损耗功与放能：同一概念的两种观点

IF 0.6 4区教育学 Q4 EDUCATION, SCIENTIFIC DISCIPLINES

European Journal of Physics Pub Date : 2024-02-12 DOI:10.1088/1361-6404/ad2101

Joaquim Anacleto

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引用次数: 0

摘要

我们提出了一个系统和一个过程的基本方程，通过考虑系统内部的不可逆性，我们表明损失功的概念从形式主义中自然产生。然后，我们认为，如果考虑到周围环境中的不可逆性，损失功就变成了所谓的放能。因此，损失功和放能是同一概念的两种观点，而同一概念又包含了一个更广泛、更基本的概念：熵的产生。我们认为，澄清损失功和放能的含义，以及通过讨论来理解它们的异同，并没有在文献中得到应有的重视。本文填补了这一空白，希望本文对这两个概念的讨论能对学生和教师有所帮助。

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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Lost work and exergy: two views of the same concept

We present the fundamental equation for a system and for a process, and by considering irreversibility within the system, we show that the lost work concept emerges naturally from the formalism. We then argue that if irreversibility is considered within the surroundings the lost work becomes what is known as exergy. Therefore, lost work and exergy are two views of the same concept, which in turn integrates a broader and more fundamental concept: entropy generation. It is our opinion that the clarification of the meanings of lost work and exergy, as well as the discussion that leads to an understanding of their differences and similarities, has not received the attention in the literature that it deserves. This paper fills that gap, and it is hoped that the discussion of these two concepts here will be useful for both students and teachers.

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来源期刊

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.