Identification and Cloning of the ClpB Gene in Psychromonas arctica by Inverse PCR and Cassette PCR Technology

Aeran Choi,Joomi Na,Minsun Sung,임하나,이경희 대한화학회 2010 Bulletin of the Korean Chemical Society Vol.31 No.4

The family of ClpB protein is a molecular chaperone which protects cellular proteins from being aggregated upon exposure to severe environmental stresses in association with DnaK/DanJ/GrpE in the ATP-dependent manner. In a psychrophilic bacterium which survives at a subzero temperature, any functional role of cold-active ClpB protein can be rather crucial. In order to identify a ClpB encoding gene from a cold-adapted bacterium whose genome sequence has not been fully discovered, we have employed a series of PCR technologies, including a gradient PCR with homologous primers,an inverse PCR and a cassette PCR. The full sequence of PaclpB gene was successfully identified and compared with those of other psychrophilic species. We have further cloned the gene in E.coli expression systems and were able to induce PaClpB protein expression by IPTG, which help us understand a molecular mechanism for survival against extremely cold environments.

Using the Writing Template provided by the Science Writing Heuristic(SWH) approach for Quality Arguments

( Aeran Choi ) 한국과학교육학회 2012 한국과학교육학회지 Vol.32 No.9

낙동강 하류의 플랑크톤 군집 변이

최애란,손문호,김좌관,이진애 인제대학교 2007 仁濟論叢 Vol.22 No.1

중등화학교사 임용시험 출제 문항 분석

최정아,지은서,심지황,우애자,김봉수,최애란 이화여자대학교 교과교육연구소 2017 교과교육학연구 Vol.21 No.4

본 연구에서는 2014학년도부터 2017학년도의 중등화학교사신규임용후보자선정경쟁시험을 한국교육과정평가원에서 발표한 『2009학년도 표시과목 「화학」의 교사자격기준과 평가영역 및 평가내용요소』에 제시된 5개 기본 이수과목 및 분야의 평가영역과 평가내용요소를 준거로 분석하였다. 또한 중등화학교사임용시험 문항과 2009 개정 교육과정에 따른 성취기준과의 관련성도 파악하였다. 분석 결과 중등화학교사임용시험의 문항들이 설정된 평가영역과 평가내용요소들을 고르게 반영하고 있지 못하고 있음을 알 수 있었다. 또한 중등교육과정과 연계성이 있는 평가내용요소가 출제 비율이 낮거나, 매년 꾸준히 출제되는 문항들이지만 중등교육과정과 연계성이 적은 평가요소들이 다수 있었다. This study analyzed the examination for selecting secondary school chemistry teachers that was conducted from 2014 to 2017. As the analytic framework, we used the assessment domains and contents that were presented by the Korea Institute for Curriculum and Evaluation (KICE) for the five most basic prerequisite subjects for preservice chemistry teachers. We also identified relationship between the question items and the school chemistry/science curriculum. The results indicated that there were assessment domains and contents which were not involved in the question items of the examination for selecting secondary school chemistry teachers. Also, several question items were not relevant to the school chemistry/science curriculum.

Characterization of Rotational Stacking Layers in Large-Area MoSe₂ Film Grown by Molecular Beam Epitaxy and Interaction with Photon

Choi, Yoon-Ho,Lim, Dong-Hyeok,Jeong, Jae-Hun,Park, Dambi,Jeong, Kwang-Sik,Kim, Minju,Song, AeRan,Chung, Hee-Suk,Chung, Kwun-Bum,Yi, Yeonjin,Cho, Mann-Ho American Chemical Society 2017 ACS APPLIED MATERIALS & INTERFACES Vol.9 No.36

<P>Transition metal dichalcogenides (TMDCs) are promising next generation materials for optoelectronic devices because, at subnanometer thicknesses, they have a transparency, flexibility, and band gap in the near-infrared to visible light range. In this study, we examined continuous, large-area MoSe2 film, grown by molecular beam epitaxy on an amorphous SiO2/Si substrate, which facilitated direct device fabrication without exfoliation. Spectroscopic measurements were implemented to verify the formation of a homogeneous MoSe2 film by performing mapping on the micrometer scale and measurements at multiple positions. The crystalline structure of the film showed hexagonal (2H) rotationally stacked layers. The local strain at the grain boundaries was mapped using a geometric phase analysis, which showed a higher strain for a 30 twist angle compared to a 13 degrees angle. Furthermore, the photon matter interaction for the rotational stacking structures was investigated as a function of the number of layers using spectroscopic ellipsometry. The optical band gap for the grown MoSe2 was in the near-infrared range, 1.24-1.39 eV. As the film thickness increased, the band gap energy decreased. The atomically controlled thin MoSe2 showed promise for application to nanoelectronics, photodetectors, light emitting diodes, and valleytronics.</P>

논의 중심 과학 탐구에 대한 예비과학교사의 이해와 인식

최애란,Choi, Aeran 대한화학회 2014 대한화학회지 Vol.58 No.6

이 연구의 목적은 예비과학교사의 논의 중심 과학 탐구에 대한 이해와 인식을 알아보는 것이다. 대도시 소재 사범대학 과학교육과에서 예비과학교사 17명을 대상으로 화학교과교재 및 연구법 수강이전과 이후에 실시한 서술형 설문과 사후개별 면담 자료를 연속적 비교분석법으로 분석하였다. 사후 설문 및 면담에서 과학 탐구의 중요한 요소로서 논의를 언급하고, 탐구 문제에 대한 주장과 근거를 협상하는 과정으로서 논의의 역할을 이해하는 예비과학교사의 수가 사전보다 늘어났다. 예비과학교사들은 논의가 강조된 탐구 중심 과학 수업의 중요성을 인식함에도 불구하고 여러 가지 어려움과 문제점에 대한 우려를 하고 있었다. 사전에는 학생들의 소극적인 논의 참여를 어려움으로 인식하는 반면, 사후에는 예비교사 자신의 수업지도안 계획 또는 학생들의 논의를 안내하는 어려움에 대하여 언급하는 경우가 많았다. This study was designed to explore pre-service secondary science teachers' understanding and views of argument-based inquiry approach. Participants were 17 pre-service secondary science teachers enrolled in chemistry curricular materials and teaching methods course for majors in the college of education at a university in Seoul. Main data sources included each student responses to an open ended survey and individual interviews. Data analyses indicated that the pre-service teachers had very limited and biased understanding on scientific inquiry at the beginning of the semester. While the pre-service teachers understood that scientific inquiry should be an essential component of science teaching, a few pre-service teachers mentioned 'argumentation' or 'discussions' when they defined what scientific inquiry is. The majority of the pre-service teachers mentioned that science should be taught through scientific inquiry since science is inquiry itself. However, the pre-service teachers expressed several potential barriers and their concerns on implementing argumentation in scientific inquiry. While they concerned about students' lack of participation at the beginning of the semester, they concerned more about the teachers' ability of leading student argumentation at the end of the semester.

2009 개정 교육과정에 따른 중학교 과학교과서 화학 단원에 포함된 활동 분석: 8가지 과학 실천을 중심으로

최민지,최애란,Choi, Minji,Choi, Aeran 대한화학회 2016 대한화학회지 Vol.60 No.6

This study analyzed activities in chemistry chapters of middle school science textbooks for the 2009 revised curriculum using 8 science practices. All the activities that students could experience inquiry were analyzed in this study. There were the most activities in 'Molecular motion and change of state' and the least activities in 'Heat and our life' of three textbooks. There were the most science practices in 'Features of substance' in two textbooks, but there were the least science practice in 'Heat and our life' of three textbooks. 'Investigation planning and performing', 'data analyzing and interpreting', and 'explanation composition and problem solution designing' were frequently included, but 'asking questions and defining issues' was not included at all. For 'Investigation planning and performing', 'data analyzing and interpreting', and 'explanation composition and problem solution designing', a variety of achievement goals were targeted while a few goals were frequently targeted. Two to four kinds of science practices were frequently included in an inquiry activity. There were few activity that includes over 5 different kinds of science practice. 본 연구에서는 2009 개정교육과정에 따른 중학교 과학 교과서의 화학 영역에 포함된 활동을 8가지 과학 실천과 각 실천의 세부 성취 목표를 기준으로 분석하였다. 본 연구에서는 교과서 있는 활동 제목에 '탐구'라는 단어가 있는 것뿐만 아니라, 학생들이 탐구를 경험할 수 있는 모든 활동을 분석하였다. 모든 교과서에서 '분자 운동과 상태 변화'에 가장 많은 수의 활동이 있었고, 4종 중 3종의 교과서에서 '열과 우리 생활'에 가장 적은 수의 활동이 포함되어 있었다. 과학 실천은 2종의 교과서에서 '물질의 특성'에 가장 많은 수가 포함되어 있었고, 4종 중 3종의 교과서에서 '열과 우리 생활'에 가장 적은 수의 과학 실천이 포함되어 있었다. 대부분의 교과서에서 '조사 계획하고 수행하기'와 '자료 분석하고 해석하기'와 '설명 구성하고 문제 해결 고안하기'의 과학 실천이 많이 포함되어 있었으며 '질문하고 문제 규정하기'의 과학 실천은 전혀 포함되어 있지 않았다. '조사 계획하고 수행하기', '자료 분석하고 해석하기', '설명 구성하고 문제 해결 고안하기'는 상대적으로 다양한 세부 성취 목표가 포함되어 있었으나 일부에 편중되어 있었다. 대부분 탐구 활동에는 2-4가지 과학 실천이 포함되어 있었으며 5가지 이상의 과학 실천을 포함하는 탐구 활동은 거의 없었다.

Development of an Algorithm for Predicting the Thermal Distribution by using CT Image and the Specific Absorption Rate

Jinho Hwang,Aeran Kim,Jina Kim,Yunji Seol,Taegeon Oh,Jin-sol Shin,Hong Seok Jang,Yeon-Sil Kim,Byung Ock Choi,Young-nam Kang 한국물리학회 2018 THE JOURNAL OF THE KOREAN PHYSICAL SOCIETY Vol.73 No.10

During hyperthermia therapy, cancer cells are heated to a temperature in the range of 40 45 C for a defined time period to damage these cells while keeping healthy tissues at safe temperatures. Prior to hyperthermia therapy, the amount of heat energy transferred to the cancer cells must be predicted. Among various non-invasive methods, the thermal prediction method using the specific absorption rate (SAR) is the most widely used method. The existing methods predict the thermal distribution by using a single constant for the mass density in one organ through assignment. However, because the SAR and the bio heat equation (BHE) vary with the mass density, the mass density of each organ must be accurately considered. In this study, the mass density distribution was calculated using the relationship between the Hounsfield unit and the mass density of tissues in preceding research. The SAR distribution was found using a quasi-static approximation to Maxwell's equation and was used to calculate the potential distribution and the energy distributions for capacitive RF heating. The thermal distribution during exposure to RF waves was determined by solving the BHE with consideration given to the considering contributions of heat conduction and external heating. Compared with reference data for the mass density, our results was within 1%. When the reconstructed temperature distribution was compared to the measured temperature distribution, the difference was within 3%. In this study, the density distribution and the thermal distribution were reconstructed for the agar phantom. Based on these data, we developed an algorithm that could be applied to patients.

Korea Citation Index and Its Macro Bibliometrics

Kim, Sohyeong,Choi, Taejin,Yoon, Aeran,Seol, Sung-Soo Asian Society for Innovation and Policy 2013 Asian Journal of Innovation and Policy Vol.2 No.2

This paper introduces the Korea Citation Index (KCI) and also some macro statistics of KCI. KCI started service since 2008 by the National Research Foundation of Korea (NRF), but the data has been gathered from 1998. Our findings are as follows: heavy reliance on books in humanities, but papers as the main reference in all other disciplines. Impact factor is an increasing trend in all disciplines. Social science has the highest impact factor among all fields. In some fields even in science and engineering areas, there are more KCI papers than Korean JCR papers and impact factors of the KCI are higher than JCR. As for the distinction between nationally and internationally fields or journals, some disciplines in social science are clearly nationally oriented. NSE journals listed in both KCI and JCR, however, are not clear in terms of impact factor, but clear in terms of the numbers of papers.

자유학기제 과학과 수업에서 교사가 겪는 어려움과 해결방안

이지연(Lee, Jiyeon),최애란(Choi, Aeran) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.4

본 연구에서는 자유학기제가 전면 시행된 이후 자유학기제 과학과 수업 경험이 있는 중등 과학교사 15명을 대상으로 자유학기제 과학과 수업에서 교사들이 겪은 어려움과 해결방안을 알아보았다. 서술형 문항을 포함한 설문과 개인 면담을 통한 질적 연구 방법을 사용하였으며, 선택형 문항은 응답 빈도를 분석하였고 서술형 문항과 개인 면담 전사본은 반복적 비교 분석법을 통해 분석하였다. 본 연구 참여 교사들은 자유학기제 과학과 수업에서 학생의 흥미와 관심 고려, 학생의 능력 및 이해 수준 고려, 핵심 개념 선별, 학생들의 개인차를 고려한 학생 참여 및 활동 중심 수업, 융합·연계 수업을 위한 교과 간 진도 고려 등의 어려움을 겪었다. 또한, 자유학기제 과학과 수업을 위한 교과 협의회에서 동료 교사들과 수업 방식 및 전공 차이로 인한 합의의 어려움과 자유학기제에 대한 동료 교사의 이해 부족 및 소극적인 태도로 인한 협의 어려움을 겪었다. 한편, 자유학기제 수업 관련 연수에 참여한 교사들 중 일부 교사들은 연수에서 구체적인 수업 지도에 대한 안내가 없고 과학 교과 특성에 맞는 연수가 부족하여 연수가 수업 실행에 도움이 되지 않았다고 하였다. 본 연구 참여 교사들은 타 교과 교사의 피드백을 수업 설계에 반영, 수업 시나리오 작성, 모둠별로 피드백을 제공하는 것이 도움이 되었다고 하였다. 또한, 자유학기제 실시 전에 융합· 연계 수업 주제를 선정하여 교과 간 수업 진도 조정, 융합·연계 수업 교사들이 내용을 분담 등의 해결방안을 제시하였다. This study examined teachers’ difficulties that they encountered free semester science instruction and their problem solutions. Participants of this study were 15 science teachers who were selected by convenience sampling and had experiences of free semester teaching and assessment. This study implemented qualitative research design including open-ended questionnaire and individual interview that were analyzed using constant comparative method. The participant teachers mentioned difficulties of considering student interest and curiosity, considering student achievement level, identifying core ideas, designing student activity based lesson considering student cognitive level difference, and considering each discipline curriculum. Teachers had problems of building up consensus and negotiating among teachers due to differences in instruction style and lack of teacher understanding of free semester and inactive attitude. Teachers also mentioned that professional development programs were not helpful for science instruction because they were lack of detailed and subject-specific information. Teachers suggested solutions of implementing science instruction with colleague feedbacks, designing detailed lessons, providing feedbacks to each group of students, planning integrated science lesson prior to semester, and preparing lessons based on each teacher expert.