The distinction between pressure in a liquid and in a gas is often treated in a cursory way, or not treated at all, even in university level textbooks. Most texts fail to point out the relation between pressure and density in a gas as compared to pressure in a--virtually incompressible--liquid. In many instances this also results in a dismissive…

We observe teachers in professional development courses about energy constructing mechanistic accounts of energy transformations. We analyze a case in which teachers investigating adiabatic compression develop a model of the transformation of kinetic energy to thermal energy. Among their ideas is the idea that thermal energy is generated as a…

Physics students are usually unaware of the limitations and functions of related principles, and they tend to adopt "hot formulas" inappropriately. This paper introduces four real-life examples for bridging five principles, from fluids to thermodynamics, including (1) buoyant force, (2) thermal expansion, (3) the ideal-gas law, (4) the 1st law,…

As an alternative to the "thermodynamics first" or "quantum first" approaches to the physical chemistry curriculum, the statistical definition of entropy and the Boltzmann distribution are introduced in the first days of the course and the entire two-semester curriculum is then developed from these concepts. Once the tools of statistical mechanics…

The motion of a particle in a medium is dealt with either as a problem of mechanics or as a transport process in non-equilibrium statistical physics. The two kinds of approach are often unrelated as they are taught in different textbooks. The aim of this paper is to highlight the link between the mechanical and statistical treatments of particle…

An experiment is performed to measure the relative gas-phase basicities of a series of five amino acids to compare the results to literature values. The experiments use the kinetic method for deriving ion thermochemistry and allow students to perform accurate measurements of thermodynamics in a relatively short time.

Describes the equilibrium states of a system composed of two interconnected, air-filled spherical membranes of different sizes. The equilibrium configurations are determined by the method of minimization of the availability of the system at constant temperature. (GA)

Distinguishes between the work done by the source and the work received by the system. Shows that a comparison of the magnitudes of quasistatic and nonstatic work can be carried out only through the use of the laws of thermodynamics. (GA)

A lab rotary experiment using the pH measurements of an aqueous solution to monitor the course of a solvolytic reaction was conducted. This experiment allowed the students to gain experience in taking precise pH measurement, to use nonlinear analysis techniques for analyzing kinetic data and to use the Arrhenius equation for determination of…

Analyzes three examples of spatial Bose-Einstein condensations in which the particles macroscopically occupy the lowest localized state of an inhomogeneous external potential. The three cases are (1) a box with a small square potential well inside, (2) a harmonic oscillator potential, and (3) randomly sized trapping potentials caused by…

Derived is the classical partition function for the rotation of a rigid asymmetric molecule, by a transformation of variables in the phase integral circumventing the cumbersome manipulation of the canonical prescription. (Author/GA)

Compares the magnitude of the proper acceleration of a static observer in a static, isolated, spherically symmetric space-time region with the Newtonian result including the situation in the interior of a perfect-fluid star. This provides a simple physical interpretation of surface gravity and illustrates the global nature of the event horizon.…

Notes that the rigorous kinetic theory, based on the Boltzmann equation, does not yield exact results although some texts claim this to be so. Stresses that they should be presented as approximations with an indication that refinements in the values are possible. (MVL)

This concept module on force is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy system. This…