No description available.

Thesis. 1976. Ph.D.--Massachusetts Institute of Technology. Dept of Physics. / Microfiche copy available in Archives and Science. / Includes bibliographical references. / Ph.D.

The infinite order perturbation theory of Prigogine and coworkers is used, with some modifications, to discuss the theories of classical irreversible processes due to Bogoliubov, Sandri & Frieman, and Mazur & Biel. The latter authors use the BBKGY hierarchy of equations as a starting point. Accordingly, to discuss these theories the infinite order perturbation theory is written out in such a way that it relates easily to the BBKGY hierarchy. The nature of the assumptions involved in the theories of Bogoliubov and Sandri & Frieman become particularly clear when compared with the infinite order perturbation expansion. The relation of the theory of Mazur & Biel with the cluster expansion of Green is also elucidated. / Science, Faculty of / Physics and Astronomy, Department of / Graduate

Call number: LD2668 .T4 1963 C45 / Master of Science

No description available.

We investigate a new perturbation technique introduced by E. Frieman to derive a kinetic equation from the equations of the BBGKY hierarchy. The orders of magnitude of the terms in the latter equations are calculated and Frieman's estimate is found incorrect. His derivation of the Landau's equation for a weakly coupled gas actually depends on the existence of the relaxation time rather than the much shorter mean free time as he expected. A physical interpretation of the Grad's theorem and Grad's original proof is given to justify the choice of the molecular chaos, conditions at the initial time. Two examples are given to clarify the applicability of the perturbation method. / Science, Faculty of / Physics and Astronomy, Department of / Graduate

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Laszlo Tisza and Irwin Manning. / "March 15, 1957." "Reprinted from The Physical Review, Vol. 105, No. 6, 1695-1705, March 15, 1957." "This paper is a development of the Ph.D. thesis submitted by Irwin Manning to the Dept. of Physics, Massachusetts Institute of Technology." / Army Signal Corps Contract No. W-36-039 sc-32037 Project No. 102B. Dept. of the Army Project No. 3-99-10-022 and DA 3-99-10-000.

Este trabalho procura responder a questão: \"quais as barreiras conceituais que impedem a compreensão da segunda lei da Termodinâmica pelos estudantes? A partir de três questões apresentadas a estudantes do terceiro ano do ensino médio e do primeiro ano do curso superior de licenciatura em física, foram coletadas as respostas produzidas; posteriormente analisadas, permitiram a explicitação de concepções que, confrontadas com as idéias da Termodinâmica clássica, revelaram um raciocínio inadequado. A idéia de sistema centrado no objeto, parece constituir uma barreira conceitual difícil de transpor; assim também ocorre com os conceitos de processo e transformação exibidos pelo senso comum. Tais conceitos são fundamentais para o estabelecimento da Termodinâmica e devem ser pensados no trabalho em sala de aula capaz de produzir conflitos cognitivos com meta a uma mudança conceitual. Por outro lado, numa perspectiva histórica, foi possível identificar alguma ressonância entre as idéias dos estudantes e o desenvolvimento da concepção de calor; focalizamos especialmente as idéias de Carnot e de Clausius ao longo da elaboração das leis da Termodinâmica. O trabalho também identificou lacunas decorrentes da forma como os conteúdos científicos são apresentados na sala de aula e nos livros didáticos o que pode explicar as dificuldades encontradas. Finalmente, o trabalho apresenta subsídios de relevância pedagógica que podem contribuir para a melhoria do ensino da Termodinâmica no nível médio, com atividades especiais que tocam nos pontos conflitantes entre as concepções dos estudantes e o conhecimento científico. / This work aims to answering the following question: what are the conceptual barriers that prevent students from understanding the second law of Thermodynamics ? Starting from three questions that were proposed to third year secondary school and to first year physics teaching university students, the collected answers were analysed and led to an explicitation of conceptions that disclose inadequate reasoning when confronted with the ideas of classical Thermodynamics. The idea of a system centered on the object seems to be a conceptual barrier that is difficult to overcome and the same happens with the concepts of process and change that are usual in commonsense. But these concepts are essential for the fundamentals of Thermodynamics and should be used in class work to create cognitive conflicts aiming to a conceptual change. On the other hand, from a historical perspective, it was possible to identify some of the students ideas in the development of the concept of heat particularly in the development of the ideas of Carnot and Clausius in the elaboration of the laws of thermodynamics. The work has also identified gaps resulting from the way scientific contents are presented in the classroom and in textbooks that could explain the students difficulties. At last, the work presents pedagogically relevant contributions that may be helpful in teaching thermodynamics in secondary schools with special activities that touch points that are conflicting between students conceptions and scientific knowledge.

Este trabalho procura responder a questão: \"quais as barreiras conceituais que impedem a compreensão da segunda lei da Termodinâmica pelos estudantes? A partir de três questões apresentadas a estudantes do terceiro ano do ensino médio e do primeiro ano do curso superior de licenciatura em física, foram coletadas as respostas produzidas; posteriormente analisadas, permitiram a explicitação de concepções que, confrontadas com as idéias da Termodinâmica clássica, revelaram um raciocínio inadequado. A idéia de sistema centrado no objeto, parece constituir uma barreira conceitual difícil de transpor; assim também ocorre com os conceitos de processo e transformação exibidos pelo senso comum. Tais conceitos são fundamentais para o estabelecimento da Termodinâmica e devem ser pensados no trabalho em sala de aula capaz de produzir conflitos cognitivos com meta a uma mudança conceitual. Por outro lado, numa perspectiva histórica, foi possível identificar alguma ressonância entre as idéias dos estudantes e o desenvolvimento da concepção de calor; focalizamos especialmente as idéias de Carnot e de Clausius ao longo da elaboração das leis da Termodinâmica. O trabalho também identificou lacunas decorrentes da forma como os conteúdos científicos são apresentados na sala de aula e nos livros didáticos o que pode explicar as dificuldades encontradas. Finalmente, o trabalho apresenta subsídios de relevância pedagógica que podem contribuir para a melhoria do ensino da Termodinâmica no nível médio, com atividades especiais que tocam nos pontos conflitantes entre as concepções dos estudantes e o conhecimento científico. / This work aims to answering the following question: what are the conceptual barriers that prevent students from understanding the second law of Thermodynamics ? Starting from three questions that were proposed to third year secondary school and to first year physics teaching university students, the collected answers were analysed and led to an explicitation of conceptions that disclose inadequate reasoning when confronted with the ideas of classical Thermodynamics. The idea of a system centered on the object seems to be a conceptual barrier that is difficult to overcome and the same happens with the concepts of process and change that are usual in commonsense. But these concepts are essential for the fundamentals of Thermodynamics and should be used in class work to create cognitive conflicts aiming to a conceptual change. On the other hand, from a historical perspective, it was possible to identify some of the students ideas in the development of the concept of heat particularly in the development of the ideas of Carnot and Clausius in the elaboration of the laws of thermodynamics. The work has also identified gaps resulting from the way scientific contents are presented in the classroom and in textbooks that could explain the students difficulties. At last, the work presents pedagogically relevant contributions that may be helpful in teaching thermodynamics in secondary schools with special activities that touch points that are conflicting between students conceptions and scientific knowledge.