal/pictorial analogs. The types of analogs were not related to cognitive variables in terms of artificiality, abstraction, and systemicity. Educational implications of these findings were discussed.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.43-55
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• 2018

In this study, we investigated high school students' analogy generating processes using the think-aloud method. Twelve high school students in Seoul participated in this study. The students were asked to generate analogies on ionic bonding and were also interviewed after their activities. Their activities and interviews were recorded and videotaped. After classifying the analogy generating processes into the three stages-encoding, exploring sources, and mapping, several process components were identified. The analyses of the results indicated that they checked the target concept given and selected one for a salient attribute among many attributes of the target concept at the stage of encoding. After selecting the salient attribute, they translated the salient attribute that is a scientific term into an everyday term, which is named as 'extracting salient similarities.' At the stage of exploring sources, they chose the sources based on salient similarities and chose the final source through circular processes, which included the process components of 'evaluating the sources' and 'discarding the sources.' At the final stage, they added the attributes to analogs and mapping them to the attributes of the target concept, which is named as 'mapping shared attributes.' There were some cases that 'mapping shared attributes' appeared after they specified the situation of analogs or assumed new situation, which is named as 'specifying the situations.' Some students recognized unshared attributes in their analogs.

• Journal of Mechanical Science and Technology
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• v.18 no.2
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• pp.272-285
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• 2004

The losses at off-design points from a compressor cascade occur due to the deviation from a design incidence angle at the inlet of the cascade. The self-noise from the blade cascade at off-design points comes from a separated boundary layer and vortex sheddings. If the incidence angle to the cascade increases, stalling in blades may occur and the noise level increases significantly. This study applied Large-Eddy Simulations (LES) using deductive and deductive dynamic SGS models to low Mach-number, turbulent flow with each incidence angle to the cascade ranging from -40$^{\circ}$ to +20$^{\circ}$ and compared numerical predictions with measured data. It was observed that the oscillating separation bubbles attached to the suction surface do not modify wake flows dynamically for cases of negative incidence angles. However, an incidence angle greater than 8$^{\circ}$ caused a separated vortex near the leading edge to be shed downstream and created stalling. The computed performance parameters such as drag coefficient and total pressure loss coefficient showed good agreement with experimental results. Noise from the cascade of the compressor is summarized as sound generated by a structure interacting with unsteady, turbulent flows. The hybrid method using acoustic analogy was observed to closely predict the measured overall sound powers and directivity patterns at design and off-design points of blade cascade.

• Journal of the Korean Society of Marine Environment & Safety
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• v.26 no.6
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• pp.742-750
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• 2020

The flow noise generated by hull appendages is directly related to the performance of the sonar in terms of self-noise and induces a secondary noise source through interaction with the propeller and rudder. Thus, the noise in the near field should be analyzed accurately. However, the acoustic analogy method is an indirect method that is not used to simulate the propagation of an acoustic signal directly; therefore, diffraction, reflection, and scattering characteristics cannot be considered, and near-field analysis is limited. In this study, the propagation process of flow noise in water was directly simulated by using the lattice Boltzmann method. The lattice Boltzmann method could be used to analyze flow noise by simulating the collision and streaming processes of molecules, and it is suitable for noise analysis because of its compressibility, low dissipation rate, and low dispersion rate characteristics. The flow noise source was derived using Reynolds-averaged Navier-Stokes equations for the hull appendages, and the propagation process of the flow noise was directly simulated using the lattice Boltzmann method by applying the developed flow-acoustic boundary conditions. The derived results were compared with Ffowcs Williams-Hawkings results and hydrodynamic pressure results based on the receiver location to verify the usefulness of the lattice Boltzmann method within the near-field range in comparison with other techniques.