Chemical thermodynamics teaching

Thermodynamics teaches us that no chemical equilibrium is unstable. The equilibrium conditions which the chemist meets may therefore be classed in two categories those which are stable and those which are indifferent. This classification seems the most natural, this division the most radical which may be conceived. The systems in stable equilibrium possess a whole ensemble of properties which systems in indifferent equilbirium do not possess the atter, in their turn, all have certain properties which are not met when systems in stable equilibrium are studied this opposition has been exposed with very great clearness by your countryman. Dr. Paul Saurel, in the thesis he presented some time since at Bordeaux. 

Teachers opinions on how chemical thermodynamics should be taught can be frequently found in the literature. An example of this is the question of whether the entropy should be introduced by a statistical analysis of microstates or in a classical way from reversible heat. The debate about this and related issues is not anchored in educational research and this gives to this debate a yes-no character. We hope that these discussions can be underpinned by research in the field of teaching and learning chemical thermodynamics. In our opinion, here lies a challenge for future research. 

Statistical thermodynamics, by means of which the values of thermodynamic functions for the gas state can be calculated from the properties of individual molecules, is a more recent development than classical thermodynamics. In particular, statistical thermodynamics illuminates the physical meaning of entropy and therefore there are teachers who believe that chemical thermodynamics should be taught by combining traditional thermodynamics with statistical thermodynamics. However, those who favour the historical approach in teaching and those who consider that traditional thermodynamics is a pure subject regard with abhorrence the contamination, by the introduction of statistical thermodynamics, of what they regard as the pure stream of classical thermodynamics. 

Last but not least, Mobius is also remembered as a committed teacher. Together with Wolfgang Diirselen (Jena), he wrote the textbook Chemische Thermodynamik, Chemical Thermodynamics [34], which was one of the best valued volumes of the so-called Lehrwerk Chemie, the standard textbook series for chemistry students in the former GDR. Besides this, he wrote also an important part in the textbook Elektrolytgleichgewichte und Elektrochemie for the Lehrwerk [35]. Both the research and teaching of Mobius showed his deep admiration and understanding of the great power of classical thermodynamics and electrochemistry. He supervised about 100 graduate, doctoral, and postdoctoral students and published more than 120 scientific papers. He was owner of approximately 50 patents. 

According to Birss and Truax (72), students are likely to experience confusion and difficulty with more advanced treatments of the subject. With regard to conceptual difficulties, the authors looked at the equilibrium potential, the reversal of sign of electrode reactions that are written as oxidations, and the differences between galvanic (electrochemical) and electrolytic cells. An approach for teaching these topics at the freshman level was then proposed. In this approach, concepts from thermodynamics and chemical kinetics are interwoven with those of electrochemical measurements. Very useful are... 

Arguments for the presentation of kinetic theory and chemical kinetics as the first topics taught in the initial physical chemistry course are presented. This presentation allows the first topic in physical chemistry to be mathematically more accessible, to be highly relevant to modem physical chemistry practice, and to provide an opportunity to make valuable conceptual connections to topics in quantum mechanics and thermodynamics. Preliminary results from a recent survey of physical chemistry teaching practice are presented and related to the primary discussion. It was found that few departments of chemistry have adopted this order of topical presentation. 

This book answers this question for industrial processes, in particular those in the energy and chemical industry. Having a long experience in joint efforts with industry and with teaching, the authors use the fundamental laws of thermodynamics as a point of departure. They contrast the present industrial society with the emerging metabolic society, in which mass production and consumption are in harmony with the natural environment through closure of material cycles. These are ultimately driven by the primary new energy source, the sun. This book provides keys to a quantification of process efficiency and sustainability. This is illustrated in case studies, examples, and problems. 

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