2007/02/18 by Matthew L. Greenwolfe, Greenwolfe, Matthew L.
Engineering · Physics and Astronomy · #Advanced Thermodynamics and Statistical Mechanics #FOS: Physical sciences #Phase Equilibria and Thermodynamics #Physics Education (physics.ed-ph) #physics.ed-ph
paper · pdf · doi:10.48550/arxiv.physics/0702153
recently submitted to AJP
openalex publication_date 2007/02/18 · arxiv created 2007/06/28 · arxiv updated 2009/12/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
Single particle models are sufficient for many topics in introductory physics courses, but become misleading when applied to situations involving changes in internal energy. This paper merges two parallel attempts to reform the teaching of energy in the introductory physics curriculum, resulting in an approach to internal energy that is conceptually correct, mathematically rigorous, and yet simple enough for the introductory student to understand. It uses diagrams and graphs to provide concrete and visual means to track energy storage and transfer, and takes the smallest possible step in mathematical complexity - from one-particle to two-particle models - necessary to achieve consistency with a sound conceptual approach. The mathematical development is guided by the idea that the term "work" should receive a clear conceptual definition as energy that is transferred through the boundary of a system; mathematical expressions are identified as work - of any sort - only when they correspond to this definition.