• Title/Summary/Keyword: 화학 II

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An Analysis of Inquiry Area in the Chemistry(II) Textbooks by the Inquiry Elements Based on the 7th Science Curriculum (제7차 과학교육과정의 탐구 요소들에 의한 화학(II) 교과서의 탐구 영역 분석)

  • Kang, Dae-Ho;Jeong, Soo-Goon;Koo, In-Sun
    • Journal of the Korean Chemical Society
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    • v.47 no.6
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    • pp.645-658
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    • 2003

  • This study was carried out to analyze inquiry area of the chemistry (II) textbooks which were published by the 7th curriculum. The study attempts to analyze the degree to which chemistry (II) textbooks reflected the guidelines of the 7th science curriculum and propose educational suggestions for the inquiry learning. The analysis of the inquiry area was carried out based on the suggested inquiry elements of the 7th science curriculum. Overall, for the analysis of inquiry elements, basic inquiry elements except classifying suggested by the 7th science curriculum were well reflected on the textbooks. However, for the integrated inquiry elements, interpreting data takes almost half of the total integrated inquiry elements. Other integrated inquiry elements except drawing conclusion and transforming data were reflected less than ten percent. Investigation was also reflected less than ten percent of all inquiry activity. And inquiry activities were limited in terms of variety with few projects and no field trip. The main essence of the 7th science curriculum is the emphasis on total inquiry learning through various integrated inquiry elements and inquiry activities for higher grade students. Thus it is suggested that teachers provide inquiry learning which can supplement the textbook.

  • https://doi.org/10.5012/jkcs.2003.47.6.645 인용 PDF KSCI KPUBS HTML

Spectrophotometric, pH-metric and Conductometric Studies on Some 3-Arylhydrazone Derivatives of (2-Thenoyl) Ethylpyruvate) (2-Thenoyl Ethylpyruvate의 몇 가지 3-Arylhydrazone 유도체에 대한 분광광도법, pH 및 전도도법 연구)

  • El-Dossoki, F. I.;El-Seify, F. A.
    • Journal of the Korean Chemical Society
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    • v.50 no.2
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    • pp.99-106
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    • 2006

  • The electronic absorption spectra of [3-(2-thenoyl) 3-(p-NO2-phenylhydrazone) ethyl pyruvate] (I), p-Br (II) and p-CH3 (III) were studied in ethanol and the spectra comprise four absorption bands which assigned to the corresponding electronic transition. The pK values of these compounds have been determined spectrophotometrically and pH-metrically, the results shown that the interval range for color change of compound (I) is (8-10) similar to that of phenolphethalin indicator, indicating that this compound can be used as acid-base indicator. The successive stability constants of the compounds under study with some transition elements (Mn(II), Co(II), Ni(II), Cu(II), Zn(II), Cd(II), UO2(II), La(III) and Zr(IV) have been determined pH- metrically. Stoichiometric complexes with ratios 1:1 and 1:2 (M: L) were formed for all metals. The pK of the three derivatives and the values of the stability constant (logK) of the complexes have the order; III > II > I. Also conductometric titrations have been carried out and the results show that this titration can be used for determination of both the metal ion and the ligand concentrations by each others.

  • https://doi.org/10.5012/jkcs.2006.50.2.099 인용 PDF KSCI KPUBS HTML

Analyses on the Degree of Learning Achievement by Students and on Differences of Explaining in High School Chemistry-II Textbooks for the Atomic Models and Electron Configurations (원자모형과 전자배치 단원에 대한 고등학교 학생들의 학습 성취도 및 화학 II 교과서의 설명방식의 차이점에 대한 분석)

  • Chang Kon Kim
    • Journal of the Korean Chemical Society
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    • v.47 no.3
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    • pp.273-282
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    • 2003

  • A questionnaire on "atomic models and electron configuration" was performed on 34 of 11th grade and 38 of 12th grade students who took the Chemistry-II course in order to examine the degree of learning achievement. Also eight Chemistry-II textbooks published in the 6th curriculum were analyzed for the similarities and differences in dealing with this topic and possible improvements were discussed in conjunction with the questionnaire. The results of this questionnaire showed that the degree of learning achievement on the topics between two different classes were not much different in general, although a little difference was found. This indicates that the topics have been taught in early 11th grade but subsequent supplemental teaching has not been performed. To study on the topics of "atomic models and electron configuration" effectively and systematically, knowledge on the basic spectroscopy and quantum mechanics should be preceeded. However this could be practically difficult under the current high school curriculum. Therefore It would be necessary to describe the basic concepts for the quantum mechanics and spectroscopy schematically in the "Reference Materials" section of the textbook, even if it is not very long. On the other hand, the Chemistry-II textbooks analyzed in this work reveal, in general, to have the similar organization and explanation modes. However it has been analyzed that a connection between the Bohr and electron-cloud atomic models might be insufficient or position of electrons might be possible to be misunderstood by students in some textbooks.

  • https://doi.org/10.5012/jkcs.2003.47.3.273 인용 PDF KSCI