Search arXivSearch

arXiv · physics/0004055

Inquiries into the Nature of Free Energy and Entropy in Respect to Biochemical Thermodynamics

Abstract

Free energy and entropy are examined in detail from the standpoint of classical thermodynamics. The approach is logically based on the fact that thermodynamic work is mediated by thermal energy through the tendency for nonthermal energy to convert spontaneously into thermal energy and for thermal energy to distribute spontaneously and uniformly within the accessible space. The fact that free energy is a Second-Law, expendable energy that makes it possible for thermodynamic work to be done at finite rates is emphasized. Entropy, as originally defined, is pointed out to be the capacity factor for thermal energy that is hidden with respect to temperature; it serves to evaluate the practical quality of thermal energy and to account for changes in the amounts of latent thermal energies in systems maintained at constant temperature. A major objective was to clarify the means by which free energy is transferred and conserved in sequences of biological reactions coupled by freely diffusible intermediates. In achieving this objective it was found necessary to distinguish between a 'characteristic free energy' possessed by all First-Law energies in amounts equivalent to the amounts of the energies themselves and a 'free energy of concentration' that is intrinsically mechanical and relatively elusive in that it can appear to be free of First-Law energy. The findings in this regard serve to clarify the fact that the transfer of chemical potential energy from one repository to another along sequences of biological reactions of the above sort occurs through transfer of the First-Law energy as thermal energy and transfer of the Second-Law energy as free energy of concentration.

Explore related subjects

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

Clinton D. Stoner. 2001-11-07. Inquiries into the Nature of Free Energy and Entropy in Respect to Biochemical Thermodynamics. https://doi.org/10.3390/e2030106

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related papers

Johann Bernoulli's analysis of elastic collisions (a teaching sequence to introduce the dynamic law thereby inspired)

In order to explain an elastic collision, Johann Bernoulli considered two bodies connected by a spring. Motion is defined as a succession of states of rest. Then, considering the spring to be a lever with a body at each extremity, the laws of equilibrium imply that `motion' is described by the time variation of the (common) quantity of motion of the bodies; the dynamic law is thus deduced. This inspires a teaching sequence to introduce the dynamic law (in one dimension) in introductory physics course; we call it ``bernoullian sequence''.

physics.ed-ph

Design and Initial Evaluation of a Photovoltaics-focused Course-based Undergraduate Research Experience in Physics

Traditional physics laboratory courses often focus on experiments with well-known results, limiting students' engagement in authentic scientific practices. Course-based undergraduate research experiences (CUREs), where students engage in real research with unknown outcomes, have been shown to support positive student outcomes, such as increased self-efficacy, persistence, and engagement in scientific practices. However, discipline-specific studies of CUREs in physics remain limited. We describe the development, structure, and initial implementation of a photovoltaics-focused CURE in a second-year undergraduate physics laboratory course at the University of Colorado Boulder. To examine how students experienced the course, we analyzed end-of-semester reflection assignments using the five CURE components (i.e., scientific practices, discovery, relevance, collaboration, and iteration), as well as established dimensions of research authenticity, as analytic frameworks. Students described experiences associated with all five CURE components, with collaboration, relevance, and scientific practices appearing most prominently in their reflections. Students also associated authentic research with meaningful scientific contribution, engagement in authentic scientific practices, and navigating the uncertainty and setbacks inherent in research, although fewer explicitly identified themselves as researchers or scientists. A subset of students additionally connected the course to their immediate thinking about future academic and professional pathways. This work contributes both a discipline-specific model for implementing CUREs in experimental physics laboratory courses and provides insight into how students interpret and experience authentic research within this course context.

physics.ed-ph

A Workshop Series for Effective Use of AI in Uncertain Times: Building a Physics Faculty Learning Community

Generative AI tools are being widely taken up by students in their physics courses and beyond, often before instructors and institutions can develop policies and effective approaches for the use of these tools. Building on a framework for change in the era of AI, we developed and implemented a faculty learning community to help a university physics department address these challenges collectively. Over six biweekly sessions, faculty worked through course policies, classroom conversations about AI, AI-integrated coursework tasks, and assessment. Each session shared a common structure: we presented local data and department-sourced materials, tested them in small groups, and discussed them together, emphasizing durable pedagogical approaches over specific tools and platforms, and leading with evidence of students' own AI use. The series produced a shared, evolving repository of resources for faculty to draw on. This workshop provides an adaptable, theoretically informed model for a faculty learning community that departments can build on.

physics.ed-ph