유기화합물의 철에 대한 부식억제 작용 및 이의 능력을 이론적으로 연구하기 위하여 thioglycolic acid, 3-mercaptopropionic acid, dibasic acid 및 amino sulfide 유도체를 모델 화합물로 취하여 RHF/6-31G^*//RHF/3-21G^* 수준의 MO 계산을 수행하였다. 이들의 부식억제 능력은 금속-방청제 사이의 soft-soft 상호작용과 관련있으며, 방청제의 ...
유기화합물의 철에 대한 부식억제 작용 및 이의 능력을 이론적으로 연구하기 위하여 thioglycolic acid, 3-mercaptopropionic acid, dibasic acid 및 amino sulfide 유도체를 모델 화합물로 취하여 RHF/6-31G^*//RHF/3-21G^* 수준의 MO 계산을 수행하였다. 이들의 부식억제 능력은 금속-방청제 사이의 soft-soft 상호작용과 관련있으며, 방청제의 HOMO에너지 준위가 높을수록, LUMO 와 HOMO 사이의 에너지 차이가 작을수록 커진다는 사실을 알았다. 또한 방청제에서 금속으로 이동되는 전자의 분율 △N로서 부식억제 능력을 정량적으로 다룰 수 있음을 알았다.
유기화합물의 철에 대한 부식억제 작용 및 이의 능력을 이론적으로 연구하기 위하여 thioglycolic acid, 3-mercaptopropionic acid, dibasic acid 및 amino sulfide 유도체를 모델 화합물로 취하여 RHF/6-31G^*//RHF/3-21G^* 수준의 MO 계산을 수행하였다. 이들의 부식억제 능력은 금속-방청제 사이의 soft-soft 상호작용과 관련있으며, 방청제의 HOMO 에너지 준위가 높을수록, LUMO 와 HOMO 사이의 에너지 차이가 작을수록 커진다는 사실을 알았다. 또한 방청제에서 금속으로 이동되는 전자의 분율 △N로서 부식억제 능력을 정량적으로 다룰 수 있음을 알았다.
@new 465385 The aim of mathematics education is to develop mathematical thinking power, logical thinking and problem solving ability, so called, pursuing the rationality. However, as Lakatos said "Until now the fact that mathematics education has been a hotbed of authoritarianism and worst barrier f...
@new 465385 The aim of mathematics education is to develop mathematical thinking power, logical thinking and problem solving ability, so called, pursuing the rationality. However, as Lakatos said "Until now the fact that mathematics education has been a hotbed of authoritarianism and worst barrier for independent and critical thinking" has not been fully realized yet. In the process of learning, students are still passive so they accept the knowledge without any criticism and argument. Doing mathematics means doing activities concerned with problem-solving. If a math class is allowed for the students to only repeat cliche calculus, the students will lose their interest in math, as a result there will be more dull students. Therefore, the subject, math will be treated as a subject with much individual difference. In fact, students now tend to not to think deeply. Probably that's because they get used to accept all kinds of sensual things under the influence of modern conveniences so they seem to be difficult to think over the problem. With these students sometimes we feel frustrated but we can't let this happen so I've tried to find good ways to let our students feel interested in math and take part in the class more actively. The object of this study is to make a creative teaching under which students are allowed to think something from various angles. Accordingly through the actual class teaching, the change of students' attitude toward math will be discussed. On this study, firstly the definition of "creativity" and what the creative teaching is like will be described. And the lesson, "Probability" of second graders at a middle school has been taught in a class. Finally the result of teaching analysis with the class circumstances will be shown on this study. MO calculations are performed using RHF/6-31G^*//RHF/3-21G^* basis set in order to investigate the efficiency of corrosion inhibition of thioglycolic acid, 3-mercaptopropionic acid, dibasic acid, and amino sulfide derivatives. It is shown that MO the efficiency of corrosion inhibition increases with increase in HOMO energy and with decrease in the LUMO - HOMO energy gap, which implies soft-soft interaction. The fraction of electrons transferred from inhibitors to the metal (△N) can be effectively used as a quantitative measure of the inhibition efficiency.
@new 465385 The aim of mathematics education is to develop mathematical thinking power, logical thinking and problem solving ability, so called, pursuing the rationality. However, as Lakatos said "Until now the fact that mathematics education has been a hotbed of authoritarianism and worst barrier for independent and critical thinking" has not been fully realized yet. In the process of learning, students are still passive so they accept the knowledge without any criticism and argument. Doing mathematics means doing activities concerned with problem-solving. If a math class is allowed for the students to only repeat cliche calculus, the students will lose their interest in math, as a result there will be more dull students. Therefore, the subject, math will be treated as a subject with much individual difference. In fact, students now tend to not to think deeply. Probably that's because they get used to accept all kinds of sensual things under the influence of modern conveniences so they seem to be difficult to think over the problem. With these students sometimes we feel frustrated but we can't let this happen so I've tried to find good ways to let our students feel interested in math and take part in the class more actively. The object of this study is to make a creative teaching under which students are allowed to think something from various angles. Accordingly through the actual class teaching, the change of students' attitude toward math will be discussed. On this study, firstly the definition of "creativity" and what the creative teaching is like will be described. And the lesson, "Probability" of second graders at a middle school has been taught in a class. Finally the result of teaching analysis with the class circumstances will be shown on this study. MO calculations are performed using RHF/6-31G^*//RHF/3-21G^* basis set in order to investigate the efficiency of corrosion inhibition of thioglycolic acid, 3-mercaptopropionic acid, dibasic acid, and amino sulfide derivatives. It is shown that MO the efficiency of corrosion inhibition increases with increase in HOMO energy and with decrease in the LUMO - HOMO energy gap, which implies soft-soft interaction. The fraction of electrons transferred from inhibitors to the metal (△N) can be effectively used as a quantitative measure of the inhibition efficiency.
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