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BaTiO<sub>3</sub> 분말과 분산제 첨가에 따른 Fe계 나노결정 P/M시트의 전자파흡수 특성변화
김미래,조현정,박원욱,Kim, Mi-Rae,Cho, Hyeon-Jeong,Park, Won-Wook 한국분말야금학회 2008 한국분말재료학회지 (KPMI) Vol.15 No.1
The amorphous $Fe_{73}Si_{16}B_7Nb_3Cu_1$(at%) alloy strip was pulverized using a jet mill and an attrition mill to get flake-shaped powder. The flake powder was mixed with dielectric $BaTiO_3$ powder and its dispersant to increase the permittivity. The powders covered with dielectric powders and its dispersant were mixed with a binder and a solvent and then tape-cast to form sheets. The absorbing properties of the sheets were measured to investigate the roles of the dielectric powder and its dispersant. The results showed that the addition of $BaTiO_3$ powders and its dispersant improved the absorbing properties of the sheets noticeably. The powder sheet mixed with 5 wt% of $BaTiO_3$ powder and 1 wt% of dispersant showed the best electromagnetic wave absorption rate because of the increase of the permittivity and the electrical resistance.
수학 기반 STEAM 교육 관점에서 학생들의 교과 융합 역량 분석 : 초등학교 6학년 학생들을 대상으로
조현정,류희수 이화여자대학교 교육과학연구소 2014 교육과학연구 Vol.45 No.2
For STEAM education to prosper it is necessary to first investigate such capabilities of students. Thus, the study sought to find out to what degree are sixth graders capable of deriving the convergence from mathematics-based STEAM education. Study results indicate the following. 1. All the top achievers and some moderate ones were found to have the capability of convergence based on the established curriculum. 2. All the moderate achievers and some low achievers understood the knowledge of the subjects associated with the problematic situation. However, they did not know what to do in the course of problem solving, and thus were incapable of proper application or convergence of knowledge. 3. To produce output suitable for a STEAM problem situation, at least 2 subjects were needed to converge. 4. No more than 50% of students’ output was creative. This finding implies that students usually have few opportunities to engage in creative thinking before producing output in the course of problem solving. Hence, methods for enhancing creativity are needed in STEAM education. 5. As for those students lacking in cognitive abilities to understand problems and who fail to identify subjects associated with the given problems, basic instructions must be provided first so that they can read and comprehend the problems and then recall what they have learned.