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Arxiv:2008.06405V1 [Physics.Ed-Ph] 14 Aug 2020 Fig.1 Shows Four Classical Cycles: (A) Carnot Cycle, (B) Stirling Cycle, (C) Otto Cycle and (D) Diesel Cycle
Investigating student understanding of heat engine: a case study of Stirling engine Lilin Zhu1 and Gang Xiang1, ∗ 1Department of Physics, Sichuan University, Chengdu 610064, China (Dated: August 17, 2020) We report on the study of student difficulties regarding heat engine in the context of Stirling cycle within upper-division undergraduate thermal physics course. An in-class test about a Stirling engine with a regenerator was taken by three classes, and the students were asked to perform one of the most basic activities—calculate the efficiency of the heat engine. Our data suggest that quite a few students have not developed a robust conceptual understanding of basic engineering knowledge of the heat engine, including the function of the regenerator and the influence of piston movements on the heat and work involved in the engine. Most notably, although the science error ratios of the three classes were similar (∼10%), the engineering error ratios of the three classes were high (above 50%), and the class that was given a simple tutorial of engineering knowledge of heat engine exhibited significantly smaller engineering error ratio by about 20% than the other two classes. In addition, both the written answers and post-test interviews show that most of the students can only associate Carnot’s theorem with Carnot cycle, but not with other reversible cycles working between two heat reservoirs, probably because no enough cycles except Carnot cycle were covered in the traditional Thermodynamics textbook. Our results suggest that both scientific and engineering knowledge are important and should be included in instructional approaches, especially in the Thermodynamics course taught in the countries and regions with a tradition of not paying much attention to experimental education or engineering training. -
Lecture 4: 09.16.05 Temperature, Heat, and Entropy
3.012 Fundamentals of Materials Science Fall 2005 Lecture 4: 09.16.05 Temperature, heat, and entropy Today: LAST TIME .........................................................................................................................................................................................2� State functions ..............................................................................................................................................................................2� Path dependent variables: heat and work..................................................................................................................................2� DEFINING TEMPERATURE ...................................................................................................................................................................4� The zeroth law of thermodynamics .............................................................................................................................................4� The absolute temperature scale ..................................................................................................................................................5� CONSEQUENCES OF THE RELATION BETWEEN TEMPERATURE, HEAT, AND ENTROPY: HEAT CAPACITY .......................................6� The difference between heat and temperature ...........................................................................................................................6� Defining heat capacity.................................................................................................................................................................6� -
Physics 170 - Thermodynamic Lecture 40
Physics 170 - Thermodynamic Lecture 40 ! The second law of thermodynamic 1 The Second Law of Thermodynamics and Entropy There are several diferent forms of the second law of thermodynamics: ! 1. In a thermal cycle, heat energy cannot be completely transformed into mechanical work. ! 2. It is impossible to construct an operational perpetual-motion machine. ! 3. It’s impossible for any process to have as its sole result the transfer of heat from a cooler to a hotter body ! 4. Heat flows naturally from a hot object to a cold object; heat will not flow spontaneously from a cold object to a hot object. ! ! Heat Engines and Thermal Pumps A heat engine converts heat energy into work. According to the second law of thermodynamics, however, it cannot convert *all* of the heat energy supplied to it into work. Basic heat engine: hot reservoir, cold reservoir, and a machine to convert heat energy into work. Heat Engines and Thermal Pumps 4 Heat Engines and Thermal Pumps This is a simplified diagram of a heat engine, along with its thermal cycle. Heat Engines and Thermal Pumps An important quantity characterizing a heat engine is the net work it does when going through an entire cycle. Heat Engines and Thermal Pumps Heat Engines and Thermal Pumps Thermal efciency of a heat engine: ! ! ! ! ! ! From the first law, it follows: Heat Engines and Thermal Pumps Yet another restatement of the second law of thermodynamics: No cyclic heat engine can convert its heat input completely to work. Heat Engines and Thermal Pumps A thermal pump is the opposite of a heat engine: it transfers heat energy from a cold reservoir to a hot one. -
Physics 100 Lecture 7
2 Physics 100 Lecture 7 Heat Engines and the 2nd Law of Thermodynamics February 12, 2018 3 Thermal Convection Warm fluid is less dense and rises while cool fluid sinks Resulting circulation efficiently transports thermal energy 4 COLD Convection HOT Turbulent motion of glycerol in a container heated from below and cooled from above. The bright lines show regions of rapid temperature variation. The fluid contains many "plumes," especially near the walls. The plumes can be identified as mushroom-shaped objects with heat flowing through the "stalk" and spreading in the "cap." The hot plumes tend to rise with their caps on top; falling, cold plumes are cap-down. All this plume activity is carried along in an overall counterclockwise "wind" caused by convection. Note the thermometer coming down from the top of the cell. Figure adapted from J. Zhang, S. Childress, A. Libchaber, Phys. Fluids 9, 1034 (1997). See detailed discussion in Kadanoff, L. P., Physics Today 54, 34 (August 2001). 5 The temperature of land changes more quickly than the nearby ocean. Thus convective “sea breezes” blow ____ during the day and ____ during the night. A. onshore … onshore B. onshore … offshore C. offshore … onshore D. offshore … offshore 6 The temperature of land changes more quickly than the nearby ocean. Thus convective “sea breezes” blow ____ during the day and ____ during the night. A. onshore … onshore B.onshore … offshore C.offshore … onshore D.offshore … offshore 7 Thermal radiation Any object whose temperature is above zero Kelvin emits energy in the form of electromagnetic radiation Objects both absorb and emit EM radiation continuously, and this phenomenon helps determine the object’s equilibrium temperature 8 The electromagnetic spectrum 9 Thermal radiation We’ll examine this concept some more in chapter 6 10 Why does the Earth cool more quickly on clear nights than it does on cloudy nights? A. -
THE SOLUBILITY of GASES in LIQUIDS Introductory Information C
THE SOLUBILITY OF GASES IN LIQUIDS Introductory Information C. L. Young, R. Battino, and H. L. Clever INTRODUCTION The Solubility Data Project aims to make a comprehensive search of the literature for data on the solubility of gases, liquids and solids in liquids. Data of suitable accuracy are compiled into data sheets set out in a uniform format. The data for each system are evaluated and where data of sufficient accuracy are available values are recommended and in some cases a smoothing equation is given to represent the variation of solubility with pressure and/or temperature. A text giving an evaluation and recommended values and the compiled data sheets are published on consecutive pages. The following paper by E. Wilhelm gives a rigorous thermodynamic treatment on the solubility of gases in liquids. DEFINITION OF GAS SOLUBILITY The distinction between vapor-liquid equilibria and the solubility of gases in liquids is arbitrary. It is generally accepted that the equilibrium set up at 300K between a typical gas such as argon and a liquid such as water is gas-liquid solubility whereas the equilibrium set up between hexane and cyclohexane at 350K is an example of vapor-liquid equilibrium. However, the distinction between gas-liquid solubility and vapor-liquid equilibrium is often not so clear. The equilibria set up between methane and propane above the critical temperature of methane and below the criti cal temperature of propane may be classed as vapor-liquid equilibrium or as gas-liquid solubility depending on the particular range of pressure considered and the particular worker concerned. -
Isobaric Expansion Engines: New Opportunities in Energy Conversion for Heat Engines, Pumps and Compressors
energies Concept Paper Isobaric Expansion Engines: New Opportunities in Energy Conversion for Heat Engines, Pumps and Compressors Maxim Glushenkov 1, Alexander Kronberg 1,*, Torben Knoke 2 and Eugeny Y. Kenig 2,3 1 Encontech B.V. ET/TE, P.O. Box 217, 7500 AE Enschede, The Netherlands; [email protected] 2 Chair of Fluid Process Engineering, Paderborn University, Pohlweg 55, 33098 Paderborn, Germany; [email protected] (T.K.); [email protected] (E.Y.K.) 3 Chair of Thermodynamics and Heat Engines, Gubkin Russian State University of Oil and Gas, Leninsky Prospekt 65, Moscow 119991, Russia * Correspondence: [email protected] or [email protected]; Tel.: +31-53-489-1088 Received: 12 December 2017; Accepted: 4 January 2018; Published: 8 January 2018 Abstract: Isobaric expansion (IE) engines are a very uncommon type of heat-to-mechanical-power converters, radically different from all well-known heat engines. Useful work is extracted during an isobaric expansion process, i.e., without a polytropic gas/vapour expansion accompanied by a pressure decrease typical of state-of-the-art piston engines, turbines, etc. This distinctive feature permits isobaric expansion machines to serve as very simple and inexpensive heat-driven pumps and compressors as well as heat-to-shaft-power converters with desired speed/torque. Commercial application of such machines, however, is scarce, mainly due to a low efficiency. This article aims to revive the long-known concept by proposing important modifications to make IE machines competitive and cost-effective alternatives to state-of-the-art heat conversion technologies. Experimental and theoretical results supporting the isobaric expansion technology are presented and promising potential applications, including emerging power generation methods, are discussed. -
Work and Energy Summary Sheet Chapter 6
Work and Energy Summary Sheet Chapter 6 Work: work is done when a force is applied to a mass through a displacement or W=Fd. The force and the displacement must be parallel to one another in order for work to be done. F (N) W =(Fcosθ)d F If the force is not parallel to The area of a force vs. the displacement, then the displacement graph + W component of the force that represents the work θ d (m) is parallel must be found. done by the varying - W d force. Signs and Units for Work Work is a scalar but it can be positive or negative. Units of Work F d W = + (Ex: pitcher throwing ball) 1 N•m = 1 J (Joule) F d W = - (Ex. catcher catching ball) Note: N = kg m/s2 • Work – Energy Principle Hooke’s Law x The work done on an object is equal to its change F = kx in kinetic energy. F F is the applied force. 2 2 x W = ΔEk = ½ mvf – ½ mvi x is the change in length. k is the spring constant. F Energy Defined Units Energy is the ability to do work. Same as work: 1 N•m = 1 J (Joule) Kinetic Energy Potential Energy Potential energy is stored energy due to a system’s shape, position, or Kinetic energy is the energy of state. motion. If a mass has velocity, Gravitational PE Elastic (Spring) PE then it has KE 2 Mass with height Stretch/compress elastic material Ek = ½ mv 2 EG = mgh EE = ½ kx To measure the change in KE Change in E use: G Change in ES 2 2 2 2 ΔEk = ½ mvf – ½ mvi ΔEG = mghf – mghi ΔEE = ½ kxf – ½ kxi Conservation of Energy “The total energy is neither increased nor decreased in any process. -
Fuel Cells Versus Heat Engines: a Perspective of Thermodynamic and Production
Fuel Cells Versus Heat Engines: A Perspective of Thermodynamic and Production Efficiencies Introduction: Fuel Cells are being developed as a powering method which may be able to provide clean and efficient energy conversion from chemicals to work. An analysis of their real efficiencies and productivity vis. a vis. combustion engines is made in this report. The most common mode of transportation currently used is gasoline or diesel engine powered automobiles. These engines are broadly described as internal combustion engines, in that they develop mechanical work by the burning of fossil fuel derivatives and harnessing the resultant energy by allowing the hot combustion product gases to expand against a cylinder. This arrangement allows for the fuel heat release and the expansion work to be performed in the same location. This is in contrast to external combustion engines, in which the fuel heat release is performed separately from the gas expansion that allows for mechanical work generation (an example of such an engine is steam power, where fuel is used to heat a boiler, and the steam then drives a piston). The internal combustion engine has proven to be an affordable and effective means of generating mechanical work from a fuel. However, because the majority of these engines are powered by a hydrocarbon fossil fuel, there has been recent concern both about the continued availability of fossil fuels and the environmental effects caused by the combustion of these fuels. There has been much recent publicity regarding an alternate means of generating work; the hydrogen fuel cell. These fuel cells produce electric potential work through the electrochemical reaction of hydrogen and oxygen, with the reaction product being water. -
Recording and Evaluating the Pv Diagram with CASSY
LD Heat Physics Thermodynamic cycle Leaflets P2.6.2.4 Hot-air engine: quantitative experiments The hot-air engine as a heat engine: Recording and evaluating the pV diagram with CASSY Objects of the experiment Recording the pV diagram for different heating voltages. Determining the mechanical work per revolution from the enclosed area. Principles The cycle of a heat engine is frequently represented as a closed curve in a pV diagram (p: pressure, V: volume). Here the mechanical work taken from the system is given by the en- closed area: W = − ͛ p ⋅ dV (I) The cycle of the hot-air engine is often described in an idealised form as a Stirling cycle (see Fig. 1), i.e., a succession of isochoric heating (a), isothermal expansion (b), isochoric cooling (c) and isothermal compression (d). This description, however, is a rough approximation because the working piston moves sinusoidally and therefore an isochoric change of state cannot be expected. In this experiment, the pV diagram is recorded with the computer-assisted data acquisition system CASSY for comparison with the real behaviour of the hot-air engine. A pressure sensor measures the pressure p in the cylinder and a displacement sensor measures the position s of the working piston, from which the volume V is calculated. The measured values are immediately displayed on the monitor in a pV diagram. Fig. 1 pV diagram of the Stirling cycle 0210-Wei 1 P2.6.2.4 LD Physics Leaflets Setup Apparatus The experimental setup is illustrated in Fig. 2. 1 hot-air engine . 388 182 1 U-core with yoke . -
AP Chemistry Chapter 5 Gases Ch
AP Chemistry Chapter 5 Gases Ch. 5 Gases Agenda 23 September 2017 Per 3 & 5 ○ 5.1 Pressure ○ 5.2 The Gas Laws ○ 5.3 The Ideal Gas Law ○ 5.4 Gas Stoichiometry ○ 5.5 Dalton’s Law of Partial Pressures ○ 5.6 The Kinetic Molecular Theory of Gases ○ 5.7 Effusion and Diffusion ○ 5.8 Real Gases ○ 5.9 Characteristics of Several Real Gases ○ 5.10 Chemistry in the Atmosphere 5.1 Units of Pressure 760 mm Hg = 760 Torr = 1 atm Pressure = Force = Newton = pascal (Pa) Area m2 5.2 Gas Laws of Boyle, Charles and Avogadro PV = k Slope = k V = k P y = k(1/P) + 0 5.2 Gas Laws of Boyle - use the actual data from Boyle’s Experiment Table 5.1 And Desmos to plot Volume vs. Pressure And then Pressure vs 1/V. And PV vs. V And PV vs. P Boyle’s Law 3 centuries later? Boyle’s law only holds precisely at very low pressures.Measurements at higher pressures reveal PV is not constant, but varies as pressure varies. Deviations slight at pressures close to 1 atm we assume gases obey Boyle’s law in our calcs. A gas that strictly obeys Boyle’s Law is called an Ideal gas. Extrapolate (extend the line beyond the experimental points) back to zero pressure to find “ideal” value for k, 22.41 L atm Look Extrapolatefamiliar? (extend the line beyond the experimental points) back to zero pressure to find “ideal” value for k, 22.41 L atm The volume of a gas at constant pressure increases linearly with the Charles’ Law temperature of the gas. -
Section 15-6: Thermodynamic Cycles
Answer to Essential Question 15.5: The ideal gas law tells us that temperature is proportional to PV. for state 2 in both processes we are considering, so the temperature in state 2 is the same in both cases. , and all three factors on the right-hand side are the same for the two processes, so the change in internal energy is the same (+360 J, in fact). Because the gas does no work in the isochoric process, and a positive amount of work in the isobaric process, the First Law tells us that more heat is required for the isobaric process (+600 J versus +360 J). 15-6 Thermodynamic Cycles Many devices, such as car engines and refrigerators, involve taking a thermodynamic system through a series of processes before returning the system to its initial state. Such a cycle allows the system to do work (e.g., to move a car) or to have work done on it so the system can do something useful (e.g., removing heat from a fridge). Let’s investigate this idea. EXPLORATION 15.6 – Investigate a thermodynamic cycle One cycle of a monatomic ideal gas system is represented by the series of four processes in Figure 15.15. The process taking the system from state 4 to state 1 is an isothermal compression at a temperature of 400 K. Complete Table 15.1 to find Q, W, and for each process, and for the entire cycle. Process Special process? Q (J) W (J) (J) 1 ! 2 No +1360 2 ! 3 Isobaric 3 ! 4 Isochoric 0 4 ! 1 Isothermal 0 Entire Cycle No 0 Table 15.1: Table to be filled in to analyze the cycle. -
THE SOLUBILITY of GASES in LIQUIDS INTRODUCTION the Solubility Data Project Aims to Make a Comprehensive Search of the Lit- Erat
THE SOLUBILITY OF GASES IN LIQUIDS R. Battino, H. L. Clever and C. L. Young INTRODUCTION The Solubility Data Project aims to make a comprehensive search of the lit erature for data on the solubility of gases, liquids and solids in liquids. Data of suitable accuracy are compiled into data sheets set out in a uni form format. The data for each system are evaluated and where data of suf ficient accuracy are available values recommended and in some cases a smoothing equation suggested to represent the variation of solubility with pressure and/or temperature. A text giving an evaluation and recommended values and the compiled data sheets are pUblished on consecutive pages. DEFINITION OF GAS SOLUBILITY The distinction between vapor-liquid equilibria and the solUbility of gases in liquids is arbitrary. It is generally accepted that the equilibrium set up at 300K between a typical gas such as argon and a liquid such as water is gas liquid solubility whereas the equilibrium set up between hexane and cyclohexane at 350K is an example of vapor-liquid equilibrium. However, the distinction between gas-liquid solUbility and vapor-liquid equilibrium is often not so clear. The equilibria set up between methane and propane above the critical temperature of methane and below the critical temperature of propane may be classed as vapor-liquid equilibrium or as gas-liquid solu bility depending on the particular range of pressure considered and the par ticular worker concerned. The difficulty partly stems from our inability to rigorously distinguish between a gas, a vapor, and a liquid, which has been discussed in numerous textbooks.