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First Law Of Thermodynamics: Problem-Solving01:21

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The first law of thermodynamics states that the change in internal energy of the system is equal to the net heat transfer into the system minus the net work done by the system. This equation is a generalized form of energy conservation and can be applied to any thermodynamic process.
The following strategies can be used to solve any problem involving the first law of thermodynamics.
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A thermodynamic system is a set of objects whose thermodynamic properties are of interest. The system is considered to be embedded in its surroundings or the environment. The system and its environment can exchange heat and do work on each other through a boundary that separates them. However, the immediate surroundings of the system interact with it directly and therefore have a much stronger influence on its behavior and properties.
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The Carnot engine works between two heat reservoirs of fixed temperatures. The Carnot cycle begs the following question: Is it possible to devise a heat engine that is more efficient than a Carnot engine between two fixed temperatures? The answer lies in designing a Carnot refrigerator.
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For a chemical reaction (the system) carried out at constant pressure – with the only work done caused by expansion or contraction – the enthalpy of reaction (also called the heat of reaction, ΔHrxn) is equal to the heat exchanged with the surroundings (qp).
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Characterization of Thermal Transport in One-dimensional Solid Materials
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"I Think I Am Getting There" Understanding the Computational Identity of Engineering Students Participating in a

Huma Shoaib1, Aasakiran Madamanchi2, Elsje Pienaar3

  • 1School of Engineering Education, Purdue University, West Lafayette, IN USA.

Biomedical Engineering Education
|September 12, 2022
PubMed
Summary

Biomedical engineering students

Keywords:
Computational identityEngineering identityGender

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Area of Science:

  • Biomedical Engineering Education
  • Computational Science
  • Engineering Identity

Background:

  • Growing computational intensity in healthcare necessitates increased computation in biomedical engineering (BME) education.
  • Potential for non-intentional computational instruction to worsen existing gender disparities in STEM.
  • Engineering and computational identity are crucial for student persistence in engineering majors.

Purpose of the Study:

  • Define and explore the computational identities of undergraduate engineering students.
  • Apply discipline-based identity research to understand student experiences in computational environments.
  • Inform future research on student retention in computationally intensive engineering courses.

Main Methods:

  • Semi-structured interviews with 28 undergraduate engineering students (20 women, 8 men) from BME, agricultural, and biological engineering.
  • Thematic coding analysis of interview transcripts focusing on experiences in a computational thermodynamics course.
  • Utilized discipline-based identity research as a theoretical framework.

Main Results:

  • The majority of students perceived their computational identity as developing.
  • Students reported congruence between engineering and computational identities, but incongruence with creative identity and feminine norms.
  • Gender stereotypes in programming may threaten belonging; specific skills are associated with computational identity.

Conclusions:

  • Emergent definition of a 'computational person' based on student perceptions.
  • Instructors can foster computational identities by mitigating gender stereotypes and biases.
  • Framing assignments to develop computational modeling skills can support student identity development.