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Development of energy concepts in introductory physics courses

机译:物理入门课程中能源概念的发展

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The work-energy theorem, derived from Newton's second law, applies to the displacement of a particle or the center of mass of an extended body treated as a particle. Because work, as a quantity of energy transferred in accordance with the First Law of Thermodynamics, cannot be calculated in general as an applied force times the displacement of center of mass, the work-energy theorem is not a valid statement about energy transformations when work is done against a frictional force or actions on or by deformable bodies. To use work in conservation of energy calculations, work must be calculated as the sum of the products of forces and their corresponding displacements at locations where the forces are applied at the periphery of the system under consideration. Failure to make this conceptual distinction results in various errors and misleading statements widely prevalent in textbooks, thus reinforcing confusion about energy transformations associated with the action in everyday experience of zero-work forces such as those present in walking, running, jumping, or accelerating a car. Without a thermodynamically valid definition of work, it is also impossible to give a correct description of the connection between mechanical and thermal energy changes and of dissipative effects. The situation can be simply corrected and student understanding of the energy concepts greatly enhanced by introducing and using the concept of internal energy, that is, articulating the First Law of Thermodynamics in a simple, phenomenological form without unnecessary mathematical encumbrances. (C) 1999 American Association of Physics Teachers. [References: 6]
机译:源自牛顿第二定律的功能定理适用于粒子的位移或被视为粒子的扩展物体的质心。由于功作为根据热力学第一定律传递的能量的量,通常不能用作用力乘以质心的位移来计算,所以功能定理不是关于功在工作时的能量转换的有效陈述抵抗摩擦力或在可变形物体上或由可变形物体执行的动作。要将功用于节能计算中,必须将功计算为力乘积与它们在所考虑的系统外围施加力的位置处的相应位移的总和。未能在概念上做出区分会导致教科书中普遍存在各种错误和误导性陈述,从而加剧了人们对与零劳动力的日常体验中的动作相关的能量转换的困惑,例如在行走,奔跑,跳跃或加速时,汽车。如果没有热力学上对工作的有效定义,就不可能正确描述机械能和热能变化之间的关系以及耗散效应。可以简单地纠正这种情况,通过引入和使用内部能量的概念,即以简单的现象学形式阐明热力学第一定律,而无需不必要的数学负担,可以大大提高学生对能量概念的理解。 (C)1999年美国物理教师协会。 [参考:6]

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