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Looking through the book of abstracts for «XXI International Conference on Chemical Thermodynamics in Russia (RCCT-2017)» I came across the abstract of talk given by Peter Atkins (University of Oxford) titled «Thoughts about thermodynamics» (you'll find the whole abstract at the end of the post). One sentence of this abstract puzzled me; it was «There are fascinating analogies, such as those between temperature and time that might reveal deep truths about the fabric of reality.» I have reminiscences of having seen remarks about the mentioned «analogies» before (I can't remember where though).
Anyway, Atkins is a heavyweight in the field of chemical thermodynamics and his words should be taken seriously. Do you have any idea what those analogies between temperature and time are (especially in context of thermodynamics)?
The text of the abstract:
Anyway, Atkins is a heavyweight in the field of chemical thermodynamics and his words should be taken seriously. Do you have any idea what those analogies between temperature and time are (especially in context of thermodynamics)?
The text of the abstract:
Elementary thermodynamics is so well established that there is perhaps little to discover and even less to consider when instructing our students. But is that really true? In this lecture I shall explore aspects of thermodynamics that remain interesting and which open up deep questions about this mature subject and which could lie in the back of our minds when teaching our students. There are deep questions to explore, such as why the laws of thermodynamics are valid. Why, for instance, is energy conserved? Why does entropy increase? There are fascinating analogies, such as those between temperature and time that might reveal deep truths about the fabric of reality. What happens when systems of interest are so small that fluctuations dominate the most probable values? What are the origins of the fundamental constants that characterize thermodynamics, such as Boltzmann’s constant and the gas constant? Did the originators of thermodynamics introduce unnecessary complications when formulating, for instance, the concept and measurement of temperature? What are the thermodynamic properties of the electromagnetic field: how is the Sun capable of driving processes on Earth? I shall explore these thoughts: they do not really open up revisions of elementary thermodynamics, but show that by reflecting on elementary principles, deep questions arise and can stimulate how we teach and encourage our students to become questioning scientists.