• Journal of the Korean Chemical Society
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• v.52 no.3
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• pp.315-321
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• 2008

The posters are the tools to communicate authors' idea with others by visual image and a little word. Every discipline has its own sign with specific meaning shared by the members of the discipline. Chemists and students learning chemistry, therefore, will communicate with each other by specific chemical signs (codes). The Korean Chemical Society has held the feast of drawing chemistry posters by students nationwide since 2004. In 2004 and 2005, more than three thousands of posters were submitted, and about one hundred and fifty posters were selected as the prize winners. The award was divided by the grade levels of elementary, middle, and high school. This study explores the codes of chemistry used in students' posters. With the analysis of the visual elements and the verbal elements of posters, 7 chemical codes were found such as the liquid, the experiment apparatus, the graduations, the chemical language, scientists, the earth and environment, and things around us. In addition, the differences were investigated on the grade levels, on awarded or non-awarded poster, and on the years. Educational implications of these findings are discussed.

• 월간산업보건
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• s.345
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• pp.35-39
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• 2017

• The Bulletin of The Korean Astronomical Society
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• v.40 no.1
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• pp.81.4-82
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• 2015

ALMA(Atacama Large Millimeter/submillimeter Array)의 고분해능 분광관측을 통해 천체에 존재하는 분자에 관한 다양한 정보를 얻을 수 있었고, 이러한 분자들을 형성하는 화학적 반응 메커니즘을 이해하는 것이 천체 현상을 이해하는 데 중요한 부분을 차지하게 되었다. 이러한 노력의 일환으로, 천체에서의 화학반응을 연구하기 위한 몇몇 코드가 개발되었는데 그중에 대표적인 것이 Astrochem 코드이다. 이 코드는 천체에 존재 할 수 있는 화학물질들의 분포변화를 시간에 따른 함수로 계산하는데, 이를위해 다양한 분자들을 형성하는 것으로 알려진 화학반응 데이터베이스인 KIDA, OSU를 활용한다. 이번 포스터에서는 Astrochem 코드를 이용해 얻을 수 있는 결과인 비교적 간단한 분자들의 시간에 따른 분포 변화를 발표한다. 향후 연구 방향은 유체역학 코드와 Astrochem 코드를 결합한 유체-천체화학 코드를 개발하는 것이며 이를 활용해 유체역학 현상이 다양한 분자들의 분포 변화에 어떠한 영향을 미치는지를 연구할 것이다. 이를 통해 보다 정확하게 천체 현상들을 예측 및 재현 가능할 것으로 기대된다.

• Proceedings of the Korean Vacuum Society Conference
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• 2013.02a
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• pp.648-648
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• 2013

물리적, 열적, 광학적, 그리고 전기적으로 우수한 특성을 가져 학계의 관심을 받는, 2차원 탄소 물질인 그래핀을 준비하는 방법에는 여러가지가 있다. 초창기 그래핀 연구방법에 사용됐던 흑연 플레이크와 스카치테이프를 이용한 기계적 박리법, 흑연의산화와 환원을이용한 화학적 합성법, 구리나 니켈과 같은 전이금속을 촉매로 이용한 화학기상증착을 이용한 합성법 등이 있고 각각은 그 방법에 따른 장단점이 있다. 본 포스터에서는 이 중 물리적 박리법과 화학기 상증착 성장법을 이용해 얻은 그래핀의 물리적, 전기적 특성을 비교분석하였다.

• Journal of the Korean Chemical Society
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• v.34 no.1
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• pp.69-75
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• 1990

An ion-association chromatography was applied for the separation and determination of individual rare earth elements (REE) contained in mineral monazite. Prior to the determination, the group separation of REE was achieved by a cation exchange column of Dowex 5OW-X8 resin. The quantitative recovery of REE by the resin column, free from coexisting elements in monazite, was confirmed with radioactive tracers as well as with ICP-MS. Individual REE at ppm level was separated on reversed-phase column ($\mu$-Bondapak $C_{18}$) using gradient elution from 0.05 to 0.3 M $\alpha$-hydroxyisobutyric acid at pH 4.6. The individual REE was detected at 546 nm following post-column reaction with PAR (4-(2-pyridylazo)-resorcinol monosodium salt).

• The Bulletin of The Korean Astronomical Society
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• v.39 no.2
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• pp.122.1-122.1
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• 2014

다가오는 거대마젤란망원경 (GMT) 시대를 이끌어갈 신진 연구자들의 연구역량 증진을 위해, 2014년 8월 25일부터 29일까지 4박5일에 걸쳐 경상북도 경주시 대명리조트에서 제4회 거대마젤란망원경 여름학교를 개최하였다. 총 40명이 학생으로서 참가한 이번 여름학교에서는 다음과 같은 두 가지 새로운 프로그램이 시도되었다. (1) 관측천문학의 기초, 우리은하 천문학의 기초, 외부은하 천문학의 기초 등 세 번의 기초강의를 선택적으로 제공하였다. (2) 별과 행성, 항성종족과 화학진화, 은하 형성, 고적색이동 천체와 재이온화, 우주론 등 총 다섯 개 분야에서 심화강의를 제공한 뒤에 각 강의내용과 연관된 열린 질문들을 화두로 해서 학생들 간에 조별 토론을 진행하였다. 이는 정해진 답이 없는 문제를 놓고 토론을 통해 능동적으로 답을 찾아가는 과정을 훈련하기 위해 고안된 것이다. 본 포스터에서는 제4회 거대마젤란망원경 여름학교의 결과를 정리하고 앞으로 나아갈 GMT 계절학교의 방향을 점검해본다.

• Journal of the Korea Organic Resources Recycling Association
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• v.2 no.2
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• pp.39-51
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• 1994

When broiler litter was composted under the control of peak temperature of piles(uncontrolled, controled below $70^{\circ}C$ and below $60^{\circ}C$), changes of physical and chemical parameters were determined throughout the processing period. Broiler litter was composted in each of three $1.0{\times}1.0{\times}1.2m$ dimensional facilities for 8 weeks. After 5 to 6 weeks of composting, broiler litter was converted into the final compost with no ammonia odour, rice hull size of particle, and faint brown color. Central temperature of piles reached to the peak(about $69{\sim}70^{\circ}C$) within 3 to 4 days after composting and gradually decreased thereafter. The final product contained 26.5% of moisture, 9.0~9.1 of pH, and 14.0~14.3 of C/N ratio. The increase of C/N ratio with processing resulted from the considerable loss of N. The total wet weight of the final composts was an average of 38.3% of the initial weight, the dry weight of those 64.1%, and the organic matter weight of those 34.8%. Treatments of central temperature of composts did not affect changes of moisture, pH, C/N ratio, total wet weight, total dry weight, and total organic matter weight. In general, composted broiler litter was converted into the final product with little change in physical and chemical parameters after 5 to 6 weeks of processing. Nitrogen losses during the composting should be prevented for the improvement of the composting efficiency of broiler litter.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.531-538
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• 2023

Recently, many university classes have been changing from instructor-centered classes to learner-centered classes, and universities are trying to establish a new direction for university education, especially to foster talented people suitable for the Fourth Industrial Revolution. To this end, universities are presenting various competencies necessary for students and focusing on research on efficient education plans for each competency. Among them, creativity is considered the most important competency that students should obtain in universities. Developing a creative problem-solving-based subject where various majors gather to produce results while conducting creative team activities away from desk classes is considered a meaningful subject to cultivate capacities suitable for the requirements of the times. Therefore, this study purpose to develop creative problem-solving-based subjects and analyze the results of class progress. This creative problem-solving-based class is an Action Learning class for step-by-step idea development, which starts with a theoretical lecture for creative idea development and then consists of five stages of Action Learning. The tasks of action learning used in this class consisted of ceramic expression to increase the intimacy of the formed group and the group's collective expression, ideas in life to combine and compress individual ideas into one, environmental improvement programs around schools, and finally UCC on various topics. In the theoretical lecture conducted throughout the class, a class was conducted on Scientific Thinking for creative problem solving, and then a group-type action learning class was conducted sequentially. This Action Learnin process gradually increased the difficulty level and led to in-depth learning by increasing the level of difficulty step by step.