研究發展處
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Item 台灣水丁香屬(柳葉菜科)植物化學分類研究(國立臺灣師範大學研究發展處, 1985-06-??) 黃生分析台灣產的七種水丁香葉內所含之類黃鹼素（Flavonoids），共鑑定出十二種化合物及一種未知化合物，已知化合物中有四種為葡萄糖－黃鹼酮類（C－glycoflavones），另八種為黃 醇類（flavonols）。本文即根據各種水丁香所含黃鹼之異同，探討這一屬植物的種間親緣關係。Item 溫濕圖與柯本氣候分類(國立臺灣師範大學研究發展處, 1984-06-??) 陳國彥Among the various types of classification of climate, Koppen's classification system is the most widely used for teaching and studying of Geography. This clas-sification is based upon the mean annual and monthly temperature and precipita-tion. Native vegetation is looked upon as the best expression of the totality of climate so that many of the climate boundaries are selected with vegetation limits in mind. A unique and distinctive feature of the system is the employment of an ingenious symbolic nomenclature in designating the climatic types. Each tyn of climate is described by a formula consisting of a combination of letters, and each of which has a precise meaning. The essential feature of climagraph is the plotting of two elements of climate against one another. For example, the mean monthly temperature of a station may be plotted against the mean monthly precipitation of the same station. Each calendar month is represented by a point and the point can be connected to form a closed circuit representative of the annual cycle. The utility of such a graph lies in the fact that a particular climate is represented by a figure of distinctive shape. Station having the same shapes and located on the same portion of the climagraph can be assigned to a particular climate type. In this paper, the feature of climograph is used as a means to classify climate which was invented by W, Koppen.Item 現行國民中學化學實驗教材之分類及其內含之分析(國立臺灣師範大學研究發展處, 1985-06-??) 陳鏡潭; 連啟瑞The current chemistry experiment material in junior high school of this country has been classified and its contents has also been analysed based on the role of the laboratory in chemistry teaching. According to Ide's report, the chemistry experiment material has been grouped in accordance with the performance goals into the following four types: hypothesis verification, problem inducement, skill training, and "concept fixation". On the other hand, the material has been divided for laboratory outcomes (or functions) established by Shulman and Tamir into five categories: skills, concepts, attitudes, cognitive abilities, and understanding the nature of science.The results of this study by analysis of 74 experiments reveal that: type of "concept fixation" has a majority (60%), and the percentage increases with the in-crease in number of the lectures; type of hypothesis verification is least of all (22%) which decreases with the decrease in number of the lectures. As to its function, almost all the experiments emphasize the nurture of cognitive abilities, skills, and attitudes. Cognitive abilities primarily include: knowledge (88%), analytical thinking (74%), decision making (74%), critical thinking (68%), synthesis (60%), and only 2 items (3%) show up as creativity. Observation composed major parts of skills (96%). Attitudes primarily include: interest (78%), curiosity (70%); each of the items in initiative, perseverance collaboration, responsibility are below 10%. As a result of this study, several notes and comments have been made.Item 公館地區CO濃度與氣象要素的關係(國立臺灣師範大學研究發展處, 1992-06-??) 林政宏1991年11月世界衛生組織決定把一氧化碳CO視為構成空氣污染的罪魁禍首，由此可知其濃度的變化己對人類生活造成威脅。在乾淨大氣中CO濃度為 0.01-0.02ppm，污染大氣則為5ppm以上，而大氣中祇要濃度超過0.08ppm就會影響人體健康。 然而天氣變化是影響空氣污染的主因（如風、溫度等），因此本文利用1991年8月23-26日在公館區實測CO濃度的變化，配合本系及氣象局的觀測資料作分析，找出在實際大氣中，氣象與污染源變化的關係。