• Journal of the Korean Chemical Society
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• v.50 no.5
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• pp.374-384
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• 2006

this study, the teaching methods of three science teachers for lead-iodide precipitation reaction experiment were compared. The difference of 9th grade students' understanding was searched according to the science teachers teaching styles, also. Among the three teachers, Teacher A taught students based on the science textbook and allowed students to think themselves and to get out conclusion by the experiment. Teacher B and Teacher C gave students a lot of explanations related to interpretation of the experiment. The percentage of no response on the experiment report of Teacher A was higher than those of Teacher B and Teacher C. But the students of Teacher B and Teacher C tended to have limited thoughts because of the teachers explanations. In spite of the difference, it was common phenomenon that few students understood concepts through the experiment. A lot of students were interested in the experiment, but it was hard to understand Law of definite proportions according to the experiment.

• Journal of the Korean Chemical Society
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• v.56 no.1
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• pp.144-158
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• 2012

In this study, science teachers' and students' perceptions were searched on lectures and experiment of law of definite proportion in middle school science classes. For this study, the three teachers' lessons were observed and recorded, following interviews related to teachers' perceptions on the lessons and experiments. Also, We analyzed students' science scores, cognitive levels, science attitude, experimental reports, etc. According to the results, the three teachers had different focuses in the lectures. Chemistry teachers accentuated calculation of proportions and application rather than basic conceptions. But the students could not understand basic conceptions properly. The teachers spend long time to explain experimental procedures by assuming a low performance level of students in experimental classes. And the teachers had negative perceptions about error of results. The students could not understand the experiment results well, tried to manipulate data artificially, and had negative perceptions about error of results like the teachers. We suggested that these problems might be solved by changing teachers' perceptions on school science lectures and experiments.

• Journal of the Korean Chemical Society
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• v.54 no.3
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• pp.338-349
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• 2010

This study compared the instruction effectiveness between experiments of precipitation and a ball & stick model related to the 'Law of Definite Proportions' of 9th grade science in this study. The subjects were 250 students in the 9th grade. They were divided into two groups, an experimental group and a model group. The results showed that the ratio of thought in which the elements were divided in the solutions and the ratio of thought in which a new compound was created when the two solutions were mixed were higher in the precipitation experiment group than in the model group. The two groups were not different in terms of the ratio of thought related to the reason for the creation of the precipitate. The ratio of thought pertaining to incorrect answers was high, implying that the two strategies were not effective in correcting students' thoughts. However, the ratio of finding patterns from the measuring data in the model group was higher than in the experimental group. However, the ratios of 'definite proportions' inference in the bonding of the reactants were similar in the two groups. From these data, we concluded that the inference of the 'Law of definite proportion' from experiments or models was not suitable for middle school students.

• Journal of Science Education
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• v.38 no.1
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• pp.103-119
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• 2014

The purpose of this study was to investigate orientation toward teaching of science teachers had shown in lesson on Law of Definite Composition for middle school students and the factors which influenced its formation. To achieve this, we collected survey materials by recording and analyzing lessons of 8 teachers, interviewing them, and using CoRe questionnaire. From teachers' activities in lessons, we found their orientation toward science teaching, and through analyzing collected materials, drew the factors which influenced the formation of orientation toward science teaching. The result identified two types of orientation toward science teaching: activity-directional and lecture-directional. The former, activity-directional was categorized further as exploration and non-exploration; the latter as interaction-centered and content delivery. The main factors which affected the formation of orientation toward science teaching were reflective thinking through teaching experiences, interaction with colleagues, consideration on education environment, training as a learner, and their own interest and curiosity. Among them, the reflective thinking through teaching experiences was strongest cause, and teacher's interest and curiosity was even limited, also influenced positively. On the other hand, unlikely other factors, consideration on education setting affected negatively to build teacher's teaching orientation. Interaction with colleagues, training for teachers by universities and graduated schools acted on a bit, but had a limit just for mainly developing science content knowledge.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.50-58
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• 2007

In this study, students' thoughts were searched according to the types of experiments related to the "law of definite proportions" in 9th grade science textbooks. The most common four types of experiments in textbooks were selected and analyzed for this study. It was found that the experiments needed various preconceptions and complex inferring process by students. But most of the students could not catch the concept understanding desired from the experiments. They just perceived simple observation from their senses. These phenomena were common regardless of types of experiments. These means that the level of preconceptions and inferring process for the interpretation of the experimental data did not match with students' level of thoughts. The goals of the experiments in science textbooks are to increase students' inquiry ability, and to acquire science concepts by themselves from the experiment results. But if the contents of experiments are not suitable to students' understanding level, the educational effects of the performance of these experiments were not positive. Therefore, these experiments need contents revisions for students to acquire the concept related to the "law of definite proportions" by themselves.

• Journal of the Korean Society for Marine Environment & Energy
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• v.7 no.1
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• pp.42-46
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• 2004

Deep Ocean Water (DOW) is formed within restricted area including polar sea (high latitude) by cooling of surface seawater and globally circulating in the state of isolation from surface seawater. Although it is not as obvious as estuaries mixing, brine ground water is mixture of recirculated seawater and ground water. Seawater having high osmotic pressure infiltrates into an aquifer which is connected to the sea. In order to clarify the characteristics of deep ocean water and brine ground water, we investigated their origins, chemical compositions, water qualities and resources stabilities. While concentrations of stable isotopes (/sup 18/O and ²H) in seawater is 0‰, those in brine ground water is on meteoric water line or shifted toward oxygen line. It means that origin of brine ground water is different than that of deep ocean water. The ions dissolved in seawater (Na, Ca, Mg, K) are present in constant proportions to each other and to the total salt content of seawater. However deviations in ion proportions have been observed in some brine ground water. Some causes of these exception to the rule of constant proportions are due to many chemical reactions between periphery soil and ground water. While DOW has a large quantity of functional trace metals and biological affinity relative to brine ground water, DOW has relatively small amount of harmful bacteria and artificial pollutants.

• Proceedings of the Korea Water Resources Association Conference
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• 2006.05a
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• pp.1950-1953
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• 2006

본 연구에서는 파랑의 방향에 따른 비대칭성을 고려한 방향 스펙트럼 식을 새로 제안하였다. 심해에서 생성된 다방향 불규칙 파랑이 등수심선에 대해 일정한 각도를 가지고 입사하는 경우, 각 방향의 파랑 성분의 굴절각의 차이에 의해 입사각에 대한 비대칭성이 발생하였다. 파랑의 굴절에 대해서는 Snell의 법칙을 이용하고 천수를 고려하여 해석적으로 계산하였으며, 이 결과와 새로 제안된 방향스펙트럼 식을 이용한 결과를 서로 비교하였다. 그 결과 비대칭성이 강한 천해역에서는 기존의 스펙트럼식에 비해 3배 이상 정확한 값을 재현하였다.

• Journal of the Korean Society of Groundwater Environment
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• v.5 no.1
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• pp.37-43
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• 1998

Batch experiments were conducted to study the dissolution behavior of gasoline components. First, the dissolution kinetics of gasoline components and the applicability of Raoult's law in predicting their solubilities were investigated. In addition, the effects of compositional change of gasoline due to evaporization on the solubilities of individual components and TPH were determined. The kinetics of gasoline-water man transfer was found to be very similar for most components except for MTBE, which is a major additive for commercial gasoline. At equilibrium, the gasoline-water partitioning coefficients of individual components showed a log-linear relationship with their pure solubilities, though the slope was a little less than that predicted by Raoult's law. The concentrations of the individual components in the gasolines concentrated by volatilization could be characterized by the initial increase followed by substantial decrease. Almost the same behavior was observed for their solubilities. The total solubility (TPH) of gasoline decreased rapidly with the initial volume reduction and gradually decreased afterwards. The solubilities of BTEX, the major regulatory compounds, decreased even faster than the TPH solubilities. It was concluded that the compositional change of gasoline by volatilization may greatly affect their leaching potential and the toxicity of the contacting groundwater. The toxicity reduction efficiency by evaporating gasoline could be much more than the mass removal efficiency.

• Journal of the Korea Concrete Institute
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• v.16 no.2 s.80
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• pp.195-204
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• 2004

Poisson's ratio due to multiaxial creep of concrete reported by existing experimental works was controversial. Poisson's ratio calculated from measured strain is very sensitive to small experimental error. This sensitivity make it difficult to find out whether the Poisson's ratio varies with time or remain constant, and whether the Poisson's ratio has different value with stress states or not. A new approach method is needed to resolve the discrepancy and obtain reliable results. This paper presents analytical study on multiaxial creep test results. Microplane model as a new approach method is applied to optimally fitting the test data extracted from experimental studies on multiaxial creep of concrete. Double-power law is used as a model to present volumetric and deviatoric creep evolutions on a microplane. Six parameters representing the volumetric and deviatoric compliance functions are determined from regression analysis and the optimum fits accurately describe the test data. Poisson's ratio is calculated from the optimum fits and its value varies with time. Regression analysis is also performed assuming that Poisson's ratio remains constant with time. Four parameters are determined for this condition, and the error between the optimum fits and the test data is slightly larger than that for six parameter regression results. The constant Poisson's ratio with time is obtained from four parameter analysis results and the constant value can be used in practice without serious error.