• Journal of the Korean Chemical Society
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• v.52 no.5
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• pp.550-560
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• 2008

• Journal of the Korean Chemical Society
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• v.53 no.2
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• pp.175-188
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• 2009

In this study, we developed an experimental method of the Charles' law applicable to school. Science textbooks and literatures on this principle were analyzed to extract factors utilized in organizing the experimental setup and method. A combined structure such as with a vial and a glass tube, the former of which is for deciding the total volume and the latter of which is for easy measurement of volume, was better in measurement of volume with temperature rather than a simple structure such as syringe. Use of graduated cylinder as a water bath to control the temperature showed advantage in cooling time than using other bath of larger volume such as a beaker. A liquid drop was used as a plug in the glass tube. This plug has little resistance with the glass wall when the gas volume changes. Water as a liquid drop in the glass tube had a significant effect in volume change of gas due to evaporation, especially in the beginning of the measurement. Glycerol showing negligible effect in volume change was used. This method took about one hour and produced a good linear relationship between the temperature and volume of gas with $R^2$ = 0.999 and absolute zero temperature = $-216.7\;{^{\circ}C}$. The Charles' law experiment developed in this study can be performed with appropriate adjustment of procedure considering the purpose of the curriculum of science and chemistry subject at each school level.

• Journal of Preventive Medicine and Public Health
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• v.43 no.6
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• pp.455-458
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• 2010

The Affordable Care Act (ACA) was signed into law on March 23, 2010 and will fundamentally alter health care in the United States for years to come. The US is currently one of the only industrialized countries without universal health insurance. The new law expands existing public insurance for the poor. It also provides financial credits to low income individuals and some small businesses to purchase health insurance. By government estimates, the law will bring insurance to 30 million people. The law also provides for a significant new investment in prevention and wellness. It appropriates an unprecedented $15 billion in a prevention and public health fund, to be disbursed over 10 years, as well as creates a national prevention council to oversee the government's prevention efforts. This paper discusses 3 major prevention provisions in the legislation: 1) the waiving of cost-sharing for clinical preventive services, 2) new funding for community preventive services, and 3) new funding for workplace wellness programs. The paper examines the scientific evidence behind these provisions as well as provides examples of some model programs. Taken together, these provisions represent a significant advancement for prevention in the US health care system, including a shift towards healthier environments. However, in this turbulent economic and political environment, there is a real threat that much of the law, including the prevention provisions, will not receive adequate funding.

• Water for future
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• v.26 no.1
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• pp.71-79
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• 1993

Nonlinear characteristics of air pressure variation and wave transformation of a fixed air-chamber structure are discussed theoretically and experimentally. Two analytical methods(method I and II) based on the perturbation method and Green's formula are employed in order to evaluate nonlinearities by the submerged and semi-submerged air-chamber structure. Moreover, an air compression model is newly developed to estimate the dynamic air pressure in the air-chamber inside the structure, assuming the Boyle-Charles's law with adiabatic process in the air pressure variation. Theoretical values of the method I considering evanescent mode waves at an fictious boundary, are in good agreement with those of method II employing the fictious boundary which is not affected by evanescent mode waves. Both theoretical values are shown to agree well with experimental values.

• Journal of the Korean Chemical Society
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• v.55 no.6
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• pp.1042-1055
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• 2011

The purpose of this study was to compare the conceptual and algorithmic problem solving ability on Boyle's law and Charles's law according to cognitive levels and characteristics of students in middle school 1st grade students. For this study, questionnaire items of conceptual and algorithmic problem solving ability were developed. and the problem solving ability according to cognitive levels and characteristics of students was compared. The long-term memory effect in conceptual and algorithmic problem solving ability according to cognitive levels was investigated, and problem solving process were analyzed by questionnaire items. In the results of this study, conceptual problem solving ability was higher than algorithmic problem solving ability in all cognitive levels. There was statistically significant difference in concrete operational period and transitional period students. In comparison of the long-term memory effect in conceptual and algorithmic problem solving ability, formal operational period students had the long-term memory effect. There was no statistically significant difference in the conceptual and algorithmic problem solving ability according to private education among the characteristics of students. But there was statistically significant difference in the problem solving ability according to experiences of the scientific activities and hopes to related scientific careers. From results of analysis of problem solving process, it is known that the students had a tendency to just remember macroscopic phenomena and to solve the problems without understanding the concepts. Therefore, teaching and learning strategy is necessary to replace unscientific concepts by the scientific concepts through identifying students's unscientific concepts in advance.

• Structural Engineering and Mechanics
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• v.72 no.2
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• pp.191-201
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• 2019

Finite element analysis is one of the most used tools for studying femoral neck fracture. Nerveless, consensus concerning either the choice of material characteristics, damage law and /or geometric models (linear on nonlinear) remains unreached. In this work, we propose a numerical quasi-brittle damage model to describe the behavior of the proximal femur associated with two methods to evaluate the Young modulus. Eight proximal femur finite elements models were constructed from CT scan data (4 donors: 3 women; 1 man). The numerical computations showed a good agreement between the numerical curves (load - displacement) and the experimental ones. A very encouraging result is obtained when a comparison is made between the computed fracture loads and the experimental ones ($R^2=0.825$, Relative error =6.49%). All specific numerical computation provided very fair qualitative matches with the fracture patterns for the sideway fall simulation. Finally, the comparative study based on 32 simulations adopting linear and nonlinear meshing led to the conclusion that the quantitatively results are improved when a nonlinear mesh is used.

• 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.

• Structural Engineering and Mechanics
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• v.35 no.5
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• pp.571-592
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• 2010

An energy-based fatigue life prediction framework was previously developed by the authors for prediction of axial, bending and shear fatigue life at various stress ratios. The framework for the prediction of fatigue life via energy analysis was based on a new constitutive law, which states the following: the amount of energy required to fracture a material is constant. In the first part of this study, energy expressions that construct the constitutive law are equated in the form of total strain energy and the distortion energy dissipated in a fatigue cycle. The resulting equation is further evaluated to acquire the equivalent stress per cycle using energy based methodologies. The equivalent stress expressions are developed both for biaxial and multiaxial fatigue loads and are used to predict the number of cycles to failure based on previously developed prediction criterion. The equivalent stress expressions developed in this study are further used in a new finite element procedure to predict the fatigue life for two and three dimensional structures. In the second part of this study, a new Quadrilateral fatigue finite element is developed through integration of constitutive law into minimum potential energy formulation. This new QUAD-4 element is capable of simulating biaxial fatigue problems. The final output of this finite element analysis both using equivalent stress approach and using the new QUAD-4 fatigue element, is in the form of number of cycles to failure for each element on a scale in ascending or descending order. Therefore, the new finite element framework can provide the number of cycles to failure at each location in gas turbine engine structural components. In order to obtain experimental data for comparison, an Al6061-T6 plate is tested using a previously developed vibration based testing framework. The finite element analysis is performed for Al6061-T6 aluminum and the results are compared with experimental results.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.79-92
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• 2014

The purpose of this study is to develop an inquiry-based argumentation task for use in science teachers' professional development by providing them with the substantial experience of argumentation. To do so, the study has developed an argumentation task by utilizing the experiment on the Charles' Law of gas and revised by applying to eight teachers three times. We have revised the questions by analyzing three issues that have been revealed throughout this process in ways that facilitated teachers' argumentation. The effects of revision have been confirmed by the improvements in teachers' argumentation pattern. Three issues have been identified in developing argumentation tasks for science teachers' professional development and they are as follows: determining the openness of the structure of a question, achieving cognitive conflict and convergence of opinions at the same time, and ways of utilizing various evidence. As the task has been revised in ways that enabled scientific approach to the inquiry topic and facilitated the convergence of various opinions, the participants' argumentation patterns have improved both quantitatively and qualitatively. Meanwhile, the inclusion of an actual experiment has not influence their argumentation, while the observation of experimental data has been used as the core evidence according to the character of the problem. Based on the study's result, we suggest practical implications for developing argumentation tasks for science teachers in more varying contexts.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.510-517
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• 2006

This study investigated the influences of situational interest, attention, and cognitive effort on drawing as a method to assist students to connect and integrate multiple external representations provided in learning chemical concepts. Seventh graders (N=178) at two coed middle schools were taught about the "Boyle's Law" and the "Charles's Law" for two class hours through drawing. They observed macroscopic phenomena through demonstrations. After these observations, they drew their mental model from the external verbal representation, and then compared their drawings with external visual representation. The tests assessing situational interest, attention, cognitive effort, and conceptual understanding were administered as post-tests. Correlation and path analyses supported a causal model which situational interest had a positive direct effect on attention to the drawing. Attention led to conceptual understanding directly as well as through cognitive effort. These results suggest that situational interest may be induced by drawing first of all, and attention and cognitive effort may be direct causes of conceptual understanding in drawing. Educational implications are discussed.