• 공학교육연구
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• 제21권2호
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• pp.3-6
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• 2018

A few thermodynamics texts are commonly found to have unrealistic example problems in which the process violates the second law of thermodynamics. This error would result from presentation order in the text which introduces first the first law for cycles, systems, and control volumes and then the second law later. In the presentation order, the example problems deal only with the first law without telling whether the process violates the second law. To correct this erroneous situation, it could be recommended to present the first law and the second law successively so that both laws could be applied simultaneously to the given example problems.

• 공학교육연구
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• 제25권6호
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• pp.69-80
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• 2022

In this study, the application of flipped learning methodology to thermodynamics in mechanical engineering was examined, and how university students view flipped learning and the effects of flipped learning were analyzed. To analyze the effects of flipped learning, pre-class survey, assessment on learning in pre-class, team activities during class, and post-class survey were conducted. The analysis was also conducted on 33 students who took the thermodynamics course in mechanical engineering, and the PARTNER flipped learning model was applied to the class. The results of this study are as follows; In the preliminary survey, the students expected that the flip-learning class with team activities and teaching between team members would be helpful in improving their learning. In addition, students recognized that cooperative learning through a team was helpful for learning. The case reflecting the result of pre-learning evaluation to the subject grades showed higher pre-learning evaluation results than the case not reflecting the result of the pre-learning evaluation to the subject grades, and it was found that the pre-learning evaluation was acting as a factor to promote learning in pre-class. In post-class survey, the satisfaction with the flipped learning class was high, indicating that the effectiveness of the flipped learning class applied to the thermodynamics class was excellent.

• 공학교육연구
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• 제26권6호
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• pp.51-61
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• 2023

In this study, the effects of pre-learning attitude on learning participation and academic achievement was analyzed when applying the flipped learning methodology to engineering subject education. The modified PARTN teaching and learning model was applied, and pre-class survey, assessment on learning in pre-class, and post-class survey were conducted to analyze the effectiveness of flipped learning. The results were analyzed for 24 students who took the applied thermodynamics lecture. They were asked to take the course with the videos provided in the pre-class stage, and a pre-learning assessment was conducted to measure the completeness and understanding of the learning. As a result of the study, it was found that students with relatively excellent learning ability had excellent pre-learning evaluation results and excellent final academic achievement. In addition, the lower the pre-learning completion rate within the pre-learning period or the higher the learning rate using mobile devices, the more difficult it was to faithfully complete pre-learning, leading to poor pre-learning evaluation results. Meanwhile, the survey revealed that conducting pre-learning assessments were helpful in encouraging individual learning. In addition, cases reflecting pre-learning evaluation results to course grades showed higher pre-learning evaluation results than cases not reflecting pre-learning evaluation results to course grades, and in flipped learning classes, pre-learning evaluations act as a factor that promotes pre-class learning.

• Bulletin of the Korean Chemical Society
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• 제27권2호
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• pp.309-311
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• 2006

• 한국항해항만학회:학술대회논문집
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• 한국항해항만학회 2000년도 추계학술대회논문집
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• pp.104-105
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• 2000

High quality BSCCO thin films have been fabricated by means of an ion beam sputtering at various substrate temperatures, T$_{sub}$, and ozone gas pressures, PO$_3$. The correlation diagrams of the BSCCO phases appeared against T$_{sub}$ and PO$_3$are established in the 2212 and 2223 compositional films. In spite of 2212 compositional sputtering, Bi2201 and Bi2223 phases as well as Bi2212 one come out as stable phases depending on T$_{sub}$ and PO$_3$. From these results, the thermodynamic evaluations of ΔH and ΔS which are related with Gibbs'free energy change for single Bi2212 or Bi2223 phase are performed.ormed.i2212 or Bi2223 phase are performed.

• 한국전기전자재료학회논문지
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• 제14권1호
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• pp.64-68
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• 2001

High quality BSCCO thin films have been fabricated by means of an ion beam sputtering at various substrate temperatures, T$\_$sub/, and ozone gas pressures, PO$_3$. The correlation diagrams of the BSCCO phases appeared against T$\_$sub/ and PO$_3$ are established in the 2212 and 2223 compositional films. In spite of 2212 compositional sputtering, Bi2201 and Bi2223 phases as well as Bi2212 one come out as stable phases depending on T$\_$sub/ and PO$_3$. From these results, the thermodynamic evaluations of ΔH and ΔS, which are related with Gibbs' free energy change for single Bi2212 or Bi2223 phase are performed.

• 한국전기전자재료학회:학술대회논문집
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• 한국전기전자재료학회 2000년도 추계학술대회 논문집
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• pp.104-107
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• 2000

High quality BSCCO thin films have been fabricated by means of an ion beam sputtering at various substrate temperatures, T$\_$sub/, and ozone gas pressures, PO$_3$. The correlation diagrams of the BSCCO Phases appeared against T$\_$sub/ and PO$_3$ are established in the 2212 and 2223 compositional films. In spite of 2212 compositional sputtering, Bi2201 and Bi2223 phases as well as Bi2212 one come out as stable phases depending on T$\_$sub/ and PO$_3$. From these results, the thermodynamic evaluations of ΔH and ΔS which are related with Gibbs' free energy change for single Bi2212 or Bi2223 phase are performed.

• 대한화학회지
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• 제49권5호
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• pp.435-440
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• 2005

• Bulletin of the Korean Chemical Society
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• 제30권3호
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• pp.556-560
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• 2009

Aggregation behavior of three kinds of benzindocarbocyanine dyes in aqueous methanol solution was studied by UV-Vis absorption spectrum. The results indicated that the three dyes all existed monomer-dimer equilibrium in aqueous methanol solution (concentration range $10^{−5}\;to\;10^{−6}$ M) at 25.0$\sim$41.0 ${^{\circ}C}$ for Dye 1, 28.0$\sim$49.0 ${^{\circ}C}$ for Dye 2 and 26.0$\sim$47.0 ${^{\circ}C}$ for Dye 3. The fundamental property of the three dyes as the dimeric association constant KD, the dimeric free energy ${\Delta$}G_D, the dimeric entropy ${\Delta$}S_D, and the dimeric enthalpy ${\Delta$}H_D were determined. The ${\Delta$}H_D of three dyes: Dye 1, Dye 2 and Dye 3 was -42.5, -15.1 and -18.9 kJ/mol, respectively. The experimental observations were the subject of a theoretical study including the ground-state geometries which were fully optimized using DFT at B3LYP/6-31G level. The effect of dye molecule structure on ${\Delta$}H_D was discussed by theoretical calculations.

• 한국정보통신학회:학술대회논문집
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• 한국해양정보통신학회 2011년도 춘계학술대회
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• pp.429-431
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• 2011

공학의 기본 원리 학습을 위해서는 원리 그림이나 도표와 같은 콘텐츠의 사용이 필요하다. 하지만 시간과 공간의 제약으로 학습이 불충분하고, 편리성과 멀티미디어 콘텐츠를 갖추지 못하면 학습의 효과도 떨어지는 문제점이 있다. 최근 Smart Phone 사용자가 증가하고, Smart Phone을 이용한 교육프로그램을 제공하여 이동 중에도 공학의 기본 원리와 같은 학습이 필요한 시점이다. 본 논문에서는 열역학의 법칙 등 열역학에 관한 학습 콘텐츠를 Smart Phone에서 구현하고자 한다. 실제 Web 서버를 통하여 무선 인터넷 통신망에서 제공되는 열역학의 교육 공학적 도표, 애니메이션, 그림, 등을 Smart Phone에서의 설계하고 구현한다. 본 연구는 교육공학과 학습 프로그램 제공을 통해 모바일 원격교육 발전에 기여할 것이다.