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12가지 냉매 (R11, R12, R13, R14, R21, R22, R23, R113, R114, R500, R502, C318)의 상태치계산 프로그램
이기방,정명균,Lee Ki Bang,Chung M. K. 대한설비공학회 1987 설비저널 Vol.16 No.5
A FORTRAN code has been developed to calculate thermodynamic properties of 12 kinds of refrigerants. Input variables are temperature and pressure or temperature only depending on the saturation. The program output properties are specific volume, saturation pressure, enthalpy, entropy, specific heats and speed of sound. Sample calculations show that output properties are in very good agreements with thermodynamic tables and charts.
放射線에 依하여 照射된 CdS 粉末의 熱刺激 Exo 電子
李基芳 全北大學校 基礎科學硏究所 1979 基礎科學 Vol.2 No.1
The TSEE glow curve of CdS powder irradiated to X-ray was obtained by using 2π gas flow GM tube made particularly for this study. The TSEE glow curve has been analized based on thermal luminescence model and the deduced values of activation energy for three different trapping centers of CdS are 1.5±0.05ev at 134℃, 1.3±0.02ev at 181℃ and 1.2±0.02ev at 226.5℃. Though CdS contains three different trapping centers, the fact that the area under the glow curves for the reproducibility from ascending temperature to the lowest decending point of the last peak are equal shows that CdS powder is a useful material for the dosimeter.
大學敎育改革을 위학 敎授-學習方法 模型 開發에 관한 硏究
金手坤,李起芳,金祥源 全北大學校 敎育大學院 1984 敎育論叢 Vol.4 No.-
The primary objective of the present study is to design an optimum teaching-learning model for higher education in Korea that demands an innovative reform in current teaching-learning situations of higher learning institutions. In order to achieve the goal, we first of all made an extensive review of the pertinent theories of teaching-learning methods currently available, and then tried to find out problems we encounter in university education in Korea, with particular emphasis on the possible obstructing factors prevailing in the instruction in general at Jeonbug National University. The study which was launched in May continuing until November 1983, adopted the questionnaire survey approach to obtain relevant information from the professors and teachers of 14 different universities. Those who were kind enough to answer the questionnaires amount to 298 professors and 325 students. On the basis of the questionnaire information we were able to find out major obstructing factors such as inefficiency of lesson planning, insufficiency of teaching-learning materials, deficit of teaching-learning facilities, inadequacy of basic science education, stereotyped view of professors in instruction, unreasonable evaluation system and the like. In order to surmount the negative obstructing factors and to innovate the present teaching-learning situations of university education, we designed a new practical teaching-learning model, which mandates such components as teaching-learning objectives, contents, learning experiences, lesson planning, teaching-learning processes, evaluation methods, interrelation chart between the factors. and the feedback channels. In the actual application of the proposed model, it is to be always kept in mind that lecturers should try to give students every opportunity of voluntary study, strong incentive and curiosity for their own creative endeavour to learn. Additionally, it is also highly recommended that the proposed model be properly or flexively modified in actual teaching-learning situations depending on the characteristic features of the course or subject being taught. Conclusively, what is needed most in this enterprise is the instructors' strong and firm belief to realize the need for an innovation of prevailing teaching-learning methods currently employed at the universities in Korea.