The solubility of H2 has been measured as a function of
pressure in ethanol + water and various solvents
at (298 and 323) K. The results are compared with theoretical
predictions for H2 in different solvents
and some mixtures and found to agree within ±10% error, except for
acetonitrile. The solubility of CO
in 1-octene has also been measured. Liquid−liquid equilibrium
for the 1-octene + water + ethanol system
was measured at (298 and 323) K, but the predictions of these data by
the UNIFAC−UNIQUAC models
were not found to be satisfactory, except for higher 1-octene
concentrations in water (>6% w/w) for which
the predictions were within 10% error.
One contribution of 16 to a theme issue 'Measuring the difference made by protected areas: methods, applications and implications for policy and practice'.
The kinetics of biphasic hydroformylation of 1-octene has been
studied in the presence of ethanol
cosolvent, using water-soluble Rh/TPPTS as a catalyst. The rate
was found to be first order
with catalyst and olefin concentrations and fractional order with
hydrogen concentration. The
rate versus CO concentration passed through a maximum, indicating a
negative order dependence
at higher pressures. These trends have been interpreted on the
basis of a well-known
hydroformylation mechanism. A rate equation derived assuming the
addition of olefin to the
active catalyst as a rate-determining step was found to fit the data
satisfactorily. The kinetic
parameters were evaluated for different temperatures.
Critical thinking skills are one of the four skills needed in the 21st century. Critical thinking skills are so important that they need to be taught and included in the school curriculum. This research aims to: (1) describe the critical thinking skills of junior high school students in solving mathematical problems and (2) identify the students' critical thinking components in the analysis, evaluation, inference, explanation, and self-regulation sub-skills. This is descriptive research with a qualitative approach. Data was collected through a test and interviews, triangulation accomplished by comparing between test and interviews. This research involved 24 subjects comprising 9 male students and 15 female students. The test used in this research consisted of 6 problems representing 6 sub-skills of critical thinking skills. The results of data collection were analyzed through data reduction, data display, and conclusion drawing. The research results showed that:(1) the critical thinking skills of junior high school students were in a low category;(2) the evaluation, analysis, and self-regulation sub-skills became the lowest critical thinking sub-skills mastered by the students compared to other critical thinking sub-skills.
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