封闭系统热力学函数偏微商的推证

以7个基本公式为基础，运用Jaoobian行列式，将复杂的微分运算换算成简单的代数运算，推证出8个热力学函数之间存在的168个一级偏微商，方法简单，易于掌握。     

Using self‐generated analogies in teaching of thermodynamics

Using self‐generated analogies has been proposed as a method in a constructivist tradition for students to learn about a new subject, by use of what they previously know. We report on a group exercise on using self‐generated analogies to make sense of two thermodynamic processes, reversible adiabatic expansion and free adiabatic expansion of an ideal gas. The participants (N = 8) were physics preservice teacher students at the fourth year of the teacher education program. A main finding was that work with self‐generated analogies tended to be accompanied by the students assuming ownership for their learning, manifested in terms of actions of choice and control and the use of exploratory talk. Consequently, several self‐generated analogies were elaborated and developed to a high‐order relational structure. However, we also found that with the use of self‐generated analogies in science teaching follows the risks of developing idiosyncratic explanations of the encountered phenomena or getting stuck in overly complex comparisons. Sammanfattning: Självgenererade analogier har förts fram som en metod i en konstruktivistisk tradition för att elever och studenter ska kunna lära sig något nytt genom att relatera till vad de redan vet. Vi redogör här för en gruppövning där självgenererade analogier användes för att förstå två termodynamiska processer: reversibel adiabatisk expansion, respektive fri adiabatisk expansion av en ideal gas. Åtta (N = 8) lärarstudenter på fjärde året av utbildningen med inriktning mot fysik på gymnasiet deltog i studien. Ett viktigt resultat var att vid arbete med självgenererade analogier tenderade studenterna att ta ägandeskap för sitt lärande, vilket tog sig uttryck i handlingar såsom aktiva val, kontroll över processen och explorativ dialog. Som en följd utvecklades flera av de självgenererade analogierna till ett stort strukturellt djup. Samtidigt såg vi att vid skapande av egna analogier löper studenter risken att utveckla egna förklaringar av de studerade fenomenen som inte svarar mot dem inom vetenskapen eller snärja in sig i alltför komplexa jämförelser. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 898–921, 2012     

浅谈耗散结构理论

由伊里亚.普列高京(I.llya.Prigogine,1917～2003)及其领导的布鲁塞尔学派所提出的耗散结构理论对物理学、化学、生物学、医学应用以至于社会科学都产生了深远的影响。文章尝试对这一著名理论的来龙去脉及其现实意义做一些简单的讨论。     

热力学基本理论教学实践与思考

热力学是物理化学的基础和重要组成部分,但热力学理论性强,概念抽象,公式繁多,推导过程复杂,教学难度和学习难度都很大。详细描述了热力学一些基本理论的教学实践,包括饱和蒸汽压与分压的关系、状态函数和过程量的特点、体积功的计算公式、热力学能和焓变的计算、熵的定义和熵增加原理等热力学中的难点重点。此外阐述了如何利用各种方法和手段,如形象直观的图形、生动活泼的范例和简洁有效的讲解让学生能更加轻松地理解和应用这些知识点。     

The effectiveness of problem-based learning on teaching the first law of thermodynamics

Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study is related to the teaching of the first law of thermodynamics within a PBL environment.

Purpose: This study examined the effectiveness of PBL on candidate science teachers’ understanding of the first law of thermodynamics and their science process skills. This study also examined their opinions about PBL.

Sample: The sample consists of 48 third-grade university students from the Department of Science Education in one of the public universities in Turkey.

Design and methods: A one-group pretest–posttest experimental design was used. Data collection tools included the Achievement Test, Science Process Skill Test, Constructivist Learning Environment Survey and an interview with open-ended questions. Paired samples t-test was conducted to examine differences in pre/post tests.

Results: The PBL approach has a positive effect on the students’ learning abilities and science process skills. The students thought that the PBL environment supports effective and permanent learning, and self-learning planning skills. On the other hand, some students think that the limited time and unfamiliarity of the approach impede learning.

Conclusions: The PBL is an active learning approach supporting students in the process of learning. But there are still many practical disadvantages that could reduce the effectiveness of the PBL. To prevent the alienation of the students, simple PBL activities should be applied from the primary school level. In order to overcome time limitations, education researchers should examine short-term and effective PBL activities.     

变质量粒子系统的统计热力学公式

利用系综理论的一般原理,我们推导了变质量粒子系统的统计热力学公式。我们发现,由于粒子的质量艰密度相关,压强的表达式中将比通常的形式多出一项。然而,该项并不在能量的表达式中出现。应用新的热力学公式,我们计算奇异夸克物质的态方程,得到十分合理的结果。     

热力学第二定律的统计意义

势力学第二定律具有极广泛和深远的意义。本文从几率概含入手讨论热力学第二定律的微观本质。     

不可逆卡诺循环模型及其工作示意图

本文讨论了有代表性的三个不可逆卡诺循环模型的物理过程和物理学方法，给出了它们的工作示意图，使模型的物理图象更加清晰，完成了建模工作的一个重要内容．并简单介绍了示意图在热机研究中的应用，指出图中的热量流线所代表的不可逆性对热机性能的影响所占的地位应当随循环周期τ的变化而变化，这种变化是解释实际热机和各种不可逆模型性能曲线的关键．     

微溶硫化物溶解性的热力学分析和相律分析

本文以一种新的视角，即热力学的角度讨论了定性分析中硫化物溶解性的差异，从而从理论上说明了系统分析中的分离依据，并用相律分析了影响硫化物沉淀平衡的各种因素。