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성종규,김진섭,박맹언,양경희 대한자원환경지질학회 2000 자원환경지질 Vol.33 No.4
The development of dual volcanic chains, parallel to the trnd of the sucduction trench, is observed in the souythern part of Korea. Elsewhere on the Earth volcaniv arcs dominantly consist of two such chains. In the southern part of Korea, two volcanic chains within a single volcanic arc was developed. Kyongsand basin, where the first volcanic chain located, and Youngdong-Kwangju depression zone where the second volcanic zone located. showed sub-parallel volcanic rock distributed areas. Concentrations of incompatible elements in the southern part of Korea samples show clear across-arc variations, with lavas from the first volcanic chain being most depleted in these elements, all incompatible element concentraions towards the second volcanic chain. The above across-arc variation may be caused by the difference in solid phases coexsting with the fluid phases during the dehydration processes. The concentraions of incompatible elements, Zr/Y ratios, and Rb/K ratios indicate that the second volcanic chain (Youngdong-Kwangju depression zone) was generated by low degree of partial melting at the deeper depth compared to the conditions of the first volcanic chain (Kyongsang basin) and residual garnet probably attributed to the their partial melting.
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경상분지 백악기 화산암류에 대한 암석화학적 고찰: 이원성 마그마의 가능성
성종규,김진섭,이준동,Sung, Jong Gyu,Kim, Jin Seop,Lee, Joon Dong 대한자원환경지질학회 1998 자원환경지질 Vol.31 No.3
The Creataceous volcanic rocks distributed in the southeastern part (Kyeongsang basin) of Korea peninsula are composed of basalt, basaltic andesite, andesite, dacite and rhyolite. The variation of major elements show that contents of MgO, CaO, $FeO^T$, $Al_2O_3$, $TiO_2$ and $P_2O_5$ decrease with increasing of $SiO_2$, but $K_2O$ contents are increased slightly, $Na_2O$ widely dispersed. We can show slightly inflection point and low frequency of dacites in range between 63-65 wt.% $SiO_2$, while continuous trend exit in variation diagram. Variation trends in Harker diagrams for the major, minor, trace and REEs suggest that the BAV (basaltic to andesitic volcanics) and DRV (dacitic to rhyolitic volcanics) are not related to a simple crystal fractionation process. In the regime of under 65 wt. % in silica content, fractionation of olivine and clinopyroxene is predominant, while that of plagioclase happens strongly higher than 65 wt.% (e.g., $SiO_2$, vs. Eu and Sr, MgO vs. $Al_2O_3$ and CaO). The latter means low-pressure fractional crystallization for DRV. On the discriminant diagram, DRV are located in more mature environment than BAV. The $(Ce/Sm)_N$ vs. CeN digram shows that these two classes cannot be related to crystal fractionation. If they had been produced by fractionation, although they plotted in a slightly elongate cluster along the same horizontal trend, DRV should lie to the right of these primitive compositions. These diagrams clearly rule out a simple fractionation throughout from BAV to DRV. BAV had been influenced greatly subductiong slab as shown by K/Yb vs. Ta/Yb. We suggest that BAV primitive magma generated higher degree of partial melting than DRV primitive magma. LILE (K, Ba, $Rb{\pm}Th$) enriched characteristics as shown in BAV are inherited from subducting slab fluids and/or higher degree of partial melting of mantle material. However, lower degree of partial melting of mantle relative to BA V and contamination at high-level magma reservoir caused LILE enrichment to DRV.
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경상분지 화산암류의 지화학적 연구 : 섭입대(베니오프대)의 깊이와 지각의 두께
성종규,김진섭,양경희 대한자원환경지질학회 1999 자원환경지질 Vol.32 No.4
경상분지의 후기 백악기∼고 제 3기의 화산암류는 high-K 칼크 알칼리의 특성을 나타내며, 클라-태평양의 섭입에 연관된 마그마작용에 성인적으로 연관된다. 그들은 삽입에 관련된 마그마에서 보이는 바와 같이 고장력원소가 결핍되며 LIL원소가 부화되는 특성을 지닌다. K-h 관계에 기초하여 마그마의 생성 깊이를 180∼230km라고 한 이전의 연구들은 재고되어질 필요가 있다. 물을 0.4%함유한 감?c암의 부분 용융의 깊이는 80∼120km로 알려져 있으며, 성숙되기 전의 호에서 섭입 슬램은 70km보다 얕은 깊이에서도 용융이 될 수 있다. 더욱 더 K2O 함량은 지각물질에 의한 혼염과 섭입 슬램의 유체에 의해서, 그리고 적은 정도의 부분 용융에 의해서도 증가될 수 있다. 섭입의 각도를 30°로 자정하였을 때 수직깊이 180∼23km는 수평거리가 해구로부터 310∼400km로 계산된다. 이 깊이는 도호 및 대륙호에 속한 다른 지역의 근원마그마 생성심도에 비해 매우 큰값이며 섭입에 의해 야기되는 환산암의 생성지의 분포하는 조와적이지 못한다. 경상분지 화산암의 K55는 0.3∼2.3wt.%이며, 그 평균값을 Marsh and Carmichael (1974)의 도표에 적응하면 섭입대의 깊이는 80∼170km가 된다. 깊이 180∼230km의 맨틀 암석은 석류석 러졸라이트로 자정되며 이것의 분별로부터 나타나는 회토류 양상은 경상분지의 것과 일치하지 않는다. 더욱 더 섭입에 관련된 마그마작용을 연구한 여러 연구자들은 이보다 더 얕은 깊이를 제안하였다. CaO와 Na2O 함량을 이용하여 구한 후기 백악기∼고 제 3기의 경상분지의 고지각 두께는 각각30km이며, La/Sm대 La/Yb 에 의한 값은 약 30km로 추정되며, 이들은 이전의 연구들을 지지한다.
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成宗圭 淑明女子大學校 1968 論文集 Vol.7 No.-
Ever since Russia launched first Sputnik in 1957, every nation has tried to reform the educational system so as to meet with the challenge of the rapidly developing scientific technological revolution ly means of extending the year of compulsory education, or by dividing classes according to the student's ability, or by emphasizing the individual guidance program for the exploration of human resources. And because such a trend in education, in general, has turned toward the improvement of the secondary school educational system and the reformation in educational methodology, the change in curriculum has been mostly in the direction of an ability-centered education. The revised curriculum for the secondary school education of Korea also is significant in this respect. This new curriculum, which was revised for the first time in eight years from the one that had been enacted and proclaimed in 1954-1955, was promulgated in February 15, 1963. However this new curriculum has been in effect only for elementary school, junior high school and technical high school, but not for general high school. For the latter the new system will become effective from 1968. In this paper I am trying to point out some problems in the new curriculum for general high school in regard to the principles of its organization and administration. 1. Problems about the principles of organization The over all structure of the revised curriculum shows a distinct difference, regard to the organization principles, between elementary junior high school, on the one hand, and senior high school, on the other: the elementary and the junior high school curriculum consists of three main areas―the general curricular courses, the courses for anti-communist education and moral life, and the extra-curricular activities; but the high school curriculum consists of two main areas-the general curricular courses and the extra-curricular activities. Now it is understood that the courses for anti-communist education and moral life in the high school curriculum are included in other courses such as social studies and citizenship education. If this is so, why couldn't the same thing be done with the elementary and the junior high school curriculum? There seems to be no justifiable reason for their difference between the three areas and the two areas. They can both be divided into either two or three areas. Hence this unnecessary inconsistency that exists in the new curriculum as it stands now is a sure weakness in the principles of organization. The general curriculum for high school is organized in accordance with the credit system, and as for the electives the courses are determined on the departmental basis. Thus the general courses required for all students amount to 104 credit hours, and the departmental electives for the humanities department requires 100 credit hours, that for the natural sciences department 110 credit hours, and that for the vocational department 104 credit hours. The total credit hours, and that for the vocational department 104 credit hours. The total credit hours each student is required to complete during the three year course in high school are 204 credit hours for the humanities, 214 credit hours for natural sciences, and 208 credit hours for the vocational course respectively. As compared with the old curriculum, which required the same number of credit hours for all students, this new curriculum has a definite point of merit in that it can account for the differences among students in their ability and interest, but this, too, is not without any serious problem. One of the problems is that a student can only take his electives among the courses limited to a certain departmental course, and he is not allowed to take any elective course from other than his own departmental course. This loses much of the original meaning of elective courses. There must be a way to remedy this difficulty in the new system. 2. Problems about the administration A departmental elective system means a departmental class arrangement, and this will, in turn, mean more classes than there are under the old system. And this evetually brings with it the problems about the material and human resources available to meet the extended demand. Under the new system a strict requirement for students to graduate from high school is 200 credit hours, in case of the humanities course. And the total number of hours that a humanities student can take in three years is 204 credit hours. The difference, then, is only 4 credit hours, which certainly leaves not enough room for any free choice for the student. From these considerations I conclude with the following observations: (1) The new curriculum, especially its elective system, must be able to realize the original intention and purpose of the educational reform. (2) The administration must take into account its consideration for both the standard set up by the ministry and the realistic situation in each school, and try to harmonize them as much as possible. (3) A means must be established so as to allow the student to take courses from other departmental electives as well. (4) A more rational means for the practical administration of the new, revised curriculum must be thought out in general.
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