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Monasucs 속 균주가 생성하는 Alkaline Protease 에 관한 연구
김상달,서정훈 한국농화학회 1972 Applied Biological Chemistry (Appl Biol Chem) Vol.15 No.1
The alkaline protease was isolated from the culture material of monascus sp. on wheat bran culture. The crude purification of this enzyme was extracted with distilled water and precipitated with ammonium sulfate of 0.5 saturation. And, the activity of this enzyme was determined very strongly by folin's colorimetric method. The optimal pH of this enzyme was ranging from pli 10 to 12 and the optimal temperature was 50℃. The pH stability was ranging from pH 5 to 12 and the enzyme activity was not inactivated by heat treatment in lower temperature than 40℃. The enzyme was protected from heat denature by the treatment of Pb^(++), Ba^(++), Co^(++), Zn^(++), and Cu^(++), but was inactivated with Hg^(++), Fe^(++) strongly. Moreover, one of these metal ions, the copper ion, has a strung protective activity on enzyme heat denature. And, it was not effected by treatment of EDTA.
生物防除菌 Pseudomonas stutzeri YPL-1이 가지는 藥劑耐性 Plasmid의 Curing
金洸兌,林昊成,金相達 영남대학교 자원문제연구소 1990 資源問題硏究 Vol.9 No.-
Pseudomonas stutzeri YPL-1 inhibited strongly the growth of root-rotting fungi fusarium solani was isolated from the Ginseng root-rot suppressive soil. Curing agents such as ethidium bromide, sodium dodecyl sulfate were used to cure the R -plasmid of antagonistic Pseudomonas stutzeri YPL-1 strain which have antibiotic resistance. Minimal growth inhibitory concentrations (MIC) of tetracyclin, ampicillin and streptomycin on the growth of Pseudomonas stutzeri YPL-1 were found to be>200,>100, and>100μg/ml, respectively. And so we found that the strain was susceptible to kanamycin, chloramphenicol, and gentamycin. The curing treatments of YPL-1 strain with ethidium bromide, sodium dodecyl sulfate resulted in the elimination of R-plasmid from the strain. In result, ethidium bromide was proved to be the most powerful curing agent for the elimination of R-plasmid in the strain and the curing frequency with ethidium bromide( 10μg / ml ) was about 81.7%, in case of sodium dodecyl sulfate(100 μg / ml ) was about 47%.Optimal pH for the elimination of R-plasmid was pH 7.5 and the R-plasmid in the cells incubated for 24hours with ethidium bromide was proved to be eliminated most effectively.
제6차 교육과정의 공통과학 및 지구과학 교육과정 내용에 관한 연구
김상달,박수경,김해동 부산대학교 사범대학 과학교육연구소 1995 科學敎育硏究報 Vol.22 No.-
The purpose of this is study to investigate the background of revision, educational objectives, organization, contents of the high school common science and earth science curriculum in the sixth curriculum, and to analyze problems of this curriculum by making a comparative study between fifth curriculum and sixth curriculum. The characteristics and problems of the common science and the solving methods for these problems are as follows. First, in regard to objectives of common science, the expression of solving capacity for real life should be changed to issues concerning phenomena and changes of environment life. Second, in regard to the contents of common science, degree of integration should be reexamined, because the present common science curriculum is integrated formally, externally. Besides, contents about science history should be included in contents of the present common science curriculum. Third, the problems in teaching common science is to produce teachers who are able to teach integrated curriculum effectively for this in-service for teachers should be implemented near-sighted and the system of science teacher education should be reorganized far-sighted. Forth, available teaching-learning model of common science should be developed for preparing effective teacher's guides and materials. The implication of this study is that it is more necessary to consider problems of sixth common science curriculum and to implement the curriculum in high school.
김상달,박수경,주국영 부산대학교 사범대학 과학교육연구소 1997 科學敎育硏究報 Vol.24 No.-
In recent years, open education has been regarded as alternative proposal of traditional classroom. However, open education is not an innovation of educational goals but methological innovation of teaching. The purpose of this study is to analyze the teaching method on open education and to develop cooperative learning strategies for earth science on open education. The results of this study can be summarized as follows. First, the contents of open education were mostly integrated curriculum and the teaching method of open education were mostly small group learning. Second, the teaching method of open education were simillar to traditional small group. For the purpose of synergy in small group, the small group learning of open education will be fulfill of principal conditions of cooperative learning method of composition team, will to cooperate, cooperative skill. Third, through the analyzing of current cooperative learning model, the STAD(Student Team Achivement Division) model is one of the best model for earth science on open education. The five steps of cooperative learning strategies for earth science on open education which was developed in this study were teacher's lecture → team study → quiz (formative evaluation) → marking the elevation grade of each team or student → a notice and compensation of excellent team. The above results therefore implied that; First, it is required to investigate the effects of the cooperative strategies which was developed in this study on open education. Second, it is required to develop effective learning strategies which can be applied to earth science on open education.
Klopfer의 교육목표 분류에 따른 제7차 교육과정의 중학교 과학 교육목표 분석 -7학년을 중심으로-
김상달,이용섭,최성봉 한국지구과학회 2005 한국지구과학회지 Vol.26 No.7
This study was to analyze the subject objectives of Middle school 7th grade Science textbooks based on the Korean 7th curriculum by using Klopfer’s taxonomic system and find out how much compatible they were with the requiring objectives of the curriculum. Particularly, this study makes educational objectives for textbooks coherent wit the requiring objectives of the curriculum, through the analysing the problems. The results are follows. The Middle school science educational objective of the 7th curriculum sets up almost of the objectives through all of the domains of the Klopfer’s taxonomy system, except the operational function (Category G.0), and emphasizes on emotionable domain (Category H.0~I.0) more. However, comparing with an encouragement objective rate of NSTA, Middle school Science textbooks based on the 7th curriculum were published putting more importance in a cognitive domain, and the intention objective (Category I.0) was not mentioned. 본연구는 Klopfer 의교육목표분류를이용하여한국의제7차교육과정의중학교 7학년과학과의교육목표와제7차교육과정에따른중학교교과서에나타난학습목표를분석하여교과서에반영된교육목표가교육과정상의요구목표와어느정도부합하는지를알아보고문제점을분석하여제시함으로써교육과정에서요구하는목표와교과서가연계성을가지도록하는데있다. 연구결과제7차교육과정의과학과교육목표는 Klopfer 의교육목표분류5의조작적기능(G.0) 을제외한전범주에걸쳐그목표를설정하고있으며, 정의적인영역(범주 H.0~I.0) 을더욱강조하고있다. 그러나제7차교육과정의중학교교과서는 NSTA 의권장목표비율과비교해볼때인지적영역에더욱비중을두고출판되었으며, 교과서에지향(범주 I.0) 에관한목표가전혀언급되지않고있었다.