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산 처리한 활성탄을 이용한 수중 유기물의 흡착 및 오존 분해
남윤선,이동석,Nam, Yun-Seon,Rhee, Dong-Seok 강원대학교 산업기술연구소 2011 産業技術硏究 Vol.31 No.2
Humic substances is accounted for for the largest proportion in natural organic matter(NOM) and NOM is widely distributed in varying concentration in all aquatic and soil. They can affect water quality adversely in several ways by contributing undesirable color, complexing with metal and yielding metal concentrations exceeding normal solubility. Ozonation is one of the efficient treatments for degradation of humic substances which cause some problems in water treatment. Especially, the combination of ozone and granular activated carbon was applied to degradation humic acid in aquatic system. The aim of this work to test the available of acid-treated granular activated carbon as catalyst in the ozonation of humic acid.
Homologous 산화물 Zn<sub>k</sub>In<sub>2</sub>O<sub>3+k</sub>(k=1∼9)의 열전 특성
남윤선,최정규,홍정오,이영호,이명현,서원선,Nam, Yun-Sun,Choi, Joung-Kyu,Hong, Jeong-Oh,Lee, Young-Ho,Lee, Myung-Hyun,Seo, Won-Seon 한국재료학회 2003 한국재료학회지 Vol.13 No.8
In order to investigate the thermoelectric properties of $Zn_{k}$ $In_2$$O_{ 3+k}$ homologous compounds, the samples of $Zn_{k}$ /$In_2$$O_{3+k}$ / (k = integer between 1 and 9) were prepared by calcining the mixed powders of ZnO and $In_2$$O_3$fellowed by sintering at 1823 K for 2 hours in air, and their electrical conductivities and Seebeck coefficients were measured as a function of temperature in the range of 500 K to 1150 K. X-ray diffraction analysis of the sintered samples clarified that single-phase specimens were obtained for $Zn_{k} /$In_2$$O_{3+k}$ with k = 3, 4, 5, 7, 8, 9. Electrical conductivity of the $Zn_{k}$ $In_2$$O_{3+k}$ / decreased with increasing temperature, and decreased with increasing k for k $\geq$ 3. The Seebeck coefficient was negative at all the temperatures for all compositions, confirming that $Zn_{k}$ $In_2$$O_{3+k}$ / is an n-type semiconductor. Absolute values of the Seebeck coefficient increased linearly with increasing temperature and increased with increasing k for k $\geq$ 3. The temperature dependence of the Seebeck coefficient indicated that Z $n_{k}$I $n_2$ $O_{3+k}$ could be treated as an extrinsic degenerate semiconductor. Figure-of-merits of Z $n_{k}$I $n_2$ $O_{3+k}$ were evaluated from the measured electrical conductivity and Seebeck coefficient, and the reported thermal conductivity. Z $n_{7}$ I $n_2$ $O_{10}$ has the largest figure-of-merit over all the temperatures, and its highest value was $1.5{\times}$10$^{-4}$ $K^{-1}$ at 1145 K.5 K.
창의,인성을 강조한 과학 수업이 초등학생의 창의성 및 과학 관련 태도에 미치는 영향
남윤선 ( Nam Yun Sun ),이형철 ( Lee Hyeon Cheol ) 경북대학교 과학교육연구소 2013 科學敎育硏究誌 Vol.37 No.1
본 연구의 목적은 창의?인성을 강조한 과학수업이 초등학생의 창의성과 과학 관련 태도에 미치는 영향을 알아보고자 하는 것이다. 연구의 수행을 위하여 4학년 1학기 ``1. 무게 재기`` 단원의 교과 내용을 분석하고 창의성 및 인성과 관련한 요소를 활용하여 11차시 과학수업을 구안하였다. 초등학교 4학년 두 반을 선택하여 한 반은 실험집단, 다른 한 반은 비교집단으로 정하였고 실험집단은 창의?인성을 강조하여 개발한 과학수업을, 비교집단은 일반적인 과학 수업을 시행하였다. 두 반을 대상으로 창의성과 과학 관련 태도에 관한 사전검사와 사후 검사를 실시한 결과는 다음과 같다. 첫째, 창의?인성을 강조한 과학수업이 학생들의 창의성 향상에 p<.05 수준에서 유의미한 영향을 준 것으로 나왔다. 특히 창의성 하위 요소 중 “유창성”과 “독창성”, “제목의 추상성” 향상에 유의미하였다. 둘째, 과학과 창의?인성 수업은 초등학생들의 과학 관련 태도의 향상에 p<.05 수준에서 유의미한 영향을 준 것으로 나왔다. 하위 영역에서는 “과학 탐구의 태도”와 “과학적 태도의 적용력”을 향상시키는 데에 유의미한 영향을 미친 것으로 나왔다. 이상의 연구 결과를 통해 창의?인성을 강조한 과학 수업이 학생들의 창의성과 과학 관련 태도의 신장에 효과적이었음을 알 수 있었다. The purpose of this study was to find out the effect of the science lesson emphasized creativity and character on the creativity and science related attitudes of elementary school students. To conduct this study, ``Unit 1. Weighing``, which is a part of content of 4th grade science text book, was analyzed and 11 science lessons emphasized the elements of creativity and character were developed. One experimental group and one control group of 4th grade students were selected to perform a prior investigation. Then the experimental group attended developed science lessons and the control group attended the traditional science lessons based on the text book and teacher`s guide. After conducting lessons, a post investigation was performed for each group and the results were analyzed to produce the following conclusions. First, the science lesson emphasized the creativity and character was more effective than traditional one to improve students` creativity. Especially, fluency, originality and abstractness in sub-elements of creativity, were improved meaningfully. Second, the science lesson emphasized the creativity and character was more effective than traditional one to enhance students` science related attitudes. Especially, in sub-domain, the attitude about scientific research and the application of scientific attitude were enhanced meaningfully. Consequently, science lesson emphasized the creativity and character was thought to have a positive effect on improving the creativity and science related attitudes of elementary students.