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ANSYS를 이용한 EH36강 용접부의 잔류응력 해석에 관한 연구
이종석(Jong-Seok Lee),정영선(Yeong-Seon Jeong),김귀남(Gwi-Nam Kim),박준성(Joun-Sung Park),박원조(Won-Jo Park),허선철(Sun-Chul Huh) 대한조선학회 2011 대한조선학회 학술대회자료집 Vol.2011 No.6
Today, a ship and structure are becoming larger (such as large structures, vessels, FPSO, etc.). So, weld material is required to high strength. Welding has advantages depending on the development of welding technology, such as ease of operation and the structures of simplification and the confidential excellence, etc. But it has occurred to shrinkage and deformation, because of the repeat of heating and cooling. Welding residual stress has an adverse effect on stability. Also, fatigue and brittle fracture of structures are closely related. In this study, Experimental and analytical methods were conducted. measured residual stress by using the AIS3000 and compare with the results of analysis by using the ANSYS simulation. Observed microstructure of metal surface at various positions of weld, HAZ, and base metal by using the optical microscope, EPMA. and Ingredients analyzes using XRD. Next compare with changes to the strength and weld residual stress.
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해결자 , 청취자 활동과 몰 지도를 사용한 문제해결 교수 방법의 효과
강석진(Suk Jin Kang),노태희(Tae Hee Noh),정영선(Yeong Seon Jeong),유지연(Ji Yeon Yu) 한국과학교육학회 2002 한국과학교육학회지 Vol.22 No.1
This study investigated the effects of an instructional method which consists of think-aloud paired problem solving (TAPPS) and mole-map. Three classes (100 students) of a high school were assigned to the control, the TAPPS, and the TAPPS with mole-map (M-TAPPS) groups. Prior to the instructions. students` perceptions of learning environment were examined. Tests of mole conception, problem solving ability, and perception of learning environment were administered after the instructions. Two-was ANCOVA results indicated that the high-level students in the TAPPS group performed better in the conception test than those in the control and the M-TAPPS groups. However, there was no significant difference among the three groups in problem solving ability. The scores of involvement for the TAPPS group were significantly higher than those for the control group.
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학습 전략에 따른 소집단 토론에서의 언어적 상호작용 양상 비교
강석진(Suk Jin Kang),한수진(Su Jin Han),정영선(Yeong Seon Jeong),노태희(Tae Hee Noh) 한국과학교육학회 2001 한국과학교육학회지 Vol.21 No.2
In this study, interaction patterns in peer small-group discussions with cognitive conflict strategy (CCS) and those with social consensus strategy (SCS) were compared. Verbal interactions of four small groups (16 students) in learning science concepts were analyzed at the levels of turns, interaction units, and episodes. The frequencies of total turns and knowledge construction turns per discussion for the SCS group were higher than those for the CCS group. Comparing and evaluating hypotheses and discussion worksheets provided were especially effective in increasing metacognitive utterances of the SCS group students. The frequencies of `most students participating mode`, `elaborative interaction mode`, and `exploratory episode` for the SCS group were higher than those for the CCS group. These suggested that more students in the SCS group participated in small-group discussions and their discussions were more interactive and elaborative. The interactions and episodes of the SCS group were also superior in quality to those of the CCS group.
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재활용 폐지를 이용한 친환경 발포 단열재의 열물성 특성
강재식(Kang Jae-Sik),최경석(Choi Gyeong-Seok),정영선(Jeong Yeong-Seon),이승언(Lee Seung-Eon) 한국건축친환경설비학회 2007 한국건축친환경설비학회 학술발표대회 논문집 Vol.- No.-
The main ingredients of the foam insulator, suggested in this study, are cellulose and starch. Cellulose comes from recycled paper, and starch is natural. Unlike other insulators, the foam is made according to the steam foaming technique which does not use foam gas. Accordingly, this foam insulator has little environmental load occurring in the production process, and is environmentally friendly from product distribution to scrapping. Foamed products show a vertical texture, but most cells are close types. It is low in absorptiveness, and high in moisture permeation resistance, i.e. 0.07 g/m3 hr ㎜Hg. This foam insulator can be easily processed at a density of 20 ㎏/m3~ 30 ㎏/m3, and the thermal conductivity at this time was 0.034 W/mK ~ 0.037 W/mK. Its tensile strength, compressive strength and absorptiveness are the same as those of existing plastic foam insulators. The greatest feature of this foam insulator is that it uses recycled paper as one of its main ingredients, and the excellent economy of recycling is its advantage.
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산성비 , 오존층 , 온실 효과에 대한 고등학생들의 개념
한재영,노태희,정영선 한국과학교육학회 2000 한국과학교육학회지 Vol.20 No.3
본 연구에서는 산성비, 오존층, 온실 효과에 대한 학생들의 개념을 조사하였다. 고등학교 1학년 137명을 대상으로 세 가지 개념과 이들 사이의 관계에 대한 생각을 주관식 검사를 통해 알아보았다. 학생들의 응답을 분석한 결과, 학생들은 산성비의 정의, 온실 효과와 지구 온난화의 구분, 온실 효과의 증가 억제 방법 등에 대하여 잘 이해하지 못하는 것으로 나타났다. 또한 오존층을 온실 효과와 혼동하고 있었다. 산성비의 증가, 오존층의 파괴, 온실 효과의 증가 사이에 인과 관계가 있다고 생각하는 학생들이 많았다. In this study, 10th-grade students' conceptions concerning acid rain, ozone layer, and greenhouse effect were investigated. A conception test that asked to explain about the three concepts and the relationships among them was administered to 137 students. Analysis of their responses indicated that students had lack of understanding about the definition of acid rain, the difference between greenhouse effect and global warming, and how to prevent the increase in greenhouse effect. They also confused ozone layer with greenhouse effect. Many students thought that there were causal relationships among the increase of acid rain, the destruction of ozone layer, and the increase in greenhouse effect.
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계획과 검토 단계를 강조한 문제 해결 전략과 해결자 , 청취자 활동의 교수 효과
김창민,노태희,강석진,정영선 한국과학교육학회 2001 한국과학교육학회지 Vol.21 No.4
본 연구에서는 문제 해결 교수 방법의 효과를 조사하였다. 새로운 교수 방법은 계획과 검토 단계를 강조한 4단계 문제 해결 전략과 학생들의 문제 해결 수행을 점검하기 위한 해결자·청취자 활동으로 구성되어 있다. 고등학교 이과 2학년 2개 학급을 처치 집단과 통제 집단으로 무선 배치하였다. 수업 전에 수업 참여도에 대한 인식과 자아효능감 검사를 실시하여 그 점수를 공변인으로 사용하였다. 수업 후에는 학생들의 화학 문제 해결력, 수업 참여도에 대한 인식, 자아효능감을 조사하였다. 연구 결과, 화학 문제 해결력 검사와 수업 참여도에 대한 인식 검사에서는 처치 집단의 점수가 통제 집단에 비해 유의미하게 높았다. 그러나 자아효능감 검사에서는 두 집단 간에 유의미한 차이가 없었다. This study investigated the influences of an instructional method related to problem solving. The new instruction consists of a four-stage problem-solving strategy emphasizing 'planning' and 'checking' stages, and a think-aloud paired problem solving in order to check students' performances in solving problems. Two high school classes (n=91) were randomly assigned to the treatment and the control groups. Prior to the instructions, students' perception of involvement and self-efficacy were examined, and their scores were used as covariates in the analysis. Students' problem-solving ability, perception of involvement, and self-efficacy were examined after the instructions. The test scores of the treatment group were significantly higher than those of the control group in the problem-solving ability and the perception of involvement. However, there was no significant difference between the scores of the two groups in the self-efficacy.
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