• Journal of The Korean Astronomical Society
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• v.40 no.2
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• pp.49-60
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• 2007

This paper deals with the theory for rotational motion of a two-layer Earth model (an inelastic mantle and liquid core) including the dissipation in the mantle-core boundary(CMB) along with tidal effects produced by Moon and Sun. An analytical solution being derived using Hori's perturbation technique at a second order Hamiltonian. Numerical nutation series will be deduced from the theory.

• Bulletin of the Korean Space Science Society
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• 2007.04a
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• pp.37-37
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• 2007

• International Journal of Aeronautical and Space Sciences
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• v.13 no.1
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• pp.106-116
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• 2012

Optimal transfer trajectories based on the planar circular restricted three body problem are designed by using mixed impulsive and continuous thrust. Continuous and dynamic trajectory optimization is reformulated in the form of discrete optimization problem. This is done by the method of direct transcription and collocation. It is then solved by using nonlinear programming software. Two very different transfer trajectories can be obtained by the different combinations of the design parameters. Furthermore, it was found out that all designed trajectories permit a ballistic capture by the Moon's gravity. Finally, the required thrust profiles are presented and they are analyzed in detail.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.297-308
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• 2015

The purpose of this study was to suggest the earth science lesson model based on the creativity character education. To conduct this study, the curriculum revision in 2009 was analyzed by the causal mapping method. One after another, the creativity character education and earth system education were analyzed by the same method. Through as mentioned above, the key words which have relating concepts each other were picked out. Lastly, the key words were connected and compounded for the earth science lesson model based on the creativity character education. The model indicates that the earth science lesson based on the creativity character education requires the reconstructs of the processing and contents of the lesson. In other words, the teaching/learning must be progressed as corresponding between scientific facts and mental recognition, scientific concepts and compounding thinking skill, scientific laws and reconstructing thinking skill. In contents were reconstructed as relating to knowledge, creativity, characters and guidance counseling. The results of this study suggested the earth science lesson model based on the creativity character education needs developing and applying teaching/learning materials and managing discussing and cooperative learning.

• Proceedings of the KSRS Conference
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• 2004.10a
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• pp.389-392
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• 2004

Classification of Earth natural components within a full polarimetric SAR image is one of the most important applications of radar polarimetry in remote sensing. In this paper, the unsupervised classification algorithms based on the combined use of the polarimetric processing technique such as the target decomposition and statistical complex Wishart classification method are evaluated and applied to vegetated terrain in Jeju volcanic island.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.339-349
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• 2001

The aim of this study is to explore effective teaching strategies through an investigation of the problem-solving abilities and reasons for the unsuccessful problem solving of pre-service teachers. The participants of the study were 60 pre-service teachers who were expected to teach earth science in elementary school (40) and secondary school (20). The participants had taken a course in astronomy before they took part in the present study. The instruments for the study were a paper-and-pencil test and interviews. The results demonstrated that the pre-service teachers' abilities to solve problems were low. The pre-service teachers of the elementary school were inferior to those of the secondary school in their problem solving abilities. The causes for the unsuccessful problem solving were identified as follows: (1) lack of prerequisite knowledge to understand the motions of the moon and the planets, (2) failure to represent problems based on solution principles, (3) failure to apply the knowledge acquired in one setting to another, different setting, (4) frames of reference the frameworks for everyday life situation and for earth science problem situation, and (5) rote-memorization of facts rather than understanding the cause-and-effect relationships. The above causes for unsuccessful problem solving seemed to be related to the characteristics of novice problem solvers in general and of the tasks about the motions of the moon and the planets. Suggestions are made to enhance pre-service teachers' problem solving abilities based on the result of the study.

• Journal of Astronomy and Space Sciences
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• v.10 no.2
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• pp.152-162
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• 1993

We developed the S/W which calculate the Planetary and the Moon ephemerides. The ephemeris of the Solar system objects was obtained from a simultaneous numerical integration of the equations of motion for the nine planets and the Moon. The mathematical model includes contributions from (1) point-mass interactions (2) figure effect (3) earth tides (4) the orientations of the Earth and the Moon. The calculated ephemerides are compared with DE200 data produced by JPL (Jet Propulsion Laboratory).

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.163-174
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• 2008

In this study, we compared textbook knowledge organization with students' mental models to contribute to a more well-designed instruction scheme. The selected science content was the cause of moon phases. We investigated 9 textbooks and 25 third-year middle school students. Patterns and features in participants' mental models were identified through cross inter-rater data analysis by 9 researchers, including in service teachers and experts in science education. According to the results, observing and modeling are the main activities engaged in when dealing with moon phases. The activities consisted of such concepts as: lunar revolution, the sun's parallel rays, the illuminated half of moon, and the relative positions of the sun, moon, and earth. Each concept involved inquiry skills such as: creating and manipulating models, utilizing the relationship between time and space, and communicating. However, the most important skills which are required for authentic scientific inquiry, namely controlling variables and formulating hypotheses, were missing. We categorized students' mental models into three types: scientific models, mixed models, and alternative models. The knowledge structure of each of the models was also discussed in this paper. Consequently, it was found that, typically, students were not given enough opportunities to strengthen the connection among ideas.

• Proceedings of The Korean Society of Agricultural and Forest Meteorology Conference
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• 2013.11a
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• pp.97-101
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• 2013

• Journal of the Korean earth science society
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• v.25 no.8
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• pp.663-673
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• 2004

This study has developed an interactive WBI to enhance learning effects on 'the Moon motion' for middle-school students. The quality of this examined by applying it to 20 science teachers and 49 middle school students 49. As a result, over 85% of the test subjects gave an affirmative response in the interest induction, the curiosity solving, and the degree of learning participation category, the degree of difficulty item. Response of the students with negative perception on science have changed positively(p<.05) after this WBI learning. In addition, we compared the learners' of knowledge prior and subsequent to 'the Moon motion'. As a result, it was found that the case of 'no concept' was enhanced more than the case having 'partly or ambiguously concept' for 'the Moon motion'.