• Proceedings of the KSEEG Conference
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• 2003.04a
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• pp.273-275
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• 2003

지난 수 백년 또는 수 천년 동안 많은 곳에서 인간의 활동에 의한 영향으로 하천과 계곡의 형태가 많은 영향을 받았다(Hickin, 1983; Gregory, 1987). 인간이 일으킨 간섭은 자연 상태에서의 과정과 경향을 가속화하거나 변화시킴으로써 하천변화에 영향을 미치고, 그 결과 하천적응의 시간을 단축하게 한다. 섬진강 순창-곡성구간은 만은 곳에서 인간의 활동에 의한 영향을 받은 곳이다. (중략)

• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.319-327
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• 2023

This study involved 22 students in one class of 4th year science intensive course at B College of Education. We investigated the changes in the acquisition of knowledge in the field of geology and the perception of geological exploration among pre-service teachers. For this study, a period of four weeks was designated for a semester to a geological field trip. For the geological exploration, the Geoparks of City B (Geumjeongsan Mountain, Amnam Park, Igidae, Dusong Peninsula, Jangsan, Taejongdae, and Hwangnyeongsan Mountain) were designated. The concept of geology and rocks has been extracted from the concepts that can be found in the Geopark. The composition of the group was composed of one group of four members autonomously. The other two of the pre-service teachers joined a group of friends with whom they had an affinity. After the geological field trip, the materials were organized by group and PPT presentations were made during the lecture time where all the members could listen. The extent to which the pre-service teachers acquired the concepts of geology and rocks after conducting the geological field trip was interpreted as the result of pre- and post-statistical processing. In addition, we interpreted what kind of perception the pre-service teachers had after the geological field trip as a result of the statistical processing before and after. Based on the results of the study, the following conclusions were drawn: First, it was effective for the pre-service teachers to acquire the concepts of strata and rocks after the geological field trip. The reason for this is that the experience of the pre-service teachers in conducting geological field trips has changed their perception of geological field trips. In addition, it is interpreted that these results were obtained because the pre-service teachers had a high level of interest in geology and rocks. Second, the pre-service teachers were able to gain confidence after the geological field trip. This reason is interpreted as the fact that they were able to gain confidence in geological exploration by exploring and experiencing the sites of the Geopark for each group.

• Microbiology and Biotechnology Letters
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• v.12 no.4
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• pp.271-276
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• 1984

Effect of C/N ratios on the cell growth, cell lipid, cell protein and fatty acids of Rhodotorula sp. was examined. At low concentration of nitrogen in cultural medium the growth of the yeast was retarded, whereas its growth was favorable at high concentration but lipid yield was decreased due to a high content of cell protein. In order to increase lipid yield, the optimum C/N ratio obtained was 45-50 (5% glucose, 0.0414% nitrogen). During the cultivation cell protein synthesis occurred mainly in initia stage and the lipid was accumulated rapidly at the late phase. The highest content of total fatty acid was observed at the optimum C/N ratio. The higher C/N ratio was the more unsaturation degree of fatty acid decreased. It was attributed principally to a decreased oleic acid with palmitic acid increased. No significant changes occurred in content of other fatty acids.

• Journal of Science Education
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• v.46 no.2
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• pp.165-177
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• 2022

This study aims to develop a field trip program for the Hantan River geopark in Pocheon using Orion's field trip model. The selected learning sites were the Hwajeogyeon and Bidulginang Falls, famous geosites of the Hantan River geopark in Pocheon. The field trip program consisted of six preparatory units, two field trip units, and two summary units. The preparatory stage helped reduce the novelty space considering cognitive, psychological, and geographical factors. In the field trip stage, students acquire concepts linked to learning elements in the curriculum scientifically and encourage interest in science. In the summary stage, students organized the geological phenomena observed in the field and inferred the vicinity of the Pocheon Hantan River region. The field trip program was modified to give enough time for observation activities to increase students' interest in science and to connect concepts with learning elements in the curriculum in the outdoor learning phase to allow students' convergent thinking. Implementing the field trip program raises students' interest and attitude in science.

• Economic and Environmental Geology
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• v.27 no.4
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• pp.397-409
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• 1994

The seemingly scattered plot of heat flow versus crustal thickness is explained by geodynamic processes and simple thermal relaxation in two contrasting tectonic elements. Elevated heat flow is characteristic of rift provinces where the crust is attenuated by stretching but also of orogenic belts where thrust tectonics thickens the crust and significantly enhances crustal heat production. With the progression of time, isostatic processes thin the thickened crust through uplift and erosion and thicken the rifted crust through subsidence and sedimentation. Heat flow relaxes to a value in equilibrium with background mantle heat flow.

• Journal of the Korean earth science society
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• v.44 no.3
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• pp.210-221
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• 2023

The purpose of this study is to evaluate the content knowledge and problem solving process used by pre-service earth science teachers while discriminating faults on geological maps. For this, we collected and evaluated data on fixation duration and gaze plot, while pre-service earth science teachers (N=12) solved the problem on faults interpretation using an eye tracker (Tobii Pro Glass 2 model). The results were as follows. First, most of the pre-service earth science teachers know the concepts of the normal and reverse fault but they do not know the procedural knowledge essential for fault interpretation on geological maps. Second, the pre-service earth science teachers did not draw a geological cross-sectional map to interpret the fault on the geological map and interpreted the fault based on two-dimensional information collected from the geological map rather than three-dimensional information. Therefore, it is essential to improve the teaching and learning environment so that pre-service earth science teachers who will become earth science teachers in the future can learn procedural knowledge essential to comprehend natural phenomena including understanding natural phenomena. The results of this study can substantially help organize a new earth science curriculum or develop materials on teachers' education in the future.

• Journal of the Korean earth science society
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• v.39 no.2
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• pp.178-192
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• 2018

The purposes of this study were to develop and apply on learning on geological field trip utilizing the social construction of scientific model. We developed field trip places by considering not only Orion (1993)'s novelty space but also the achievement standards of 2015 national curriculum. The subjects of the study were 8 in the 'G' science gifted education center. We conducted a study using the theme of 'How was formed Mt. Gwanak?' on 5 lessons including a series of 2 field trip lessons and 3 lessons utilizing the social construction of scientific model. Students participated in pre- and post-test on the understanding of scientific knowledge about formation of mountain. Semi-structured interview was used to analyze students' learning about geological field trip in terms of affective domain. Results were as follows. First, there were 2 places of upper-stream valley and down-stream valley separately. They contained outcrops gneiss, granite, joint in the valley, xenolith, fault plane, mineral in the valley. Second, pre- and post-test and semi-structure interview were analyzed in terms of what scientific knowledge students learned about and how Mt. Gwanak was formed. Seven students explained that Mt. Gwanak was volcano during pretest. Seven students described how granite was formed to form Mt. Gwanak. They also understood geological time scale, i.e., metamorphic rock. Third, the geological field trip was effective to low achievement geoscience students as they engaged in the activities of field trip. Using positive responses on affective learning was effective on learning on geological field trip when utilizing the social construction of scientific model. This study suggests that teachers use an example 'model' on geoscience education. This study also suggests that teachers apply the social construction of scientific model to geological field trip.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.110-120
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• 2020

It is generally reported that field learning and a class using regional materials motivate learning and give a positive effect on learning of geology unit, science subject. The purpose of this study is to develop and to suggest regional materials for learning of geology unit, science subject at Jaeundo. The results of this study are as follows. Regional materials were developed at three locations (namjin dockyard area, yangsan beach area and dunjang beach area) of the study area. Namjin dockyard area (A site) is composed of terrain of sea cliff, sand beach and mud flat. Sedimentary rocks, weathering phenomenon of rocks and strata of various shape are distributed in sea cliff of A site. Yangsan beach area (B site) is composed of coastal terrain as sea cliff and sand beach about 1.5km long. Sedimentary rocks and rhyolite are distributed in sea cliff of B site. Tafoni formed by weathering process of rocks are developed on sedimentary rock outcrop of B site. Dunjang beach area (C site) is composed of coastal terrain of sea cliff, sand beach about 2km long and sea stack. Stratified sedimentary rocks are distributed in sea cliff of C site. Sea stack located in near halmi island on the west side of dunjang beach area is a good sample showing erosion process of sea cave for a long time. Unique geomorphology and geology phenomena distributed in 3 sites at Jaeundo can be used as regional materials for learning of geology unit, science subject. And, Regional materials shall be used in conjunction with the text book data of geology units. These 3 sites of the study area are worth using as field learning course for elementary and middle school students.

• Proceedings of the Korean Society of Applied Pharmacology
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• 1993.04a
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• pp.158-158
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• 1993

노화현상에 따른 여러 가지 병태생리조건의 형성과 난치성 성인병질환의 발병 및 진행과정에 활성산소류들과 이들에 의해 유도되어지는 free radical이 관여하고 있다는 증거가 여러연구진에 의해서 보고되어지고 있다. 산소를 이용하여 생명현상을 이어가는 생물체들은 필연적으로 활성산소들을 생성하는 생화학적 산화반응기구를 효율적으로 활용하면서 항상성을 유지시키고 있다. 그러므로 활성산소의 생성과 분해과정의 평형유지는 생물학적으로 대단히 중요한 의미를 갖고 있다. 임상적으로 alcohol은 질병의 악화 내지는 질환의 발병조건을 조성하는 병태생리기구에 기여할 것으로 생각되어 대부분의 환자에게 금주시키고 있으나 그 작용기전에 대해서는 충분히 설명되지 못하고 있다. 본 연구에서는 alcohol을 급ㆍ만성으로 실험동물에 투여하고 생체에서 활성산소 생성에 중요한 역할을 하는 xanthine oxidase와 aldehyde oxidase의 활성변화를 관찰하면서 전자의 형전환속도와 과산화지질 생성속도와의 상관성을 중점 비교 관찰하므로서 alcohol성 간손상 실험 model을 계획하였다. 간 및 신장조직에서 alcohol에 유래되는 활성산소의 생성계에 관여하는 효소 활성의 변화와 조직의 과산화지질 생성반응 속도는 alcohol의 투여방법, 기간, 시간(diurnal variation), 나이 및 암수에 따라 다르게 나타남을 관찰할 수 있었다.

• Resources Recycling
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• v.31 no.2
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• pp.40-48
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• 2022

In this study, the effects of solution components were investigated in the recovery of vanadium as ammonium metavanadate from vanadium-ore-salt roasting-water leaching solution. The vanadium-containing solution is strongly alkaline (pH 13), so the pH must be lowered to 9 or less to increase the ammonium metavanadate precipitation efficiency. However, in the process of adjusting the solution pH using sulfuric acid, aluminum ions are co-precipitated, which must be removed first. In this study, aluminum was precipitated in the form of an aluminum-silicate compound using sodium silicate, and the conditions for minimizing vanadium loss in this process were investigated. After aluminum removal, the silicate was precipitated and removed by adjusting the solution pH to 9 or less using sulfuric acid. In this process, the concentration and addition rate of sulfuric acid have a significant influence on the loss of vanadium, and vanadium loss was minimized as much as possible by slowly adding dilute sulfuric acid. Ammonium metavanadate was precipitated using three equivalents of ammonium chloride at room temperature from the aluminum-free, aqueous solution of vanadium following the pH adjustment process. The recovery yield of vanadium in the form of ammonium metavanadate exceeded 81%. After washing the product, vanadium pentoxide with 98.6% purity was obtained following heat treatment at 550 ℃ for 2 hours.