• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.11-18
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• 2021

The purpose of this study is to analyze the questions generated by elementary school pre-service teachers when reading the teacher's guide for the refraction of light, and to analyze the difficulties in understanding the concept and in making instructional plans. A total of 592 meaningful questions were generated by 283 elementary school pre-service teachers after reading the teacher's guide of 'light and lens' unit in the 6th grade of the 2015 revised curriculum. Of these, 306 questions are for understanding the concept of physics and 286 are pedagogical questions. As a result of the analysis, in terms of understanding the concept of physics, the elementary school pre-service teachers encounter difficulties in understanding the concept of the 'cause' of the phenomenon suggested in the textbook, such as the cause of refraction, the reason for scattering light, and the cause of the image change depending on the focal length of the convex lens. In terms of instructional planning, it was followed by questions about how to explain concepts, questions about not being able to explain concepts to elementary school students and having to teach only phenomena, specific explanation methods for specific concepts, and experimental methods. Although the teacher's guide contains various explanations and supplementary materials to help teachers understand the concept, it can be seen that there are many elementary pre-service teachers who cannot answer questions about some concepts even after reading the guide. For concepts with a high frequency of questions, it is necessary to prepare a tutorial that is more understandable. In the instructional plan, there were many questions about teaching methods and experimental methods, so it is necessary to provide more examples and specific experimental methods for explaining concepts in the teacher's guide.

• Journal of the Korean Institute of Electrical and Electronic Material Engineers
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• v.35 no.4
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• pp.333-341
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• 2022

Magnetoelectric (ME) composites are comprised of magnetostrictive and piezoelectric phases. Lots of theoretical and experimental works have been done on ME composites in the last couple of decades. The output performance of ME composites has been enhanced by optimizing the constituent phases, interface layer, dimensions of the ME composites, different operating modes, etc. However, the detailed information about the characterization of ME coupling in ME composites is not provided yet. Therefore, in this tutorial paper, we are giving an insight into the details of measurements of ME voltage coefficient of ME composites both at off-resonance and resonance conditions. A symmetric type Gelfenol/PMN-PZT/Gelfenol ME composites were fabricated by sandwiching (011) 32-mode PMN-PZT single crystal between two Galfenol plates by epoxy bonding are used for the example of ME coupling measurement. The details about the experimental setup used for the measurement of ME voltage coefficient are provided. Furthermore, a step-by-step measurement of ME voltage coefficient using computerized program is demonstrated. We believe the present experimental measurement details can help readers to understand the concept of ME coupling and its analysis.

• The Journal of the Korea Contents Association
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• v.22 no.6
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• pp.69-77
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• 2022

Physical experiment through MBL has been used in many schools for a long time since students can check the experiment results immediately and conduct the experiment easily. However, conducting the experiment, not knowing the principle of the device or simply concentrating on the derived data has been raised as the problem of MBL experiment. To supplement this problem, this study measured the acceleration of gravity with the picket fence method, which is often used in MBL experiment, utilizing Arduino, calculated the error rate through a comparison to the actual acceleration of gravity and discussed the educational application of the experiment to measure it. As a result of the experiment, the error rate between the acceleration of gravity calculated by the experiment and the actual acceleration of gravity was about 1%, so it turned out that relatively accurate measurements were possible. Also, the sample mean of the experimental value was included in the confidence interval of 95%, so it could be concluded that it was a significant experiment. In addition, this study showed the possibility of the educational application of the experiment to measure it through the following: It can supplement the structural disadvantages of MBL; it can consider the interaction between Physics and Math; it is possible to converge with information course in STEAM education; and it is inexpensive to be equipped with the equipment. Hopefully, the physical experiment utilizing Arduino will further be revitalized in science gifted education based on this study.

• Geophysics and Geophysical Exploration
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• v.26 no.3
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• pp.114-125
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• 2023

The physics-informed neural network (PINN) has been proposed to overcome the limitations of various numerical methods used to solve partial differential equations (PDEs) and the drawbacks of purely data-driven machine learning. The PINN directly applies PDEs to the construction of the loss function, introducing physical constraints to machine learning training. This technique can also be applied to wave equation modeling. However, to solve the wave equation using the PINN, second-order differentiations with respect to input data must be performed during neural network training, and the resulting wavefields contain complex dynamical phenomena, requiring careful strategies. This tutorial elucidates the fundamental concepts of the PINN and discusses considerations for wave equation modeling using the PINN approach. These considerations include spatial coordinate normalization, the selection of activation functions, and strategies for incorporating physics loss. Our experimental results demonstrated that normalizing the spatial coordinates of the training data leads to a more accurate reflection of initial conditions in neural network training for wave equation modeling. Furthermore, the characteristics of various functions were compared to select an appropriate activation function for wavefield prediction using neural networks. These comparisons focused on their differentiation with respect to input data and their convergence properties. Finally, the results of two scenarios for incorporating physics loss into the loss function during neural network training were compared. Through numerical experiments, a curriculum-based learning strategy, applying physics loss after the initial training steps, was more effective than utilizing physics loss from the early training steps. In addition, the effectiveness of the PINN technique was confirmed by comparing these results with those of training without any use of physics loss.

• Journal of the Korean Institute of Electrical and Electronic Material Engineers
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• v.36 no.4
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• pp.341-350
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• 2023

The templated grain growth (TGG) method has gained significant attention for its ability to produce highly textured piezoelectric ceramics with significantly enhanced performance, making it a promising method for transducer and actuator applications. However, the texturing process using the TGG method requires the optimization of multiple steps, which can be challenging for beginners in this field. Therefore, in this tutorial, we provide an overview of the TGG method mainly based on our previous published works, including its various processing steps such as synthesizing anisotropic-shaped templates with size and size distribution control using the molten salt synthesis technique, tape casting, and identifying key factors for proper alignment of the templates in the target matrix system. Our goal is to provide a resource that can serve as a basic reference for researchers and engineers looking to improve their understanding and utilization of the TGG method for producing textured piezoelectric ceramics.