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운동마찰력 측정을 위한 Spring shooter의 개발
전성수,현동걸 한국물리학회 2020 새물리 Vol.70 No.11
전성수와 현동걸(2019)은 시료물체를 발사시킨 장치의 탄성운동에너지와 시료물체의 운동한 거리로운동마찰력을 측정하는 spring shooter 방법을 제시하였다. 이 연구에서는 spring shooter 방법에서용수철의 탄성운동에너지를 정량적으로 이용하여 시료물체의 일정한 운동을 유발시킬 수 있는 spring shooter를 개발하는데 그 목적이 있다. 이 연구에서 개발된 실험 장치는 기존의 spring shooter의촉과 튜브와의 접촉에 의한 운동마찰력을 크게 줄이고, 실험에서 보다 유용하게 사용될 수 있는 기능을추가하고자 하였다. 실험 장치는 2개의 리테이너가 내장된 리니어 볼 부쉬, 직경 0.5 cm 이고 길이30 cm 이며 밀도 = 1:72 g/cm3 인 알루미늄 원형 막대로 된 촉, 길이 5 cm이고 직경 1 cm이며탄성계수 k = 4:312 N/m인 용수철 등으로 제작하였다. 이 실험 장치의 타당성은 자유낙하 방법에서의운동마찰력과 spring shooter 방법에서의 운동마찰력을 비교하는 방법을 통해 검증하였다. 이러한방법으로 검증된 운동마찰력의 오차율은 1.61%로 기존의 44.55%보다 크게 개선되었다 Jeon & Hyun (2019) proposed a spring shooter method for measuring the kinetic frictional force based on the elastic potential energy of the spring and the distance traveled by the sample object. The purpose of this study was to develop a spring shooter that could induce a constant motion of a sample object by using quantitatively the elastic potential energy of the spring in the spring shooter method. The experimental equipment developed in this study was intended to reduce greatly the kinetic frictional force caused by the contact between the conventional spring shooter’s shaft and the tube, and to add a function that could be used more usefully in the experiment. The experimental equipment was made of a linear ball bushing with two retainers, a shaft made of an aluminum round rod with a diameter of 0.5 cm and a length of 30 cm and a density of = 1:72 g/cm3, and a spring with a length of 5 cm and a diameter of 1 cm and a coefficient of elasticity of k = 4:312 N/m. The validity of this experimental equipment was verified by comparing the kinetic frictional force obtained using the free fall method with the kinetic frictional force obtained using the spring shooter method. The error rate of the kinetic frictional force, an verified by this method, was 1.61%, which was significantly improved from 44.55%.
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전성수 한국미술교과교육학회 2000 師鄕美術敎育論叢 Vol.7 No.-
본 연구는 주변의 모든 대상들을 도식적이고 상징적으로 표현하는 상징기에 해당하는 이 시기의 평면표현 발달의 특성과 그 지도 방안에 대해 살펴보는 것이 그 목적이다. 5세와 6,7세의 미술표현 특성은 무엇이고, 어떤 과정을 거쳐 발달하며, 그 발달에 부합하는 지도방안은 무엇인지 살펴보고자 한다.
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田成穗,朱寅秀,鄭福秀,金淳都 中央醫學社 1970 中央醫學 Vol.19 No.5
5 cases of Diabetes Insipidus following head injuries were reported. he conclusions are as follow: 1) 2 patients of the 5 cases sustained basal skull fracture. Others, I subdural hematoma, 1 subdural hygroma and another was cerebral laceration. Diabetes insipidus was recovered in 2 basal skull fracture spontaneously and others all expired with gradual deterioration. 2) Appearance of the diabetes insipidus was 10 days to 6 weeks following the head, injuries. 3) Spontaneous recovery could be expected in less severely traumatized occasions and the diabetes insipidus would be permanent in cases of severe head injuries. 4) Antidiuretic hormone was the only effective medicine for the post-traumatic diabetes insipidus.
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姜信雄,全聲洙 弘益大學校 人文科學硏究所 1998 人文科學 Vol.6 No.-
The purpose of this study is analytically a discussion on the issue for subject-matter education. Recently, there is a growing concern about the subject-matter education. There are a lot of issue and debate about the concept of subject-matter education. This debate includes the relation of subject-matter and experience, objectivsm and relativism of subject-matter, instrinsic value and extrinsic value of subject-matter, separated and unified subject-matter, and vertical structure and horizontal structure of subject-matter. We should not perceive to be separated subject-matter and experience. Also, we should consider beyond objectivsm and relativism. Instrinsic value is the concept in constrast with instrumental ways of thinking about education, that is extrinsic value. In connection with this, it is claimed that aims of education should be found from the examination of meaning of education, or educational activities. Persuit of knowledge for its own sake is recommended as one of the instrinsic aims of education. We should consider instrinsic value as well as extrinsic value in subject-matter education. There are separated and unified approach for subject-matter education. Piece-by-piece approch may be added education of the emotions, education of the skills, education of the virtue, etc. to education of propositional knowledge one by one. This approach could cause a more fundamental problem in education. By understanding the nature of a subject-matter in terms of "practices", we can solve the problem of intellectual education in a more unifying and coherent way. And, we should not differentiate something among subject-matter. We have perceived that subject-matter education was separated by subject-matter and education or was simply combined by subject-matter and education. So, peaple emphasize only one out of subject-matter and education. But, subject-matter education is the singular and unified thing. We should perceive and research the unified subject-matter education as a discipline hereafter.
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