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다이벤조 테트라아자펜타렌 (Dibenzotetraazapentalene) 유도체들의 생성에 관한 치환기 효과
朴國泰 全北大學校 1981 論文集 Vol.23 No.-
The rates of deoxygenative cyclization by triethyl phosphite in solvents of varying dielectric constants has been measured for 1-(ο-nitrophenyl)-1 H-benzotriazole, 2-(ο-nitrophenyl)-2H-benzotriazole, and 5-chloro-1-(ο-nitrophenyl)-1H-benzotriazole. The reactions were found to be second order overall, insensitive to the dielectric constants of the solvents, and characterized by a large negative entropy of activation. The rate constants of deoxygenative cyclization of 1-(ο-nitrophenyl)-1H-benzotriazole and 5-chloro-1-(ο-nitrophenyl)-1H-benzotriazole were similar. These findings are consistent with the rate-determining step involving the formation of a four-membered cyclic transition state.
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제7차 교육과정에 의한 중학교 과학 교과서 화학 단원의 STS 교육 내용 분석과 화학 교사들의 STS 교육에 대한 인식 조사
박국태,이유라,김은숙,노지현,Park, Guk-Tae,Lee, Yu-Ra,Kim, Eun-Suk 대한화학회 2006 대한화학회지 Vol.50 No.2
The purpose of this study was to analyze the STS (science-technology-society) contents in chemistry chapters of middle school science textbooks standardized by 7th national curriculum, and to investigate chemistry teachers' perception of STS education. This study was based on 8 essential elements in STS education suggested by Yager and 9 activities in SATIS (science and technology in society). The questionnaire and interview were used to investigate chemistry teachers' perception. As a result of this study, the average value of the STS contents in chemistry chapters of 7 kinds of middle school science textbooks was 22.4%, and the STS contents were preponderated to essential elements of science application and local and community relevance. And STS contents showed that science 2 textbooks were the most of all and in order of science 1 textbooks and science 3 textbooks. As a result of analysis by activities in SATIS, most activities were practice activity, problem-solving and decision making, and structured discussion. Chemistry teachers' perceptions of STS education were following. There were many responses that STS education was necessary for educational efficiency. On the other hand STS education was unnecessary because there were few effective teaching-learning method related with STS education. From these results, middle school science textbooks have to be complemented because 2 essential elements of the STS contents were preponderated in the science textbooks. And the teaching-learning method connected with STS education will have to be developed for the efficiency of STS education.
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급성신우신염에 대한 Cefadroxil(BLS 578 Duricef^(�))의 임상적 효과
박국태,김삼용,김선영,신영태 대한화학요법학회 1983 대한화학요법학회지 Vol.1 No.1
Antibiotic chemotherapy of acute pyelonephrihis remains a therapeutic problem. A c h i cal study was done on 20 cases of uncomplicated, bacteriologically poi-en, acute pyelone-phritis who were admitted to the Cepartment of Internal Medicie, Chcng Kam Kanonal University Hospital from July 1081 to January 1982. The cases were evaluated with daily dose of lgm of cefadroxil. Mean duration of administration was 6.7 days. All the organisms were eliminated after zdministration of cefadroxil. The overall mire rate wa3 13C%. Side effects such a s derangement of hepatic, hematologic and renai iilnction mere not found. Though the number of the evaluated patients was small, cefadroxil was thought to be an excellent therapeutic agent for acute pyelonephritis.
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고등학생들의 화학반응속도 개념과 화학평형 개념간의 상관관계
박국태,김경수,박광서,김은숙,김동진,Park, Guk-Tae,Kim, Gyeong-Su,Park, Gwang-Seo,Kim, Eun-Suk,Kim, Dong-Jin 대한화학회 2006 대한화학회지 Vol.50 No.3
The purpose of this study was to investigate the correlation between concepts on chemical reaction rates and concepts on chemical equilibrium in high school students. The subjects of the investigation consisted of 120 third grade students attending high school in K city of Kyunggi province. For this study, questionnaire relevant to the subject of chemical reaction rates and chemical equilibrium was developed and the answers were analyzed. As a result of the study, a large percentage of high school students answered questions on reaction rates correctly, but only a small percentage of the students could give explanations. Many high school students answered questions on the rates of forward reactions correctly, but not the questions on the rates of reverse reactions. For the concepts on chemical equilibrium, many high school students gave correct answers when faced with equilibrium questions that only required the understanding of one side of the reaction. But the students could not answer the questions requiring understanding of both forward and reverse reactions as well. Overall, there was a little high correlation between concepts on chemical reaction rates and concepts on chemical equilibrium in high school students. Especially, high school students with little understanding of reverse reaction rates did not understand that chemical equilibrium is a dynamic equilibrium. Also, high school students with little understanding of the collision mechanism regarding chemical reaction rates did not understand the effect of concentration and catalyst factors on chemical equilibrium. And the correlation between concepts on chemical reaction rates and concepts on chemical equilibrium related to concentration and catalyst factors was low. In conclusion, the formation of scientific concepts on chemical reactions rates can decrease misconceptions on chemical equilibrium. Also the teaching-learning method limited to one side of a reaction can cause difficulty in forming the concepts on chemical dynamic equilibrium. Therefore, the development of a teaching-learning method which covers both the forward and reverse reactions can be effective in helping students form the concepts on chemical equilibrium.
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