In recent years, new educational methods tend to combine subjects that were previously considered separate. One of the new educational approaches in the field of combining subjects is the STEAM educational approach. The term STEAM is related to the fields of science, technology, engineering, art, and mathematics education. The characteristic of the randomness of radioactivity in radioactive nuclear isotopes is seen in the quantity of half-life. In a dice-throwing activity, we simulate and count the number of radioactive nuclei after successive half-lives. By plotting the number of dice representing the active nuclei according to the experiment number, we try to get closer to the decay representation and derive a suitable definition for the half-life. In this lesson plan, some parts of the STEAM approach have been used. If the decay graph (exponential graph with negative slope) is correctly extracted and any distance between events on the horizontal axis is chosen as a time unit, the concept of half-life can be taught to the audience. For this purpose, the students will be asked to extract the duration of the halving of the number of radioactive nuclei from the drawn graph.

The aim of this research was to study the characteristics of the elements of the sixth grade primary school science curriculum based on the STEAM method. This study was conducted in the academic year 1399-1400 with a qualitative approach and the directed qualitative content analysis method. Sampling was done using the purposive sampling (standard) and the data was collected through semi-structured interview with 23 experts in the field of curriculum studies and sixth grade primary school teachers. The transcript of the interviews was analyzed manually and simultaneously, along with data collection. The dependability of the findings was obtained using immersion and repeated study and review of the participants and experts. Based on the elements of Akker's proposed curriculum, in this study, ten elements were studied. The results showed that the STEAM-based science education curriculum has removed the traditional barriers separating the five areas of learning. It has integrated these areas to achieve learning based on the objectives of the curriculum and it has relied on the principles of creativity and ideation.

2In the power plant industry, part of the energy loss in the thermodynamic cycle is due to the fact that steam turbines are not made to work with wet steam flow and the presence of liquid phase causes a decrease in efficiency and mechanical damage. The main objective of this study is a complete evaluation of the effect of increasing the inlet steam temperature on the supersonic flow pattern in the steam turbine blade. Accordingly, the low-pressure section of Bakhtar turbine is simulated in two dimensions to examine the superheated steam degree. Steady compressible flow is analyzed using an implicit density-based approach and a finite volume method based on an Eulerian-Eulerian framework. The turbulence model employed is the k-ω SST model. For modeling the condensation flow of wet steam, the Kontorovitz nucleation model and Young's droplet growth model are utilized. The results indicate that increasing the inlet temperature significantly affects condensation flow parameters, reducing condensation losses. Specifically, with a 30-degree increase in blade inlet temperature, the average liquid mass fraction, condensation losses, and average droplet radius at the outlet decrease by 56.65%, 56.38%, and 48%, respectively, compared to the initial state. Additionally, increasing the inlet temperature leads to a reduction in the mass flow rate entering the blade.

STEAM incorporates the idea of interdisciplinary learning that students learn through a real combination of disciplines and can solve problems in a real context. Therefore, the purpose of this article is to take a step towards introducing this new educational approach as much as possible and to provide a clear picture for the implementation of this framework in the educational system. The method of this research is systematic review. The population of this study consists of 567 articles on Steam education that have been published in prestigious scientific journals between 2000 and 2020. The research sample consisted of 10 articles that were purposefully studied and analyzed in a targeted manner based on screening at different stages. The results of systematic review and qualitative analysis of the content of the 10 articles studied indicate that the STEAM educational approach includes scientific research and engineering design process, problem-based learning (PBL), project-based learning, constructive movement approach, collaborative approach And the sequence approach. Using each of the identified approaches, the STEAM teaching method can be implemented in the classroom and the benefits of this teaching method can be used.

Renewable energy is generally defined as energy that is collected from renewable resources such as wind, sunlight, rain, waves, and geothermal heat. Hydrogen is produced using a number of non-renewable and renewable resources such as fossil fuels and biomass. The other feedstock for hydrogen is water in electrolysis process. Microorganisms such as bacteria and algae can produce hydrogen through biological processes. Hydrogen is produced in some processes as a byproduct. In some processes, the produced hydrogen along with other by-products is sent to flare; however, it can be processed as an energy resource. In this paper, hydrogen production via Methane steam reforming process is investigated. The simulation results show that separation of produced hydrogen provides a significant energy source for mentioned chemical reaction.