• Proceedings of the Korean Society of Tribologists and Lubrication Engineers Conference
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• 2001.06a
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• pp.100-104
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• 2001

The effects of contact configuration and kinematic motion on the wear of ultrahigh molecular weight polyethylene (UHMWPE) were investigated. Two different contact configurations were adopted for wear testing under the two different kinematic motions with un-irradiated UHMWPE specimens. Wear of UHMWPE pins against the linear reciprocating stainless steel disks was 8% higher than that against the uni-directional repeat pass rotating disks. Wear of UHMWPE disks moving in the linear reciprocating motion against stainless steel ball was 37% higher than that moving in the uni-directional repeat pass rotating motion. The results in this study show that the contact configuration and kinematic motion of sliding definitely affect the wear of UHMWPE through the differences in the contact stress states of UHMWPE.

• Polymer(Korea)
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• v.32 no.4
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• pp.340-346
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• 2008

The aim of this study is to understand the effect of structure on the dispersion of both CNT and GNF in the phase of synthesized polyurethanes matrix. Various CNT/PU and GNF/PU composite films were prepared. Polyurethane having a different hard segment was blended with both CNT and GNF. PU having HDI as hard segment showed good dispersion with both CNT and GNF because of their linear structural character and molecular kinesis while PU having aromatic ring showed poor dispersion with those due to their structural complexity. Structural effect also induced the increase of its electro conductivity. The PU/CNT composite showed a bad dispersion (because of phase separation between PU matrix and CNT) but good electro conductivity at its surface (because CNT was collected on the surface of composite film due to low density of CNT). PU/CNT and PU/GNF composite films have quite low normalized sheet resistance value compared with silver/PU nanocomposite film because the fiber type filler could have much more contact points than that of sphere shaped silver particles have.

• Journal of the Korean earth science society
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• v.25 no.4
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• pp.214-221
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• 2004

The purpose of this study is to inquire into the effects of teaching methods in the class on the conceptual change of atmospheric pressure for middle school students. After analyzing the concept of atmospheric pressure in the middle school science textbooks on the present 7th Curriculum, classes were performed adopting classified Method A and Method 3. For Method A, the textbook is used to explain the concept in the view of weight. For Method B, the textbook is used to approach the concept in the views of molecular movement as well as of weight. This study consists of four classes in the third grade students of middle school in Busan, where they were divided into the Method A group and the Method B group. These study was carried out with pre-post on each of these classes on the learning achievement and on the conceptual change of atmospheric pressure. The results of this study were as follows: First, the effect on the learning achievement was displayed the average score of the Method B was showing a meaningful difference comparing to the Method A. Second, the effect on the conceptual change measured by verifying the score for the difference among the averages for each sub-scale three out of four conceptual factors,'the direction of atmospheric influence and the reason','the principle of atmospheric action' and 'the atmospheric changes by the temperature rise on the surface of the earth and the reason', showed meaningful improvement. But, the one left factor,'the distribution of atmospheric pressure by altitudes and the reason', displayed no meaningful difference. Third, The concept of atmospheric pressure is better defined as the pressure created by the movement of air particles, in the view of kinetic theory of gas, rather than explained by the notion of the weight of air.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.273-291
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• 2018

Gestures accompanied by scientific discourses play an important role in constructing mental models and making model-based inferences. According to embodied cognition literature, gestures can be a source of recognition of the mental models of students and help them in changing naive beliefs about science. This study intends to compare the gestures of scientists with that of middle school students in explaining scientific phenomena and to explore the relationship between gestures and scientific discourse. In the study, 10 scientists and 10 middle school students participated in clinical interviews and the tests of knowledge and self-efficacy. Participants engaged in one-on-one clinical interviews with semi-structured questions about three tasks regarding the molecular movement and the state change of matter. Four researchers carried out open coding and applied a constant comparison method in order to analyze video-recorded gestures. This study found four themes (feature of gesture, use of gesture, content of gesture, function of gesture) about the differences of gestures between scientists and middle school students. Scientists used more diverse and elaborate gestures systematically and frequently in the interview. Although students used gestures in their scientific talk and reasoning, the gestures of students were not well grounded on scientific knowledge and had different functions from those of scientists. The findings revealed that gestures can represent underlying cognition and strengthen scientific thinking. We should encourage students to use gestures as a tool to understand scientific concepts and make inferences.

• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.2-12
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• 2004

The purpose for this study is to inquire into the effects of teaching methods in the class on the conceptual change of atmospheric pressure for middle school students. After analyzing the concept of atmospheric pressure in the middle school science textbooks on the present 7th Curriculum, classes were performed adopting classified Method A and Method B. For Method A, the textbook used that explains the concept in the view of weight. For Method B, the textbook used approaching to the concept in the views of molecular movement as well as of weight. This study consists of four classes in the third grade students of middle school in Busan, which were divided into the Method A group and the Method B group. The result of the study carried out pre-post each of these classes on the learning achievement and on the conceptual change of atmospheric pressure. The result of this study were as follows: First, the effect on the learning achievement was displayed the average score of the Method B was showing meaningful difference comparing to the Method A. Second, the effect on the conceptual change measured by verifying the score for the difference among the averages for each sub-scale three out of four conceptual factors, 'the direction of atmospheric influence and the reason', 'the principle of atmospheric action' and 'the atmospheric changes by the temperature rise on the surface of the earth and the reason', showed meaningful improvement. But, the one left factor, 'the distribution of atmospheric pressure by altitudes and the reason', displayed no meaningful difference. Third, The concept of atmospheric pressure is better defined as the pressure created by the movement of air particles, in the view of kinetic theory of gas, rather than explained by the notion of the weight of air.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.161-171
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• 1998

The effects of computer-assisted instruction (CAl) using molecular-level animation upon students' conceptions, attitudes toward science instruction, and learning motivation were investigated. Treatment and control groups (2 classes) were selected from a girls middle school in Seoul, and taught about the motion of molecule for 5 class hours. Before instruction, the short-version Group Assessment of Logical Thinking (GALT) and the Patterns of Adaptive Survey were administered, and the grade for the previous science course was obtained. The GALT score was used as a blocking variable, and the others as covariates. After the instructions, the researcher-made conceptions test, the test of attitudes toward science instruction, and the motivation questionnaire were administered. The perception questionnaire of CAl was also administered to the treatment group. Although more students in the CAl group had sound understanding about the motion of molecule, the scores of the conceptions test for the two groups were not significantly different at .05 level of significance. The students in the CAl group, however, were found to have more positive attitudes toward science instruction and learning motivation. In the perception questionnaire of CAl, most students in the treatment group exhibited positive attitudes toward the CAl. However, some students mentioned that they were disturbed by noisy environments, and that they could not understand some content presented. Educational implications are discussed.

• Polymer(Korea)
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• v.24 no.1
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• pp.82-89
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• 2000

The blood compatibilities of PU/PVA polymer blends with different mixing ratios were evaluated using various methods, such as fibrinogen adsorption, plasma recalcification time, platelet adhesion, whole blood clotting time, and complement activation. In addition, PVA on the surface of the polymer blends was crosslinked by glutaraldehyde to restrain the mobility of PVA molecules for characterizing the effect of PVA in the polymer blends on blood compatibility. The fibrinogen adsorption on the polymer blends decreased with the increase of PVA amount in the polymer blends. The plasma recalcification times of the polymer blends with 10-50 wt% PVA were longer than those of PU, PVA, and polymer blends with higher amount of PVA. The morphological changes and adhesion of platelets on the polymer blends with 30-50 wt% PVA were less than those on the other materials. The blood clotting times and complement activation on the polymer blends with 30-50 wt% PVA were reduced, compared to the other materials. On the other hand, the blood compatibility of the crosslinked polymer blends was relatively decreased, compared to the non-crosslinked ones. According to these experimental results, the blood compatibility of the polymer blends with 30-50 wt% PVA was better than that of the other materials and such a blood compatibility of the polymer blends might be related to the mobility of PVA molecules on the surface.

• Journal of Chest Surgery
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• v.32 no.1
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• pp.70-74
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• 1999

Thrombosis in valve or left atrium after mechanical mitral valve replacement causes prosthetic valve dysfunction or thromboembolism. Early and adequate therapy is very important but clinically not easy. Thrombolysis can avoid reoperation-related risks and act as an optimal therapy for prosthetic valve thrombosis. This report describes three patients who were treated by using low molecular weight heparin (LMWH) and wafarin. Two patients, including one pregnant woman, had prosthetic valve thrombosis and immobility of valve leaflets, and one patient with recent cerebral infarction due to thromboembolism had thrombus in left atrium. Fraxiparine 0.3 cc (7,500 ICU AXa) was administrated subcutaneously twice or triple daily. At discharge, thrombosis in valve and left atrium were completely or near totally lysed and valve leaflets were normally mobile. During the period of thrombolysis and follow up, there were no complications in all patients.

• Journal of the Korean Chemical Society
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• v.56 no.3
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• pp.363-370
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• 2012

The purpose of the study was to classify scientific models in the seventh grade science textbooks of the 2007 revised science curriculum. The three chapters of 'three states of material', 'motion of molecule', and 'change of state and energy' were investigated. There were two types of the scientific model as 'mode of representation' and 'attribute of representation'. The mode of representation was composed of 'action model', 'analogical model', 'symbolic model', and 'theoretical model' and the attribute of representation was composed of 'static model' and 'dynamic model'. The results showed that the action model and the analogical model were used primarily in mode of representation. The dynamic model were widely used in attribute of representation. Area of matters dealt with conception of molecules and aimed for students to understand the arrangement and movement of molecule microscopically about macroscopic state in a daily life. Tis study could help to recognize the limitations of scientific models on current textbooks and offer more useful information in planning lessons and organizing textbooks for the future.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.394-403
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• 2007

In this study, the effects of reciprocal peer questioning (RPQ) strategy upon students' concept learning were investigated. Ninety-two seventh graders at a co-ed middle school were assigned to control, reciprocal peer tutoring (RPT), and RPQ groups. The students were taught about 'three states of matter' and 'motion of molecules' for 12 class hours. Regardless of students' prior science achievement level, the RPQ group showed the highest scores among the three groups in the test of conceptual understanding, and the RPT group performed better than the control group. For high-level students, the scores of the RPQ group were significantly higher than those of the other groups in the test of the concept application, and those of the RPT group were higher than those of the control group. For low-level students, the scores of the RPT and RPQ groups in the concept application test were significantly higher than those of the control group, while those of the RPT and RPQ groups were not significantly different. These results indicated that verbal interaction by reciprocal tutoring helped students to understand chemical concept learning, and that using self-generated questions was more effective. Therefore, RPQ strategy is suggested to become one of the useful instructional methods to facilitate verbal interaction and concept learning in middle school science instructions.