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Thermo
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Annual Thermodynamics Education Issue: Methods & Results
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Annual Thermodynamics Education Issue: Methods & Results

A special issue of Thermo (ISSN 2673-7264).

Deadline for manuscript submissions: closed (30 June 2024) | Viewed by 4929

Special Issue Editors

Prof. Dr. Steve Lustig

E-Mail Website
Guest Editor
Department of Chemical Engineering, Northeastern University, Boston, MA 02115, USA
Interests: design and manipulation of molecular/materials chemistry and structure for new property discovery, new functionality, and technology development by combining theoretical and experimental methods; high performance computing; quantum chemistry; statistical mechanics; polymer physics; materials and biomolecular engineering
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Johan Jacquemin

E-Mail Website
Guest Editor
Materials Science, Energy, and Nano-Engineering MSN Department, Mohammed VI Polytechnic University, Lot 660, Hay Moulay Rachid, Ben Guerir 43150, Morocco
Interests: thermodynamics; fluid phase equilibrium; structure–properties relationships; various thermodynamic-based models; process simulation models
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This annual special issue on thermodynamics education invites contributions from both students and educators. Educators are invited to share innovative pedagogy in the field of thermodynamics in areas including: course design; design for diversity, equity, and inclusion; special contemporary topics; open-source computational tools and example applications; open-source media and web-based resources; instructional methods; classroom demonstrations; assessment tools; evidence-based advancements in learning outcomes; textbook reviews; new pedagogical challenges, problems, and exercises; pedagogical advice and perspectives; and others. Since educators are also frequently researchers, this issue also invites new perspectives on the application of thermodynamics in new research frontiers. Both undergraduate and graduate students are invited to share innovative reports from thermodynamics-related coursework and research projects. Student reports will be evaluated on project motivation, communication, and technical quality. The report clearly defines the purpose of the project, motivates interest in the subject, and accomplishes the goals of the project. The report communicates ideas and technical concepts clearly and succinctly without grammatical, mechanical, spelling, or logical flaws. The report has impressive depth and originality, all important concepts and details are covered to show thorough analysis and technical competence. Project reports are invited from student individuals and teams.

Prof. Dr. Steve Lustig
Prof. Dr. Johan Jacquemin
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Thermo is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Education
  • Course Design
  • Computational Tools
  • Classroom Demonstrations
  • Assessment
  • Learning
  • Textbook
  • Student Projects

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Published Papers (2 papers)

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31 pages, 2615 KiB  
Article
Unified Classical Thermodynamics: Primacy of Dissymmetry over Free Energy
by Lin-Shu Wang
Thermo 2024, 4(3), 315-345; https://doi.org/10.3390/thermo4030017 - 19 Jul 2024
Viewed by 777
Abstract
In thermodynamic theory, free energy (i.e., available energy) is the concept facilitating the combined applications of the theory’s two fundamental laws, the first and the second laws of thermodynamics. The critical step was taken by Kelvin, then by Helmholtz and Gibbs—that in natural [...] Read more.
In thermodynamic theory, free energy (i.e., available energy) is the concept facilitating the combined applications of the theory’s two fundamental laws, the first and the second laws of thermodynamics. The critical step was taken by Kelvin, then by Helmholtz and Gibbs—that in natural processes, free energy dissipates spontaneously. With the formulation of the second law of entropy growth, this may be referred to as the dissymmetry proposition manifested in the spontaneous increase of system/environment entropy towards equilibrium. Because of Kelvin’s pre-entropy law formulation of free energy, our concept of free energy is still defined, within a framework on the premise of primacy of energy, as “body’s internal energy or enthalpy, subtracted by energy that is not available”. This primacy of energy is called into question because the driving force to cause a system’s change is the purview of the second law. This paper makes a case for an engineering thermodynamics framework, instead, to be based on the premise of the primacy of dissymmetry over free energy. With Gibbsian thermodynamics undergirded with dissymmetry proposition and engineering thermodynamics with a dissymmetry premise, the two branches of thermodynamics are unified to become classical thermodynamics. Full article
(This article belongs to the Special Issue Annual Thermodynamics Education Issue: Methods & Results)
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12 pages, 1255 KiB  
Article
Revisiting the Clausius/Clapeyron Equation and the Cause of Linearity
by Jason E. Thompson and Andrew S. Paluch
Thermo 2023, 3(3), 412-423; https://doi.org/10.3390/thermo3030025 - 17 Jul 2023
Cited by 1 | Viewed by 3155
Abstract
In general, for an organic compound a plot of the log vapor pressure versus inverse temperature is linear over a wide temperature range. This however can lead to a point of confusion in an undergraduate thermodynamics course. This linear behavior is typically explained [...] Read more.
In general, for an organic compound a plot of the log vapor pressure versus inverse temperature is linear over a wide temperature range. This however can lead to a point of confusion in an undergraduate thermodynamics course. This linear behavior is typically explained using the Clausius/Clapeyron equation. That is, starting with the Clapeyron equation one first assumes (1) that the change in compressibility upon vaporization is approximately 1, or equivalently that the vapor phase may be treated as an ideal gas where the molar volume of the vapor is much greater than that of the liquid, which may be assumed negligible. And second (2), that the enthalpy of vaporization is constant. While the resulting linear behavior is captured, the underlying assumptions are not applicable over the wide range of temperatures of interest. Here we discuss the shortcomings of the conventional explanation of the Clausius/Clapeyron equation. We further demonstrate that a simple solution is to instead assume that the enthalpy of vaporization relative to the change in compressibility upon vaporization is constant. We provide a series of examples and MATLAB code that can be used in an undergraduate thermodynamics course. Full article
(This article belongs to the Special Issue Annual Thermodynamics Education Issue: Methods & Results)
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