Minsung Kim
Seoul National University · Engineering
About the Lab
Professor Minsung Kim's research lab specializes in advanced energy systems and sustainable technologies, with a strong focus on supercritical carbon dioxide (sCO2) power cycles for high-efficiency, compact power generation. The lab also explores the integration of emerging technologies such as quantum computing in wireless communication systems and investigates human-centered aspects of learning through affective and cognitive science. Additionally, the lab contributes to environmental and educational research, including critical geography and global citizenship education through case studies like Rwanda in school textbooks. The interdisciplinary approach bridges engineering, computer science, and social sciences to address global challenges in energy, technology, and education.
Research Overview
Research Output Trend
Figures are computed from collected data and may differ slightly.
Selected Papers
15A supercritical carbon dioxide power cycle has been focused as a promising power cycle because of its compactness, a high efficiency, and a wide applicability. A 10-kWe-class simple unrecuperated supercritical carbon dioxide Brayton experimental loop including a turbo-alternator-compressor unit using a centrifugal compressor and a radial turbine was developed. A shrouded type of a compressor impeller and a turbine wheel with labyrinth seals were designed to overcome thrust balancing problems of
6G technologies such as massive MIMO, dense cells, innovative air interface multiplexing techniques, and ultra-high frequencies stand to significantly benefit from significantly increased amounts of computation at the base station. This position article surveys recent work the authors have undertaken to realize this vision on today's noisy intermediate scale quantum devices, illustrating possible system architectures to leverage the power of quantum devices for wireless networks. We sketch the s
본 연구에서는 학습상황에서 동기나 인지적 측면에 비해 상대적으로 간과되어 왔던 정서의 존재를 부각하기 위해 학습정서의 유형과 원천, 기능과 역할을 살펴보았다. 정서를 구분하는 여러 기준(색조, 지향점, 대상, 인지적 판단 등)은 정서를 일으키는 자극을 중심으로 다양한 정서의 존재를 확인해주며 그동안 학습상황에서 간과되어 왔던 정서의 존재를 부각시켜주었다. 정서의 유형에 관한 연구들은 여러 상황에 공통적으로 적용되는 보편적인 정서 분류방식에 더하여 동일한 정서라도 상황이나 맥락에 따라 발현되는 양식이나 기능이 달라질 수 있다는 점을 제시하였다. 정서의 다양한 원천 중 인지적 평가의 요소(기대*가치, 통제감, 학습목표)는 교수-학습 과정에서 조정 가능한 변인이라는 점에서 본 연구에서 중점적으로 논의되었으며, Frijda의 정서의 발현법칙은 인지적 평가의 결과로써 일어나는 정서 발현의 구체적인 과정을 조망하였으며, 학습과정에서 정서의 역할과 기능에 대한 연구는 정서가 자극에 대한 수동적인
Research Areas
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