• Korean Journal of Food Science and Technology
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• v.42 no.4
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• pp.414-419
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• 2010

Hyphenated-HPLC techniques combine the separation power of HPLC with the structural and bioactivity information provided by NMR, ESI/MS, and an on-line antioxidant screening system. The major advantages over the traditional off-line techniques are rapidity and efficiency. In this study, we used hyphenated HPLC techniques including online HPLC-ABTS, LC-NMR, and LC-MS todirectly identify the major antioxidants of safflower (Carthamus tinctorius L.) seeds. The results demonstrated that the major antioxidant compounds from on-line HPLC-ABTS analysis were identified as 8'-hydroxyarcgenin-4'-O-$\beta$-D-glucoside, N-(p-coumaroyl) serotonin, and N-feruloylserotonin. Among them, N-feruloylserotonin accounted for almost 50% of the ABTS radical scavenging activity of the total extract. The results demonstrate that HPLC hyphenated techniques can be used to rapidly screen and structurally identify antioxidants from crude plant extracts.

• The Journal of Korean Society for Radiation Therapy
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• v.22 no.2
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• pp.131-134
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• 2010

Purpose: TOMO therapy treatment for a relatively long run Beam time and temperature-sensitive detector, such as CT clinics in optimal temperature ($20~21^{\circ}$) to maintain a constant temperature in addition to its own Chamber Cooling system is activating. TOMO This clinic has been reduced in the patients' body temperature to keep the sheets and covers over the treated area. Therefore, these materials for any changes in the organization gives the dose were analyzed. Materials and Methods: To compare changes in the organization Dose Phantom cheese (Cheese Phantom) were used, CT-simulation taking the center point of the cheese phantom PTV (Planning Target Volume, treatment planning target volume) by setting Daily dose 200 cGy, 3 meetings planned treatment. PTV, PTV +7 cm, PTV +14 cm, the total count points on the phantom using the Ion chamber cover without any substance to measure the dose, and one of the most commonly used treatment, including the frequently used four kinds of bedding materials (febric 0.8 mm, gown 1.4 mm, rug, 3.3 mm, blanket 13.7 mm) and covered with a phantom and the dose measured at the same location were analyzed 3 times each. Results: PTV, PTV +7 cm, PTV +14 cm from the point of any substance measured in the state are covered with four kinds of materials (fabric, gown, rug, blanket) was measured in the covered states and compares their results, PTV respectively -0.17%, -0.44%, -0.53% and -0.9% change, PTV +7 cm, respectively -0.04%, +0.07%, +0.06%, +0.07%, were changed, PTV +14 cm, respectively 0%, -0.06%, -0.02%, +0.6%, respectively. Conclusion: These results TOMO treatment to patients to maintain their body mass by using PTV thickness of the material decreased in proportion to. PTV +7 cm, but showed slight changes in the point, PTV +14 cm at the point of the dose was increased a little. Sejijeom all the difference in treatment tolerance ${\pm}3%$ range, this is confirmed in the coming treatment will not affect the larger should be considered.

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.721-727
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• 2005

This study investigated the effects of small group drawing in learning the concepts of particulate nature of matter. Three classes of seventh graders (N = 126) at a coed middle school were randomly assigned to a pair drawing group, an individualistic drawing group, and a control group. The students were taught the 'three states of matter' and 'motion of molecules' for eight class periods. Prior to these classes, student self-efficacy, learning motivation, and attitude toward science instruction were examined. After instruction, tests assessing achievement, conception, learning motivation, and attitude toward science instruction were administered. Two-way ANCOVA results revealed that scores of achievement and conception for the pair drawing group were significantly higher than those for the control group. However, scores of the three groups did not significantly differ in learning motivation and attitude toward science instruction. Furthermore, no significant interactions surfaced between instruction and the level of self-efficacy in all dependent variables.

• Journal of the Korean Chemical Society
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• v.57 no.5
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• pp.640-655
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• 2013

The purpose of this study is to analyze the cognitive demands level of the description about 'changes of state' and 'kinetic theory' on the 'science 1' textbooks by the 2007 revised curriculum. The three types of curriculum analysis taxonomy have been used to analyze the cognitive demands level of those contents on the 6 kinds of 'science 1' textbooks. The most higher level of cognitive demands about the concepts have been discussed here due to the focus of the concepts. The first, the cognitive demand level about 'three states of substances' depending on the motion of their particles in 6 textbooks is a early formal operational stage because of using by the application of kinetic theory. The second, the cognitive demand level about 'diffusion' and 'evaporation' is a early formal operational stage, because the particles move around faster so they can change their position. The third, the cognitive level of the pressure and volume in a gas is a early formal operational stage because of explaining only phenomena in simple correspondence with formal model of kinetic theory. And simple functional relationships beyond linear on the graph of the volume and pressure of gas, the volume and temperature of gas is also a early formal operational stage. The fourth, the cognitive level of the energy of heat by a change of the state is also a early formal operational stage because kinetic theory picture accepted as providing explanation by the change of the state. And functional relationships beyond linear on the graph of the explanation of boiling point of water in water is also a early formal operational stage.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.609-616
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• 2003

This study investigated the effects of 3-level systematic drawing upon students' achievement, conceptions, learning motivation, perceptions of involvement and attitudes toward science instruction. Two classes of 7th grade at a coed middle school were assigned to the control and the treatment groups. They were taught about change of states and motion of molecules for 8 class periods. Two-way ANCOVA results revealed that the scores of achievement test, a conceptions test, motivation and attitudes toward science instruction tests for the treatment group were significantly higher than those for the control group. But there was no difference in the scores of the perceptions of involvement test.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.432-443
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• 2002

This study is to investigate the level of science learning concepts presented in life and matter fields of the 7th science textbooks. 6 units were analysed; 'the structure of living things', 'digestion and circulation' and 'respiration and excretion' of life field, and 'three states of matter', 'molecular motion', 'a change of state and the energy' of matter field. The gross number of concepts was 305 in life field, and 73 in matter field of the 7th science textbooks. Among publishing companies, the number of concepts was a little difference. Much more concepts in life field were presented than those in matter field. Percentages of the number of concrete and formal concepts were 58% and 42% in life, and 14% and 86% in matter field. The ratio of the number of concrete versus formal concepts was different between life and matter field. Thus, it is implied that science learning concepts are presented considering cognitive level of learner, and unit and content are constructed on the basis of properties of science fields in developing science curriculum and textbooks.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.778-786
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• 2007

This study investigated the effects of analyzing mapping errors on conceptual understanding, mapping understanding and perceptions of the instructions in learning chemistry concept with analogy. Seventh graders (N=121) at two middle schools were assigned to the comparison and the treatment groups, and were taught about 'states of matter and arrangement of molecules.' The students in the comparison group were taught in the Teaching-With-Analogy (TWA) model, while those in the treatment group Were taught in the instructional model that changed 'mapping similarity' and 'indicating difference' of the TWA model into 'analyzing mapping errors.' Analysis of the results revealed that the scores of the conception test and the mapping test for the treatment group were significantly higher than those far the comparison group regardless of field dependence-independence. It was also found that most students in the two groups positively perceived the instructions with analogy, but the students in the treatment group had difficulties in analyzing mapping errors, Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.287-297
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• 2004

In this study, students' understanding of the analogies used for chemical concepts in science textbooks, misconceptions induced by the analogy, and the factors affecting conceptual understanding were investigated. In addition to the tests of field independency and logical thinking ability, tests of students' understanding of concepts and analogies on three states of matter, pressure-volume relation, molecular motion, and changing state depending upon energy were administered. The results revealed that half of the subjects understood the analogies differently from the textbook writers' intention and that students' conceptual understanding was significantly correlated with the degree of understanding on corresponding analogies, field independency, logical thinking ability, and prior achievement of science. The results of analyzing the direct and indirect effects of each variable on conceptual understanding showed that the direct effect of prior achievement was significant and that field independency and logical thinking ability had indirect effects through understanding of analogies and prior achievement of science. The limitations and implications of using analogies in science education were discussed on the basis of the results.

• Journal of the Korean Chemical Society
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• v.47 no.6
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• pp.625-632
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• 2003

In this study, the effects of two types of reward methods in cooperative learning were investigated upon students' achievement, learning motivation, perceptions of learning environment and perceptions of reward methods. Seventh graders (N=61) were selected from a co-ed middle school in Seoul, and were taught about 'three states of matter', 'motion of molecules' and 'change of state and thermal energy' for 14 class hours. Reward methods were classified into task-oriented reward and performance-oriented reward. The results revealed that high-level students performed better in the task-oriented reward group, and low-level students performed better in the performance-reward group for the 'application' subcategory of the achievement test. The scores of attention and relevance in learning motivation and task orientation, involvement, and order and organization in perceptions of learning environment test were significantly higher in the task-oriented reward group than those in the performance-oriented reward group.

• Journal of Energy Engineering
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• v.24 no.1
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• pp.78-87
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• 2015

Focusing effect of a metallic layer in a severe accident depending on the aspect ratios and cooling conditions of top plate and side wall was investigated. Experiments were carried out for Rayleigh numbers and aspect ratio in the range of $8.49{\times}10^7{\sim}5.43{\times}10^9$, 0.135~0.541 respectively. In order to achieve high Rayleigh numbers, the heat transfer experiments were replaced by mass transfer experiments based on the heat and mass transfer analogy. A sulfuric acid-copper sulfate ($H_2SO4-CuSO_4$) electroplating system was adopted as the mass transfer system. The experimental results agreed well with the Rayleigh-Benard natural convection correlations of Dropkin and Somerscales and Globe and Dropkin. When compared with the standard Rayleigh-Benard problem, the cooling by the side wall is even higher than the top. For a shorter height, the interaction between the heated and cooled plumes increases due to decrease of the height. Thus, the heat transfer increases.