Hasil untuk "Thermodynamics"

E. Krissinel, K. Henrick

E. Jaynes

U. Weiss

R. M. Cornell, U. Schwertmann

W. Stumm, J. J. Morgan

G. Holzapfel

J. Lemaître, J. Chaboche

R. Schwarzenbach, P. Gschwend, D. Imboden

F. Reif, S. Rice

A. Adamson

E. Witten

The correspondence between supergravity (and string theory) on AdS space and boundary conformal field theory relates the thermodynamics of super-Yang–Mills theory in four dimensions to the thermodynamics of Schwarzschild black holes in anti-de Sitter space. In this description, quantum phenomena such as the spontaneous breaking of the center of the gauge group, magnetic confinement and the mass gap are coded in classical geometry. The correspondence makes it manifest that the entropy of a very large AdS Schwarzschild black hole must scale "holographically" with the volume of its horizon. By similar methods, one can also make a speculative proposal for the description of large N gauge theories in four dimensions without supersymmetry.

I. Barin

R. Hilfer

J. Christian, H. M. Otte

Part I General introduction. Formal geometry of crystal lattices. The theory of reaction rates. The thermodynamics of irreversable processes. The structure of real metals. Solids solutions. The theory of dislocations. Polycrystalline aggregates. Diffusion in the solid state. The classical theory of nucleation. Theory of thermally activated growth. Formal theory of transformation kinetics. Part II Growth from the vapour phase. Solidification and melting. Polymorphic Changes. Precipitation from supersaturated solid solution. Eutectoidal transformations. Order-disorder transformations. Recovery recrystalisation and grain growth. Deformation twinning. Characteristics of martensic transformations. Crystallography of martensitic transformations. Kinetics of martensitic transformations. Rapid solidification. Bainite steels. Shape memory alloys.

P. C. Hiemenz, R. Rajagopalan

G. Rickayzen

G. J. Wylen, R. Sonntag, C. Borgnakke

Rebecca Loubet, Pascal Zittlau, Marco Hoffmann et al.

In this short note, we report and analyze a striking event: OpenAI's large language model o3 has outwitted all students in a university exam on thermodynamics. The thermodynamics exam is a difficult hurdle for most students, where they must show that they have mastered the fundamentals of this important topic. Consequently, the failure rates are very high, A-grades are rare - and they are considered proof of the students' exceptional intellectual abilities. This is because pattern learning does not help in the exam. The problems can only be solved by knowledgeably and creatively combining principles of thermodynamics. We have given our latest thermodynamics exam not only to the students but also to OpenAI's most powerful reasoning model, o3, and have assessed the answers of o3 exactly the same way as those of the students. In zero-shot mode, the model o3 solved all problems correctly, better than all students who took the exam; its overall score was in the range of the best scores we have seen in more than 10,000 similar exams since 1985. This is a turning point: machines now excel in complex tasks, usually taken as proof of human intellectual capabilities. We discuss the consequences this has for the work of engineers and the education of future engineers.

Yong Xiao, Yu-Xiao Liu, Yu Tian et al.

In extended black hole thermodynamics, the cosmological constant and other couplings are treated as thermodynamic variables, yielding a first law $\tildeδM=T\tildeδS+Ω\tildeδJ+\mathcal{V}\tildeδP+\cdots$, where $P\equiv -\fracΛ{8π}$. A long-standing conceptual gap in this framework is that, unlike $M$, $T$, $S$, $Ω$, and $J$, the thermodynamic volume $\mathcal{V}$ lacks a first-principles definition and can only be deduced from other thermodynamic quantities. This deficiency indicates that the underlying origin of $\mathcal{V}$ has remained poorly understood. In this work, we resolve this issue and provide an explicit universal formula for $\mathcal{V}$. We demonstrate that it universally decomposes into two contributions, one arising from the explicit dependence of the action on the couplings and the other from the response of the fundamental dynamical fields. This clarifies the physical meaning of thermodynamic volume and places it on the same footing as other intrinsic thermodynamic quantities.

Rini Rianty, Santiani Santiani, Muhammad Nasir

Global environmental issues are becoming increasingly alarming and require serious attention. Enhancing students' environmental literacy is a strategic step in fostering awareness and sustainable actions. Thermodynamics in physics has the potential to be linked to environmental issues, but no specific assessment instrument is available to evaluate students' environmental literacy. This study aims to ensure the validity and reliability of the EcoThermal Literacy Assessment as an evaluation instrument for environmental literacy in learning thermodynamics. This instrument comprises four main dimensions: knowledge (physical and ecological systems, environmental issues, problem-solving solutions, action strategies), competence (identification, analysis, evaluation, argumentation of environmental issues), attitude (sensitivity, concern, environmental motivation), and behavior (environmental actions, problem prevention, resource management). The study employs the 4-D R&D model. Content validity is tested using Aiken’s V index, while empirical validity is examined through Pearson correlation. Reliability is measured using Cronbach’s Alpha, while discrimination power and difficulty levels are analyzed using SPSS 27. Most items exhibit high validity and good reliability (α = 0.802–0.936). The majority have moderate to good discrimination power, but some in the knowledge dimension have low discrimination power and require revision. The difficulty level is predominantly moderate to easy. This study focuses on evaluating the instrument's validity and reliability, without testing its impact on student learning outcomes. The findings can serve as a reference for assessment development and further research on the practicality of the instrument in physics learning integrated with environmental issues.