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Classic and High-Enthalpy Hypersonic Flows
Classic and High-Enthalpy Hypersonic Flows presents a complete look at high-enthalpy hypersonic flow from a review of classic theories to a discussion of future advances centering around the Born-Oppenheim approximation, potential energy surface, and critical point for transition.The state-of-the-art hypersonic flows are defined by a seamless integration of the classic gas dynamic kinetics with nonequilibrium chemical kinetics, quantum transitions, and radiative heat transfer.The book is intended for graduate students studying advanced aerodynamics and taking courses in hypersonic flow.It can also serve as a professional reference for practicing aerospace and mechanical engineers of high-speed aerospace vehicles and propulsion system research, design, and evaluation. Features Presents a comprehensive review of classic hypersonic flow from the Newtonian theory to blast wave analogue. Introduces nonequilibrium chemical kinetics to gas dynamics for hypersonic flows in the high-enthalpy state. Integrates quantum mechanics to high-enthalpy hypersonic flows including dissociation and ionization. Covers the complete heat transfer process with radiative energy transfer for thermal protection of earth reentry vehicle. Develops and verifies the interdisciplinary governing equations for understanding and analyzing realistic hypersonic flows.
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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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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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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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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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Similar search terms for Enthalpy:
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What is the difference between standard enthalpy of formation, enthalpy of formation, and reaction enthalpy?
The standard enthalpy of formation is the enthalpy change that occurs when one mole of a compound is formed from its elements in their standard states. Enthalpy of formation is the enthalpy change that occurs when one mole of a compound is formed from its elements in their standard states, but it can be under non-standard conditions. Reaction enthalpy is the enthalpy change that occurs in a chemical reaction, which can be exothermic (heat is released) or endothermic (heat is absorbed).
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What is enthalpy?
Enthalpy is a thermodynamic property of a system that represents the total energy of the system, including its internal energy and the energy required to maintain constant pressure. It is often denoted as H and is expressed in units of joules. Enthalpy is important in understanding and analyzing processes such as chemical reactions and phase changes, as it provides a measure of the heat content of a system. In practical terms, enthalpy change is often used to quantify the heat absorbed or released during a process at constant pressure.
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What is the difference between bond enthalpy and formation enthalpy?
Bond enthalpy is the energy required to break a specific chemical bond in a molecule, while formation enthalpy is the energy change when one mole of a compound is formed from its elements in their standard states. Bond enthalpy is specific to a particular bond within a molecule, while formation enthalpy is a measure of the overall energy change in forming a compound. Bond enthalpy is typically measured in kilojoules per mole (kJ/mol), while formation enthalpy is also measured in kilojoules per mole (kJ/mol).
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How to calculate the reaction enthalpy from the molar bond enthalpy?
To calculate the reaction enthalpy from the molar bond enthalpy, you need to consider the difference between the sum of the bond enthalpies of the reactants and the sum of the bond enthalpies of the products. First, calculate the total bond enthalpy of all the bonds broken in the reactants, and then calculate the total bond enthalpy of all the bonds formed in the products. The reaction enthalpy is then the difference between these two values, with the bond enthalpies of the products subtracted from the bond enthalpies of the reactants. This calculation allows you to determine whether a reaction is exothermic (releasing heat) or endothermic (absorbing heat).
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What is the difference between standard formation enthalpy and enthalpy change?
Standard formation enthalpy is the enthalpy change that occurs when one mole of a compound is formed from its elements in their standard states. It is a specific type of enthalpy change that is measured under standard conditions. Enthalpy change, on the other hand, is a more general term that refers to the overall change in enthalpy of a system during a chemical reaction or process, regardless of whether it involves formation of a compound or not. Enthalpy change can be positive (endothermic) or negative (exothermic), depending on whether energy is absorbed or released during the process.
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What is Hess's law for standard formation enthalpy and combustion enthalpy?
Hess's law states that the total enthalpy change for a reaction is the same regardless of the number of steps taken to reach the final products. This principle can be applied to standard formation enthalpies and combustion enthalpies by using a series of known enthalpy changes to calculate the overall enthalpy change for a reaction. By manipulating and combining these known enthalpies, Hess's law allows us to determine the enthalpy change for reactions that may not be easily measured directly.
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Is the lattice enthalpy always positive and the hydration enthalpy always negative?
The lattice enthalpy is not always positive and the hydration enthalpy is not always negative. The lattice enthalpy can be positive or negative depending on the strength of the ionic bond in a compound. For example, in some cases, the lattice enthalpy can be negative for compounds with very strong ionic bonds. Similarly, the hydration enthalpy can be positive or negative depending on the strength of the hydration of the ions in solution. For example, in some cases, the hydration enthalpy can be positive for ions that form strong interactions with water molecules.
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What is Hess's law equation for standard formation enthalpy and combustion enthalpy?
Hess's law states that the overall enthalpy change for a reaction is the same regardless of the number of steps taken to reach the final products. For standard formation enthalpy, the equation is: ∆Hf°(products) = ∑∆Hf°(products) - ∑∆Hf°(reactants). For combustion enthalpy, the equation is: ∆Hcomb° = ∑∆Hf°(products) - ∑∆Hf°(reactants). These equations allow us to calculate the enthalpy change of a reaction using the enthalpies of formation of the reactants and products.
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