• Journal of the Korean Chemical Society
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• v.37 no.9
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• pp.806-812
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• 1993

Complexes of $Cu(I)(hfac)PR_3$(P: phosphine and R: Me, Et and Bu) as Cu(I)(${\beta}$-diketonate) compounds have been synthesized and their electrochemical properties have been investigated using glassy carbon and carbon microelectrode in aprotic solvent. Reduction process of $Cu(I)(hfac)PR_3$ compounds carried out one electron pathway to Cu(0) by cyclic voltammetry in acetonitrile solution. Chronoamperometric curve using carbon microelectrode shows that these complexes are one electron process and diffusion coefficients are $4.5{\sim}6.7{\times}10^{-6}cm^2$/sec.

• Journal of the Korean Chemical Society
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• v.54 no.5
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• pp.611-620
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• 2010

The purpose of this study was to explore the structure and content of chemistry teacher's explanations from the perspective of 'persuasion'. Especially, this study was to explore how the argument structure and the conceptual change constructs in chemistry teachers' explanations were established and interacted. Data were collected from chemistryI classes considering the gas unit which includes kinetic theory of gas, Graham's law, Boyle's law, and Charles' law. The classes were vediotaped and transcribed. The transcriptions were analyzed with Toulmin's argument frame and the two constructs of conceptual change model; the conceptual ecology and the status of a conception to interpret the persuasive structure and content of the teacher's explanations. As the results of this study, four explanatory discourses which show various persuasive explanations in chemistry classes. Based on this results, discussion and implications for effective teachers' explanations in chemistry classes were presented.

• Journal of the Korean Chemical Society
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• v.62 no.4
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• pp.279-287
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• 2018

In this study, we analyzed the explanations and examples of Brønsted-Lowry model in Chemistry I and Chemistry II textbooks of the 2009 revised curriculum. In particular, the definition of the Brønsted-Lowry model, the examples, and the content of experiments were analyzed by the process perspective of chemical equilibrium, emergent process. The analyzed textbooks were 4 kinds of Chemistry I textbooks and 4 kinds of Chemistry II textbooks in 2009 revision curriculum. As a result, Chemical I textbooks did not adequately show the chemical equilibrium viewpoint when explaining the Brønsted-Lowry model. In the Chemistry II textbooks, the examples of Brønsted-Lowry model were not present emergent process viewpoint, and those were described as sequential viewpoint of Arrhenius model. In addition, examples of experiments to demonstrate the Brønsted-Lowry model of Chemistry II textbooks were insufficient. The experimental examples related to the definition of acid bases were at the level of classification by the color change of indicators. The experimental examples for explaining the strength of acid and base were to compare current intensity or amount of hydrogen gas generated from the reaction with metal. In addition, all textbooks presented the state of aqueous solution when describing the Brønsted-Lowry model, causing problems with differentiation from the Arrhenius model. Therefore, it is necessary to develop examples of experiments to help students understand Brønsted-Lowry model by presenting acid and base reaction in the non-aqueous solution state.

• Journal of the Korean Chemical Society
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• v.19 no.2
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• pp.104-115
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• 1975

The electrochemical reduction of iodine in non-aqueous media have been studied by polarography, chronopotentiometry, cyclic voltammetry and controlled potential coulometry at dropping mercury electrode and platinum, gold and amalgamated platium electrodes. In amphiprotic solvents such as methanol, ethanol, isopropanol and pyridine, iodine were reduced to iodide ions via one step reduction involving 1 electron and in aprotic solvents such as acetonitrile, dimethylformamide and dimethylsulfoxide via two step reduction involving all 3 electrons. The reductions of iodine give well defined polarograms at dropping mercury electrode and irreversible chronopotentiograms at platinum electrode, but less defined irreversible chronopotentiograms at gold and amalgamated platinum electrodes, those are all diffusion controlled. The diffusion coefficients of iodine in various solvents were estimated from the chronopotentiometric data and Sand equation.

• Journal of the Korean Chemical Society
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• v.49 no.1
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• pp.83-95
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• 2005

• Journal of the Korean Chemical Society
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• v.50 no.1
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• pp.89-93
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• 2006

• Proceedings of the Korea Society of Poultry Science Conference
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• 2003.11a
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• pp.123-124
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• 2003

6개의 화학제제를 육계의 깔짚에 첨가한 후 6주간의 사육기간 동안 육계의 생산성, 계사 내의 암모니아 발생량을 측정하여 6개의 화학제제를 대조구와 비교하였다. 본 실험은 A계사와 B계사 각각에 대조구(4케이지)와 시험구(4케이지)를 배치하였으며 대구대학교 동물사육실에서 실시하였다. 시험은 각 방에서 4반복으로 실시하였다. A계사는 화학제제 I (T$_1$)을 깔짚에 첨가하고 나머지는 대조구로 하였다. B계사에는 화학제제II(T$_2$)를 깔짚에 첨가하고 나머지는 대조구로 하였다. 대조구와 실험구는 철저히 막아서 공기가 서로 내통되지 않게 하였다. 화학제제 I (T$_1$)과 II(T$_2$)의 실험이 끝난 후 같은 방법으로 화학제제III(T3)과 IV(T4)도 실시하였으며 계속해서 화학제제V(T$_{5}$)와 Ⅵ(T$_{6}$)이 실시되었다. 총 시험기간은 2002년 10월 31일부터 익년 3월 22일까지 143일간 계속되었다. 6개의 화학제제를 각각 깔짚에 첨가하였을 때 대조구에 비교하여 육계의 생산성에는 아무런 차이가 없었다. 암모니아 가스 농도는 화학제제 I (T$_1$)과 II(T$_2$)의 경우 2주에서 6주까지 처리구와 대조구간의 차이를 나타내었다. 화학제제III(T$_3$)의 처리구는 5주 동안 암모니아 가스발생은 거의 없었으며 대조구와는 큰 차이를 나타냈다. 화학제제IV(T$_4$)와 V(T$_{5}$) 그리고 Ⅵ(T$_{6}$)에서도 처리구와 대조구간에 차이가 인정되었으나 처리IV(T$_4$)와 Ⅵ(T$_{6}$)의 경우는 처리구에서도 5주와 6주의 경우 암모니아 농도는 25 ppm이거나 그 이상을 유지하였다. 모든 처리구에서 계사내 암모니아 가스농도는 25 ppm보다 낮았으나 화학제제III(T$_3$)에서는 계사내의 암모니아 가스 발생량은 거의 0에 가까웠다. 결론적으로 6개의 처리들간의 비교는 할 수 없지만 화학제제III(T$_3$)의 경우에서 처리구는 암모니아 가스 발생량을 다른 처리구에 비교하여 가장 낮게 나타났다.

• Journal of the Korean Chemical Society
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• v.10 no.1
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• pp.43-45
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• 1966

The rate of exchange of I atom between alkyl iodides(ethyl or methyl iodide) and $I_2$ in n-hexane have been determined using $II^{131}$. It is found that the escape of $CH_3$ radicals from a solvent cage is faster than $C_2H_5$ radicals and that photolysis of $C_2H_5I$ is almost identical to that in the case of $CH_3I$.

• Journal of the Korean institute of surface engineering
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• v.55 no.6
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• pp.441-447
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• 2022

Silicon-based materials are one of the most promising anode active materials in lithium-ion battery. A carbon layer decorated on the surface of silicon particles efficiently suppresses the large volume expansion of silicon and improves electrical conductivity. Carbon coating through chemical vapor deposition (CVD) is one of the most effective strategies to synthesize carbon- coated silicon materials suitable for mass production. Herein, we synthesized carbon coated SiOx via pilot scale CVD reactor (P-SiO_x@C) and carbon coated SiO_x via industrial scale CVD reactor (I-SiO_x@C) to identify physical characteristic changes according to the CVD capacity. Reduced size silicon domains and local non-uniform carbon coating layer were detected in I-SiO_x@C due to non-uniform temperature distribution in the industrial scale CVD reactor with large capacity, resulting in increased surface area due to severe electrolyte consumption.

• Journal of the Korean Chemical Society
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• v.47 no.6
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• pp.633-644
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• 2003

The purpose of this study was to analyze the inquiry elements and inquiry activity of the inquiry area in chemistry I textbooks authorized by 7th curriculum. It was to confirm suitable reflection of the 7th science curriculum and to find educational suggestions of inquiry learning. It was found that the basic inquiry elements except measuring and classifying were well reflected on the textbooks. However, only several integrated inquiry elements and the inquiry activities were well reflected on the same textbooks. For the integrated inquiry elements, interpreting data was shown as the tower above the rest inquiry elements. In the analysis of inquiry activity, the numbers of experiment is placed almost half of all inquiry activities. The sum of two numbers of investigation and discussion is similar ratio to experiment but field trip and project are rarely or low ratio. As the integrated inquiry elements and inquiry activities were not balanced for various inquiry learning. It is suggested that learners be educated with complementary of these aspects in inquiry learning.