Energy transformation

Energy transformation, also known as energy conversion, is the process of changing energy from one form to another. In physics, energy is a quantity that provides the capacity to perform work (e.g. Lifting an object) or provides heat.

In addition to being converted, according to the law of conservation of energy, energy is transferable to a different location or object, but it cannot be created or destroyed.

The energy in many of its forms may be used in natural processes, or to provide some service to society such as heating, refrigeration, lighting or performing mechanical work to operate machines. For example, to heat a home, the furnace burns fuel, whose chemical potential energy is converted into thermal energy, which is then transferred to the home’s air to raise its temperature.

Limitations in the conversion of thermal energy

Conversions to thermal energy from other forms of energy may occur with 100% efficiency.[1] Conversion among non-thermal forms of energy may occur with fairly high efficiency, though there is always some energy dissipated thermally due to friction and similar processes.

Sometimes the efficiency is close to 100%, such as when potential energy is converted to kinetic energy as an object falls in a vacuum.

This also applies to the opposite case; for example, an object in an elliptical orbit around another body converts its kinetic energy (speed) into gravitational potential energy (distance from the other object) as it moves away from its parent body.

When it reaches the furthest point, it will reverse the process, accelerating and converting potential energy into kinetic. Since space is a near-vacuum, this process has close to 100% efficiency.

Thermal energy is very unique because it cannot be converted to other forms of energy. Only a difference in the density of thermal/heat energy (temperature) can be used to perform work, and the efficiency of this conversion will be (much) less than 100%.

This is because thermal energy represents a particularly disordered form of energy; it is spread out randomly among many available states of a collection of microscopic particles constituting the system (these combinations of position and momentum for each of the particles are said to form a phase space).

The measure of this disorder or randomness is entropy, and its defining feature is that the entropy of an isolated system never decreases.

One cannot take a high-entropy system (like a hot substance, with a certain amount of thermal energy) and convert it into a low entropy state (like a low-temperature substance, with correspondingly lower energy), without that entropy going somewhere else (like the surrounding air). In other words, there is no way to concentrate energy without spreading out energy somewhere else.

Thermal energy in equilibrium at a given temperature already represents the maximal evening-out of energy between all possible states[2] because it is not entirely convertible to a “useful” form, i.e. one that can do more than just affect temperature. The second law of thermodynamics states that the entropy of a closed system can never decrease.

For this reason, thermal energy in a system may be converted to other kinds of energy with efficiencies approaching 100% only if the entropy of the universe is increased by other means, to compensate for the decrease in entropy associated with the disappearance of the thermal energy and its entropy content.

Otherwise, only a part of that thermal energy may be converted to other kinds of energy (and thus useful work). This is because the remainder of the heat must be reserved to be transferred to a thermal reservoir at a lower temperature.

The increase in entropy for this process is greater than the decrease in entropy associated with the transformation of the rest of the heat into other types of energy.

In order to make energy transformation more efficient, it is desirable to avoid thermal conversion.

For example, the efficiency of nuclear reactors, where the kinetic energy of the nuclei is first converted to thermal energy and then to electrical energy, lies at around 35%.

By direct conversion of kinetic energy to electric energy, effected by eliminating the intermediate thermal energy transformation, the efficiency of the energy transformation process can be dramatically improved.[5]

Length/Distance Conversion

n today’s post, we will be talking about the magnitude of length and its difference to distance, as well as how both concepts are integrated into knowledge at young ages.

Before anything, we should ask ourselves if we really know the meaning of these concepts: What is a magnitude? What is the magnitude length? What is distance?

Concepts of length, distance, and the difference between them

An object has various characteristics, attributes, and properties, some we can see and others we cannot but only those that are observable and given a numerical value are magnitudes. As a result, all of the attributes that cannot be given a numerical value are not magnitudes.

The magnitude of length is the amount of ‘complete’ space, the measurement between two points in a dimension or an object, typically the length.

So, what does the concept of distance refer to? Well, the distance is the ’empty’ space between two points, in other words, the space that exists between two objects.

Therefore the distance between the magnitude length and distance is as follows: length is used to measure part of an object and the distance is used to measure the space between objects (or points).

Acquisition of the concepts of length and distance

Length requires a simpler level of compression to understand and since its perception is less conflictive,  you can begin working on these concepts with younger ages in school. Once the spatial skills and the distance between objects are developed, the construction of the concept of distance can be incorporated.

Spatial capacity with primary aged school children is very ambiguous while the concept of length develops little by little and will progress according to the experiences that the child has related to this topic. The handling of materials more familiar and close to the child will help this develop along the way.

For example, we can begin using erasers, pencil sharpeners, or clips to know the length of a pen or relatively small objects. Later we will be able to move on and measure larger lengths and compare the lengths of some objects. During this process, the concept of space will be expanded and we will be able to move on to measuring distances between objects within the school until we finally get to larger distances like those that exist between their houses and school.

“You cannot teach a man anything; you can only help him find it within himself.” – Galileo Galilei

The eagerness to discover, explore, and know from the time that we were children, and as human beings with the innate capacity to understand all that surrounds us, it is a great advantage when we are faced with challenges and new things. With the Smartick method, they work on new concepts and advance towards greater challenges simply.

In Smartick, students begin working with length from 4 years old with activities where they compare objects and measure them by using other smaller objects.