• 한국동물학회:학술대회논문집
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• 한국동물학회 1998년도 한국생물과학협회 학술발표대회
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• pp.208.1-208
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• 1998

No Abstract, See Full Text

• 한국제4기학회지
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• 제22권2호
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• pp.42-42
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• 2008

• 한국지반공학회:학술대회논문집
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• 한국지반공학회 1996년도 봄 학술발표회 논문집
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• pp.87-98
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• 1996

• 한국전자현미경학회:학술대회논문집
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• 한국현미경학회 1993년도 제24회 학술대회 연제 초록
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• pp.24-24
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• 1993

• 자원환경지질
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• 제7권4호
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• pp.151-155
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• 1974

This report deals with the stratigraphy and chemical composition of calcareous sedimentary rocks of upper Choseon System, Cambro-Ordovician, in the titled area, for the evaluation of limestone resources of cement manufacture.

• 한국지구물리탐사학회:학술대회논문집
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• 한국지구물리탐사학회 2010년도 학술대회 초록집
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• pp.75-78
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• 2010

• 한국암반공학회:학술대회논문집
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• 한국암반공학회 2007년도 춘계학술발표회 논문집
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• pp.64-80
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• 2007

본 논문은 영동선 동백산역에서 도계역 사이를 연결하는 국내 최장터널(16.2km)인 솔안터널의 굴착사례를 소개하고자 한다.본 현장은 퇴적암지대로서 단층,공동 및 함탄층으로 구성된 복잡한 지질구조를 가지고 있다. 이러한 지질구조 중 석회암 지대에서 터널 굴착시 예기치 못한 유수에 의해 지반공학적 문제점이 발생하였다. 본 터널은 석회암층 내 공동 및 단층의 영향으로 지하수위의 저하 및 토사유실이 발생하여 지표침하를 가져왔다. 이에 따른 정밀조사를 통한 원인 분석과 대책을 소개하고, 석회암의 특성을 반영한 침하 재발방지방안을 제시하고자 한다.

• 한국지반신소재학회논문집
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• 제6권3호
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• pp.1-7
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• 2007

풍화토의 특성은 다양한 풍화환경, 풍화도 및 영향인자에 따른 거동의 특이성 때문에 정밀한 접근에 있어서 한계를 가진다. 특히 국내 외의 연구는 퇴적토에 집중되어 있고 풍화토의 역학적 거동을 퇴적토의 관점에서 분석하려 하기 때문에 이러한 결과가 풍화토의 실제 거동과 일치하는지 판단하는데 무리가 있다. 본 연구에서는 인공적으로 풍화도를 변화시키는 실험의 초보단계로서 온도 변화에 따른 강도변화 특성을 규명하고자 한다. 이를 위하여 동결 융해 반복작용 후의 시료를 대상으로 실내시험을 실시하여 풍화도에 대한 화강풍화토의 모암별, 지역별, 특성변화를 살펴보았다.

• 자원환경지질
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• 제22권2호
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• pp.129-139
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• 1989

The anthracite coalfields of Korea are confined to the areas where sedimentary rocks of Permian and Jurassic are preserved. The Chungnam coalfield lies in the sedimentary rocks of Jurassic which belongs to the Daedong Supergroup (the Nampo group). For the property analysis of each coal seam interbeded in Daedong Supergroup, Seongju area is chosen and twelve coalseams are taken. Many standard tests have been established for optical analysis (maceral analysis, coalification degree measurement), chemical analysis (proximate, ultimate analysis) and physical analysis (ignition temperature, ash fusion temperature, hardgrove grindability index and X-ray diffraction). The Jurassic anthracite mainly consist of vitrinite and macrinite and the range of the reflectance is $R_{max}$ 5.0-6.5 which means metaanthracite rank. By the chemical composition analysis, it shows low H/C and high O/C value compare with international average value. By the physical analysis, it has very high ignition temperature ($531-584^{\circ}C$) and ash fusion temperature ($1510-1700^{\circ}C$) and very low combustion velocity (0.2-1.9 mg/min). The very wide range of the hardgrove grindability index (46-132) means that the grindability controlled mainly by the structural conditions of coal bearing strata.

• 한국초등과학교육학회지:초등과학교육
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• 제37권2호
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• pp.173-187
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• 2018

The purpose of this study is to clarify the specific terms of epistemic and epistemological by reviewing the literature on epistemological understanding of science learning, examine the necessity of epistemic discourse analysis based on the view of social epistemology, and provide an exemplar of practical epistemology analysis for elementary children's science learning. The review was conducted in terms of meaning and terminology about epistemic or epistemological approach to science learning, epistemology of/for science, and methodologies for epistemic discourse analysis. As an alternative way of epistemic discourse analysis in science classroom I employed practical epistemology analysis (by Wickman), evidence-explanation continuum (by Duschl), and DREEC diagram (by Maeng et al.). The methods were administered to an elementary science class for the third grade where children observed sedimentary rocks. Through the outcomes of analysis I sought to understand the processes how children collected data by observation, identified evidence, and constructed explanations about rocks. During the process of practical epistemology analysis the cases of four categories, such as encounter, stand-fast, gap, and relation, were identified. The sequence of encounter, stand fast, gap, and relation showed how children observed sedimentary rocks and how they came to learn the difference among the rocks. The epistemic features of children's observation discourse, although different from scientists' discourses during their own practices, showed data-only conversation, evidence-driven conversation, or explanation inducing conversation. Thus I argue even elementary children are able to construct their own knowledge and their epistemic practices are productive.