http://www.cambridge.org/9780521846356
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STATISTICAL THERMODYNAMICS: FUNDAMENTALS
AND APPLICATIONS
Statistical Thermodynamics: Fundamentals and Applications discusses the
fundamentals and applications of statistical thermodynamics for beginning
graduate students in the engineering sciences. Building on the prototypical
Maxwell–Boltzmann method and maintaining a step-by-step development of
the subject, this book makes few presumptions concerning students’ previous
exposure to statistics, quantum mechanics, or spectroscopy. The book begins
with the essentials of statistical thermodynamics, pauses to recover needed
knowledge from quantum mechanics and spectroscopy, and then moves on to
applications involving ideal gases, the solid state, and radiation. A full intro-
duction to kinetic theory is provided, including its applications to transport
phenomena and chemical kinetics. A highlight of the textbook is its discussion
of modern applications, such as laser-based diagnostics. The book concludes
with a thorough presentation of the ensemble method, featuring its use for real
gases. Each chapter is carefully written to address student difficulties in learn-
ing this challenging subject, which is fundamental to combustion, propulsion,
transport phenomena, spectroscopic measurements, and nanotechnology. Stu-
dents are made comfortable with their new knowledge by the inclusion of both
example and prompted homework problems.
Normand M. Laurendeau is the Ralph and Bettye Bailey Professor of Combus-
tion at Purdue University. He teaches at both the undergraduate and graduate
levels in the areas of thermodynamics, combustion, and engineering ethics. He
conducts research in the combustion sciences, with particular emphasis on laser
diagnostics, pollutant formation, and flame structure. Dr. Laurendeau is well
known for his pioneering research on the development and application of both
nanosecond and picosecond laser-induced fluorescence strategies to quantita-
tive species concentration measurements in laminar and turbulent flames. He
has authored or coauthored over 150 publications in the archival scientific and
engineering literature. Professor Laurendeau is a Fellow of the American Soci-
ety of Mechanical Engineers and a member of the Editorial Advisory Board
for the peer-reviewed journal Combustion Science and Technology.
i
P1: JZZ
0521846358pre CB924/Laurendeau 0 521 84635 8 December 22, 2005 13:38
ii
P1: JZZ
0521846358pre CB924/Laurendeau 0 521 84635 8 December 22, 2005 13:38
Statistical Thermodynamics
Fundamentals and Applications
NORMAND M. LAURENDEAU
Purdue University
iii
P1: JZZ
0521846358pre CB924/Laurendeau 0 521 84635 8 December 22, 2005 13:38
camʙʀɪdɢe uɴɪveʀsɪtʏ pʀess
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, ...
Thermodynamics is a branch of physics that deals with heat, work, and temperature, and their relation to energy, entropy, and the physical properties of matter and radiation. The behavior of these quantities is governed by the four laws of thermodynamics which convey a quantitative description using measurable macroscopic physical quantities, but may be explained in terms of microscopic constituents by statistical mechanics. Thermodynamics applies to a wide variety of topics in science and engineering, especially physical chemistry, biochemistry, chemical engineering and mechanical engineering, but also in other complex fields such as meteorology.
Historically, thermodynamics developed out of a desire to increase the efficiency of early steam engines, particularly through the work of French physicist Sadi Carnot (1824) who believed that engine efficiency was the key that could help France win the Napoleonic Wars.[1] Scots-Irish physicist Lord Kelvin was the first to formulate a concise definition of thermodynamics in 1854[2] which stated, "Thermo-dynamics is the subject of the relation of heat to forces acting between contiguous parts of bodies, and the relation of heat to electrical agency." German physicist and mathematician Rudolf Clausius restated Carnot's principle known as the Carnot cycle and gave so the theory of heat a truer and sounder basis. His most important paper, "On the Moving Force of Heat",[3] published in 1850, first stated the second law of thermodynamics. In 1865 he introduced the concept of entropy. In 1870 he introduced the virial theorem, which applied to heat.[4]
The initial application of thermodynamics to mechanical heat engines was quickly extended to the study of chemical compounds and chemical reactions. Chemical thermodynamics studies the nature of the role of entropy in the process of chemical reactions and has provided the bulk of expansion and knowledge of the field. Other formulations of thermodynamics emerged. Statistical thermodynamics, or statistical mechanics, concerns itself with statistical predictions of the collective motion of particles from their microscopic behavior. In 1909, Constantin Carathéodory presented a purely mathematical approach in an axiomatic formulation, a description often referred to as geometrical thermodynamics.
Many universities now offer freshman, sophomore, and junior courses in both introductory computing and numerical methods. In addition, many of our colleagues are integrating computer-oriented problems into other courses at all levels of the curriculum. Thus, this new edition is still founded on the basic premise that student engineers should be provided with a strong and early introduction to numerical methods. Consequently, although we have
expanded our coverage in the new edition, we have tried to maintain many of the features that made the first edition accessible to both lower- and upper-level undergraduates.
HW in teams of 3 studentsAn oil remanufacturing company uses c.docxwellesleyterresa
HW in teams of 3 students
An oil remanufacturing company uses clay in its manufacturing process. This clay comes into the plant in 80-pound bags stacked 40 per pallet and 50 pallets per boxcar. The railroad spur comes into the plant property but your plant does not have a rail car siding. Two car loads per year are used. The union and the company agreed that the part time workers would be hired for one week, twice a year at the rate of $7.5 per hour to unload these cars. You feel that this is a bad job and no one should have to work this hard. You look into this project
1
Why is this done?
We need the clay, and the railroad is by far the cheapest way to transport it
What: 80pounds bags of clay=160,000 pound boxcar load
Where: from the boxcar in our yard to the storeroom, 300ft away
Who: 2 temporary workers
When: one week, twice a year
How: Present method: manually unload the pallets off the boxcar then move these pallets into the storeroom with the fork truck we already own
2
How much could you spend improving this job?
We spend a week, twice a year with 2 temporary workers at $7.5
4 weeks* 40 hours per week*7.5per hour = $1,200
3
Questions:
Should the current method stays the same?
Are there other alternatives?
Is the current method the cheapest in the long run?
How would you justify an expenditure over $3,000
What do you think about cumulative trauma disorders and work-related injuries?
4
Write a report with the answers to your questions.
Include figures, tables, and other sources of information to help justify the project and also answer the questions. You can certainly use the textbook to help you.
Include in your report a list of references and of course cite all your sources of information.
This work MUST be done in teams of 3 people or 2. No individual assignment will be accepted.
5
Psychotherapy Interventions II
Case Conceptualization Exemplar
Case Conceptualization Exemplar (cont.)
Student Name:
Case Name/#: Case Study Exemplar: Linda
1. Problem identification and definition: [1–2 paragraphs]
[Primary and contributing concerns for the client]
· Client concerns: Cognitive abilities
· Client concerns: Feeling “anxious,” associated with being accepted by others
· Clinical concerns: Interpersonal isolation
· Clinical concerns: Self-devaluation, adequacy
· Clinical concerns: Depressive symptoms
2. Contextual considerations: [1–2 paragraphs]
[What ethical, legal, cultural, or other key considerations need to be considered with this client when creating a treatment plan?]
· Given no family, friends, or beliefs were identified as a support base, it would seem there are no resources on which Linda might rely.
· Given her sustained employment, attempts at effecting change, and self-referral, it seems as Linda may have the capacity for insight, ability to sustain, and motivation for change.
3. Diagnosis
Axis I: [Be sure to provide full title and code]
300.04
Dysthymic Disorder
Axis II:
V71.0 ...
More Related Content
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Thermodynamics is a branch of physics that deals with heat, work, and temperature, and their relation to energy, entropy, and the physical properties of matter and radiation. The behavior of these quantities is governed by the four laws of thermodynamics which convey a quantitative description using measurable macroscopic physical quantities, but may be explained in terms of microscopic constituents by statistical mechanics. Thermodynamics applies to a wide variety of topics in science and engineering, especially physical chemistry, biochemistry, chemical engineering and mechanical engineering, but also in other complex fields such as meteorology.
Historically, thermodynamics developed out of a desire to increase the efficiency of early steam engines, particularly through the work of French physicist Sadi Carnot (1824) who believed that engine efficiency was the key that could help France win the Napoleonic Wars.[1] Scots-Irish physicist Lord Kelvin was the first to formulate a concise definition of thermodynamics in 1854[2] which stated, "Thermo-dynamics is the subject of the relation of heat to forces acting between contiguous parts of bodies, and the relation of heat to electrical agency." German physicist and mathematician Rudolf Clausius restated Carnot's principle known as the Carnot cycle and gave so the theory of heat a truer and sounder basis. His most important paper, "On the Moving Force of Heat",[3] published in 1850, first stated the second law of thermodynamics. In 1865 he introduced the concept of entropy. In 1870 he introduced the virial theorem, which applied to heat.[4]
The initial application of thermodynamics to mechanical heat engines was quickly extended to the study of chemical compounds and chemical reactions. Chemical thermodynamics studies the nature of the role of entropy in the process of chemical reactions and has provided the bulk of expansion and knowledge of the field. Other formulations of thermodynamics emerged. Statistical thermodynamics, or statistical mechanics, concerns itself with statistical predictions of the collective motion of particles from their microscopic behavior. In 1909, Constantin Carathéodory presented a purely mathematical approach in an axiomatic formulation, a description often referred to as geometrical thermodynamics.
Many universities now offer freshman, sophomore, and junior courses in both introductory computing and numerical methods. In addition, many of our colleagues are integrating computer-oriented problems into other courses at all levels of the curriculum. Thus, this new edition is still founded on the basic premise that student engineers should be provided with a strong and early introduction to numerical methods. Consequently, although we have
expanded our coverage in the new edition, we have tried to maintain many of the features that made the first edition accessible to both lower- and upper-level undergraduates.
HW in teams of 3 studentsAn oil remanufacturing company uses c.docxwellesleyterresa
HW in teams of 3 students
An oil remanufacturing company uses clay in its manufacturing process. This clay comes into the plant in 80-pound bags stacked 40 per pallet and 50 pallets per boxcar. The railroad spur comes into the plant property but your plant does not have a rail car siding. Two car loads per year are used. The union and the company agreed that the part time workers would be hired for one week, twice a year at the rate of $7.5 per hour to unload these cars. You feel that this is a bad job and no one should have to work this hard. You look into this project
1
Why is this done?
We need the clay, and the railroad is by far the cheapest way to transport it
What: 80pounds bags of clay=160,000 pound boxcar load
Where: from the boxcar in our yard to the storeroom, 300ft away
Who: 2 temporary workers
When: one week, twice a year
How: Present method: manually unload the pallets off the boxcar then move these pallets into the storeroom with the fork truck we already own
2
How much could you spend improving this job?
We spend a week, twice a year with 2 temporary workers at $7.5
4 weeks* 40 hours per week*7.5per hour = $1,200
3
Questions:
Should the current method stays the same?
Are there other alternatives?
Is the current method the cheapest in the long run?
How would you justify an expenditure over $3,000
What do you think about cumulative trauma disorders and work-related injuries?
4
Write a report with the answers to your questions.
Include figures, tables, and other sources of information to help justify the project and also answer the questions. You can certainly use the textbook to help you.
Include in your report a list of references and of course cite all your sources of information.
This work MUST be done in teams of 3 people or 2. No individual assignment will be accepted.
5
Psychotherapy Interventions II
Case Conceptualization Exemplar
Case Conceptualization Exemplar (cont.)
Student Name:
Case Name/#: Case Study Exemplar: Linda
1. Problem identification and definition: [1–2 paragraphs]
[Primary and contributing concerns for the client]
· Client concerns: Cognitive abilities
· Client concerns: Feeling “anxious,” associated with being accepted by others
· Clinical concerns: Interpersonal isolation
· Clinical concerns: Self-devaluation, adequacy
· Clinical concerns: Depressive symptoms
2. Contextual considerations: [1–2 paragraphs]
[What ethical, legal, cultural, or other key considerations need to be considered with this client when creating a treatment plan?]
· Given no family, friends, or beliefs were identified as a support base, it would seem there are no resources on which Linda might rely.
· Given her sustained employment, attempts at effecting change, and self-referral, it seems as Linda may have the capacity for insight, ability to sustain, and motivation for change.
3. Diagnosis
Axis I: [Be sure to provide full title and code]
300.04
Dysthymic Disorder
Axis II:
V71.0 ...
HW 5.docxAssignment 5 – Currency riskYou may do this assig.docxwellesleyterresa
HW 5.docx
Assignment 5 – Currency risk
You may do this assignment alone or with one other person. For each of your answers, be as specific as possible about all transactions and amounts involved.
All interest rates are stated as annual rates.
Part 1 Transaction risk
1 (10 points)
a. Select a foreign currency
b. Find the spot exchange rate for that currency
c. Select an amount between 150 million and 200 million
d. Select a number of months between 3 and 9
e. Select either payable or receivable. If you select payable, for the rest of the questions in this part of the assignment, assume a US firm is required to make a payment of the number selected in part c of the foreign currency from part a at the time selected in part d. If you select receivable, assume a US firm expects to receive a payment of the number of units selected in part c of the foreign currency from part a at the time selected in part d.
e. Describe the future payment (in $) from the above assumptions if the exchange rate remains the same as it is today.
2. (10 points) Explain how the firm can use leading or lagging to reduce the exchange rate risk created by this payment.
3. (20 points) Assume the US interest rate is 2% and the foreign interest rate is 5%, how can the firm hedge the transaction risk associated with the payment using a money market hedge?
4 (20 points)
a. How can the firm hedge the transaction risk associated with the payment using a forward market hedge?
b. If the forward price is 1% lower than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
c. If the forward price is 2% higher than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
5 (20 points)
a. How can the firm hedge the risk associated with the payment using a foreign currency option?
b. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% lower than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
c. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% higher than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
6. (10 points) How could the firm hedge the transaction risk associated with this payment by exposure netting or funds adjustment?
Part 2 Economic risk
1. (10 points) Obtain weekly stock prices for the last five years for a US company and a foreign company of your choice.
2. (10 points) Obtain exchange rates for three dif ...
HW#3 – Spring 20181. Giulia is traveling from Italy to China. .docxwellesleyterresa
HW#3 – Spring 2018
1. Giulia is traveling from Italy to China. The plane briefly lands in Thailand to refuel and pick up new passengers. In the process of landing in Thailand, the overhead storage bin across the aisle flies open and a carry-on bag whacks Giulia in the head causing a concussion. Does the Montreal Convention govern this incident? Explain in detail why or why not. (4)
2. Following up on #1, Giulia’s husband, Kevin, is on board and is deeply disturbed by the incident to the point that he files a claim for mental anguish. What are his chances of success? Explain. (3)
3. How many U.S. dollars would someone get if they sustained 100 kilograms worth of cargo losses under the Montreal convention on February 1st, 2018? (3)
4. Lucas is flying from Houston, TX to Ixtapa, Mexico for a fishing vacation when a 3 hour delay in Houston forces him to miss his connecting flight, resulting in a loss of $500 in pre-paid expenses. If the delay was due to weather would the airline be liable under the Montreal Convention? What about a mechanical issue? Explain the likelihood of his success in recovery in each case. (4)
4. Answer #4 page 179.
(4)Fishman shipper a container of boys’ pants on a ship owner by Tropical. The container was lost at sea due to improper storage. The pants were attacked into bundles of 12 each and placed into what is known in the industry as a “big pack.” A “big pack” is similar to a 4’x4’ pallet, partially enclosed in corrugated cardboard, with a base and cover made of plastic. The bill of lading stated, “1 x 40 ft. [container] STC [said to contain] 39 Big Pack Containing 27,908 unit’s boy’s pants.” Fishman maintains that Tropical is liable for an amount up to $500 for each of the 2,325 bundles. If the carrier is liable for up to $500 per “package,” what is the limit of the carrier’s liability? Fishman & Tobin, Inc. v. Tropical Shipping & Const. Co., Ltd., 240 F.3d 956 (11th Cir. 2001).
5. I’m the process of shipping goods that are damaged while sitting on the dock in California waiting for loading. Absent contractual language about choice of law, which law will govern my claim? (2)
6. My goods are going to be shipped from Florida to South Africa. During the voyage, the ship’s captain makes a navigational error and runs aground 50 miles off course, destroying my cargo. Will the carrier be liable under COGSA? Explain why/why not? (4)
7. Watch the video and review in detail the following website: https://www.youtube.com/watch?v=8fGrS0kU2h0, http://worldjusticeproject.org/. What is the rule of law? Why is this concept a concern for International business? Do you think the United States lives by the Rule of Law? This has actually been a hot topic of late in our political discussions. (8 points)
8. What does it mean to have “normal trade relations” with a country and why is this a big deal? (3)
9. An Italian company believes that its products have been unfairly treated in terms of tariffs by the U.S. government. In wha ...
HW 4 Gung Ho Commentary DUE Thursday, April 20 at 505 PM on.docxwellesleyterresa
HW 4: Gung Ho Commentary
DUE: Thursday, April 20 at 5:05 PM on Isidore (upload) and in class (hard copy)
Unlike watching a movie for entertainment, this assignment requires you to mindfully pay attention to how leadership is expressed, and how people from different cultures differ in their leadership styles. Specifically, use the guide below to (1) describe leaders, (2) analyze effective and ineffective leadership styles, and (3) provide suggestions for improving leadership in cross-cultural situations. Use the entire movie to inform your answers.
Read this viewing guide BEFORE you begin watching the movie. AFTER watching the movie, write down your observations and analysis pertaining to each of these questions.
Instructions
· Read through the questions in this worksheet
· Watch the movie “Gung Ho”
· Use this worksheet to write down your answers to each of the questions
1) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in Japanese companies?
2) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in American companies?
3) Drawing on your answers on questions 1 and 2, what would be an effective leadership style in Japanese organizations? Alternatively, what would be an effective leadership style in American organizations?
4) Gung Ho means working together in Chinese. What tactics did the leaders of this factory use to get workers from different cultures to work together?
5) How would you describe Hunt’s leadership style at the beginning of the movie? What about the end of the movie? Support your answers with specific examples from the movie.
6) How would you describe the leadership style of the executives at Assan Motors (such as Kazihiro and Saito)? Support your answers with specific examples from the movie.
HW
4:
Gung
Ho
Commentary
DUE:
Thursday,
April
20
at
5:05
PM
on
Isidore
(upload)
and
in
class
(hard
copy)
Unlike
watching
a
movie
for
entertainment,
this
assignment
requires
you
to
mindfully
pay
attention
to
how
leadership
is
expressed,
and
how
people
from
different
cultures
differ
in
their
leadership
styles.
Specifically,
use
the
guide
below
to
(1)
describe
leaders,
(2)
analyze
effective
and
ineffective
leadership
styles,
and
(3)
provide
suggestions
for
improving
leadership
in
cross-cultural
situations.
Use
the
entire
movie
to
inform
your
answers.
Read
this
viewing
guide
BEFORE
you
begin
watching
the
movie.
AFTER
watching
the
movie,
write
down
your
observations
and
analysis
pertaining
to
each
of
these
questions.
Instructions
·
Read
through
the
questions
in
this
worksheet
·
Watch
the
movie
“
Gung
Ho
”
·
Use
this
worksheet
to
write
down
your
answers
to
each
of
the
questions
...
HW 5 Math 405. Due beginning of class – Monday, 10 Oct 2016.docxwellesleyterresa
HW 5: Math 405. Due: beginning of class – Monday, 10 Oct 2016
1. Strogatz (1988). Consider lovers, Romeo and Juliet. Let:
R(t) = Romeo’s love/hate for Juliet at time t;
J(t) = Juliet’s love/hate for Romeo at time T;
where positive values of R(t), J(t), signify love, and negative values signify hate, at
a time t. Consider this model for a “fickle” lover, in which “the more Romeo loves
Juliet, the more she wants to run away and hide. But when Romeo gets discouraged
and backs off, Juliet begins to find him strangely attractive. Romeo, on the other
hand, tends to echo Juliet: he warms up when she loves him and grows cold when
she hates him.”
R′(t) = aJ,
J′(t) = −bR, (1)
where a,b > 0 .
(a) Rewrite (1) as a system.
(b) Find the fixed point(s).
(c) Find the eigenvalues.
(d) Find the eigenvectors.
(e) Write the general solution. Show that it can be written as a real-valued solution
like: [
R(t)
J(t)
]
=
{
cos(
√
ab t)
[
k1
√
a/b
k2
]
+ sin(
√
ab t)
[
k2
√
a/b
−k1
]}
(f) Show that the trajectories in phase space are ellipses, governed by the equation
R2
aC2
+
J2
bC2
= 1,
where C2 > 0 is an arbitrary constant.
(g) Classify the fixed point and its stability.
(h) In what direction do Romeo’s and Juliet’s feelings go around the ellipse?
(i) Discuss the possible outcome for different initial conditions of love/hate.
2. (Doug Wright, Drexel U.) Romeo’s best friend, Mercutio, doesn’t like Juliet’s fick-
leness and thinks that Romeo is too good for her. He has decided to try to break
them up for good. So, he has started telling Romeo how awful Juliet is. Romeo
trusts Mercutio, and so, his ardor for Juliet wanes a bit when Mercutio tells him
such things, though he still really likes Juliet. On the other hand, Juliet dislikes
1
Mercutio and the more he disapproves of her relationship with Romeo, the more
she likes Romeo. Let R and J be as before, and let M(t) be Mercutio’s disapproval
of Romeo and Juliet’s relationship at time t, with positive values of M signifying
disapproval. Then a model for this complicated saga is:
R′(t) = J − 2M,
J′(t) = −R + 4M,
M ′(t) = R + 4J (2)
(a) Rewrite (2) as a system.
(b) Find the fixed point(s).
(c) Find the eigenvalues.
(d) Without further calculation, describe what happens to Romeo and Juliet’s
relationship now. Does Mercutio’s tampering have the effect he wants? Do
Romeo and Juliet continue to oscillate between love and hate as before?
3. (Doug Wright, Drexel U.) So, now, it turns out that Mercutio has feelings for
Juliet. Let R(t) be Romeo’s love/hate for Juliet at time t, as before; JR(t) be
Juliet’s love/hate for Romeo at time t; M(t) be Mercutio’s love/hate for Juliet at
time t; and JM (t) be Juliet’s love/hate for Mercutio at time t.
The situation is that:
• Romeo still likes/dislikes Juliet more the more she likes/dislikes him;
• Romeo doesn’t know about the Mercutio/Juliet leg of the triangle, so his
feelings are unaffected by Mercutio’s feelings for Juliet and Juliet’s fe ...
HW 5-RSA/ascii2str.m
function str = ascii2str(ascii)
% Convert to string
str = char(ascii);
HW 5-RSA/bigmod.m
function remainder = bigmod (number, power, modulo)
% modulo function for large numbers, -> number^power(mod modulo)
% by bennyboss / 2005-06-24 / Matlab 7
% I used algorithm from this webpage:
% http://www.disappearing-inc.com/ciphers/rsa.html
% binary decomposition
binary(1,1) = 1;
col = 2;
while ( binary(1, col-1) <= power-binary(1, col-1) )
binary(1, col) = 2*binary(1, col-1);
col = col + 1;
end
% flip matrix
binary = fliplr(binary);
% extract binary decomposition from number
result = power;
cols = length(binary);
extracted_binary = zeros(1, cols);
index = zeros(1, cols);
for ( col=1 : cols )
if( result-binary(1, col) > 0 )
result = result - binary(1, col);
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
elseif ( result-binary(1, col) == 0 )
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
break;
end
end
% flip matrix
binary = fliplr(binary);
% doubling the powers by squaring the numbers
cols2 = length(extracted_binary);
rem_sqr = zeros(1, cols);
rem_sqr(1, 1) = mod(number^1, modulo);
if ( cols2 > 1 )
for ( col=2 : cols)
rem_sqr(1, col) = mod(rem_sqr(1, col-1)^2, modulo);
end
end
% flip matrix
rem_sqr = fliplr(rem_sqr);
% compute reminder
index = find(index);
remainder = rem_sqr(1, index(1, 1));
cols = length(index);
for (col=2 : cols)
remainder = mod(remainder*rem_sqr(1, index(1, col)), modulo);
end
HW 5-RSA/EGCP447-Lecture No 10.pdf
RSA Encryption
RSA = Rivest, Shamir, and Adelman (MIT), 1978
Underlying hard problem
– Number theory – determining prime factors of a given
(large) number
e.g., factoring of small #: 5 -) 5, 6 -) 2 *3
– Arithmetic modulo n
How secure is RSA?
– So far remains secure (after all these years...)
– Will somebody propose a quick algorithm to factor
large numbers?
– Will quantum computing break it? -) TBD
RSA Encryption
In RSA:
– P = E (D(P)) = D(E(P)) (order of D/E does not matter)
– More precisely: P = E(kE, D(kD, P)) = D(kD, E(kE, P))
Encryption: C = Pe mod n KE = e
– n is the key length
– Note, P is turned into an integer using a padding
scheme
– Given C, it is very difficult to find P without knowing
KD
Decryption: P = Cd mod n KD = d
We will look at this algorithm in detail next time
RSA Algorithm
1. Key Generation
– A key generation algorithm
2. RSA Function Evaluation
– A function F, that takes as an input a point x and a
key k and produces either an encrypted result or
plaintext, depending on the input and the key
Key Generation
The key generation algorithm is the most
complex part of RSA
The aim of the key generation algorithm is to
generate both th ...
HW 3 Project Control• Status meeting agenda – shows time, date .docxwellesleyterresa
HW 3: Project Control
• Status meeting agenda – shows time, date and location of the meeting. Each agenda item should show the item to be discussed, who is the primary facilitator for that topic, and how long the item is estimated to be discussed. A section of the form should capture action items taken from the meeting, including who is responsible and what the desired date for conclusion is.
• Issues tracking worksheet – allows all open issues on a project to be captured, along with a rating of their importance, point person responsible, notes, and desired date of resolution.
• Status report form – includes the most important elements of project status. Examples: project name, brief scope, CPI, SPI, project manager, key issues, key risks, recent accomplishments, upcoming accomplishments.
...
HW 1January 19 2017Due back Jan 26, in class.1. (T.docxwellesleyterresa
HW 1
January 19 2017
Due back Jan 26, in class.
1. (Tadelis p.12) You plan on buying a used car. You have $12,000 and you are not
eligible for any loans. the prices of available cars on the lot are given as follows:
Make, model and year Price
Toyota Corolla 2002 9350
Toyota Camry 2001 10500
Buick Lesabre 2001 8825
Honda Civic 2000 9215
Subaru Impreza 2000 9690
For any given year, you prefer a Camry to an Impreza, an Impreza to a Corolla, a
Corolla to a Civic, and a Civic to a LeSabre. For any given year, you are willing to
pay $999 to move from any given car to the next preferred one. For example, if the
price of the Corolla is z, then you are willing to buy it rather than a Civic if the Civic
costs more than z−999 but prefer the civic if it costs less than this. For any given car,
you are willing to move to a model a year older if it is cheaper by at least $500. For
example, if the price of a 2003 Civic is x, then you are willing to buy it rather than a
2002 Civic, if the 2002 Civic costs more than x−500.
(a) What is your set of possible alternatives?
(b) What are your preferences between each pair of alternatives in your set?
(c) What car would you choose?
2. Harrington, end of Chapter 2, #1
3. Harrington, end of Chapter 2, #6
4. Harrington, end of Chapter 2, #9.
1
Symmetric Information and Competitive
Equilibrium
Neil Wallace
January 3, 2017
1 Introduction
We are all familiar with the general idea of uncertainty. We are uncertain
about tomorrow’s weather, about whether we will wake up with a headache
tomorrow morning, and about whether someone’s estimate of the labor re-
quired to repair our car is correct. Considerable effort is directed toward
coping with uncertainty. Some farmers have costly irrigation systems in or-
der to make output less dependent on variations in rainfall. And many of
us buy insurance of various sorts to limit our exposure to some kinds of un-
certainty. Moreover, there are government programs like disaster aid and
unemployment insurance that are intended to offset some of the effects of
uncertainty.
Here is an example of the kind of setting we will study. There are N
people labelled 1, 2, ...,N. Rainfall is uncertain and it can either be high or
low, just two possibilities. We denote the level of rainfall by s ∈ {H,L},
where we use the letter s as a shorthand for state or state-of-the-world and
where H stands for high and L for low. We suppose that each person has
some land that will without effort bear a crop of some amount of rice. The
size of the crop will depend on whether rainfall is high or low. For person n,
we denote the size of the rice crop by (wnH,wnL), where wns is the crop on
n’s land if the state is s. We assume that wns > 0, but, otherwise, make no
other special assumptions about it. In particular, we want to assume that
some land does better with high rainfall and other land does better with low
rainfall. If s = H, the total crop is
∑N
n=1 wnH, denoted WH; if s = L, t ...
hw1.docxCS 211 Homework #1Please complete the homework problem.docxwellesleyterresa
hw1.docxCS 211 Homework #1
Please complete the homework problems on the following page using a separate piece of paper. Note that this is an individual assignment and all work must be your own. Be sure to show your work when appropriate. This assignment is due in lab on Monday, October 10, 2016.
1. [3] Given the following pre-order and in-order traversals, reconstruct the appropriate binary tree. NOTE: You must draw a single tree that works for both traversals.
Pre-order: A, E, D, G, B, F, I, C
In-order: D, E, B, G, A, F, I, C
2. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the left subtree when the node to remove is full.
Insert(5), Insert(10), Insert(2), Insert(9), Insert(1), Insert(3), Remove(5).
3. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the right subtree when the node to remove is full.
Insert(10), Insert(5), Insert(23), Insert(4), Insert(19), Insert(7), Insert(9), Insert(6), Remove(5).
4. Given the following binary tree:
A. [1] What is the height of the tree?
B. [1] What is the depth of node 90?
C. [1] What is the height of node 90?
D. [3] Give the pre-order, in-order, and post-order traversal of this tree.
5. Given the following two functions:
int f(int n)
{
if(n <= 0)
{
Return 0;
}
return 1 + f(n - 1);
}
int g(int n)
{
int sum = 0;
for(int i = 0; i < n; i++)
{
sum += 1;
}
Return sum;
}
A. [2] State the runtime complexity of both f() and g()
B. [2] State the memory complexity for both f() and g()
C. [4] Write another function called "int h(int n)" that does the same thing but has a more efficient runtime complexity.
Requirements:
This abstract and outline is for your individual paper that you will be handing in on finals week. Same topic as with your team, but you will write a one paragraph abstract describing your topic, and how you plan to treat it. While you will be walking through all the steps of the Systems Process (which I understand we havent covered in full yet) you may in your abstract and outline want to mention parts that will have more emphasis based on your knowledge of the background of your problem. The outline should obviously include all the steps of the systems process with extra elements based your what you think will have heavier emphasis.
Idea:
So as you know, Elon Musk has just announced SpaceX plan to colonize Mars in the upcoming decades and we thought this would be an interesting topic to research through the 13 steps of the systems engineering process.
Links:
Full Video: https://www.youtube.com/watch?v=IAZ-Xbn5hr0
Short Abbreviated: https://www.youtube.com/watch?v=Yzw6_V7LGeY
Our group idea: after people went to Mars, they will build a system
these ideas supposed to be I think or depends on you:
Buildings, spaces to live, water, and other elements required for life, write in an engineering ...
HUS 335: Interpersonal Helping Skills
Case Assessment Format
The case assessment takes place after the intake and assessment interviews have been conducted. The helping professional must evaluate the application for services to determine eligibility for services. This is just one process for conducting a case assessment.
Step 1. Provide me with your agency’s profile with your eligibility guidelines (on a separate page)
Step 2. Review the case assessment process (things to think about as you complete the assessment)
Step 3. Complete the Case Assessment (p. 2)
I. Examine your agency’s guidelines for eligibility as well as federal or state guidelines, if applicable. What are your agency’s guidelines for eligibility?
II. Review all the information you have gather on your client during the initial contact, intake, and assessment phases.
a. Applicant’s reason for applying for services
b. His/her background
c. Strengths
d. Weaknesses
e. The problem that is causing difficulty
f. What the applicants want to have happen as a result of service delivery
III. Determine if the client is eligible for services at your agency.
A. Is the client eligible for services? Why or why not?
B. What problems are identified (i.e., presenting problem)?
C. Are services or resources available that relate to the problems identified?
D. Will the agency’s involvement help the client reach the objectives goals that have been established.
E. Is more information needed (e.g., referral source, client’s family, chool officials, employer, medical doctor, mental health professional, previous social service agencies, etc.)
IV. Impressions
V. Assessment
VI. Service Identification/Recommendations for Services
VII. Case Assignment
Your Agency’s Name
Case Assessment
Pseudo Client Name: ____________________________________________ Date: _________________
Human Services Professional: ______________________________________ Title: _________________
Intake Date: ______________________ Assessment Interview Date: _________________________
I. Demographic description of client
Age, gender, cultural background, race, socioeconomic status, religion, occupation, marital/family status, education
II. Presenting Problem
Indicate referral source (e.g., self-referred or agency referral). If an agency referred the client, state why they referred the client to your agency.
State what brought the client to your agency from the client’s perspective. (This only needs to be a few sentences and not the history of the client.)
III. Impression/Interview affect, behavior, and mental status
How does the client appear to you (grooming, dress, voice, tone, mood, timeliness for the interview, cooperativeness, etc.)? Has this been consistent or changed throughout sessions (intake and assessment interview sessions)?
IV. History
Present the history as objectively as possible and only key information. Facts that were collected from the client, significant records, and referral source. Let the facts s ...
HW #1Tech Alert on IT & Strategy (Ch 3-5Ch 3 -5 IT Strategy opt.docxwellesleyterresa
HW #1:Tech Alert on IT & Strategy (Ch 3-5
Ch 3 -5 IT Strategy option: Find one article that relatesto the content covered in Chapters 3-5in our text. For this option, choose one of the following approaches:
· Summarize a recent ‘real-world’ example that illustrate atopic presented in one of these chapters or find a related article that extend the book’s discussion on IT and strategy, and /or;
· Discuss or provide an example of a key term shown in the book margins from Chapters 3 -5.
· Look at the discussion questions at the end of the chapter sections and find an article that helps you answer a question that is posed, or;
· Follow up on a specific case study presented in the text or find comparable examples. If you choose this option, you must focus on new information about the organization that is not included in the text.
3.1 Introduction
Learning Objective
Understand how Zara’s parent company Inditex leveraged a technology-enabled strategy to become the world’s largest fashion retailer.
Operating in the northern coastal city of La Coruña (or A Coruña in the local Galician language), Spanish entrepreneur Amancio Ortega was brainstorming names for his new shop and settled on “Zorba” after the classic movie Zorba the Greek. He simply thought it was “a nice name.” Unfortunately, there was a bar with the same name a few blocks away and the bar’s owner was worried patrons would be confused. The molds for the letters for Ortega’s shop had already been cast, so they played around with what they had and came up with “Zara.”[] As it turns out, for Zara it’s technology, not the name, that has made all the difference in its rise to dominate the decidedly ungeeky fashion industry.
Today, Zara is the game-changing crown jewel in the multibrand empire of Inditex Corporation (Industrias de Diseño Textil), the world’s largest pure-play fashion retailer and a firm that’s bigger than Gap, H&M, Topshop, and anyone else in the space. The firm’s supremacy is plotted and executed from “The Cube,” the gleaming, futuristic headquarters located in La Coruña’s Arteixo industrial area. The blend of technology-enabled strategy that Zara has unleashed seems to break all of the rules in the fashion industry. The firm shuns advertising and rarely runs sales. Also, in an industry where nearly every major player outsources manufacturing to low-cost countries, Zara is highly vertically integrated, keeping huge swaths of its production process in-house. These counterintuitive moves are part of a recipe for success that’s beating the pants off the competition and has catapulted Ortega to become the world’s third richest man, ahead of Warren Buffet.
Figure 3.1
Zara’s operations are concentrated in Spain, but they have stores around the world like these in Manhattan and Shanghai.
Source: Used with permission from Inditex.
The firm tripled in size between 1996 and 2000, and then its revenue skyrocketed from $2.43 billion in 2001 to more than $20 billion in 2012. ...
HW 2 (1) Visit Monsanto (httpwww.monsanto.com) again and Goog.docxwellesleyterresa
HW 2
(1) Visit Monsanto (http://www.monsanto.com) again and Google to find various information about internal factors of Monsanto.
(2) Based on the information, perform your own internal audit for Monsanto. You do not need to perform financial analysis for this assignment. If you perform the internal audit, you will find strengths and weaknesses of Monsanto.
(3) List the strengths and weaknesses of Mondanto. Then, explain why you think so.
Note: Strengths and Weakness are SW of SWOT analysis. We will use strengths and weaknesses in the last module later.
1
Class Today
• Print notes and examples
• Trusses
– Definition
– Working with Trusses
– Truss Analysis
• Example Problems
• Group Work Time
http://www.mst.edu/~ide50-3/printable_notes/13_Trusses.pdf
http://www.mst.edu/~ide50-3/printable_notes/13_Trusses_examples.pdf
…these are cool trusses
Norman Foster
Sainsbury Centre
Santiago Calatrava
Turning Torso
Shigeru Ban
Japanese Pavilion
KMR
… be inspired!
3
Renzo Piano
Kansai International Airport
Rem Koolhaas
The Shenzhen Stock Exchange
KMR
So what are trusses?
http://bridgehunter.com/story/1109/
http://www.americanpoleandtimber.com/img/wood-timber-trusses-park-BIG.jpg
http://www.hndszj.com/eng/uploads/201008101822313.jpg
Trusses are …
• Structures designed to support loads:
− Will transmit loads through the joints of the structure
− Will ultimately transmit loads to the foundation
• Cost effective in design because:
− Weight is minimized (weight of members is typically
light compared to loads carried, so it is often
neglected)
− Strength to weight ratio is maximized
Image copyright 2013, Pearson Education, publishing as Prentice Hall
Working with Trusses:
Assumptions
• All loads are applied / transmitted at joints
• All members are joined by pin connections
• Consist entirely of two-force members
(review section 5.4)
• Can contain zero-force members
Image copyright 2013, Pearson Education, publishing as Prentice Hall
Zero-force Members
What are zero-force members?
• Structural members that carry no force
Why do we use them?
• Used to provide stability
– During construction
– If (intermittent) loading of the truss changes
• Shortens chord length and increases
buckling capacity of compression members
7
Zero-force Members: Case 1
Zero-force Members: Case 2
10
http://www.tatasteelconstruction.com/static_files/Images/Construction/Reference/
architectural%20studio/elements/Structural%20steel%20trusses/j2.jpg
http://www.tboake.com/SSEF1/rose2.shtml
http://sluggyjunx.com/rr/georgetown_branch/gallery/04_16_0
3_gb_canal_bridges/04_16_03-gb_canal_br-34.jpg
Gusset plate
pin
Joint Connections
Welded
connection http://www.tatasteelconstruction.com/en/reference/teaching-
resources/architectural-teaching-resource/elements/connections/connections-
in-trusses
11
http://civildigital.com/wp-con ...
Hunters Son Dialogue Activity1. Please write 1-2 sentences for e.docxwellesleyterresa
Hunters Son Dialogue Activity
1. Please write 1-2 sentences for each of the characters below, explaining the broader point of view that they represent:
HUNTER:
HUNTER’S SON:
THE BOY:
2. Based on your answers above, please explain in 2-3 sentences what you think the author is trying to achieve by bringing these perspectives together and having them speak with one another.
3. In a sentence or two, please explain what you think the play is telling us (the reader) about how indigenous writers and people relate to animals?
...
HW 2 - SQL The database you will use for this assignme.docxwellesleyterresa
HW 2 - SQL
The database you will use for this assignment contains information related to Major League
Baseball (MLB) about players, teams, and games. The relations are:
Players(playerID, playerName, team, position, birthYear)
● playerID is a player identifier used in MLB, and all players throughout the history of
baseball have a unique ID
● playerName is player’s name
● team is the name of the MLB team the player is currently playing on (or the last team the
player played for if they are not currently playing)
● position is the position of the player
● birthYear is the year that player was born
Teams(teamID, teamName, home, leagueName)
● teamID is a unique ID internal to MLB.
● teamName is the name of the team
● home is the home city of the team
● leagueName is the league the team is in, i.e. either “National” or “American”, which
stands for “National League” and “American League”, respectively
Games(gameID, homeTeamID, guestTeamID, date)
● gameID is a unique ID used internally in MLB
● homeTeamID is the ID of the hometeam
● guestTeamID is the ID of the visiting team
● date is the date of the game.
A sample instance of this database is given at the end of this homework handout. Since it is just
one instance of the database designed to give you some intuition, you should not “customize”
your answer to work only with this instance.
1. (10 points each) Write the following queries in SQL, using the schema provided
above. (Note: Your queries must not be “state-dependent", that is, they should work without
modification even if another instance of the database is given.)
(a) Print the names of all players who were born in 1970 and played for the Braves.
(b) Print the names of teams that do not have a pitcher.
(c) Print names of all players who have played in the National League.
(d) Print all gameIDs with Phillies as the home team.
2. (15 points each) Write the following queries in SQL, using the schema provided
above.
(a) Print all teamIDs where the team played against the Phillies but not against the Braves.
(b) Print all tuples (playerID1, playerID2, team) where playerID1 and playerID2 are (or have
been) on the same team. Avoid listing self-references or duplicates, e.g. do not allow
(1,1,”Braves”) or both (2,5,”Phillies”) and (5,2,”Phillies”).
(c) Print all tuples (teamID1, league1, teamID2, league2, date) where teamID1 and teamID2
played against each other in a World Series game. Although there is no direct information
about the World Series games in the relations, we can infer that when two teams from different
leagues play each other, it is a World Series game. So, in this relation, league1 and league2
should be different leagues.
(d) List all cities that have a team in all leagues. For example, there are currently two leagues
(National and American). Although not shown in this instance, New York is home to the Mets in
the National ...
Humanities Commons Learning Goals1. Write about primary and seco.docxwellesleyterresa
Humanities Commons Learning Goals
1. Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
2. Engage in a process approach to writing college-level prose;
3. Produce rhetorically effective college-level expository prose;
4. Demonstrate effective use of scholarly sources in their writing;
5. Recount in college-level prose their personal literacy histories and current literacy practices;
6. Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
7. Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
you are to put together your Final Exam Portfolio. In this, you should have your Diagnostic Essay, drafts and revisions of your Literacy Narrative/Metawriting Assignment, Catholic Intellectual Tradition Response, Discourse Community Ethnography, and Argumentative Proposal Synthesis. You also need a final reflective essay discussing how you have grown as a writer over the term. This should be around one to three pages, but may go longer.
As a review, here is an overview of the material we covered:
Humanities Commons Learning Goals
Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
Engage in a process approach to writing college-level prose;
Produce rhetorically effective college-level expository prose;
Demonstrate effective use of scholarly sources in their writing;
Recount in college-level prose their personal literacy histories and current literacy practices;
Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
Metawriting
“Sponsors of Literacy” - Brandt
Portrait of the Artists as
A Young Person – Literacy Narrative
A Young Adult – Autoethnography
MLA Conventions
Library Research
Grammar
Write in Active Voice
Seven Comma Rules
Affect/Effect; it’s its; etc.
Introduce Quotations
Quote, Summary, Paraphrase
Hamburger Metaphor for integrating quotes
Classical Aristotelian Essay Form
Rebuttal
Compare Contrast Essay: Block vs. Alternating
Works Cited List
Top Twenty Errors
Discourse Community Ethnography
“The Concept of a Discourse Community” – Swales
C.A.R.S. – Creating a Research Space – Swales
“Learning to Serve: The Language and Literacy of Food Service Workers” – Mirabelli
“Rethinking Subcultural Resistance: Core Values of the Straight Edge Movement” –
Haenfl ...
HURRICANE KATRINA A NATION STILL UNPREPARED .docxwellesleyterresa
HURRICANE KATRINA:
A NATION STILL UNPREPARED
EXECUTIVE SUMMARY
REPORT OF THE SENATE COMMITTEE ON HOMELAND
SECURITY AND GOVERNMENTAL AFFAIRS
MAY 2006
EXECUTIVE SUMMARY
Hurricane Katrina was an extraordinary act of nature that spawned a human
tragedy. It was the most destructive natural disaster in American history, laying waste to
90,000 square miles of land, an area the size of the United Kingdom. In Mississippi, the
storm surge obliterated coastal communities and left thousands destitute. New Orleans
was overwhelmed by flooding. All told, more than 1500 people died. Along the Gulf
Coast, tens of thousands suffered without basic essentials for almost a week.
But the suffering that continued in the days and weeks after the storm passed did
not happen in a vacuum; instead, it continued longer than it should have because of – and
was in some cases exacerbated by – the failure of government at all levels to plan,
prepare for and respond aggressively to the storm. These failures were not just
conspicuous; they were pervasive. Among the many factors that contributed to these
failures, the Committee found that there were four overarching ones: 1) long-term
warnings went unheeded and government officials neglected their duties to prepare for a
forewarned catastrophe; 2) government officials took insufficient actions or made poor
decisions in the days immediately before and after landfall; 3) systems on which officials
relied on to support their response efforts failed, and 4) government officials at all levels
failed to provide effective leadership. These individual failures, moreover, occurred
against a backdrop of failure, over time, to develop the capacity for a coordinated,
national response to a truly catastrophic event, whether caused by nature or man-made.
The results were tragic loss of life and human suffering on a massive scale, and an
undermining of confidence in our governments’ ability to plan, prepare for, and respond
to national catastrophes.
Effective response to mass emergencies is a critical role of every level of
government. It is a role that requires an unusual level of planning, coordination and
dispatch among governments’ diverse units. Following the terrorist attacks of 9/11, this
country went through one of the most sweeping reorganizations of federal government in
history. While driven primarily by concerns of terrorism, the reorganization was designed
to strengthen our nation’s ability to address the consequences of both natural and man-
made disasters. In its first major test, this reorganized system failed. Katrina revealed
that much remains to be done.
The Committee began this investigation of the preparations for and response to
Hurricane Katrina within two weeks of the hurricane’s landfall on the Gulf Coast. The
tragic loss of life and human suffering in Katrina’s wake would have been sufficient in
themselves to compel the Commit ...
Humanities 115
Short Essay Grading Criteria
Excellent
Passing
Unacceptable
Analysis
25, 18, 10
Details of individual myths are discussed thoughtfully, articulately, and accurately. Critical approaches and terminology are applied accurately and insightfully. Discussion of myths reflects rich, genuine intellectual engagement.
Applications of critical approaches and terms to myths occur, and demonstrate intellectual engagement with course materials, but maybe relatively superficial or contain some inaccuracy. Discussion may at times be vague, ideas may be somewhat underdeveloped.
Important elements missing or very underdeveloped. Substantial inaccuracies may occur.
Scholarly Rigor
13, 9, 5
Assertions are consistently backed with textual evidence. Sources are precisely cited with in-text parenthetical citations as well as a works cited page, if applicable.
Text-based support is sometimes used, citation is imprecise or incomplete.
Text-based support is generally absent, and/or citations are absent.
Coherence
5, 3, 1
Ideas are organized into coherent paragraphs. Transitions are used effectively within paragraphs. Transitions also fluently connect paragraphs.
Ideas are organized into paragraphs. Transitions are usually present and effective.
Essay lacks coherent paragraphs and transitions are absent or ineffective.
Grammar
& Mechanics
5, 3, 1
Standard Academic English is deployed in a controlled manner. Punctuation is precise. Small, occasional errors might occur, but never impede meaning.
Controlled deployment of Academic English is emerging. When errors occur, they only occasionally impede meaning.
Errors are numerous and consistently impede meaning.
Formatting
2, 1, 0
The following conventions of Modern Language Association format are used precisely: essay is consistently double-spaced throughout; a heading with your name, instructor’s name, course name, and date appears at the top left corner of the first page; title is centered just below the heading; text of the journal begins one double spaced line below the title; last name and page number appear at the top right of each page.
Most conventions are followed.
Most conventions are not followed.
Student Sample Essay #2
Genesis Myth
“And God created man in His own image, in the image of God he created male and female. He created them. And God blessed them.” (Leonard, Mcclure, 87) Unfortunately, the sentiment that men and women are equals is contradicted several times in the Genesis myth. The Genesis myth has had a negative influence on women’s roles in society that continually have impacts in today’s modern world. The myth describes women’s purpose as being subservient to men, women are easily swayed and manipulated, and that for seeking knowledge, women deserve the painful shame of childbirth. This patriarchal creation myth has played a role in justifying the suppression of equal rights throughout history and is still debated today.
To begin, the sole reason for the creation of woman ...
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
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Antifertility, Toxicity studies as per OECD guidelines
1. http://www.cambridge.org/9780521846356
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STATISTICAL THERMODYNAMICS: FUNDAMENTALS
AND APPLICATIONS
Statistical Thermodynamics: Fundamentals and Applications
discusses the
fundamentals and applications of statistical thermodynamics for
beginning
graduate students in the engineering sciences. Building on the
prototypical
Maxwell–Boltzmann method and maintaining a step-by-step
development of
the subject, this book makes few presumptions concerning
students’ previous
exposure to statistics, quantum mechanics, or spectroscopy. The
book begins
2. with the essentials of statistical thermodynamics, pauses to
recover needed
knowledge from quantum mechanics and spectroscopy, and then
moves on to
applications involving ideal gases, the solid state, and radiation.
A full intro-
duction to kinetic theory is provided, including its applications
to transport
phenomena and chemical kinetics. A highlight of the textbook is
its discussion
of modern applications, such as laser-based diagnostics. The
book concludes
with a thorough presentation of the ensemble method, featuring
its use for real
gases. Each chapter is carefully written to address student
difficulties in learn-
ing this challenging subject, which is fundamental to
combustion, propulsion,
transport phenomena, spectroscopic measurements, and
nanotechnology. Stu-
dents are made comfortable with their new knowledge by the
inclusion of both
example and prompted homework problems.
Normand M. Laurendeau is the Ralph and Bettye Bailey
Professor of Combus-
tion at Purdue University. He teaches at both the undergraduate
and graduate
levels in the areas of thermodynamics, combustion, and
engineering ethics. He
conducts research in the combustion sciences, with particular
emphasis on laser
diagnostics, pollutant formation, and flame structure. Dr.
Laurendeau is well
known for his pioneering research on the development and
application of both
3. nanosecond and picosecond laser-induced fluorescence
strategies to quantita-
tive species concentration measurements in laminar and
turbulent flames. He
has authored or coauthored over 150 publications in the archival
scientific and
engineering literature. Professor Laurendeau is a Fellow of the
American Soci-
ety of Mechanical Engineers and a member of the Editorial
Advisory Board
for the peer-reviewed journal Combustion Science and
Technology.
i
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ii
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Statistical Thermodynamics
Fundamentals and Applications
NORMAND M. LAURENDEAU
Purdue University
5. Cambridge University Press has no responsibility for the
persistence or accuracy of uʀʟs
for external or third-party internet websites referred to in this
publication, and does not
guarantee that any content on such websites is, or will remain,
accurate or appropriate.
Published in the United States of America by Cambridge
University Press, New York
www.cambridge.org
hardback
eBook (NetLibrary)
eBook (NetLibrary)
hardback
http://www.cambridge.org
http://www.cambridge.org/9780521846356
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I dedicate this book to my parents,
Maurice and Lydia Roy Laurendeau.
Their gift of bountiful love and support . . .
Continues to fill me with the joy of discovery.
6. v
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Contents
Preface page xv
1 Introduction 1
1.1 The Statistical Foundation of Classical Thermodynamics 1
1.2 A Classification Scheme for Statistical Thermodynamics 3
1.3 Why Statistical Thermodynamics? 3
PART ONE. FUNDAMENTALS OF STATISTICAL
THERMODYNAMICS
2 Probability and Statistics 7
2.1 Probability: Definitions and Basic Concepts 7
2.2 Permutations and Combinations 10
2.3 Probability Distributions: Discrete and Continuous 11
2.4 The Binomial Distribution 13
2.5 The Poisson Distribution 15
7. 2.6 The Gaussian Distribution 16
2.7 Combinatorial Analysis for Statistical Thermodynamics 18
2.7.1 Distinguishable Objects 19
2.7.2 Indistinguishable Objects 20
Problem Set I. Probability Theory and Statistical Mathematics
(Chapter 2) 23
3 The Statistics of Independent Particles 29
3.1 Essential Concepts from Quantum Mechanics 30
3.2 The Ensemble Method of Statistical Thermodynamics 31
3.3 The Two Basic Postulates of Statistical Thermodynamics 32
3.3.1 The M–B Method: System Constraints and Particle
Distribution 33
3.3.2 The M–B Method: Microstates and Macrostates 33
3.4 The Most Probable Macrostate 35
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viii � Contents
3.5 Bose–Einstein and Fermi–Dirac Statistics 37
3.5.1 Bose–Einstein Statistics 37
3.5.2 Fermi–Dirac Statistics 38
3.5.3 The Most Probable Particle Distribution 39
8. 3.6 Entropy and the Equilibrium Particle Distribution 40
3.6.1 The Boltzmann Relation for Entropy 40
3.6.2 Identification of Lagrange Multipliers 41
3.6.3 The Equilibrium Particle Distribution 42
4 Thermodynamic Properties in the Dilute Limit 45
4.1 The Dilute Limit 45
4.2 Corrected Maxwell–Boltzmann Statistics 46
4.3 The Molecular Partition Function 47
4.3.1 The Influence of Temperature 49
4.3.2 Criterion for Dilute Limit 50
4.4 Internal Energy and Entropy in the Dilute Limit 51
4.5 Additional Thermodynamic Properties in the Dilute
Limit 53
4.6 The Zero of Energy and Thermodynamic Properties 55
4.7 Intensive Thermodynamic Properties for the Ideal Gas 56
Problem Set II. Statistical Modeling for Thermodynamics
(Chapters 3–4)
59
PART TWO. QUANTUM MECHANICS AND SPECTROSCOPY
5 Basics of Quantum Mechanics 69
5.1 Historical Survey of Quantum Mechanics 69
5.2 The Bohr Model for the Spectrum of Atomic Hydrogen 72
5.3 The de Broglie Hypothesis 76
5.4 A Heuristic Introduction to the Schrödinger Equation 78
5.5 The Postulates of Quantum Mechanics 80
5.6 The Steady-State Schrödinger Equation 83
9. 5.6.1 Single-Particle Analysis 84
5.6.2 Multiparticle Analysis 85
5.7 The Particle in a Box 86
5.8 The Uncertainty Principle 90
5.9 Indistinguishability and Symmetry 92
5.10 The Pauli Exclusion Principle 94
5.11 The Correspondence Principle 95
6 Quantum Analysis of Internal Energy Modes 97
6.1 Schrödinger Wave Equation for Two-Particle System 97
6.1.1 Conversion to Center-of-Mass Coordinates 98
6.1.2 Separation of External from Internal Modes 99
6.2 The Internal Motion for a Two-Particle System 99
6.3 The Rotational Energy Mode for a Diatomic Molecule 100
6.4 The Vibrational Energy Mode for a Diatomic Molecule 104
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Contents � ix
6.5 The Electronic Energy Mode for Atomic Hydrogen 108
6.6 The Electronic Energy Mode for Multielectron Species 115
6.6.1 Electron Configuration for Multielectron Atoms 116
6.6.2 Spectroscopic Term Symbols for Multielectron
Atoms 118
6.6.3 Electronic Energy Levels and Degeneracies for
10. Atoms 119
6.6.4 Electronic Energy Levels and Degeneracies for
Diatomic Molecules 121
6.7 Combined Energy Modes for Atoms and Diatomic Molecules
123
6.8 Selection Rules for Atoms and Molecules 124
7 The Spectroscopy of Diatomic Molecules 129
7.1 Rotational Spectroscopy Using the Rigid-Rotor Model 130
7.2 Vibrational Spectroscopy Using the Harmonic-Oscillator
Model 131
7.3 Rovibrational Spectroscopy: The Simplex Model 132
7.4 The Complex Model for Combined Rotation and Vibration
136
7.5 Rovibrational Spectroscopy: The Complex Model 138
7.6 Electronic Spectroscopy 141
7.7 Energy-Mode Parameters for Diatomic Molecules 144
Problem Set III. Quantum Mechanics and Spectroscopy
(Chapters 5–7) 147
PART THREE. STATISTICAL THERMODYNAMICS IN THE
DILUTE LIMIT
8 Interlude: From Particle to Assembly 157
8.1 Energy and Degeneracy 157
8.2 Separation of Energy Modes 159
8.3 The Molecular Internal Energy 160
8.4 The Partition Function and Thermodynamic Properties 161
8.5 Energy-Mode Contributions in Classical Mechanics 163
8.5.1 The Phase Integral 164
11. 8.5.2 The Equipartition Principle 166
8.5.3 Mode Contributions 167
9 Thermodynamic Properties of the Ideal Gas 169
9.1 The Monatomic Gas 169
9.1.1 Translational Mode 169
9.1.2 Electronic Mode 173
9.2 The Diatomic Gas 175
9.2.1 Translational and Electronic Modes 176
9.2.2 The Zero of Energy 176
9.2.3 Rotational Mode 178
9.2.4 Quantum Origin of Rotational Symmetry Factor 182
9.2.5 Vibrational Mode 184
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x � Contents
9.3 Rigorous and Semirigorous Models for the Diatomic Gas
187
9.4 The Polyatomic Gas 192
9.4.1 Rotational Contribution 194
9.4.2 Vibrational Contribution 196
9.4.3 Property Calculations for Polyatomic Molecules 198
Problem Set IV. Thermodynamic Properties of the Ideal Gas
(Chapters 8–9) 201
10 Statistical Thermodynamics for Ideal Gas Mixtures 205
12. 10.1 Equilibrium Particle Distribution for the Ideal Gas Mixture
205
10.2 Thermodynamic Properties of the Ideal Gas Mixture 208
10.3 The Reacting Ideal Gas Mixture 211
10.3.1 Equilibrium Particle Distribution for Reactive Ideal Gas
Mixture 211
10.3.2 Equilibrium Constant: Introduction and Development 213
10.4 Equilibrium Constant: General Expression and Specific
Examples 214
10.4.1 Dissociation of a Homonuclear Diatomic 217
10.4.2 The Homonuclear–Heteronuclear Conversion Reaction
219
10.4.3 The Ionization Reaction 220
11 Concentration and Temperature Measurements 223
11.1 Mode Temperatures 224
11.2 Radiative Transitions 225
11.2.1 Spectral Transfer of Radiation 227
11.2.2 The Einstein Coefficients 228
11.2.3 Line Broadening 229
11.3 Absorption Spectroscopy 230
11.4 Emission Spectroscopy 234
11.4.1 Emissive Diagnostics 234
11.4.2 The Problem of Self-Absorption 235
11.5 Fluorescence Spectroscopy 237
11.6 Sodium D-Line Reversal 240
11.7 Advanced Diagnostic Techniques 241
13. Problem Set V. Chemical Equilibrium and Diagnostics
(Chapters 10–11) 243
PART FOUR. STATISTICAL THERMODYNAMICS BEYOND
THE
DILUTE LIMIT
12 Thermodynamics and Information 251
12.1 Reversible Work and Heat 251
12.2 The Second Law of Thermodynamics 252
12.3 The Boltzmann Definition of Entropy 253
12.4 Information Theory 254
12.5 Spray Size Distribution from Information Theory 256
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Contents � xi
13 Elements of the Solid State 259
13.1 Statistical Thermodynamics of the Crystalline Solid 259
13.2 Einstein Theory for the Crystalline Solid 262
13.3 Debye Theory for the Crystalline Solid 263
13.4 Critical Evaluation of the Debye Formulation 266
13.5 The Band Theory of Metallic Solids 268
13.6 Thermodynamic Properties of the Electron Gas 270
13.7 The Metallic Crystal near Absolute Zero 273
14 Equilibrium Radiation 275
14. 14.1 Bose–Einstein Statistics for the Photon Gas 275
14.2 Photon Quantum States 276
14.3 The Planck Distribution Law 276
14.4 Thermodynamics of Blackbody Radiation 278
14.5 The Influence of Wavelength for the Planck Distribution
280
Problem Set VI. The Solid State and Radiation (Chapters 13–14)
283
PART FIVE. NONEQUILIBRIUM STATISTICAL
THERMODYNAMICS
15 Elementary Kinetic Theory 289
15.1 The Maxwell–Boltzmann Velocity Distribution 289
15.2 The Maxwell–Boltzmann Speed Distribution 291
15.3 The Maxwell–Boltzmann Energy Distribution 294
15.4 Molecular Effusion 295
15.5 The Ideal Gas Pressure 298
16 Kinetics of Molecular Transport 301
16.1 Binary Collision Theory 301
16.2 Fundamentals of Molecular Transport 305
16.2.1 The Mean Free Path 305
16.2.2 The Molecular Flux 307
16.2.3 Transport Properties 309
16.3 Rigorous Transport Theory 311
16.3.1 Dimensionless Transport Parameters 312
16.3.2 Collision Integrals 313
16.3.3 The Lennard–Jones Potential 314
16.3.4 Rigorous Expressions for Transport Properties 316
15. 17 Chemical Kinetics 319
17.1 The Bimolecular Reaction 319
17.2 The Rate of Bimolecular Reactions 320
17.3 Chemical Kinetics from Collision Theory 321
17.4 The Significance of Internal Energy Modes 324
17.5 Chemical Kinetics from Transition State Theory 325
Problem Set VII. Kinetic Theory and Molecular Transport
(Chapters 15–17) 331
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xii � Contents
PART SIX. THE ENSEMBLE METHOD OF STATISTICAL
THERMODYNAMICS
18 The Canonical and Grand Canonical Ensembles 339
18.1 The Ensemble Method 339
18.2 The Canonical Ensemble 340
18.2.1 The Equilibrium Distribution for the Canonical
Ensemble 341
18.2.2 Equilibrium Properties for the Canonical Ensemble 342
18.2.3 Independent Particles in the Dilute Limit 345
18.2.4 Fluctuations in Internal Energy 347
18.3 Grand Canonical Ensemble 349
18.3.1 The Equilibrium Distribution for the Grand Canonical
16. Ensemble 351
18.3.2 Equilibrium Properties for the Grand Canonical
Ensemble 352
18.3.3 Independent Particles in the Dilute Limit Revisited 355
19 Applications of Ensemble Theory to Real Gases 359
19.1 The Behavior of Real Gases 359
19.2 Equation of State for Real Gases 360
19.2.1 Canonical Partition Function for Real Gases 361
19.2.2 The Virial Equation of State 362
19.3 The Second Virial Coefficient 364
19.3.1 Rigid-Sphere and Square-Well Potentials 366
19.3.2 Implementation of Lennard–Jones Potential 367
19.4 The Third Virial Coefficient 369
19.5 Properties for Real Gases 371
Problem Set VIII. Ensemble Theory and the Nonideal Gas
(Chapters 18–19) 375
20 Whence and Whither 379
20.1 Reprising the Journey 379
20.2 Preparing for New Journeys 383
20.3 The Continuing Challenge of Thermodynamics 385
PART SEVEN. APPENDICES
A. Physical Constants and Conversion Factors 389
B. Series and Integrals 390
17. C. Periodic Table 391
D. Mathematical Procedures 393
E. Thermochemical Data for Ideal Gases 396
F. Summary of Classical Thermodynamics 409
G. Review of Classical Mechanics 415
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Contents � xiii
H. Review of Operator Theory 418
I. The Spherical Coordinate System 421
J. Electronic Energy Levels 424
K. Energy-Mode Parameters for Molecules 427
L. Normal Mode Analysis 430
M. Tabulation of Debye Function 433
N. Maxwell–Boltzmann Energy Distribution 434
O. Force Constants for the Lennard–Jones Potential 436
P. Collision Integrals for Calculating Transport Properties from
18. the
Lennard–Jones Potential 437
Q. Reduced Second Virial Coefficient from the Lennard–Jones
Potential 438
R. References and Acknowledgments 439
Index 445
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Preface
My intention in this textbook is to provide a self-contained
exposition of the fundamentals
and applications of statistical thermodynamics for beginning
graduate students in the engi-
neering sciences. Especially within engineering, most students
enter a course in statistical
thermodynamics with limited exposure to statistics, quantum
mechanics, and spectroscopy.
Hence, I have found it necessary over the years to “start from
the beginning,” not leaving
19. out intermediary steps and presuming little knowledge in the
discrete, as compared to
the continuum, domain of physics. Once these things are done
carefully, I find that good
graduate students can follow the ideas, and that they leave the
course excited and satisfied
with their newfound understanding of both statistical and
classical thermodynamics.
Nevertheless, a first course in statistical thermodynamics
remains challenging and
sometimes threatening to many graduate students. Typically, all
their previous experience
is with the equations of continuum mechanics, whether applied
to thermodynamics, fluid
mechanics, or heat transfer. For most students, therefore, the
mathematics of probability
theory, the novelty of quantum mechanics, the confrontation
with entropy, and indeed
the whole new way of thinking that surrounds statistical
thermodynamics are all built-in
hills that must be climbed to develop competence and
confidence in the subject. For this
reason, although I introduce the ensemble method at the
beginning of the book, I have
found it preferable to build on the related Maxwell–Boltzmann
method so that novices
are not confronted immediately with the conceptual difficulties
of ensemble theory. In
this way, students tend to become more comfortable with their
new knowledge earlier in
the course. Moreover, they are prepared relatively quickly for
applications, which is very
important to maintaining an active interest in the subject for
most engineering students.
Using this pedagogy, I find that the ensemble approach then
20. becomes very easy to teach
later in the semester, thus effectively preparing the students for
more advanced courses
that apply statistical mechanics to liquids, polymers, and
semiconductors.
To hold the students’ attention, I begin the book with the
fundamentals of statisti-
cal thermodynamics, pause to recover needed knowledge from
quantum mechanics and
spectroscopy, and then move on to applications involving ideal
gases, the solid state, and
radiation. An important distinction between this book and
previous textbooks is the inclu-
sion of an entire chapter devoted to laser-based diagnostics, as
applied to the thermal
sciences. Here, I cover the essentials of absorption, emission,
and laser-induced fluores-
cence techniques for the measurement of species concentrations
and temperature. A full
xv
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xvi � Preface
introduction to kinetic theory is also provided, including its
applications to transport phe-
nomena and chemical kinetics.
During the past two decades, I have developed many problems
21. for this textbook that are
quite different from the typical assignments found in other
textbooks, which are often either
too facile or too ambiguous. Typically, the students at Purdue
complete eight problem sets
during a semester, with 4–6 problems per set. Hence, there are
enough problems included
in the book for approximately three such course presentations.
My approach has been to
construct problems using integrally related subcomponents so
that students can learn the
subject in a more prompted fashion. Even so, I find that many
students need helpful hints
at times, and the instructor should indeed be prepared to do so.
In fact, I trust that the
instructor will find, as I have, that these interactions with
students, showing you what they
have done and where they are stuck, invariably end up being
one of the most rewarding
parts of conducting the course. The reason is obvious. One-on-
one discussions give the
instructor the opportunity to get to know a person and to impart
to each student his or her
enthusiasm for the drama and subtleties of statistical
thermodynamics.
As a guide to the instructor, the following table indicates the
number of 50-minute
lectures devoted to each chapter in a 42-lecture semester at
Purdue University.
Chapter
Number of
Lectures Chapter
Number of
22. Lectures
1 1 11 2
2 1 12 1
3 4 13 2
4 2 14 1
5 3 15 2
6 3 16 3
7 2 17 1
8 2 18 2
9 4 19 2
10 3 20 1
In conclusion, I would be remiss if I did not thank my spouse,
Marlene, for her for-
bearance and support during the writing of this book. Only she
and I know firsthand the
trials and tribulations confronting a partnership wedded to the
long-distance writer. Pro-
fessor Lawrence Caretto deserves my gratitude for graciously
permitting the importation
of embellished portions of his course notes to the text. I thank
Professor Michael Renfro
for his reading of the drafts and for his helpful suggestions.
Many useful comments were
also submitted by graduate students who put up with
preliminary versions of the book at
Purdue University and at the University of Connecticut. I
appreciate Professor Robert
Lucht, who aided me in maintaining several active research
projects during the writing of
the book. Finally, I thank the School of Mechanical Engineering
at Purdue for providing
me with the opportunity and the resources over these many
years to blend my enthusiasm
23. for statistical thermodynamics with that for my various research
programs in combustion
and optical diagnostics.
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1 Introduction
To this point in your career, you have probably dealt almost
exclusively with the behav-
ior of macroscopic systems, either from a scientific or
engineering viewpoint. Examples
of such systems might include a piston–cylinder assembly, a
heat exchanger, or a battery.
Typically, the analysis of macroscopic systems uses
conservation or field equations related
to classical mechanics, thermodynamics, or electromagnetics. In
this book, our focus is
on thermal devices, as usually described by thermodynamics,
fluid mechanics, and heat
transfer. For such devices, first-order calculations often employ
a series of simple ther-
modynamic analyses. Nevertheless, you should understand that
classical thermodynamics
is inherently limited in its ability to explain the behavior of
even the simplest thermody-
namic system. The reason for this deficiency rests with its
inadequate treatment of the
atomic behavior underlying the gaseous, liquid, or solid states
of matter. Without proper
consideration of constituent microscopic systems, such as a
single atom or molecule, it
24. is impossible for the practitioner to understand fully the
evaluation of thermodynamic
properties, the meaning of thermodynamic equilibrium, or the
influence of temperature
on transport properties such as the thermal conductivity or
viscosity. Developing this ele-
mentary viewpoint is the purpose of a course in statistical
thermodynamics. As you will
see, such fundamental understanding is also the basis for
creative applications of classical
thermodynamics to macroscopic devices.
1.1 The Statistical Foundation of Classical Thermodynamics
Since a typical thermodynamic system is composed of an
assembly of atoms or molecules,
we can surely presume that its macroscopic behavior can be
expressed in terms of the
microscopic properties of its constituent particles. This basic
tenet provides the founda-
tion for the subject of statistical thermodynamics. Clearly,
statistical methods are manda-
tory as even one cm3 of a perfect gas contains some 1019 atoms
or molecules. In other
words, the huge number of particles forces us to eschew any
approach based on having
an exact knowledge of the position and momentum of each
particle within a macroscopic
thermodynamic system.
The properties of individual particles can be obtained only
through the methods of
quantum mechanics. One of the most important results of
quantum mechanics is that the
energy of a single atom or molecule is not continuous, but
discrete. Discreteness arises
26. S
ig
na
l
Wavelength
Figure 1.1 Schematic of simplified (a) continuous spectrum and
(b) discrete spectrum.
from the distinct energy values permitted for either an atom or
molecule. The best evi-
dence for this quantized behavior comes from the field of
spectroscopy. Consider, for exam-
ple, the simplified emission spectra shown in Fig. 1.1. Spectrum
(a) displays a continuous
variation of emissive signal versus wavelength, while spectrum
(b) displays individual
“lines” at specific wavelengths. Spectrum (a) is typical of the
radiation given off by a hot
solid while spectrum (b) is typical of that from a hot gas. As we
will see in Chapter 7, the
individual lines of spectrum (b) reflect discrete changes in the
energy stored by an atom or
molecule. Moreover, the height of each line is related to the
number of particles causing
the emissive signal. From the point of view of statistical
thermodynamics, the number of
relevant particles (atoms or molecules) can only be determined
by using probability theory,
as introduced in Chapter 2.
The total energy of a single molecule can be taken, for
simplicity, as the sum of indi-
27. vidual contributions from its translational, rotational,
vibrational, and electronic energy
modes. The external or translational mode specifies the kinetic
energy of the molecule’s
center of mass. In comparison, the internal energy modes reflect
any molecular motion with
respect to the center of mass. Hence, the rotational mode
describes energy stored by molec-
ular rotation, the vibrational mode energy stored by vibrating
bonds, and the electronic
mode energy stored by the motion of electrons within the
molecule. By combining pre-
dictions from quantum mechanics with experimental data
obtained via spectroscopy, it
turns out that we can evaluate the contributions from each mode
and thus determine the
microscopic properties of individual molecules. Such properties
include bond distances,
rotational or vibrational frequencies, and translational or
electronic energies. Employ-
ing statistical methods, we can then average over all particles to
calculate the macroscopic
properties associated with classical thermodynamics. Typical
phenomenological properties
include the temperature, the internal energy, and the entropy.
Figure 1.2 summarizes the above discussion and also provides a
convenient road map
for our upcoming study of statistical thermodynamics. Notice
that the primary subject of
this book plays a central role in linking the microscopic and
macroscopic worlds. More-
over, while statistical thermodynamics undoubtedly constitutes
an impressive application
of probability theory, we observe that the entire subject can be
founded on only two major
28. postulates. As for all scientific adventures, our acceptance of
these basic postulates as
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1.3 Why Statistical Thermodynamics? � 3
Quantum Mechanics
• Properties of individual
atoms or molecules
• Microscopic
• Discrete
Classical Thermodynamics
• Properties of an assembly
of atoms or molecules
• Macroscopic
• Continuous
Statistical Thermodynamics
• Two postulates
• Probability theory
Figure 1.2 Flow chart for statistical thermodynamics.
objective truths rests solely on their predictive power;
fortunately, the plethora of resulting
predictions invariably comports well with experimental
observations in classical thermo-
29. dynamics. Therefore, despite its analytical nature, the study of
statistical thermodynamics
is well worth the effort as the final results are indeed quite
practical. In fact, as we will see,
much of classical thermodynamics ultimately rests on the
conceptual bridge provided by
statistical thermodynamics, a bridge linking the real world of
compressors and gas turbines
to the quantized world of ultimate uncertainty and molecular
behavior.
1.2 A Classification Scheme for Statistical Thermodynamics
The framework of statistical thermodynamics can be divided
into three conceptual themes.
The first is equilibrium statistical thermodynamics with a focus
on independent particles.
Here, we assume no intermolecular interactions among the
particles of interest; the result-
ing simplicity permits excellent a priori calculations of
macroscopic behavior. Examples
include the ideal gas, the pure crystalline metal, and blackbody
radiation. The second theme
is again equilibrium statistical thermodynamics, but now with a
focus on dependent par-
ticles. In this case, intermolecular interactions dominate as, for
example, with real gases,
liquids, and polymers. Typically, such intermolecular
interactions become important only at
higher densities; because of the resulting mathematical
difficulties, calculations of macro-
scopic properties often require semi-empirical procedures, as
discussed in Chapters 19
and 20.
The third conceptual theme might be labeled nonequilibrium
30. statistical thermodynam-
ics. Here, we are concerned with the dynamic behavior that
arises when shifting between
different equilibrium states of a macroscopic system. Although
time-correlation methods
presently constitute an active research program within
nonequilibrium statistical thermo-
dynamics, we focus in this book on those dynamic processes
that can be linked to basic
kinetic theory. As such, we will explore the molecular behavior
underlying macroscopic
transport of momentum, energy, and mass. In this way, kinetic
theory can provide a deeper
understanding of the principles of fluid mechanics, heat
transfer, and molecular diffusion.
As we will see in Part Five, nonequilibrium statistical
thermodynamics also provides an
important path for the understanding and modeling of chemical
kinetics, specifically, the
rates of elementary chemical reactions.
1.3 Why Statistical Thermodynamics?
While the above classification scheme might please the
engineering mind, it does little
to acquaint you with the drama and excitement of both learning
and applying statistical
thermodynamics. Yes, you will eventually be able to calculate
from atomic and molecular
properties the thermodynamic properties of ideal gases, real
gases, and metals. Examples
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4 � Introduction
might include equations of state, measurable properties such as
specific heats and the
internal energy, and also ephemeral properties such as the
entropy and free energies.
And yes, you will learn how to calculate various transport
properties, such as the thermal
conductivity and the diffusion coefficient. Furthermore, with
respect to chemical reactions,
you will eventually be able to determine equilibrium constants
and estimate elementary
rate coefficients.
While these pragmatic aspects of statistical thermodynamics are
important, the real
drama of the subject lies instead in its revelations about our
natural world. As you work
through this book, you will slowly appreciate the limitations of
classical thermodynamics.
In particular, the first, second, and third laws of
thermodynamics should take on a whole
new meaning for you. You will understand that volumetric work
occurs because of micro-
scopic energy transfers and that heat flow occurs because of
redistributions in molecular
population. You will realize that entropy rises in isolated
systems because of a fundamen-
tal enhancement in molecular probabilities. You will also
appreciate in a new way the
important underlying link between absolute property values and
crystalline behavior near
absolute zero.
32. Perhaps more importantly, you will come to understand in a
whole new light the real
meaning of thermodynamic equilibrium and the crucial role that
temperature plays in
defining both thermal and chemical equilibrium. This new
understanding of equilibrium
will pave the path for laser-based applications of statistical
thermodynamics to measure-
ments of both temperature and species concentrations, as
discussed in Chapter 11. Such
optical measurements are extremely important to current
research in all of the thermal
sciences, including fluid mechanics, heat transfer, combustion,
plasmas, and various aspects
of nanotechnology and manufacturing.
In summary, the goal of this book is to help you master classical
thermodynamics from
a molecular viewpoint. Given information from quantum
mechanics and spectroscopy, sta-
tistical thermodynamics provides the analytical framework
needed to determine important
thermodynamic and transport properties associated with
practical systems and processes.
A significant feature of such calculations is that they can bypass
difficult experimental
conditions, such as those involving very high or low
temperatures, or chemically unstable
materials. More fundamentally, however, a study of statistical
thermodynamics can pro-
vide you with a whole new understanding of thermodynamic
equilibrium and of the crucial
role that entropy plays in the operation of our universe. That
universe surely encompasses
both the physical and biological aspects of both humankind and
the surrounding cosmos.
33. As such, you should realize that statistical thermodynamics is of
prime importance to all
students of science and engineering as we enter the postmodern
world.
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PART ONE
FUNDAMENTALS OF STATISTICAL
THERMODYNAMICS
5
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6
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2 Probability and Statistics
In preparation for our study of statistical thermodynamics, we
first review some fundamen-
34. tal notions of probability theory, with a special focus on those
statistical concepts relevant
to atomic and molecular systems. Depending on your
background, you might be able to
scan quickly Sections 2.1–2.3, but you should pay careful
attention to Sections 2.4–2.7.
2.1 Probability: Definitions and Basic Concepts
Probability theory is concerned with predicting statistical
outcomes. Simple examples of
such outcomes include observing a head or tail when tossing a
coin, or obtaining the
numbers 1, 2, 3, 4, 5, or 6 when throwing a die. For a fairly-
weighted coin, we would, of
course, expect to see a head for 1/2 of a large number of tosses;
similarly, using a fairly-
weighted die, we would expect to get a four for 1/6 of all
throws. We can then say that
the probability of observing a head on one toss of a fairly-
weighted coin is 1/2 and that
for obtaining a four on one throw of a fairly-weighted die is
1/6. This heuristic notion of
probability can be given mathematical formality via the
following definition:
Given Ns mutually exclusive, equally likely points in sample
space, with Ne of these
points corresponding to the random event A, then the
probability P(A) = Ne/ Ns .
Here, sample space designates the available Ns occurrences
while random event A denotes
the subset of sample space given by Ne ≤ Ns . The phrase
mutually exclusive indicates
that no two outcomes can occur simultaneously in a single
35. sample space; this criterion is
obviously required if we are to convert our heuristic
understanding of chance to a well-
defined mathematical probability.
As a further example, for a standard deck of playing cards, we
have 52 points in sample
space, of which four represent aces. Hence, the probability of
drawing a single ace from a
well-mixed deck is P(A) = 4/52 = 1/13, where the event A
designates the random drawing
of an ace. Visually, the relation between event A and sample
space can be described by a
so-called Venn diagram, as shown in Fig. 2.1. Here, sample
points resulting in event A fall
within the area A, while those not resulting in event A fall
elsewhere in the surrounding
box, whose total area represents the entire sample space. Hence,
assuming a uniform point
density, we find that the ratio of the cross-hatched area to the
total area in Fig. 2.1 provides
a visual representation of P(A). Similarly, from the viewpoint of
set theory, we observe
7
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8 � Probability and Statistics
A Figure 2.1 Venn diagram representing that portion of sam-
ple space which corresponds to random event A.
36. that for a fairly-weighted die the random event of obtaining an
even number E = {2, 4, 6}
from within the entire sample space S = {1, 2, 3, 4, 5, 6} clearly
occurs with probability
P(A) = 1/2.
Our notion of probability becomes more complicated if we
consider two different
random events, A and B, which can both occur within a given
sample space. On this
basis, we may define the compound probability, P(AB), which
represents events A and B,
and also the total probability, P(A+ B), which represents events
A or B (including both).
From the viewpoint of set theory, P(AB) is called the
intersection of A and B (A∩ B), while
P(A+ B) is labeled the union of A and B (A∪ B). Pictorial
displays of the (a) intersection
and (b) union of A and B are given by the two Venn diagrams
shown in Fig. 2.2.
If the events A and B are mutually exclusive, a single trial by
definition permits no
overlap in sample space. Therefore, P(AB) = 0 so that
P(A+ B) = P(A) + P(B), (2.1)
as displayed by the Venn diagram of Fig. 2.3(a). As an example,
the probability of picking a
king (K) or a queen (Q) from a single deck of playing cards is
given by the total probability
P(K + Q) = P(K) + P(Q) = 2/13. In comparison, the probability
of picking a king from
one deck and a queen from a different deck is P(KQ) = (1/13)2.
In the latter case, we
37. have two different sample spaces, as indicated by the Venn
diagram of Fig. 2.3(b), so that
the events are now mutually independent. Hence, in general, the
compound probability
becomes
P(AB) = P(A) · P(B). (2.2)
In summary, Eq. (2.1) defines two mutually exclusive events
within a single sample space,
while Eq. (2.2) defines two mutually independent events within
two different sample
A B A B
(a) (b)
Figure 2.2 Venn diagrams representing (a) P(AB) and (b) P(A +
B).
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2.1 Probability: Definitions and Basic Concepts � 9
A B A B
(a) (b)
Figure 2.3 Venn diagrams describing (a) mutually exclusive and
(b) mutually independent
events.
38. spaces. Equations (2.1) and (2.2) can, of course, be extended to
more than two events,
e.g.,
P(A+ B + C) = P(A) + P(B) + P(C) Mutual Exclusivity (2.3)
P(ABC) = P(A) · P(B) · P(C) Mutual Independence. (2.4)
EXAMPLE 2.1
Five people are arranged in a row at random. What are the
probabilities that two particular
people will be (a) next to each other and (b) separated by one
person between them?
Solution
We first recognize that randomly arranging two previously
chosen people with three other
people in a row is no different than randomly choosing these
same two people after the
arrangement. Because choosing two people at random from
among five available people
represents two mutually independent events, the compound
probability with no further
information is (1/5)(1/4). However, if we now specify that these
two people are either next
to each other or one person apart, we must account for the fact
39. that there are many ways
of achieving either specification, each of which will enhance
the previously unconstrained
compound probability. As for many probability analyses, a
combination of visual and
conceptual approaches often constitutes the most fruitful tactic
for solving the problem.
(a) Visualization indicates that for five people in a row, four
possible pairs of people can
exist next to each other. Conceptually, the persons comprising
each pair can also be
switched, thus giving eight independent ways of obtaining two
people next to each
other among five people in a row. Hence, the final probability
that two people will
be next to each other when five people are arranged in a row at
random must be
(1/5)(1/4)(8) = 2/5.
(a) (b)
Possible pairs of people for (a) two people next to each other
and (b) two people one
person apart.
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10 � Probability and Statistics
(b) Similarly, for two people separated by another person, a
combined visual and con-
ceptual analysis gives a final probability of (1/5)(1/4)(3)(2) =
3/10. Here, three pairs
of people are possible one person apart and the individuals
comprising each pair can
again be switched.
Suppose instead that the five people are arranged in a circle.
You should be able to convince
yourself that the probability for two people to be either next to
each other or separated
by another person is now always 1/2.
2.2 Permutations and Combinations
41. We now apply probability theory to a sequence of
distinguishable objects. Consider, for
example, an urn containing four marbles labeled A, B, C, and D,
respectively. Our aim is
to randomly select marbles from the urn without replacement.
The first marble chosen can
be any of four possibilities, the second can be any of the three
remaining possibilities, the
third chosen must be one of the two remaining possibilities, and
the fourth can only be one
possibility. Hence, the number of ways that the four sequential
but independent choices
can be made must be 4 · 3 · 2 · 1 = 24. These 24 possible ways
of randomly selecting the four
original marbles can be taken as the number of possible
arrangements or permutations of
any single sequence of the four marbles, e.g., ACDB. If, on the
other hand, the marbles
were not labeled, then the 24 possible rearrangements would be
irrelevant as the marbles
would be indistinguishable. In this case, the 24 permutations
would become only one
combination. Moreover, only a single collection or combination
of the four marbles would
exist, even if labeled, if we simply chose to disregard any
42. ordering of the random objects.
This distinction between permutations and combinations can be
pursued further by
considering the number of ways by which we can choose M
items from a sample of N
available objects without replacement, in one case including and
in the other case excluding
the effect of labeling or ordering. The objects, for example,
could be M marbles chosen
from an urn containing N marbles, or M cards chosen from a
deck of N cards. Following the
procedure outlined in the previous paragraph, the number of
permutations is P(N, M) =
N(N − 1) · · · (N − M + 1) or
P(N, M) = N!
(N − M)! , (2.5)
which is defined as the number of permutations of N objects
taken M at a time. We note,
by the way, that P(N, M) = N! when M = N, so that Eq. (2.5)
requires that we define
0! = 1.
43. In comparison, the number of combinations represents all the
different subsets contain-
ing M items that can be sampled from N distinct objects. Here,
the particular arrangement
of M objects within a subset is irrelevant; thus, the number of
combinations can be obtained
from the number of permutations of Eq. (2.5) via division by the
number of permutations,
M!, for the subset of M distinct objects. Hence, C(N, M) = P(N,
M)/M! or
C(N, M) = N!
(N − M)! M! , (2.6)
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2.3 Probability Distributions: Discrete and Continuous � 11
which is defined as the number of combinations of N objects
taken M at a time. We note
that C(N, M) can also be interpreted as the number of different
44. arrangements of N objects
when M of these objects are of one distinct type and (N − M)
are of a second type. This
interpretation of C(N, M) will be employed in Section 2.4, when
we consider the binomial
distribution.
EXAMPLE 2.2
You wish to choose three marbles at random from an urn
containing four marbles labeled
A, B, C, and D.
(a) Determine the number of permutations and combinations for
the above scenario.
(b) Identify explicitly each combination and permutation for the
three chosen marbles.