• Resources Recycling
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• v.5 no.3
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• pp.56-64
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• 1996

C,H,OH system is widely used for producing synthetic beverages and pharmaceuticals. Calcium hydroxide suspension was used to callhol the morphology of calcium carbonate, and the charactenstics of the formahan and crystsllizatian of calcium cilrbonate by adding ethylenc glycol were determined A reaclor was made with attaching a ceramic bubble plate, and lhe eleclrical conductivity was continously monitored during the rcaction with CO, gas. A part of the suspension was separated and powdered at the transition point. XRD and electron microscopic observation showed that the intermedmte and final products were vilterite, ;~r;lganite and calcite. In this study, the volumc of the ethylene glycol added to CH,OH was fixed a1 10 vol\ulcornerh. The valumc of the suspension was 500 ml, and the changes oi characteristics were shdied along with variims cnntents(l0-50 g) of calcium hydroxide. Except m the case of 10 g of calcium hydroxide at the crystallization stagc, all of products showed gelation. Tne marc the calcium hydroxide the shorter the formation time. Alsa. the farmalion of spherical valcrile ivas obsemcd when 30 g Ca(OH), was added. Tne vaterite(a compound material) can bc synthesised under alnbienl pressure and lempcmhre m a C,H,OH system by morphology control. Even though the vateritc was meta-stable phasc and could bc changed to calcitc easily, the stable and spherical vateritc was observed by using G5 glass fillers and vacuum dricrs.

• Journal of Ocean Engineering and Technology
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• v.30 no.4
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• pp.334-340
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• 2016

The combustion chamber of a diesel engine is often exposed to a more serious wear and corrosion environment than other parts of the engine because its temperature increases as a result of using heavy oil of low quality. Therefore, repair and built-up welding methods must be performed on worn or corroded parts of the piston crown, exhaust valve, etc. from an economical point of view. In this study, Inconel 718 filler metal was used in repair welding on the groove of a forged steel specimen for a piston crown, along with built-up welding on the surface of another forged steel specimen. Then, the corrosion characteristics of the weld metal zone for the repair welding and the deposited metal zone for the built-up welding were investigated using electrochemical methods in a 35% H₂SO₄ solution. The deposited metal zone indicated better corrosion resistance than the weld metal zone, showing a nobler corrosion potential, higher impedance, and smaller corrosion current density. It is considered that metal elements with good corrosion resistance were generally included in the filler metal, and these elements were also greatly involved in the deposited meta by built-up welding, whereas the weld metal consisted of metal elements mixed with both the filler metal and base metal elements because of the molten pool produced by the repair welding. Finally, it is considered that the hardness of the weld metal was increased by the repair welding, whereas the built-up welding improved the corrosion resistance of the deposited metal.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.555-569
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• 2012

Many science education research and practices are recently emphasizing the importance of collaborative learning. This study also understands learning in aspects of socio-cultural context, and regarded the creation of meaning in a same-age group as an important learning process. This is most especially true in the premise that the formation of roles in a collaborative learning is important for successful interactive learning. This study aims to find out how roles form in a group. For this purpose, university students participating in a group discussion activity about energy flow and circulation of material were selected as research participants. Discussions among the nine students in one group consisted of cognitive conversations on the topic and operational conversations for preparing a presentation. Video-clips of the discussions were made and transcribed. For the analysis, we developed a framework that includes four interaction functions (cognitive, organizational, meta-cognitive, operational), four action elements (question, simple answer, providing opinion, response to opinion), and two to four intention elements by each action elements. As a result, a total of nine roles were revealed through the interaction function and element; cognitive questioner, operational questioner, simple answerer, operational suggester, organizational commander, operational commander, cognitive explainer, terminator, reflective thinker. These roles are re-classified into seven utterance patterns by the utterance order and object, and they were categorized into three role groups (facilitating interaction, sustaining interaction, finishing interaction). The result means that role formation and function can have influence on learning and interaction. This study is meaningful to the suggestion to collaborative learning including project-based learning, investigation, club activity, and for the re-illumination of the role in an aspect of the interaction.