• Transactions of the Korean Society of Mechanical Engineers A
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• v.25 no.8
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• pp.1189-1196
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• 2001

The objective of this paper is to investigate the applicability of acoustic emission(AE) technique to monitor the progress of the thermal shock damage on alumina ceramic. For this purpose, alumina ceramic specimen was heated in the furnace and then was quenched in the water tank. When the specimen was quenched in the water tank, complex AE signals due to the initiation of micro-cracks and boiling effect were generated by the progress of thermal shock damage. These mixed AE signals have to be classified for monitoring the degree of the thermal shock damage of alumina ceramics. In this paper, the mixed AE signals generated from both the boiling effect and the crack initiation under thermal shock test was analyzed. The characteristics of AE signals were also discussed by considering the variation of bending strength and Yongs modulus of specimens.

• Journal of the Korean Chemical Society
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• v.63 no.2
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• pp.123-133
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• 2019

The purpose of this study was to investigate the effect of responsive teaching method for pre-service teachers in Chemistry Education Department of H University. We designed three steps for the discussions: foregrounding the substance of learners' ideas, recognizing the disciplinary connections within learners' ideas, taking up and pursing the substance of thinking. In the step of foregrounding the substance of learners' ideas, we analyzed the questionnaires conducted by the 20 pre-service teachers to understand the nature of their ideas about evaporation and boiling. Among them, five pre-service teachers were selected to recognize the disciplinary connections within learners' ideas. Through these steps, the pre-service teachers have grasped the nature of their thinking about evaporation and boiling, and have experienced the process of modifying or expanding the frames of thought by the disciplinary connections within learners' ideas. In addition, the pre-service teachers directly perceived the effect of the responsive teaching method by experiencing dynamic changes of their conceptions.