• Journal of the Korean Chemical Society
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• v.64 no.2
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• pp.119-129
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• 2020

For effective teaching-learning activities for students with diverse talents in science high schools, it is important for teachers to understand students' individual differences in perceiving and processing information in the natural world, depending on the students' various talents and subject characteristics. The purpose of this study is to examine the students' cognition of chemistry in science high school through correlations and factor analysis of mathematics/science achievement. In addition, this study attempted to examine the cognition of chemistry subject according to R&E classes. The main participants of the study were freshmen of G science high school (296 students) who entered after three times of curriculum reforms and new admission processes and the students in two other science high schools in Gyeongnam and Ulsan were included. The correlation and factor analysis were conducted by exploratory factor analysis by IBM SPSS Statistics 25 programs. The results of this study were as follows: First, in the correlation analysis between mathematics and science achievement, it was confirmed that the Pearson's coefficient of chemistry showed higher positive correlation coefficient than that of other science subjects. Second, in the factor analysis of mathematics and science achievements, it was found that the factor indicators were divided into two factors as logical-mathematical (mathematics and physics) and naturalistic (life science and earth science). Third, in the factor analysis, it was confirmed that the chemistry is recognized as the subject that requires both logical-mathematical and naturalistic intelligence. Finally, it was confirmed that students' cognitions of chemistry subject were found to differ according to the R&E classes. In other words, the participants of R&E chemistry class, unlike other students, were found to recognize chemistry as the subject that logical-mathematical intelligence is needed.

• Journal of the Korean Chemical Society
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• v.48 no.1
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• pp.66-76
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• 2004

This study is to compare and analyse the high school chemistry curriculum in Korea and Japan from the viewpoint of the structure, objectives, contents, teaching-learning method, and assessment plans. From the comparative analysis, we found some common and different aspects. The suggestive ideas which is useful for study of Korean science curriculum were deduced, such as more expansion of selective subjects and enhancing the guidance, more flexible teaching methods, enhancing the individualized instruction plans suitable to each student's condition, careful selection of educational contents and enhancing the base and foundation, and transition period.

• Journal of the Korean Chemical Society
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• v.63 no.3
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• pp.220-225
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• 2019

• Mass Spectrometry Letters
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• v.7 no.1
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• pp.16-20
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• 2016

Characterization of intact protein structures in the gas phase using electrospray ionization combined with ion mobility mass spectrometry has become an important tool of research. However, the biophysical properties that govern the structures of protein ions in the gas phase remain to be understood. Here, we investigated the impact of host-guest complexation of ubiquitin (Ubq) with macrocyclic host molecules, cucurbit[n]urils (CB[n]s, n = 6, 7), on its structure in the gas phase. We found that CB[n] complexation induces the formation of compact Ubq ions. Both CB[6] and CB[7] exhibited similar effects despite differences in their binding properties in solution. In addition, CB[n] attachment prevented Ubq from unfolding by collisional activation. Based on the experimental results, we suggest that CB[n]s prevent unfolding of Ubq during transfer to the gas phase to promote the formation of compact protein ions. Furthermore, interaction with positively charged residues per se is suggested to be the most important factor for the host-guest complexation effect.

• Nano
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• v.13 no.11
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• pp.1850132.1-1850132.14
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• 2018

The direct synthesis of metal-organic frameworks (MOFs) with acidic and basic active sites is challenging due to the introduction of functional groups by post-functionalization method often jeopardize the framework integrity. Herein, we report the direct synthesis of acid-base bifunctional MOFs with tuning acid-base strength. Employing modulated hydrothermal (MHT) approach, microporous MOFs named $UiO-66-NH_2$ was prepared. Through the ring-opening reaction of 1,3-propanesultone with amino group, $UiO-66-NH_2-SO_3H-type$ catalysts can be obtained. The synthesized catalysts were well characterized and their catalytic performances were evaluated in one-pot glucose to 5-HMF conversion. Results revealed the acid-base bi-functional catalyst possessed high activity and excellent stability. This work provides a general and economically viable approach for the large-scale synthesis of acid-base bi-functional MOFs for their potential use in catalysis field.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.544-555
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• 2004

This study examined the conception types of high school students, chemistry teachers, and pre-service teachers about the salt bridge in Daniel cell by a questionnaire and follow-up interviews. High school chemistry II textbooks were analyzed for finding the cause of the understanding difficulties of the teachers and students. Pre-service teachers' thoughts examined for the problems of pre-service teacher programs. From the analysis, it was found that teachers only thought that the role of salt bridge is for ion movement of two solutions involving electrodes. But they didn't have the conception that salt bridge has a roll of connection a circuit. This result was similar to students' and pre-service teachers' results. It was possible that insufficient and different explanations of the textbooks were attributed the teachers' and students' conceptual difficulties.

• Journal of the Korean Chemical Society
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• v.49 no.1
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• pp.96-104
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• 2005

• Bulletin of the Korean Chemical Society
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• v.29 no.10
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• pp.1993-1997
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• 2008

In the present work, Diels-Alder reaction of cyclopentadiene with ethylacrylate has been carried out by using two types of mesoporous solid acid catalysts (Al-MCM-41, Al-MCM-48) with different pore structures. The specific topology of Al-MCM-48 (cubic Ia3d structure composed of two independent 3-D channel systems) exhibit higher activity and stereo-control than those of Al-MCM-41 (hexagonal packing of 1-D channels). The physical properties of Al-MCM-48 catalyst, such as high accessibility of reactants to the acid sites, spatial confinement in the nanoscopic reactors, and 3-D channel network structure that are effective adsorption and diffusion of reactants, play a crucial role in the present study.

• Journal of the Korean Chemical Society
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• v.48 no.6
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• pp.645-653
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• 2004

The purpose of this study was to compare and analyze the cognitive levels of 11th grade students and those required in high school chemistry I textbooks standardized by the 7th national education curriculum. For this study, the cognitive development stages of 456 11th grade students were surveyed using short-version GALT (group assessment of logical thinking). Furthermore, 15 basic concepts were extracted from the contents on water and air, 2 units in chemistry I order to analyze the cognitive levels necessary for understanding high school textbooks, using CAT (curriculum analysis taxonomy). The results showed that 52.5% of the surveyed 11th grade students reached the formal operational level, 28.3% transitional levels, and 19.5% concrete operational levels. 68.9% of the academic high school students and 6.6% of the technical high school students reached the formal operational levels, and the ratio of formation was very different in each logics. As a result of the analyzing the cognitive levels needed for understanding chemistry I textbook contents, in spite of a change in national education curriculum, there were no great change in cognitive levels required by scientific concept except some inquiry activities. The cognitive levels in high school chemistry I textbooks by the 7th national education curriculum appeared higher than the cognitive levels of 11th grade student, but cognitive levels of inquiry activities were similar to the cognitive levels of the students. Chemistry teachers thought of chemistry I textbooks by the 7th national education curriculum as desirable because scientific concepts were reduced and a lot of real life materials were adapted. However, they pointed out a problem of difference in contents levels compared with chemistry I textbooks because scientific concepts were greatly reduced in chemistry I textbooks. The cognitive levels required in chemistry I textbooks still appeared higher than those of the students. Consequently, various teaching and learning methods and materials will have to be developed to be suitable for the students' cognitive levels.

• 한국정보디스플레이학회:학술대회논문집
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• 2006.08a
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• pp.371-374
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• 2006

We developed new quantum chemical molecular dynamics and kinetic Monte Carlo programs to simulate the destruction processes of MgO protecting layer in plasma display panel. Our simulation results proposed that MgO(111) surface with nano-dot structures covered by (001) facets has the highest stability, which is against the previous knowledge. The formation of nano-dot structures on the MgO(111) surface covered by (001) facets was found to be the reason for the high stability of the MgO(111) surface. Furthermore, the effect of grain boundary on the stability of MgO surfaces was also clarified.