Drude’s lesser known error of a factor of two and Lorentz’s correction

IF 0.6 4区 教育学 Q4 EDUCATION, SCIENTIFIC DISCIPLINES
Navinder Singh
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Abstract

As is well known, Paul Drude put forward the very first quantitative theory of electrical conduction in metals in 1900. He could successfully account for the Wiedemann–Franz law which states that the ratio of thermal to electrical conductivity divided by temperature is a constant called the Lorenz number. As it turns out, in Drude’s derivation there is a lucky cancellation of two errors. Drude’s underestimatation (by an order of 100) of the value of square of the average electron velocity compensated for his overestimatation of the electronic heat capacity (by the same order of 100). This compensation or cancellation of two errors lead to a value of the Lorenz number very close to its experimental value; which is well known. There is another error of a factor of two which Drude made when he calculated two different relaxation times for heat conductivity and electrical conductivity; in this article we highlight how and why this error occurred in Drude’s derivation and how it was removed 5 years later (in 1905) by Hendrik Lorentz when he used the Boltzmann equation and a single relaxation time. This article is of pedagogical value and may be useful to undergraduate/graduate students learning solid state physics.
德鲁德较少为人知的 2 倍误差和洛伦兹校正
众所周知,保罗-德鲁德(Paul Drude)于 1900 年首次提出了金属导电的定量理论。他成功地解释了维德曼-弗兰茨定律,该定律指出热导率与电导率之比除以温度就是一个叫做洛伦兹数的常数。事实证明,德鲁德的推导幸运地消除了两个错误。德鲁德对电子平均速度平方值的低估(100 数量级),弥补了他对电子热容量的高估(同样是 100 数量级)。这两个误差的补偿或抵消导致洛伦兹数的值非常接近其实验值;这是众所周知的。德鲁德在计算导热性和导电性的两个不同的弛豫时间时,还犯了一个因数为 2 的错误;在本文中,我们将重点介绍德鲁德的推导中如何以及为什么会出现这个错误,以及 5 年后(1905 年)亨德里克-洛伦兹在使用玻耳兹曼方程和单一弛豫时间时如何消除了这个错误。本文具有教学价值,可能对学习固体物理的本科生/研究生有用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
European Journal of Physics
European Journal of Physics 物理-物理:综合
CiteScore
1.70
自引率
28.60%
发文量
128
审稿时长
3-8 weeks
期刊介绍: European Journal of Physics is a journal of the European Physical Society and its primary mission is to assist in maintaining and improving the standard of taught physics in universities and other institutes of higher education. Authors submitting articles must indicate the usefulness of their material to physics education and make clear the level of readership (undergraduate or graduate) for which the article is intended. Submissions that omit this information or which, in the publisher''s opinion, do not contribute to the above mission will not be considered for publication. To this end, we welcome articles that provide original insights and aim to enhance learning in one or more areas of physics. They should normally include at least one of the following: Explanations of how contemporary research can inform the understanding of physics at university level: for example, a survey of a research field at a level accessible to students, explaining how it illustrates some general principles. Original insights into the derivation of results. These should be of some general interest, consisting of more than corrections to textbooks. Descriptions of novel laboratory exercises illustrating new techniques of general interest. Those based on relatively inexpensive equipment are especially welcome. Articles of a scholarly or reflective nature that are aimed to be of interest to, and at a level appropriate for, physics students or recent graduates. Descriptions of successful and original student projects, experimental, theoretical or computational. Discussions of the history, philosophy and epistemology of physics, at a level accessible to physics students and teachers. Reports of new developments in physics curricula and the techniques for teaching physics. Physics Education Research reports: articles that provide original experimental and/or theoretical research contributions that directly relate to the teaching and learning of university-level physics.
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