Thermodynamics is the area of physics concerned with the behavior of very large collections of particles. Examples include the water molecules in glass of water, the electrons in a wire, or the photons given off by a light bulb. Thermodynamics studies properties of collections of particles that are largely independent of the particles' detail, for example, the tendency for heat to flow from a hot object to a cold one. This course will begin with a treatment of the first law of thermodynamics and basic thermal physics. Topics to be covered include the conservation of energy, heat and work, the ideal gas, the equipartition of energy, heat capacities, and latent heat. We will then move to the second law of thermodynamics, beginning with a statistical definition of entropy. This will require learning some combinatorics (a mathematical technique for counting) and approximation methods for working with very large numbers. This statistical approach will enable us to understand the origin of the second law of thermodynamics, and will lead naturally to statistical definitions of temperature, pressure, and chemical potential. We will then turn our attention to two broad areas of application. The first of these is heat engines and refrigerators, including heat pumps. The second set of applications involve free energy and chemical equilibrium. Depending on student interest, we will cover batteries and fuel cells, phase transitions, adiabatic lapse rates in meteorology, and nitrogen fixation. Thermodynamics is a broadly applicable field of physics, and so this course should be of relevance to students whose interests are in almost any area of science or engineering, as well as those who wish to gain a general introduction to a field that is one of the pillars of modern physical science. Evaluation will be based on weekly problem sets and a final research paper, presentation, or lab project. Level: Intermediate. Prerequisites: Calculus II and either a college-level physics or chemistry class. Course Limit: 20. Lab Fee: None. Meets the following degree requirements: QR ES
In mathematics, axioms are propositions that are assumed to be true. The mathematician Federico Ardila-Mantilla has written four axioms that guide the work he does in education and outreach. Federico's axioms resonate strongly with me. They are:
Taking the above axioms as a starting point, let's think about what type of community we want to create this term. Here is a community agreement based on one written by Federico Ardila-Mantilla.
This course aims to offer a joyful, meaningful, and empowering experience to every participant; we will build that rich experience together by devoting our strongest available effort to the class. You will be challenged and supported. Please be prepared to take an active, critical, patient, creative, and generous role in your own learning and that of your classmates.
This is my fifth time teaching this course, so I have a pretty good feel for how it will go. There are three parts to the class, each with a somewhat different vibe:
Wikipedia's entry (from December 2024) on thermodynamics has a good summary:
Thermodynamics is a branch of physics that deals with heat, work, and temperature, and their relation to energy, entropy, and the physical properties of matter and radiation. The behavior of these quantities is governed by the four laws of thermodynamics, which convey a quantitative description using measurable macroscopic physical quantities, but may be explained in terms of microscopic constituents by statistical mechanics. Thermodynamics applies to a wide variety of topics in science and engineering, especially physical chemistry, biochemistry, chemical engineering and mechanical engineering, but also in other complex fields such as meteorology.
This course covers a fairly standard set of thermodynamics topics. The book we'll be using is excellent; I think it is clear, covers a good set of topics, and writing is informal, concise, welcoming, and extremely effective. There are different flavors of thermodynamics courses, usually catering to students in a particular major: physics, chemistry, chemical engineering, atmospheric science, and so on. Our textbook is intended for physics majors, but includes a fair amount of chemistry. I think this course will serve as a good foundational thermo class for everyone, regardless of their particular reason(s) for learning the subject.
One of the things I really like about the study of thermodynamics is that it is a foundational area of physics that explains why some reaction can only occur in one direction, thus perhaps explaining why time moves only forward and not left-and-right like space. Thermodynamics also explains practical things, like how refrigerators and heat pumps work, and why little bubble form in a glass of cool water after it sits in room temperature for a while.
I will have a handful of help sessions every week. You are warmly invited and encouraged to attend these sessions. Help sessions are relaxed, informal, and hopefully fun. Things that happen at help sessions:
I am happy to meet with students one-on-one. The best way to set up an appointment is to send an email. There are lots of reasons why you might want to meet with me:
Your evaluation will be based on your performance on homework assignments. I think there is much to be said against grades; I believe they often interfere with genuine, reflective learning. But I am happy to assign grades if you wish. I do not have any quota of A's, B's, etc.
It is my intent that students from all backgrounds and perspectives be well served by this course, that students' learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, strength, and benefit. I aim to present materials and activities that are respectful of diversity: gender, sexuality, disability, age, religion, socioeconomic status, ethnicity, race, and culture.
Learning about diverse perspectives and identities is an ongoing process. I am always looking to learn more about power and privilege and the harmful effects of racism, sexism, homophobia, classism, and other forms of discrimination and oppression. Your suggestions are encouraged and appreciated. Please let me know ways to improve the effectiveness of the course for you personally, or for other students or student groups. If something was said or done in class (by anyone, including me) that made you feel uncomfortable, please let me know. You can also reach out to Provost Ken Hill or Associate Dean Kourtney Collum.
I am required to remind you that: "By enrolling in an academic institution, a student is subscribing to common standards of academic honesty. Any cheating, plagiarism, falsifying or fabricating of data is a breach of such standards. A student must make it his or her responsibility to not use words or works of others without proper acknowledgment. Plagiarism is unacceptable and evidence of such activity is reported to the academic dean or his/her designee. Two violations of academic integrity are grounds for dismissal from the college. Students should request in-class discussions of such questions when complex issues of ethical scholarship arise."
I am also required to say that: You should expect to spend 150 hours of academically engaged time on this course, or 15 hours per week. In addition to 4.5 hours per week in class or discussion section, in a typical week you'll spend 2 hours reading and preparing for class and 8.5 hours attending help sessions and completing assignments.
The building in which we gather for this class, and all of College of the Atlantic, is located on traditional lands of the Wabanaki people. The four Native American tribes in Maine today are the Maliseet, Micmac, Penobscot, and Passamaquoddy, collectively referred to as the Wabanaki. I believe it is important to acknowledge that our presence on this land entangles us in the web of colonialism, past and present. The future, however, is still unwritten.