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Pioneering Progress : American Science, Technology, and Innovation Policy
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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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Handbook of Research on Science Education : Volume III
Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field.Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy. As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education.Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.
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Why are short-chain alkanes gaseous and long-chain alkanes solid?
Short-chain alkanes are gaseous at room temperature because they have weaker intermolecular forces, such as London dispersion forces, which allow the molecules to move freely and escape into the gas phase. In contrast, long-chain alkanes have stronger intermolecular forces due to the increased surface area for interactions, leading to a higher melting and boiling point, and making them solid at room temperature. The increased surface area allows for more opportunities for molecules to interact and form solid structures.
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How are alkanes named?
Alkanes are named based on the number of carbon atoms in their longest continuous chain. The prefix used in the name corresponds to the number of carbon atoms in the chain (e.g. meth- for one carbon atom, eth- for two carbon atoms, prop- for three carbon atoms). The suffix -ane is added to indicate that the compound is an alkane. Additionally, any branches or substituents on the carbon chain are named using prefixes such as methyl-, ethyl-, etc.
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What are dense alkanes?
Dense alkanes are a group of hydrocarbons that are characterized by their high molecular weight and high density. They are composed of carbon and hydrogen atoms arranged in a linear or branched chain structure. These alkanes have a high number of carbon atoms, which contributes to their high density and heavy molecular weight. Dense alkanes are commonly used as fuel, lubricants, and in the production of various industrial chemicals.
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What are liquid alkanes?
Liquid alkanes are a group of hydrocarbons that consist of only carbon and hydrogen atoms and have a straight or branched chain structure. They are also known as liquid paraffins and are commonly used as solvents, fuel additives, and in the production of various chemical products. Examples of liquid alkanes include hexane, heptane, and octane. These compounds are characterized by their low boiling points and are typically found in the liquid state at room temperature.
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Gender Differences in Technology and Innovation Management : Insights from Experimental Research
Even though the number of working women has steadily increased over the last few years, women are still significantly under-represented in STEM activities (i.e. mathematics, informatics, science and technology). In order to eliminate this under-representation, numerous education policies and corporate initiatives, particularly in the recent past, have been aimed at increasing women's enthusiasm for STEM activities and professions.According to the latest surveys, however, it is clear that these efforts have not yet led to the desired success.Compared to their male counterparts, women continue to do fewer STEM activities. One possible reason for this is that relatively little is yet known about the concrete impact of the above education policies on working with innovation and technology: What are the gender differences between women and men?Is it enough to recognize these differences, or should these differences ideally not only be recognized, but also treated appropriately or even encouraged? This anthology deals with current topics in technology and innovation management against the background of these and other gender-relevant aspects.Empirical analyses and experiments in collaboration with companies from various sectors provide a sound scientific basis on which new results and findings are presented: How do women and men deal with creativity and competition?How are technologies applied and how can differences in access to technology be deduced? Answers to these and other questions help decision-makers in politics and business to proactively use the differences between women and men to motivate women to work in the STEM field and to strengthen them by acknowledging existing differences.
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Makerspaces, Innovation and Science Education : How, Why, and What For?
This book provides an overview to a range of theories in science and technology that inform the different ways in which makerspaces can be educative.Makerspaces are an indispensable site for science, technology, engineering, and mathematics (STEM) instruction and pose novel risks and opportunities for STEM instruction.Educators are likely to reach towards activities that have a high degree of engagement, but this might result in observations like 'it looks like fun, but what are they learning?'. Beginning from the question of how we know what we know in science, the author asserts that understanding scientific knowledge requires us to know more than the abstract concepts typically presented in schools.The social and material aspects of knowledge are also important—these take the form of questions such as: What is the interplay between knowledge and power?How do we understand that we can have a ‘feel’ for materials and artefacts that we cannot completely describe in words?How do we know what ideas ought to be made real though technology and engineering?Significantly, this book also discusses the ethical dimensions of STEM education, in thinking about the kinds of STEM education that could be useful for open futures. This book will be useful to graduate students and educators seeking an expansive view of STEM education.More generally, these ideas outline a possible new strategy for a vision of school that is not merely training or preparing students for work.Education needs to also prepare students for sociopolitical participation, and with STEM being central to our contemporary lives, this book provides insights for how this can happen in makerspaces.
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Dialogues Between Artistic Research and Science and Technology Studies
This edited volume maps dialogues between science and technology studies research on the arts and the emerging field of artistic research.The main themes in the book are an advanced understanding of discursivity and reasoning in arts-based research, the methodological relevance of material practices and things, and innovative ways of connecting, staging, and publishing research in art and academia.This book touches on topics including studies of artistic practices; reflexive practitioners at the boundaries between the arts, science, and technology; non-propositional forms of reasoning; unconventional (arts-based) research methods and enhanced modes of presentation and publication.
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Hydraulic Excavator DIY Student Technology Small Production Science and Education Toy Model Science
Hydraulic Excavator DIY Student Technology Small Production Science and Education Toy Model Science
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What are these alkanes called?
These alkanes are called straight-chain alkanes. They are a type of hydrocarbon with a linear structure, meaning that the carbon atoms are arranged in a straight line with no branching. Straight-chain alkanes have the general formula CnH2n+2, where n represents the number of carbon atoms in the chain. They are the simplest type of alkanes and are commonly found in natural gas and petroleum.
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What are alkanes in candles?
Alkanes are a type of hydrocarbon compound that are found in candles. They are long-chain molecules made up of carbon and hydrogen atoms, and they are the primary components of the wax used in candles. When the wick of a candle is lit, the heat melts the wax and the alkanes vaporize, allowing them to react with oxygen in the air and produce a flame. As the alkanes burn, they release energy in the form of heat and light, creating the familiar glow of a burning candle.
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What are alkanes and alkynes?
Alkanes are hydrocarbons that consist of only single bonds between carbon atoms. They are saturated hydrocarbons, meaning they have the maximum number of hydrogen atoms bonded to each carbon atom. Alkynes, on the other hand, are hydrocarbons that contain at least one carbon-carbon triple bond. They are unsaturated hydrocarbons and are more reactive than alkanes due to the presence of the triple bond. Both alkanes and alkynes are important in organic chemistry and are used in various industrial applications.
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What are alkanes in chemistry?
Alkanes are a type of hydrocarbon compound in chemistry that consist of only carbon and hydrogen atoms bonded together with single covalent bonds. They are known as saturated hydrocarbons because they contain the maximum number of hydrogen atoms possible for the number of carbon atoms in their structure. Alkanes are commonly used as fuels due to their high energy content and are also important in the production of various chemicals and materials. The simplest alkane is methane, which has one carbon atom bonded to four hydrogen atoms.
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