• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.88-94
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• 2012

This study was created to resolve the problems embedded in the formal measuring experiments to determine the earth's size in the current curriculum, to develop an updated measuring experiment to determine the earth's size and to establish its effect. For this study, pre-service elementary teachers, who had attempted the experiment of measuring the size of the earth when they were in middle school, performed the experiments in the existing national curriculum, and their responses, collected through in-depth interviews, were examined. To begin with, the pre-service elementary teachers conducted the experiment of measuring the earth size and they recorded the problems while performing it. At the end, an in-depth interview was administered. Based on the problems, an updated measuring experiment to determine the earth's size was suggested to be applied to the same contents and be analyzed through the in-depth interviews. Common themes which were mutually categorized and analyzed by the two researchers were obtained based on the records produced while conducting the experiment and the in-depth interview data. The teachers mentioned that the experiments for measuring the size of the earth in the current curriculum gave rise to difficulties in measuring precisely the angles between the string and the post. Also, there has been a scientific contradiction that solar altitudes were increased in a high latitude region, instead of decreased. For this reason, an alternative method has been developed to measure the earth's size using the distance and the solar altitude difference of two places. The teachers all agreed that by using the updated measuring experiment, they can acquire more precise measurements and it is easier, faster and consequently more effective than the existing methods. Through the results of this study, I suggest that the newly developed experiment by the researchers can overhaul the problems of the current experiments and it can be an effective alternative to the current experiment.

• Journal of The Korean Association For Science Education
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• v.33 no.3
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• pp.639-649
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• 2013

The purpose of this study is to figure out how teachers conduct an experiment in measuring the size of the Earth and how students recognize it. For this study, an in-depth interview was conducted one week after the lesson on the experiment about measuring the size of the Earth. The participants were five secondary school teachers and five secondary school students. The in-depth interview was recorded and transcribed. The result of the interview was drawn through an inductive categorized analysis method. As a conclusion of this study, the teachers taught the students the lesson using alternate angles instead of using the altitude of the Sun. Their lessons were based on Eratosthene's story or some related illustrations suggested in the textbook and not based on an explanation of the principle. Also, students measured the Earth's size only by using alternate angles and didn't understand the meaning of the shadow in the experiment. The results of this study show that teachers need to reconstruct the textbook and understand the accurate experimental principle for the students to have a meaningful experience of the experiment on measuring the size of the Earth.

• Journal of The Korean Association For Science Education
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• v.30 no.7
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• pp.901-907
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• 2010

The purpose of this study is to analyze methods for measuring the size of the Earth, put forth in 6 different Korean 8th grade science textbooks. The research questions are as follows: 1) Do they adequately map out the experiments for measuring the size of the earth by using the concept of the sun's altitude? 2) Do they reduce the size of the sun like as the Earth is similarly downsized to the globe? 3) Do they suggest the precise experimental conditions for selecting two equal longitudinal spots for measuring the size of the earth? 4) Do they design adequate experiments for exact measurement? 5) Do they offer a proportional expression for seeking the size of globe which is easily understood by students? 6) Do they develop experiments to measure actual size of the earth? Four graduate students and one researcher took part in this study. All conditions were unanimously agreed upon by the participants. The results are as follows. First, one publishing company must include the concept of the sun's altitude to accurately measure the size of the Earth. However, some textbooks fail to mention this. As such, the concept of the sun's altitude must be introduced to accurately measure the size of the Earth. Second, a reduced size globe is used as the actual earth so; the sun should be factored in with a reduced light value. Third, you have to lay a stress on two points at the same longitude. In other words, a shadow located at the same longitude from two randomly selected points. Most textbooks mention two points at the same longitude but two of them design the experiment with a shadow at the same longitude. Fourth, we need a method to precisely measure the angle between a stick and its shadow. The angle between the stick and the tip of its shadow is the sun's altitude difference. Fifth, we need to present more specific proportional expressions for calculating the size of the globe. Only 3 out of the 6 texts employed a proportional expression. Sixth, we need to calculate the size of the earth by accurately presenting the scale of the globe to attain the goal of the experiment. Two of the texts analyzed, designed the experiment for the purpose of calculating the size of the globe. Three of the texts designed their experiments to calculate the radius of globe which is not even relevant to the purpose of experiment.

• Journal of the Korean earth science society
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• v.40 no.5
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• pp.518-537
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• 2019

This study examined the implications of a place-based earth science program integrated with Mathematics. 11 pre-service earth science teachers and 22 middle school students participated in the service education activities of earth science for 30 hours focusing on the measurement of the earth's size through earth science experiments as part of the middle school curriculum. In order to minimize errors that may occur during the earth's size measurement experiments using Eratosthenes's shadows length method of the ancient Greek era, the actual data were collected after triangulation ratios were conducted in the locations of two middle schools: one in remote metropolitan and the other in rural area. The two schools' students shared the final estimate result. Through this process, they learned the mathematical method to express the actual data effectively. Participants, experienced the importance and difficulty of the repetitive and accurate data acquisition process, and also discussed the causes of errors included in the final results. It implies that a Place-Based Earth Science Program activity can contribute to students' increased-understanding of the characteristics of earth science inquiry and to developing their problem solving skills, thinking ability, and communication skills as well, which are commonly emphasized in science and mathematics in the 2015 reunion curriculum. It is expected that a place-based science program can provide a foundation for developing an integrated curriculum of mathematics and science.

• Journal of Magnetics
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• v.18 no.3
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• pp.308-310
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• 2013

Translation induced by the field-gradient force is being observed for a single ferromagnetic iron grain and a ferrimagnetic grain of a ferrite sample ($CuFe_2O_4$). From measurements on the translation, precise saturated magnetization of $M_S$ is possible for a single grain. The method is based on the energy conservation rule assumed for the grain during its translation and the grain is translated through a diffuse area under microgravity conditions. The results of the two materials indicate that a field-induced translation of grain bearing spontaneous moment is generally determined by a field-induced potential $-mM_SH(x)$ where m denotes the mass of sample. According to the above translations, the detection of $M_S$ is not interfered by any signals from the sample holder. The $M_S$ measurement does not require m value. By observing translations resulting from fieldinduced volume forces, the magnetization of a single grain is measurable irrespective of its size; the principle is also applicable to measuring susceptibility of diamagnetic and paramagnetic materials.

• The Bulletin of The Korean Astronomical Society
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• v.46 no.1
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• pp.43.4-44
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• 2021

99942 Apophis is an Sq-type Aten group Near-Earth Asteroid (NEA) with an estimated size of 370 m. It will approach the Earth to come within the geostationary orbit during the upcoming encounter on April 13, 2029 to offer a unique chance to study its 1) global properties, 2) surface arrangements, and 3) their detectable changes expected to happen, in sub-meter scale. What measurable scientific goals for the asteroid in this "once a millennium" event could transform our knowledge of planetary science and defense? The Apophis rendezvous mission aims to understand the characteristics of the small solar system body's nature. It also prepares for potential threats from natural objects by measuring in-situ surface, shape, rotation, and orbit changes expected to occur when the target asteroid passes close to the Earth in 2029. We will present an overview of the mission scheduled to be launched from late 2026 to early 2027 and introduce scientific objectives.

• Journal of Animal Environmental Science
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• v.16 no.3
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• pp.205-215
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• 2010

Geothermal heat pump system (GHPS) is an energy-efficient technology that use the relatively constant and renewable energy stored in the earth to provide heating and cooling. With the aim of using GHPS as a heating source, it's possibilities of application in farrowing house were examined by measuring environmental assessment and sow's performance. A total of 96 sows were assigned to 2 pig housings (GHPS and conventional housing) with 48 for four weeks in winter season. During the experimental period, indoor maximum temperature in GHPS-housing was measured up to $26.7^{\circ}C$, average temperature could maintain $21.2^{\circ}C$. The mean value of dust levels and $CO_2$, $NH_3$ and $H_2S$ gas emissions were decreased in GHPS-housing compare with those of conventional housing. Litter size, birth weight, parity and weaning weight did not differ between housings. However, feed intake of sow in GHPS-housing was lower than that of conventional housing. In energy consumption for heating, electric power consumption increased in GHPS-housing than the conventional housing, a 2,250 kwh increase, whereas there is no fuel usage for heater in GHPS-housing. Amount of ground water circulated for heating in cold weather for earth heat exchanger was 8.4-12.9 ton per day. In conclusion, GHPS may have environmental benefits and effectiveness of heating in farrowing housing and affect the performance in sows.