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		<id>http://www.physicsbook.gatech.edu/index.php?title=Richard_Phillips_Feynman&amp;diff=23993</id>
		<title>Richard Phillips Feynman</title>
		<link rel="alternate" type="text/html" href="http://www.physicsbook.gatech.edu/index.php?title=Richard_Phillips_Feynman&amp;diff=23993"/>
		<updated>2016-11-25T04:50:57Z</updated>

		<summary type="html">&lt;p&gt;Jennifervo: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;Claimed and Written by Catherine Johnson, PHYS 2211 C04&lt;br /&gt;
Edited by Jennifer Vo, PHYS 2212 Q05&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Richard Phillips Feynman&#039;&#039;&#039;, an American theoretical physicist, was quite famous for his work with quantum mechanics, electrodynamics, and superfluidity, but was most known for his familiarization with particle physics. He was granted a Nobel Peace Prize in 1965 for Physics.&lt;br /&gt;
&lt;br /&gt;
[[File:Feynman.jpg|350px|thumb|right|Richard Phillips Feynman. May 11, 1918 - February 15, 1988.]]&lt;br /&gt;
&lt;br /&gt;
==Early Life==&lt;br /&gt;
&lt;br /&gt;
Feynman was born in New York City, New York, on May 11th, 1918, to Lucille and Melville Arthur Feynman. His parents originated from Poland and Russia, and both were Ashkenazi Jews, or &amp;quot;Germanic Jews&amp;quot;. However, neither of his parents were very religious, and therefore, Richard proclaimed himself atheist as a young boy. Feynman could not talk until the age of three, but once he could, he closely retained his Bronx accent. As Feynman grew, his parents were greatly supportive of his creative mind-set. His father continuously pushed him to think beyond the box, and his mother provided him with a sense of humor that carried him happily through life. He became a little engineer all on his own, and by age 10, he created a home burglar alarm system while his parents were out. At age nine, Feynman gained a baby sister Joan, and the two became very close. Although Richard&#039;s mother disapproved of Joan&#039;s high level of curiosity for a woman, Richard always encouraged his little sister, and she later became an astrophysicist specializing in Earth&#039;s solar winds. Due to his family&#039;s constant support, Feynman developed a general curiosity about the world that led him to discover great things in the future.&lt;br /&gt;
&lt;br /&gt;
==Education==&lt;br /&gt;
&lt;br /&gt;
Feynman was always very dedicated to his school work. While attending Far Rockaway High School as a teenager, he taught himself many disciplines of mathematics that usually only collegiate students could perceive. He graduated from Far Rockaway in June of 1935, and was accepted and soon attended the Massachusetts Institute of Technology (MIT). He graduated from MIT with a BS degree in Physics in 1939, after realizing his initial passion with mathematics did not carry far enough into the world of application, in his opinion. He then followed his studies with quantum mechanics to Princeton University, and received his doctorate in physics in 1942. Feynman joined the Manhattan Project during World War II and was the head of the theoretical division. He later was appointed a professor at Cornell University, but he soon transferred to the California Institute of Technology in 1950 to further his research in quantum mechanics.&lt;br /&gt;
&lt;br /&gt;
==Scientific Contributions==&lt;br /&gt;
&lt;br /&gt;
[[File:First-Feynman-diagram.jpg.png|330px|thumb|right|The First Feynman Diagram, &amp;quot;Space-Time Approach to Quantum Electrodynamics,&amp;quot; 1949.]]&lt;br /&gt;
&lt;br /&gt;
Feynman contributed to modern science in various ways, upon which he earned the Nobel Peace Prize in Physics in 1965 &amp;quot;for their [Feynman&#039;s, Tomonaga&#039;s, and Schwinger&#039;s] fundamental work in quantum electrodynamics, with deep-ploughing consequences for the physics of elementary particles&amp;quot;.&lt;br /&gt;
&lt;br /&gt;
Following Feynman&#039;s successes in quantum mechanics, a relativistic theory was created for the interaction of charged particles with electromagnetic fields. However, in Feynman&#039;s attempt to reform the theory, he contributed to a new quantum electrodynamics (the theory of the interaction between light and matter). In 1948, he introduced his &amp;quot;Feynman diagrams&amp;quot;, which were simple graphical representations to help conceptualize complex interactions between different particles in space-time. The goal for his diagrams was to use them to model the entirety of physics in terms of particles&#039; spins and forces, to explain their interactions. Still today, these diagrams further allow calculations of the probabilities of many interactions.&lt;br /&gt;
&lt;br /&gt;
In 1969, Feynman proposed the parton model, which was a way to analyze high-energy hadron collisions in particle physics. Within the model, a &amp;quot;hadron&amp;quot;, which could, for example, be a proton, is composed of a number of &amp;quot;partons&amp;quot;. The hadron theoretically has infinite momentum and very high energy. Therefore, parton motion is slowed by time dilation, the difference of elapsed time between two events. This causes the hadron charge distribution to be length-contracted, which forces incoming particles to be scattered instantaneously and randomly. This model was applied to the electron-proton deep inelastic scattering that Bjorken and Paschos created, which was a process used to probe the insides of hadrons. The parton model has now been developed and remains a justifiable estimation of reactions of particles at high energies.&lt;br /&gt;
&lt;br /&gt;
Another of Feynman&#039;s most remarkable scientific contributions was &#039;&#039;The Feynman Lectures on Physics&#039;&#039;.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===&#039;&#039;The Feynman Lectures on Physics&#039;&#039;===&lt;br /&gt;
&lt;br /&gt;
[[File:1FeynmanLecturesOnPhysics.jpg|280px|thumb|left|The Feynman Lectures on Physics (1963) by Feynman, R.; Leighton, R.; &amp;amp; Sands, M.]]&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;The Feynman Lectures on Physics&#039;&#039; is a physics textbook written by Richard P. Feynman himself, that was given to collegiate students at Cal Tech from 1961 to 1963. The book also had two other authors: Robert B. Leighton and Matthew Sands. The book is composed of three volumes, with the first focusing on heat, radiation, and mechanics; the second one exploring matter and electromagnetism; and the third volume discussing quantum mechanics. However, the book also includes several chapters focusing on relating physics to other subjects, including mathematics.&lt;br /&gt;
&lt;br /&gt;
The lectures were initially created at a time when Cal Tech was reconsidering its physics material instructed to new students. Cal Tech wanted a more modern physics-based class, where new discoveries were relayed to students almost instantly. Feynman developed the lectures due to this, and he was the only professor to teach this new material to the incoming class at Cal Tech in the year of 1961. All of his lectures and drawings were taped and recorded by Cal Tech&#039;s staff as a remarking advancement to their institution. This compilation of teachings is perhaps one of the most famous physics books to exist. It has sold over 1.5 million English copies, and has been translated into over a dozen languages. It may not be the work that Feynman was most proud of; however, it is the work for which he is most known.&lt;br /&gt;
&lt;br /&gt;
===&#039;&#039;There&#039;s Plenty of Room at the Bottom&#039;&#039;===&lt;br /&gt;
Richard Feynman is considered the father of nanotechnology. “There’s Plenty of Room at the Bottom” was the name of the lecture he gave at an American Physical Society meeting at California Institute of Technology on December 29, 1959. In this lecture, Feynman described the conceptual foundations of large amounts of information being encoded into increasingly small spaces. Feynman concluded his talk with two challenges, the first involved the construction of a tiny motor the second being scaling letters small enough to fit the entire Encyclopedia Britannica on the head of a pin. The first challenge was achieved relatively quickly by William McLellan and the second was achieved over 20 years later by Tom Newman.&lt;br /&gt;
&lt;br /&gt;
===Work on Manhattan Project===&lt;br /&gt;
After the attack on Pearl Harbor, Feynman began his involvement with the Manhattan Project working to prove the practicality of a device called an isotron. This project was later abandoned. Feynman was later recruited to work in the Los Alamos Laboratory, assigned to Hans Bethe’s Theoretical Division where he was a group leader.  &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
It was here that Feynman worked with Bethe to develop the Bethe-Feynman Efficiency Formula, a method for calculating the yield of a fission bomb. &lt;br /&gt;
a = internal energy per gram&lt;br /&gt;
b = growth rate&lt;br /&gt;
c = sphere radius&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
a≈ (bc)^2*f&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Feynman and the Challenger Disaster===&lt;br /&gt;
Feynman was in the spotlight again for his important role on the Presidential Rogers Commision investigating the Space Shuttle Challenger disaster. The report determined the cause of the disaster that took place after liftover. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
On television, Feynman famously demonstrated that the material used in the shuttle’s O-rings was inflexible in cold condition, determining the O-ring failure as the primary cause for the improper sealing at Cape Canaveral that day. &lt;br /&gt;
&lt;br /&gt;
==Quotes by Feynman==&lt;br /&gt;
&amp;quot;Every morning we brush our teeth. What is the evidence that the brushing of the teeth does us any good in cavities? So you start wonderin&#039;... As the Earth turns on the orbit, there&#039;s an edge between light and dark, and along that edge, all the people along that edge are doing the same ritual (Loud brushing teeth noise) for no good reason, just like in the middle ages... and you&#039;re trying to picture this perpetual line of tooth brushes going around the Earth. It&#039;s to take the world from another point of view!&amp;quot;&lt;br /&gt;
&lt;br /&gt;
[[File:Nothingaboutbird.jpg|350px|thumb|right|Quote by Richard P. Feynman]]&lt;br /&gt;
&lt;br /&gt;
&amp;quot;We were playing in a field and a kid said to me, &#039;Say what&#039;s that bird, what&#039;s the name... you know the name of that bird?&#039; I said, &#039;I haven&#039;t the slightest idea.&#039; He said, &#039;Well, it&#039;s a brown-throated thrush. Your father doesn&#039;t teach you anything.&#039; But my father had already taught me about the names of birds. Once [my father and I] walked and he said, &#039;That&#039;s a brown-throated thrush... You know what the name of that bird is? A brown-throated thrush. When you know all the names in every language of that bird, you know nothing but absolutely nothing about the bird.&#039; Then we would go on and talk about the pecking in the feathers. So I had learned already that names don&#039;t constitute knowledge.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
&amp;quot;The world is strange. The whole universe is very strange, but when you look at the details, and you find out that the rules are very simple, it&#039;s, again, this chess game.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
&amp;quot;We&#039;ve learned from experience that the truth will come out. Other experimenters will repeat your experiment and find out whether you were wrong or right. Nature&#039;s phenomena will agree or they&#039;ll disagree with your theory. And, although you may gain some temporary fame and excitement, you will not gain a good reputation as a scientist if you haven&#039;t tried to be very careful in this kind of work. And it&#039;s this type of integrity, this kind of care not to fool yourself, that is missing to a large extent in much of the research in cargo cult science.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
&amp;quot;The first principle is that you must not fool yourself -- and you are the easiest person to fool.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
&amp;quot;If, in some cataclysm, all of scientific knowledge were to be destroyed, and only one sentence passed on to the next generation of creatures, what statement would contain the most information in the fewest words? I believe it is the atomic hypothesis that all things are made of atoms — little particles that move around in perpetual motion, attracting each other when they are a little distance apart, but repelling upon being squeezed into one another. In that one sentence, you will see, there is an enormous amount of information about the world, if just a little imagination and thinking are applied.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
==Connectedness==&lt;br /&gt;
&lt;br /&gt;
Dr. Feynman was initially just a man who helped contribute to the subject I know as physics. The real interest for me came after I chose him to research and study. The more information I discovered about him, the more I wanted to learn. You see, I wasn&#039;t so much interested in the scientific contributions he made, but more in his unique outlook and view towards the world. Listening to him speaking in videos, reading his lectures, and hearing his friend speak about him, allowed me to more fully understand his personality even though I never knew him. He seemed always such a positive and excited person, so determined to make anyone and everyone interested in the amazing world he knew that was created by physics. He made me view the world a little differently, which allowed me to be more interested in the subject of physics itself.&lt;br /&gt;
&lt;br /&gt;
Feynman&#039;s physics is necessary for the route that I have chosen for my education, which is the pre-health pathway. Physics is necessary to understand so much about how human bodies work, how their atoms interact, and how diseases and mutations can come about. Although my major is biology, the study of life, physics is the study of life and everything else, which allows for so many interesting connections that I am very willing to understand.&lt;br /&gt;
&lt;br /&gt;
== See also ==&lt;br /&gt;
&lt;br /&gt;
There are a few books written by Feynman himself that can more fully quantize the value of his work, which you may read below. There are also a few videos that include him speaking of his theories on &amp;quot;another point of view of the world&amp;quot;, and even a video with his dear friend, a professor at Harvard University, describing Feynman&#039;s character and a few memories they shared, that will allow you to more fully understand the light-hearted personality of the notable Richard Feynman.&lt;br /&gt;
&lt;br /&gt;
===Further reading===&lt;br /&gt;
&lt;br /&gt;
Feynman, Richard (1997). Surely you&#039;re joking, Mr. Feynman!. W. W. Norton &amp;amp; Company.&lt;br /&gt;
&lt;br /&gt;
Feynman, R. P., Leighton, R. B., &amp;amp; Sands, M. L. (1963). The Feynman lectures on physics. Reading, Mass.: AddiWesley Pub. Co.. http://www.feynmanlectures.caltech.edu/&lt;br /&gt;
&lt;br /&gt;
===External links===&lt;br /&gt;
&lt;br /&gt;
https://www.youtube.com/watch?v=zgJPjG4KJYQ&lt;br /&gt;
&lt;br /&gt;
https://www.youtube.com/watch?v=hpjwotips7E&lt;br /&gt;
&lt;br /&gt;
http://www.nobelprize.org/nobel_prizes/physics/laureates/1965/feynman-facts.html&lt;br /&gt;
&lt;br /&gt;
==References==&lt;br /&gt;
&lt;br /&gt;
http://www.findagrave.com/cgi-bin/fg.cgi?page=gr&amp;amp;GRid=2562&lt;br /&gt;
&lt;br /&gt;
http://blog.nuclearsecrecy.com/2014/06/06/feynman-and-the-bomb/&lt;br /&gt;
&lt;br /&gt;
http://www.atomicarchive.com/Bios/Feynman.shtml&lt;br /&gt;
&lt;br /&gt;
http://www.nobelprize.org/nobel_prizes/physics/laureates/1965/feynman-facts.html&lt;br /&gt;
&lt;br /&gt;
https://www.youtube.com/watch?v=zgJPjG4KJYQ&lt;br /&gt;
&lt;br /&gt;
http://www.physicsoftheuniverse.com/scientists_feynman.html&lt;br /&gt;
&lt;br /&gt;
Feynman, R. P., Leighton, R. B., &amp;amp; Sands, M. L. (1963). The Feynman lectures on physics. Reading, Mass.: AddiWesley Pub. Co.. http://www.feynmanlectures.caltech.edu/&lt;br /&gt;
&lt;br /&gt;
[[Category:Notable Scientists]]&lt;/div&gt;</summary>
		<author><name>Jennifervo</name></author>
	</entry>
	<entry>
		<id>http://www.physicsbook.gatech.edu/index.php?title=Richard_Phillips_Feynman&amp;diff=23992</id>
		<title>Richard Phillips Feynman</title>
		<link rel="alternate" type="text/html" href="http://www.physicsbook.gatech.edu/index.php?title=Richard_Phillips_Feynman&amp;diff=23992"/>
		<updated>2016-11-25T04:50:21Z</updated>

		<summary type="html">&lt;p&gt;Jennifervo: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;Claimed and Written by Catherine Johnson, PHYS 2211 C04&lt;br /&gt;
Edited by Jennifer Vo, PHYS 2212 Q05&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Richard Phillips Feynman&#039;&#039;&#039;, an American theoretical physicist, was quite famous for his work with quantum mechanics, electrodynamics, and superfluidity, but was most known for his familiarization with particle physics. He was granted a Nobel Peace Prize in 1965 for Physics.&lt;br /&gt;
&lt;br /&gt;
[[File:Feynman.jpg|350px|thumb|right|Richard Phillips Feynman. May 11, 1918 - February 15, 1988.]]&lt;br /&gt;
&lt;br /&gt;
==Early Life==&lt;br /&gt;
&lt;br /&gt;
Feynman was born in New York City, New York, on May 11th, 1918, to Lucille and Melville Arthur Feynman. His parents originated from Poland and Russia, and both were Ashkenazi Jews, or &amp;quot;Germanic Jews&amp;quot;. However, neither of his parents were very religious, and therefore, Richard proclaimed himself atheist as a young boy. Feynman could not talk until the age of three, but once he could, he closely retained his Bronx accent. As Feynman grew, his parents were greatly supportive of his creative mind-set. His father continuously pushed him to think beyond the box, and his mother provided him with a sense of humor that carried him happily through life. He became a little engineer all on his own, and by age 10, he created a home burglar alarm system while his parents were out. At age nine, Feynman gained a baby sister Joan, and the two became very close. Although Richard&#039;s mother disapproved of Joan&#039;s high level of curiosity for a woman, Richard always encouraged his little sister, and she later became an astrophysicist specializing in Earth&#039;s solar winds. Due to his family&#039;s constant support, Feynman developed a general curiosity about the world that led him to discover great things in the future.&lt;br /&gt;
&lt;br /&gt;
==Education==&lt;br /&gt;
&lt;br /&gt;
Feynman was always very dedicated to his school work. While attending Far Rockaway High School as a teenager, he taught himself many disciplines of mathematics that usually only collegiate students could perceive. He graduated from Far Rockaway in June of 1935, and was accepted and soon attended the Massachusetts Institute of Technology (MIT). He graduated from MIT with a BS degree in Physics in 1939, after realizing his initial passion with mathematics did not carry far enough into the world of application, in his opinion. He then followed his studies with quantum mechanics to Princeton University, and received his doctorate in physics in 1942. Feynman joined the Manhattan Project during World War II and was the head of the theoretical division. He later was appointed a professor at Cornell University, but he soon transferred to the California Institute of Technology in 1950 to further his research in quantum mechanics.&lt;br /&gt;
&lt;br /&gt;
==Scientific Contributions==&lt;br /&gt;
&lt;br /&gt;
[[File:First-Feynman-diagram.jpg.png|330px|thumb|right|The First Feynman Diagram, &amp;quot;Space-Time Approach to Quantum Electrodynamics,&amp;quot; 1949.]]&lt;br /&gt;
&lt;br /&gt;
Feynman contributed to modern science in various ways, upon which he earned the Nobel Peace Prize in Physics in 1965 &amp;quot;for their [Feynman&#039;s, Tomonaga&#039;s, and Schwinger&#039;s] fundamental work in quantum electrodynamics, with deep-ploughing consequences for the physics of elementary particles&amp;quot;.&lt;br /&gt;
&lt;br /&gt;
Following Feynman&#039;s successes in quantum mechanics, a relativistic theory was created for the interaction of charged particles with electromagnetic fields. However, in Feynman&#039;s attempt to reform the theory, he contributed to a new quantum electrodynamics (the theory of the interaction between light and matter). In 1948, he introduced his &amp;quot;Feynman diagrams&amp;quot;, which were simple graphical representations to help conceptualize complex interactions between different particles in space-time. The goal for his diagrams was to use them to model the entirety of physics in terms of particles&#039; spins and forces, to explain their interactions. Still today, these diagrams further allow calculations of the probabilities of many interactions.&lt;br /&gt;
&lt;br /&gt;
In 1969, Feynman proposed the parton model, which was a way to analyze high-energy hadron collisions in particle physics. Within the model, a &amp;quot;hadron&amp;quot;, which could, for example, be a proton, is composed of a number of &amp;quot;partons&amp;quot;. The hadron theoretically has infinite momentum and very high energy. Therefore, parton motion is slowed by time dilation, the difference of elapsed time between two events. This causes the hadron charge distribution to be length-contracted, which forces incoming particles to be scattered instantaneously and randomly. This model was applied to the electron-proton deep inelastic scattering that Bjorken and Paschos created, which was a process used to probe the insides of hadrons. The parton model has now been developed and remains a justifiable estimation of reactions of particles at high energies.&lt;br /&gt;
&lt;br /&gt;
Another of Feynman&#039;s most remarkable scientific contributions was &#039;&#039;The Feynman Lectures on Physics&#039;&#039;.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===&#039;&#039;The Feynman Lectures on Physics&#039;&#039;===&lt;br /&gt;
&lt;br /&gt;
[[File:1FeynmanLecturesOnPhysics.jpg|280px|thumb|left|The Feynman Lectures on Physics (1963) by Feynman, R.; Leighton, R.; &amp;amp; Sands, M.]]&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;The Feynman Lectures on Physics&#039;&#039; is a physics textbook written by Richard P. Feynman himself, that was given to collegiate students at Cal Tech from 1961 to 1963. The book also had two other authors: Robert B. Leighton and Matthew Sands. The book is composed of three volumes, with the first focusing on heat, radiation, and mechanics; the second one exploring matter and electromagnetism; and the third volume discussing quantum mechanics. However, the book also includes several chapters focusing on relating physics to other subjects, including mathematics.&lt;br /&gt;
&lt;br /&gt;
The lectures were initially created at a time when Cal Tech was reconsidering its physics material instructed to new students. Cal Tech wanted a more modern physics-based class, where new discoveries were relayed to students almost instantly. Feynman developed the lectures due to this, and he was the only professor to teach this new material to the incoming class at Cal Tech in the year of 1961. All of his lectures and drawings were taped and recorded by Cal Tech&#039;s staff as a remarking advancement to their institution. This compilation of teachings is perhaps one of the most famous physics books to exist. It has sold over 1.5 million English copies, and has been translated into over a dozen languages. It may not be the work that Feynman was most proud of; however, it is the work for which he is most known.&lt;br /&gt;
&lt;br /&gt;
===&#039;&#039;There&#039;s Plenty of Room at the Bottom&#039;&#039;===&lt;br /&gt;
Richard Feynman is considered the father of nanotechnology. “There’s Plenty of Room at the Bottom” was the name of the lecture he gave at an American Physical Society meeting at California Institute of Technology on December 29, 1959. In this lecture, Feynman described the conceptual foundations of large amounts of information being encoded into increasingly small spaces. Feynman concluded his talk with two challenges, the first involved the construction of a tiny motor the second being scaling letters small enough to fit the entire Encyclopedia Britannica on the head of a pin. The first challenge was achieved relatively quickly by William McLellan and the second was achieved over 20 years later by Tom Newman.&lt;br /&gt;
&lt;br /&gt;
===Work on Manhattan Project===&lt;br /&gt;
After the attack on Pearl Harbor, Feynman began his involvement with the Manhattan Project working to prove the practicality of a device called an isotron. This project was later abandoned. Feynman was later recruited to work in the Los Alamos Laboratory, assigned to Hans Bethe’s Theoretical Division where he was a group leader.  &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
It was here that Feynman worked with Bethe to develop the Bethe-Feynman Efficiency Formula, a method for calculating the yield of a fission bomb. &lt;br /&gt;
a = internal energy per gram&lt;br /&gt;
b = growth rate&lt;br /&gt;
c = sphere radius&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
a≈ (bc)^2*f&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Feynman and the Challenger Disaster===&lt;br /&gt;
Feynman was in the spotlight again for his important role on the Presidential Rogers Commision investigating the Space Shuttle Challenger disaster. The report determined the cause of the disaster that took place after liftover. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
On television, Feynman famously demonstrated that the material used in the shuttle’s O-rings was inflexible in cold condition, determining the O-ring failure as the primary cause for the improper sealing at Cape Canaveral that day. &lt;br /&gt;
&lt;br /&gt;
==Quotes by Feynman==&lt;br /&gt;
After the attack on Pearl Harbor, Feynman began his involvement with the Manhattan Project working to prove the practicality of a device called an isotron. This project was later abandoned. Feynman was later recruited to work in the Los Alamos Laboratory, assigned to Hans Bethe’s Theoretical Division where he was a group leader.  &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
It was here that Feynman worked with Bethe to develop the Bethe-Feynman Efficiency Formula, a method for calculating the yield of a fission bomb. &lt;br /&gt;
a = internal energy per gram&lt;br /&gt;
b = growth rate&lt;br /&gt;
c = sphere radius&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
a≈ (bc)^2*f&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;quot;Every morning we brush our teeth. What is the evidence that the brushing of the teeth does us any good in cavities? So you start wonderin&#039;... As the Earth turns on the orbit, there&#039;s an edge between light and dark, and along that edge, all the people along that edge are doing the same ritual (Loud brushing teeth noise) for no good reason, just like in the middle ages... and you&#039;re trying to picture this perpetual line of tooth brushes going around the Earth. It&#039;s to take the world from another point of view!&amp;quot;&lt;br /&gt;
&lt;br /&gt;
[[File:Nothingaboutbird.jpg|350px|thumb|right|Quote by Richard P. Feynman]]&lt;br /&gt;
&lt;br /&gt;
&amp;quot;We were playing in a field and a kid said to me, &#039;Say what&#039;s that bird, what&#039;s the name... you know the name of that bird?&#039; I said, &#039;I haven&#039;t the slightest idea.&#039; He said, &#039;Well, it&#039;s a brown-throated thrush. Your father doesn&#039;t teach you anything.&#039; But my father had already taught me about the names of birds. Once [my father and I] walked and he said, &#039;That&#039;s a brown-throated thrush... You know what the name of that bird is? A brown-throated thrush. When you know all the names in every language of that bird, you know nothing but absolutely nothing about the bird.&#039; Then we would go on and talk about the pecking in the feathers. So I had learned already that names don&#039;t constitute knowledge.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
&amp;quot;The world is strange. The whole universe is very strange, but when you look at the details, and you find out that the rules are very simple, it&#039;s, again, this chess game.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
&amp;quot;We&#039;ve learned from experience that the truth will come out. Other experimenters will repeat your experiment and find out whether you were wrong or right. Nature&#039;s phenomena will agree or they&#039;ll disagree with your theory. And, although you may gain some temporary fame and excitement, you will not gain a good reputation as a scientist if you haven&#039;t tried to be very careful in this kind of work. And it&#039;s this type of integrity, this kind of care not to fool yourself, that is missing to a large extent in much of the research in cargo cult science.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
&amp;quot;The first principle is that you must not fool yourself -- and you are the easiest person to fool.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
&amp;quot;If, in some cataclysm, all of scientific knowledge were to be destroyed, and only one sentence passed on to the next generation of creatures, what statement would contain the most information in the fewest words? I believe it is the atomic hypothesis that all things are made of atoms — little particles that move around in perpetual motion, attracting each other when they are a little distance apart, but repelling upon being squeezed into one another. In that one sentence, you will see, there is an enormous amount of information about the world, if just a little imagination and thinking are applied.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
==Connectedness==&lt;br /&gt;
&lt;br /&gt;
Dr. Feynman was initially just a man who helped contribute to the subject I know as physics. The real interest for me came after I chose him to research and study. The more information I discovered about him, the more I wanted to learn. You see, I wasn&#039;t so much interested in the scientific contributions he made, but more in his unique outlook and view towards the world. Listening to him speaking in videos, reading his lectures, and hearing his friend speak about him, allowed me to more fully understand his personality even though I never knew him. He seemed always such a positive and excited person, so determined to make anyone and everyone interested in the amazing world he knew that was created by physics. He made me view the world a little differently, which allowed me to be more interested in the subject of physics itself.&lt;br /&gt;
&lt;br /&gt;
Feynman&#039;s physics is necessary for the route that I have chosen for my education, which is the pre-health pathway. Physics is necessary to understand so much about how human bodies work, how their atoms interact, and how diseases and mutations can come about. Although my major is biology, the study of life, physics is the study of life and everything else, which allows for so many interesting connections that I am very willing to understand.&lt;br /&gt;
&lt;br /&gt;
== See also ==&lt;br /&gt;
&lt;br /&gt;
There are a few books written by Feynman himself that can more fully quantize the value of his work, which you may read below. There are also a few videos that include him speaking of his theories on &amp;quot;another point of view of the world&amp;quot;, and even a video with his dear friend, a professor at Harvard University, describing Feynman&#039;s character and a few memories they shared, that will allow you to more fully understand the light-hearted personality of the notable Richard Feynman.&lt;br /&gt;
&lt;br /&gt;
===Further reading===&lt;br /&gt;
&lt;br /&gt;
Feynman, Richard (1997). Surely you&#039;re joking, Mr. Feynman!. W. W. Norton &amp;amp; Company.&lt;br /&gt;
&lt;br /&gt;
Feynman, R. P., Leighton, R. B., &amp;amp; Sands, M. L. (1963). The Feynman lectures on physics. Reading, Mass.: AddiWesley Pub. Co.. http://www.feynmanlectures.caltech.edu/&lt;br /&gt;
&lt;br /&gt;
===External links===&lt;br /&gt;
&lt;br /&gt;
https://www.youtube.com/watch?v=zgJPjG4KJYQ&lt;br /&gt;
&lt;br /&gt;
https://www.youtube.com/watch?v=hpjwotips7E&lt;br /&gt;
&lt;br /&gt;
http://www.nobelprize.org/nobel_prizes/physics/laureates/1965/feynman-facts.html&lt;br /&gt;
&lt;br /&gt;
==References==&lt;br /&gt;
&lt;br /&gt;
http://www.findagrave.com/cgi-bin/fg.cgi?page=gr&amp;amp;GRid=2562&lt;br /&gt;
&lt;br /&gt;
http://blog.nuclearsecrecy.com/2014/06/06/feynman-and-the-bomb/&lt;br /&gt;
&lt;br /&gt;
http://www.atomicarchive.com/Bios/Feynman.shtml&lt;br /&gt;
&lt;br /&gt;
http://www.nobelprize.org/nobel_prizes/physics/laureates/1965/feynman-facts.html&lt;br /&gt;
&lt;br /&gt;
https://www.youtube.com/watch?v=zgJPjG4KJYQ&lt;br /&gt;
&lt;br /&gt;
http://www.physicsoftheuniverse.com/scientists_feynman.html&lt;br /&gt;
&lt;br /&gt;
Feynman, R. P., Leighton, R. B., &amp;amp; Sands, M. L. (1963). The Feynman lectures on physics. Reading, Mass.: AddiWesley Pub. Co.. http://www.feynmanlectures.caltech.edu/&lt;br /&gt;
&lt;br /&gt;
[[Category:Notable Scientists]]&lt;/div&gt;</summary>
		<author><name>Jennifervo</name></author>
	</entry>
	<entry>
		<id>http://www.physicsbook.gatech.edu/index.php?title=Richard_Phillips_Feynman&amp;diff=23991</id>
		<title>Richard Phillips Feynman</title>
		<link rel="alternate" type="text/html" href="http://www.physicsbook.gatech.edu/index.php?title=Richard_Phillips_Feynman&amp;diff=23991"/>
		<updated>2016-11-25T04:39:47Z</updated>

		<summary type="html">&lt;p&gt;Jennifervo: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;Claimed and Written by Catherine Johnson, PHYS 2211 C04&lt;br /&gt;
Edited by Jennifer Vo, PHYS 2212 Q05&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Richard Phillips Feynman&#039;&#039;&#039;, an American theoretical physicist, was quite famous for his work with quantum mechanics, electrodynamics, and superfluidity, but was most known for his familiarization with particle physics. He was granted a Nobel Peace Prize in 1965 for Physics.&lt;br /&gt;
&lt;br /&gt;
[[File:Feynman.jpg|350px|thumb|right|Richard Phillips Feynman. May 11, 1918 - February 15, 1988.]]&lt;br /&gt;
&lt;br /&gt;
==Early Life==&lt;br /&gt;
&lt;br /&gt;
Feynman was born in New York City, New York, on May 11th, 1918, to Lucille and Melville Arthur Feynman. His parents originated from Poland and Russia, and both were Ashkenazi Jews, or &amp;quot;Germanic Jews&amp;quot;. However, neither of his parents were very religious, and therefore, Richard proclaimed himself atheist as a young boy. Feynman could not talk until the age of three, but once he could, he closely retained his Bronx accent. As Feynman grew, his parents were greatly supportive of his creative mind-set. His father continuously pushed him to think beyond the box, and his mother provided him with a sense of humor that carried him happily through life. He became a little engineer all on his own, and by age 10, he created a home burglar alarm system while his parents were out. At age nine, Feynman gained a baby sister Joan, and the two became very close. Although Richard&#039;s mother disapproved of Joan&#039;s high level of curiosity for a woman, Richard always encouraged his little sister, and she later became an astrophysicist specializing in Earth&#039;s solar winds. Due to his family&#039;s constant support, Feynman developed a general curiosity about the world that led him to discover great things in the future.&lt;br /&gt;
&lt;br /&gt;
==Education==&lt;br /&gt;
&lt;br /&gt;
Feynman was always very dedicated to his school work. While attending Far Rockaway High School as a teenager, he taught himself many disciplines of mathematics that usually only collegiate students could perceive. He graduated from Far Rockaway in June of 1935, and was accepted and soon attended the Massachusetts Institute of Technology (MIT). He graduated from MIT with a BS degree in Physics in 1939, after realizing his initial passion with mathematics did not carry far enough into the world of application, in his opinion. He then followed his studies with quantum mechanics to Princeton University, and received his doctorate in physics in 1942. Feynman joined the Manhattan Project during World War II and was the head of the theoretical division. He later was appointed a professor at Cornell University, but he soon transferred to the California Institute of Technology in 1950 to further his research in quantum mechanics.&lt;br /&gt;
&lt;br /&gt;
==Scientific Contributions==&lt;br /&gt;
&lt;br /&gt;
[[File:First-Feynman-diagram.jpg.png|330px|thumb|right|The First Feynman Diagram, &amp;quot;Space-Time Approach to Quantum Electrodynamics,&amp;quot; 1949.]]&lt;br /&gt;
&lt;br /&gt;
Feynman contributed to modern science in various ways, upon which he earned the Nobel Peace Prize in Physics in 1965 &amp;quot;for their [Feynman&#039;s, Tomonaga&#039;s, and Schwinger&#039;s] fundamental work in quantum electrodynamics, with deep-ploughing consequences for the physics of elementary particles&amp;quot;.&lt;br /&gt;
&lt;br /&gt;
Following Feynman&#039;s successes in quantum mechanics, a relativistic theory was created for the interaction of charged particles with electromagnetic fields. However, in Feynman&#039;s attempt to reform the theory, he contributed to a new quantum electrodynamics (the theory of the interaction between light and matter). In 1948, he introduced his &amp;quot;Feynman diagrams&amp;quot;, which were simple graphical representations to help conceptualize complex interactions between different particles in space-time. The goal for his diagrams was to use them to model the entirety of physics in terms of particles&#039; spins and forces, to explain their interactions. Still today, these diagrams further allow calculations of the probabilities of many interactions.&lt;br /&gt;
&lt;br /&gt;
In 1969, Feynman proposed the parton model, which was a way to analyze high-energy hadron collisions in particle physics. Within the model, a &amp;quot;hadron&amp;quot;, which could, for example, be a proton, is composed of a number of &amp;quot;partons&amp;quot;. The hadron theoretically has infinite momentum and very high energy. Therefore, parton motion is slowed by time dilation, the difference of elapsed time between two events. This causes the hadron charge distribution to be length-contracted, which forces incoming particles to be scattered instantaneously and randomly. This model was applied to the electron-proton deep inelastic scattering that Bjorken and Paschos created, which was a process used to probe the insides of hadrons. The parton model has now been developed and remains a justifiable estimation of reactions of particles at high energies.&lt;br /&gt;
&lt;br /&gt;
Another of Feynman&#039;s most remarkable scientific contributions was &#039;&#039;The Feynman Lectures on Physics&#039;&#039;.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===&#039;&#039;The Feynman Lectures on Physics&#039;&#039;===&lt;br /&gt;
&lt;br /&gt;
[[File:1FeynmanLecturesOnPhysics.jpg|280px|thumb|left|The Feynman Lectures on Physics (1963) by Feynman, R.; Leighton, R.; &amp;amp; Sands, M.]]&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;The Feynman Lectures on Physics&#039;&#039; is a physics textbook written by Richard P. Feynman himself, that was given to collegiate students at Cal Tech from 1961 to 1963. The book also had two other authors: Robert B. Leighton and Matthew Sands. The book is composed of three volumes, with the first focusing on heat, radiation, and mechanics; the second one exploring matter and electromagnetism; and the third volume discussing quantum mechanics. However, the book also includes several chapters focusing on relating physics to other subjects, including mathematics.&lt;br /&gt;
&lt;br /&gt;
The lectures were initially created at a time when Cal Tech was reconsidering its physics material instructed to new students. Cal Tech wanted a more modern physics-based class, where new discoveries were relayed to students almost instantly. Feynman developed the lectures due to this, and he was the only professor to teach this new material to the incoming class at Cal Tech in the year of 1961. All of his lectures and drawings were taped and recorded by Cal Tech&#039;s staff as a remarking advancement to their institution. This compilation of teachings is perhaps one of the most famous physics books to exist. It has sold over 1.5 million English copies, and has been translated into over a dozen languages. It may not be the work that Feynman was most proud of; however, it is the work for which he is most known.&lt;br /&gt;
&lt;br /&gt;
==&#039;&#039;There&#039;s Plenty of Room at the Bottom&#039;&#039;==&lt;br /&gt;
Richard Feynman is considered the father of nanotechnology. “There’s Plenty of Room at the Bottom” was the name of the lecture he gave at an American Physical Society meeting at California Institute of Technology on December 29, 1959. In this lecture, Feynman described the conceptual foundations of large amounts of information being encoded into increasingly small spaces. Feynman concluded his talk with two challenges, the first involved the construction of a tiny motor the second being scaling letters small enough to fit the entire Encyclopedia Britannica on the head of a pin. The first challenge was achieved relatively quickly by William McLellan and the second was achieved over 20 years later by Tom Newman.&lt;br /&gt;
&lt;br /&gt;
==Work on Manhattan Project==&lt;br /&gt;
&lt;br /&gt;
==Quotes by Feynman==&lt;br /&gt;
After the attack on Pearl Harbor, Feynman began his involvement with the Manhattan Project working to prove the practicality of a device called an isotron. This project was later abandoned. Feynman was later recruited to work in the Los Alamos Laboratory, assigned to Hans Bethe’s Theoretical Division where he was a group leader.  &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
It was here that Feynman worked with Bethe to develop the Bethe-Feynman Efficiency Formula, a method for calculating the yield of a fission bomb. &lt;br /&gt;
a = internal energy per gram&lt;br /&gt;
b = growth rate&lt;br /&gt;
c = sphere radius&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
a≈ (bc)^2*f&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;quot;Every morning we brush our teeth. What is the evidence that the brushing of the teeth does us any good in cavities? So you start wonderin&#039;... As the Earth turns on the orbit, there&#039;s an edge between light and dark, and along that edge, all the people along that edge are doing the same ritual (Loud brushing teeth noise) for no good reason, just like in the middle ages... and you&#039;re trying to picture this perpetual line of tooth brushes going around the Earth. It&#039;s to take the world from another point of view!&amp;quot;&lt;br /&gt;
&lt;br /&gt;
[[File:Nothingaboutbird.jpg|350px|thumb|right|Quote by Richard P. Feynman]]&lt;br /&gt;
&lt;br /&gt;
&amp;quot;We were playing in a field and a kid said to me, &#039;Say what&#039;s that bird, what&#039;s the name... you know the name of that bird?&#039; I said, &#039;I haven&#039;t the slightest idea.&#039; He said, &#039;Well, it&#039;s a brown-throated thrush. Your father doesn&#039;t teach you anything.&#039; But my father had already taught me about the names of birds. Once [my father and I] walked and he said, &#039;That&#039;s a brown-throated thrush... You know what the name of that bird is? A brown-throated thrush. When you know all the names in every language of that bird, you know nothing but absolutely nothing about the bird.&#039; Then we would go on and talk about the pecking in the feathers. So I had learned already that names don&#039;t constitute knowledge.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
&amp;quot;The world is strange. The whole universe is very strange, but when you look at the details, and you find out that the rules are very simple, it&#039;s, again, this chess game.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
&amp;quot;We&#039;ve learned from experience that the truth will come out. Other experimenters will repeat your experiment and find out whether you were wrong or right. Nature&#039;s phenomena will agree or they&#039;ll disagree with your theory. And, although you may gain some temporary fame and excitement, you will not gain a good reputation as a scientist if you haven&#039;t tried to be very careful in this kind of work. And it&#039;s this type of integrity, this kind of care not to fool yourself, that is missing to a large extent in much of the research in cargo cult science.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
&amp;quot;The first principle is that you must not fool yourself -- and you are the easiest person to fool.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
&amp;quot;If, in some cataclysm, all of scientific knowledge were to be destroyed, and only one sentence passed on to the next generation of creatures, what statement would contain the most information in the fewest words? I believe it is the atomic hypothesis that all things are made of atoms — little particles that move around in perpetual motion, attracting each other when they are a little distance apart, but repelling upon being squeezed into one another. In that one sentence, you will see, there is an enormous amount of information about the world, if just a little imagination and thinking are applied.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
==Connectedness==&lt;br /&gt;
&lt;br /&gt;
Dr. Feynman was initially just a man who helped contribute to the subject I know as physics. The real interest for me came after I chose him to research and study. The more information I discovered about him, the more I wanted to learn. You see, I wasn&#039;t so much interested in the scientific contributions he made, but more in his unique outlook and view towards the world. Listening to him speaking in videos, reading his lectures, and hearing his friend speak about him, allowed me to more fully understand his personality even though I never knew him. He seemed always such a positive and excited person, so determined to make anyone and everyone interested in the amazing world he knew that was created by physics. He made me view the world a little differently, which allowed me to be more interested in the subject of physics itself.&lt;br /&gt;
&lt;br /&gt;
Feynman&#039;s physics is necessary for the route that I have chosen for my education, which is the pre-health pathway. Physics is necessary to understand so much about how human bodies work, how their atoms interact, and how diseases and mutations can come about. Although my major is biology, the study of life, physics is the study of life and everything else, which allows for so many interesting connections that I am very willing to understand.&lt;br /&gt;
&lt;br /&gt;
== See also ==&lt;br /&gt;
&lt;br /&gt;
There are a few books written by Feynman himself that can more fully quantize the value of his work, which you may read below. There are also a few videos that include him speaking of his theories on &amp;quot;another point of view of the world&amp;quot;, and even a video with his dear friend, a professor at Harvard University, describing Feynman&#039;s character and a few memories they shared, that will allow you to more fully understand the light-hearted personality of the notable Richard Feynman.&lt;br /&gt;
&lt;br /&gt;
===Further reading===&lt;br /&gt;
&lt;br /&gt;
Feynman, Richard (1997). Surely you&#039;re joking, Mr. Feynman!. W. W. Norton &amp;amp; Company.&lt;br /&gt;
&lt;br /&gt;
Feynman, R. P., Leighton, R. B., &amp;amp; Sands, M. L. (1963). The Feynman lectures on physics. Reading, Mass.: AddiWesley Pub. Co.. http://www.feynmanlectures.caltech.edu/&lt;br /&gt;
&lt;br /&gt;
===External links===&lt;br /&gt;
&lt;br /&gt;
https://www.youtube.com/watch?v=zgJPjG4KJYQ&lt;br /&gt;
&lt;br /&gt;
https://www.youtube.com/watch?v=hpjwotips7E&lt;br /&gt;
&lt;br /&gt;
http://www.nobelprize.org/nobel_prizes/physics/laureates/1965/feynman-facts.html&lt;br /&gt;
&lt;br /&gt;
==References==&lt;br /&gt;
&lt;br /&gt;
http://www.findagrave.com/cgi-bin/fg.cgi?page=gr&amp;amp;GRid=2562&lt;br /&gt;
&lt;br /&gt;
http://blog.nuclearsecrecy.com/2014/06/06/feynman-and-the-bomb/&lt;br /&gt;
&lt;br /&gt;
http://www.atomicarchive.com/Bios/Feynman.shtml&lt;br /&gt;
&lt;br /&gt;
http://www.nobelprize.org/nobel_prizes/physics/laureates/1965/feynman-facts.html&lt;br /&gt;
&lt;br /&gt;
https://www.youtube.com/watch?v=zgJPjG4KJYQ&lt;br /&gt;
&lt;br /&gt;
http://www.physicsoftheuniverse.com/scientists_feynman.html&lt;br /&gt;
&lt;br /&gt;
Feynman, R. P., Leighton, R. B., &amp;amp; Sands, M. L. (1963). The Feynman lectures on physics. Reading, Mass.: AddiWesley Pub. Co.. http://www.feynmanlectures.caltech.edu/&lt;br /&gt;
&lt;br /&gt;
[[Category:Notable Scientists]]&lt;/div&gt;</summary>
		<author><name>Jennifervo</name></author>
	</entry>
	<entry>
		<id>http://www.physicsbook.gatech.edu/index.php?title=Richard_Phillips_Feynman&amp;diff=23990</id>
		<title>Richard Phillips Feynman</title>
		<link rel="alternate" type="text/html" href="http://www.physicsbook.gatech.edu/index.php?title=Richard_Phillips_Feynman&amp;diff=23990"/>
		<updated>2016-11-25T04:17:27Z</updated>

		<summary type="html">&lt;p&gt;Jennifervo: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;Claimed and Written by Catherine Johnson, PHYS 2211 C04&lt;br /&gt;
Edited by Jennifer Vo, PHYS 2212 Q05&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Richard Phillips Feynman&#039;&#039;&#039;, an American theoretical physicist, was quite famous for his work with quantum mechanics, electrodynamics, and superfluidity, but was most known for his familiarization with particle physics. He was granted a Nobel Peace Prize in 1965 for Physics.&lt;br /&gt;
&lt;br /&gt;
[[File:Feynman.jpg|350px|thumb|right|Richard Phillips Feynman. May 11, 1918 - February 15, 1988.]]&lt;br /&gt;
&lt;br /&gt;
==Early Life==&lt;br /&gt;
&lt;br /&gt;
Feynman was born in New York City, New York, on May 11th, 1918, to Lucille and Melville Arthur Feynman. His parents originated from Poland and Russia, and both were Ashkenazi Jews, or &amp;quot;Germanic Jews&amp;quot;. However, neither of his parents were very religious, and therefore, Richard proclaimed himself atheist as a young boy. Feynman could not talk until the age of three, but once he could, he closely retained his Bronx accent. As Feynman grew, his parents were greatly supportive of his creative mind-set. His father continuously pushed him to think beyond the box, and his mother provided him with a sense of humor that carried him happily through life. He became a little engineer all on his own, and by age 10, he created a home burglar alarm system while his parents were out. At age nine, Feynman gained a baby sister Joan, and the two became very close. Although Richard&#039;s mother disapproved of Joan&#039;s high level of curiosity for a woman, Richard always encouraged his little sister, and she later became an astrophysicist specializing in Earth&#039;s solar winds. Due to his family&#039;s constant support, Feynman developed a general curiosity about the world that led him to discover great things in the future.&lt;br /&gt;
&lt;br /&gt;
==Education==&lt;br /&gt;
&lt;br /&gt;
Feynman was always very dedicated to his school work. While attending Far Rockaway High School as a teenager, he taught himself many disciplines of mathematics that usually only collegiate students could perceive. He graduated from Far Rockaway in June of 1935, and was accepted and soon attended the Massachusetts Institute of Technology (MIT). He graduated from MIT with a BS degree in Physics in 1939, after realizing his initial passion with mathematics did not carry far enough into the world of application, in his opinion. He then followed his studies with quantum mechanics to Princeton University, and received his doctorate in physics in 1942. Feynman joined the Manhattan Project during World War II and was the head of the theoretical division. He later was appointed a professor at Cornell University, but he soon transferred to the California Institute of Technology in 1950 to further his research in quantum mechanics.&lt;br /&gt;
&lt;br /&gt;
==Scientific Contributions==&lt;br /&gt;
&lt;br /&gt;
[[File:First-Feynman-diagram.jpg.png|330px|thumb|right|The First Feynman Diagram, &amp;quot;Space-Time Approach to Quantum Electrodynamics,&amp;quot; 1949.]]&lt;br /&gt;
&lt;br /&gt;
Feynman contributed to modern science in various ways, upon which he earned the Nobel Peace Prize in Physics in 1965 &amp;quot;for their [Feynman&#039;s, Tomonaga&#039;s, and Schwinger&#039;s] fundamental work in quantum electrodynamics, with deep-ploughing consequences for the physics of elementary particles&amp;quot;.&lt;br /&gt;
&lt;br /&gt;
Following Feynman&#039;s successes in quantum mechanics, a relativistic theory was created for the interaction of charged particles with electromagnetic fields. However, in Feynman&#039;s attempt to reform the theory, he contributed to a new quantum electrodynamics (the theory of the interaction between light and matter). In 1948, he introduced his &amp;quot;Feynman diagrams&amp;quot;, which were simple graphical representations to help conceptualize complex interactions between different particles in space-time. The goal for his diagrams was to use them to model the entirety of physics in terms of particles&#039; spins and forces, to explain their interactions. Still today, these diagrams further allow calculations of the probabilities of many interactions.&lt;br /&gt;
&lt;br /&gt;
In 1969, Feynman proposed the parton model, which was a way to analyze high-energy hadron collisions in particle physics. Within the model, a &amp;quot;hadron&amp;quot;, which could, for example, be a proton, is composed of a number of &amp;quot;partons&amp;quot;. The hadron theoretically has infinite momentum and very high energy. Therefore, parton motion is slowed by time dilation, the difference of elapsed time between two events. This causes the hadron charge distribution to be length-contracted, which forces incoming particles to be scattered instantaneously and randomly. This model was applied to the electron-proton deep inelastic scattering that Bjorken and Paschos created, which was a process used to probe the insides of hadrons. The parton model has now been developed and remains a justifiable estimation of reactions of particles at high energies.&lt;br /&gt;
&lt;br /&gt;
Another of Feynman&#039;s most remarkable scientific contributions was &#039;&#039;The Feynman Lectures on Physics&#039;&#039;.&lt;br /&gt;
&lt;br /&gt;
==&#039;&#039;There&#039;s Plenty of Room at the Bottom&#039;&#039;==&lt;br /&gt;
Richard Feynman is considered the father of nanotechnology. “There’s Plenty of Room at the Bottom” was the name of the lecture he gave at an American Physical Society meeting at California Institute of Technology on December 29, 1959. In this lecture, Feynman described the conceptual foundations of large amounts of information being encoded into increasingly small spaces. Feynman concluded his talk with two challenges, the first involved the construction of a tiny motor the second being scaling letters small enough to fit the entire Encyclopedia Britannica on the head of a pin. The first challenge was achieved relatively quickly by William McLellan and the second was achieved over 20 years later by Tom Newman.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===&#039;&#039;The Feynman Lectures on Physics&#039;&#039;===&lt;br /&gt;
&lt;br /&gt;
[[File:1FeynmanLecturesOnPhysics.jpg|280px|thumb|left|The Feynman Lectures on Physics (1963) by Feynman, R.; Leighton, R.; &amp;amp; Sands, M.]]&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;The Feynman Lectures on Physics&#039;&#039; is a physics textbook written by Richard P. Feynman himself, that was given to collegiate students at Cal Tech from 1961 to 1963. The book also had two other authors: Robert B. Leighton and Matthew Sands. The book is composed of three volumes, with the first focusing on heat, radiation, and mechanics; the second one exploring matter and electromagnetism; and the third volume discussing quantum mechanics. However, the book also includes several chapters focusing on relating physics to other subjects, including mathematics.&lt;br /&gt;
&lt;br /&gt;
The lectures were initially created at a time when Cal Tech was reconsidering its physics material instructed to new students. Cal Tech wanted a more modern physics-based class, where new discoveries were relayed to students almost instantly. Feynman developed the lectures due to this, and he was the only professor to teach this new material to the incoming class at Cal Tech in the year of 1961. All of his lectures and drawings were taped and recorded by Cal Tech&#039;s staff as a remarking advancement to their institution. This compilation of teachings is perhaps one of the most famous physics books to exist. It has sold over 1.5 million English copies, and has been translated into over a dozen languages. It may not be the work that Feynman was most proud of; however, it is the work for which he is most known.&lt;br /&gt;
&lt;br /&gt;
==Quotes by Feynman==&lt;br /&gt;
&lt;br /&gt;
&amp;quot;Every morning we brush our teeth. What is the evidence that the brushing of the teeth does us any good in cavities? So you start wonderin&#039;... As the Earth turns on the orbit, there&#039;s an edge between light and dark, and along that edge, all the people along that edge are doing the same ritual (Loud brushing teeth noise) for no good reason, just like in the middle ages... and you&#039;re trying to picture this perpetual line of tooth brushes going around the Earth. It&#039;s to take the world from another point of view!&amp;quot;&lt;br /&gt;
&lt;br /&gt;
[[File:Nothingaboutbird.jpg|350px|thumb|right|Quote by Richard P. Feynman]]&lt;br /&gt;
&lt;br /&gt;
&amp;quot;We were playing in a field and a kid said to me, &#039;Say what&#039;s that bird, what&#039;s the name... you know the name of that bird?&#039; I said, &#039;I haven&#039;t the slightest idea.&#039; He said, &#039;Well, it&#039;s a brown-throated thrush. Your father doesn&#039;t teach you anything.&#039; But my father had already taught me about the names of birds. Once [my father and I] walked and he said, &#039;That&#039;s a brown-throated thrush... You know what the name of that bird is? A brown-throated thrush. When you know all the names in every language of that bird, you know nothing but absolutely nothing about the bird.&#039; Then we would go on and talk about the pecking in the feathers. So I had learned already that names don&#039;t constitute knowledge.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
&amp;quot;The world is strange. The whole universe is very strange, but when you look at the details, and you find out that the rules are very simple, it&#039;s, again, this chess game.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
&amp;quot;We&#039;ve learned from experience that the truth will come out. Other experimenters will repeat your experiment and find out whether you were wrong or right. Nature&#039;s phenomena will agree or they&#039;ll disagree with your theory. And, although you may gain some temporary fame and excitement, you will not gain a good reputation as a scientist if you haven&#039;t tried to be very careful in this kind of work. And it&#039;s this type of integrity, this kind of care not to fool yourself, that is missing to a large extent in much of the research in cargo cult science.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
&amp;quot;The first principle is that you must not fool yourself -- and you are the easiest person to fool.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
&amp;quot;If, in some cataclysm, all of scientific knowledge were to be destroyed, and only one sentence passed on to the next generation of creatures, what statement would contain the most information in the fewest words? I believe it is the atomic hypothesis that all things are made of atoms — little particles that move around in perpetual motion, attracting each other when they are a little distance apart, but repelling upon being squeezed into one another. In that one sentence, you will see, there is an enormous amount of information about the world, if just a little imagination and thinking are applied.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
==Connectedness==&lt;br /&gt;
&lt;br /&gt;
Dr. Feynman was initially just a man who helped contribute to the subject I know as physics. The real interest for me came after I chose him to research and study. The more information I discovered about him, the more I wanted to learn. You see, I wasn&#039;t so much interested in the scientific contributions he made, but more in his unique outlook and view towards the world. Listening to him speaking in videos, reading his lectures, and hearing his friend speak about him, allowed me to more fully understand his personality even though I never knew him. He seemed always such a positive and excited person, so determined to make anyone and everyone interested in the amazing world he knew that was created by physics. He made me view the world a little differently, which allowed me to be more interested in the subject of physics itself.&lt;br /&gt;
&lt;br /&gt;
Feynman&#039;s physics is necessary for the route that I have chosen for my education, which is the pre-health pathway. Physics is necessary to understand so much about how human bodies work, how their atoms interact, and how diseases and mutations can come about. Although my major is biology, the study of life, physics is the study of life and everything else, which allows for so many interesting connections that I am very willing to understand.&lt;br /&gt;
&lt;br /&gt;
== See also ==&lt;br /&gt;
&lt;br /&gt;
There are a few books written by Feynman himself that can more fully quantize the value of his work, which you may read below. There are also a few videos that include him speaking of his theories on &amp;quot;another point of view of the world&amp;quot;, and even a video with his dear friend, a professor at Harvard University, describing Feynman&#039;s character and a few memories they shared, that will allow you to more fully understand the light-hearted personality of the notable Richard Feynman.&lt;br /&gt;
&lt;br /&gt;
===Further reading===&lt;br /&gt;
&lt;br /&gt;
Feynman, Richard (1997). Surely you&#039;re joking, Mr. Feynman!. W. W. Norton &amp;amp; Company.&lt;br /&gt;
&lt;br /&gt;
Feynman, R. P., Leighton, R. B., &amp;amp; Sands, M. L. (1963). The Feynman lectures on physics. Reading, Mass.: AddiWesley Pub. Co.. http://www.feynmanlectures.caltech.edu/&lt;br /&gt;
&lt;br /&gt;
===External links===&lt;br /&gt;
&lt;br /&gt;
https://www.youtube.com/watch?v=zgJPjG4KJYQ&lt;br /&gt;
&lt;br /&gt;
https://www.youtube.com/watch?v=hpjwotips7E&lt;br /&gt;
&lt;br /&gt;
http://www.nobelprize.org/nobel_prizes/physics/laureates/1965/feynman-facts.html&lt;br /&gt;
&lt;br /&gt;
==References==&lt;br /&gt;
&lt;br /&gt;
http://www.findagrave.com/cgi-bin/fg.cgi?page=gr&amp;amp;GRid=2562&lt;br /&gt;
&lt;br /&gt;
http://blog.nuclearsecrecy.com/2014/06/06/feynman-and-the-bomb/&lt;br /&gt;
&lt;br /&gt;
http://www.atomicarchive.com/Bios/Feynman.shtml&lt;br /&gt;
&lt;br /&gt;
http://www.nobelprize.org/nobel_prizes/physics/laureates/1965/feynman-facts.html&lt;br /&gt;
&lt;br /&gt;
https://www.youtube.com/watch?v=zgJPjG4KJYQ&lt;br /&gt;
&lt;br /&gt;
http://www.physicsoftheuniverse.com/scientists_feynman.html&lt;br /&gt;
&lt;br /&gt;
Feynman, R. P., Leighton, R. B., &amp;amp; Sands, M. L. (1963). The Feynman lectures on physics. Reading, Mass.: AddiWesley Pub. Co.. http://www.feynmanlectures.caltech.edu/&lt;br /&gt;
&lt;br /&gt;
[[Category:Notable Scientists]]&lt;/div&gt;</summary>
		<author><name>Jennifervo</name></author>
	</entry>
	<entry>
		<id>http://www.physicsbook.gatech.edu/index.php?title=Melting_Point&amp;diff=21624</id>
		<title>Melting Point</title>
		<link rel="alternate" type="text/html" href="http://www.physicsbook.gatech.edu/index.php?title=Melting_Point&amp;diff=21624"/>
		<updated>2016-04-16T15:04:57Z</updated>

		<summary type="html">&lt;p&gt;Jennifervo: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;Claimed by Clayton Maike&lt;br /&gt;
Edited by Jennifer Vo&lt;br /&gt;
&lt;br /&gt;
The melting point of a material is the characteristic temperature in which the solid transitions to a liquid under a fixed pressure.  &lt;br /&gt;
&lt;br /&gt;
==Properties of Matter==&lt;br /&gt;
&lt;br /&gt;
There are two types of properties of matter: chemical and physical properties. Chemical properties are classified as those that change when the substance or material undergoes a chemical reaction involving a fundamental change in the identity of the material. A physical property can be observed or measured without altering the composition of the material.&lt;br /&gt;
&lt;br /&gt;
For example, consider the boiling a pot of water to cook a bowl of spaghetti. After sometime, the water begins to boil and form a vapor (i.e. steam). The water that boils off as steam has undergone a physical change in appearance, thus we can consider the boiling point of a substance as a physical property. &lt;br /&gt;
&lt;br /&gt;
Now consider, a loaf of bread accidentally left out after a trip to the grocery store. Over the course of a week or two, mold will form on the bread indicating a chemical change in the identity of this bread molecules. The specific property that lead to this reaction would then be considered a chemical property. &lt;br /&gt;
&lt;br /&gt;
===Physical Properties===&lt;br /&gt;
&lt;br /&gt;
Physical properties are distinguished into two subgroups: intensive and extensive physical properties. Intensive properties are independent of the quantity of the material present where as extensive properties are dependent. For example, the density of a material is an intensive property while the mass of a material is an extensive property. &lt;br /&gt;
&lt;br /&gt;
==Melting Point==&lt;br /&gt;
&lt;br /&gt;
The melting point of a material is the characteristic temperature in which the solid transitions to a liquid under a fixed pressure. In theory, the melting point of a solid should be the same temperature as the freezing point of a liquid. It is difficult to heat the solid above its particular melting point, as the heat energy is used to convert the solid to a liquid. Because of this property, melting points are often used to identify chemical compounds and determine the purity of a sample.  &lt;br /&gt;
&lt;br /&gt;
===Enthalpy of Fusion===&lt;br /&gt;
&lt;br /&gt;
The enthalpy of fusion (the heat of fusion) is the change in enthalpy due to change in heat energy. Enthalpy of fusion is the energy required to transition the solid to the liquid state without changing its temperature. This is because enthalpy of fusion is a latent heat, as such, the temperature does not change in this process. Therefore, the energy is not used to heat the substance, but to break the solid bonds. &lt;br /&gt;
&lt;br /&gt;
At the melting point, the change in Gibbs free energy of a substance is zero, but the enthalpy and the entropy of the material are increasing. Melting occurs when the Gibbs free energy of a liquid becomes lower than the energy for the solid of that material. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Clausius-Clapeyron Equation===&lt;br /&gt;
&lt;br /&gt;
The melting and boiling point of a substance is dependent upon the pressure. This relationship can be modeled by the Clausius-Clapeyron equation. &lt;br /&gt;
&lt;br /&gt;
It is written as: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;\frac{dP}{dT} = \frac{PL}{T^2R}&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Using separation of variables and integrating from &amp;lt;math&amp;gt;P_1&amp;lt;/math&amp;gt; to &amp;lt;math&amp;gt;P_2&amp;lt;/math&amp;gt; and &amp;lt;math&amp;gt;T_1&amp;lt;/math&amp;gt;  to &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt; this equation becomes: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;\ln\frac{P_1}{P_2} = -\frac{H_F}{R}(\frac{1}{T_1}-\frac{1}{T_2})&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
where &amp;lt;math&amp;gt;H_F&amp;lt;/math&amp;gt; is equal the enthalpy of fusion, which is equal to the amount of energy that must be taken out or put into the system per mole of material for the phase transformation to occur. R is the gas constant. &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Note: This equation should be used only in idealized situations as it does not include the temperature dependence of the heat of fusion. For this reason, there is some inaccuracies involved in this calculation.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
===Melting Point Depression===&lt;br /&gt;
&lt;br /&gt;
Melting-point depression is the lowering of a material’s melting point by adding solutes. A mixture containing solutes melts at a lower temperature and a larger temperature range than a pure compound. Added solutes disrupt the crystalline structure of a solid, so that a smaller amount of energy is required to break the bonds of a solid. &lt;br /&gt;
&lt;br /&gt;
An example of the phenomenon is salting one&#039;s driveway in the winter.  &lt;br /&gt;
&lt;br /&gt;
See [[https://en.wikipedia.org/wiki/Freezing-point_depression Freezing-point Depression]] for a closer look on how this process occurs and the math behind calculating the change in melting point!&lt;br /&gt;
&lt;br /&gt;
==Example==&lt;br /&gt;
&lt;br /&gt;
Consider the hypothetical element Greconium, which is a liquid at room temperature and has a standard boiling point of 273.15K. If the pressure is increased to 5 atmospheres, what will be the boiling point of Greconium at this elevated pressure? &#039;&#039;Assume the heat of fusion is constant and equal to &amp;lt;math&amp;gt;45000\frac{J}{mol}&amp;lt;/math&amp;gt; for this problem.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Using the simplified version of the Clausius-Clapeyron equation derived above, we must solve for &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt;: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;\ln\frac{P_1}{P_2} = -\frac{H_F}{R}(\frac{1}{T_1}-\frac{1}{T_2})&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Rearranging and solving for &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;T_2 = \frac{1}{\frac{1}{T_1}+\ln(\frac{P_1}{P_2})\frac{R}{H_F}}&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Plugging in for known variables:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;T_2 = \frac{1}{\frac{1}{273.15}+\ln(\frac{1}{5})\frac{8.314}{45000}}&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
We find: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;T_2 = 297.3 K  &amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In this case, the increase in pressure causes the boiling point of Greconium to rise to 297.3K. &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Note: This problem was meant only to demonstrate how to use the Clausius-Clapeyron equation.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
==Connectedness==&lt;br /&gt;
&lt;br /&gt;
While the concept of a substance&#039;s melting point is relatively simple, it has far-reaching implications on many industries. These include the automotive, chemical manufacturing, and chemical storage industries. For example, consider a cold winter night during which ice forms. In order to prevent the fluids inside of your car&#039;s engine from freezing, automotive manufacturers created antifreeze, which is a direct application of freezing point depression. In many chemical manufacturing roles, it is extremely important to know both the chemical and physical properties of the materials being handled. The melting point of substance is one of these properties that must be taken into account to maintain a safe working environment. &lt;br /&gt;
&lt;br /&gt;
With respect to the field of chemical engineering, a substance&#039;s melting point is deeply routed in the field of thermodynamics especially in relation to the concepts of Gibbs free energy, enthalpy, and entropy. Further investigation into these topics will offer a more scientific explanation of what is occur during phase transformation. Knowledge of the melting point of a substance also allows chemical engineers to create process and reactions used in the separations and manufacture of other chemicals. Even more commonly, the boiling point of a substance will be used in distillation and condensation, which involve the separation of compounds by boiling point.&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
&lt;br /&gt;
The concept of melting points has been used for thousands of years, although only in the past few centuries have scientists developed an accurate way to pinpoint the temperature at which the phase transformation occurs.The earliest recorded discovery of a melting-point apparatus is attributed to a work published in 1823 by French chemist, Michel Chevreul, who used melting points in organic chemistry to characterize various fatty acids, waxes, and oils. However, this technique was not well known until 1832, when a famous paper was published by German scientists, Justus von Liebig and Friedrich Wöhler. The paper detailed the chemistry of the benzoyl radical and reported the melting point of benzamide. A year following the paper, Liebig reported the boiling point of liquid acetal and began the practice of reporting the physical properties until the procedure of reporting the compounds physical properties became standard. Lieberg’s collaboration with Wöhler regarding organic compound melting points later led to the formulation of the concept of isomerism by Berzelius in 1831.&lt;br /&gt;
&lt;br /&gt;
By the 1890s, new apparatuses were built to increase the accuracy and speed of recording melting/boiling points. Most of these devices were composed of a melting point capillary attached to the stem of a thermometer which was suspended in a long-necked, round-bottom flask filled a liquid with a high boiling point. These apparatuses were heated at the bottom of the flask using a Bunsen burner. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== See also ==&lt;br /&gt;
&lt;br /&gt;
For information on the transition of a substance from a liquid to a gas, see: &lt;br /&gt;
&lt;br /&gt;
[[Boiling Point]]&lt;br /&gt;
&lt;br /&gt;
===Further reading===&lt;br /&gt;
&lt;br /&gt;
See this article from Cal Tech for more information on the:&lt;br /&gt;
 &lt;br /&gt;
[[http://www.its.caltech.edu/~matsci/btf/PTM_Book/chapter1.pdf Thermodynamic Explanation of Phase Transformations]]&lt;br /&gt;
&lt;br /&gt;
==References==&lt;br /&gt;
&lt;br /&gt;
[[http://chemwiki.ucdavis.edu/Analytical_Chemistry/Chemical_Reactions/Properties_of_Matter UCDavis ChemWiki Properties of Matter]]&lt;br /&gt;
&lt;br /&gt;
[[http://chemwiki.ucdavis.edu/Physical_Chemistry/Physical_Properties_of_Matter/Phases_of_Matter/Phase_Transitions/Phase_Transitions/Clausius-Clapeyron_Equation UCDavis ChemWiki Clausuis-Clapeyron]]&lt;br /&gt;
&lt;br /&gt;
[[http://www.scienceiscool.org/solutions/fpdepression.html Galen Lew the Science Dude!]]&lt;br /&gt;
&lt;br /&gt;
[[Category:Properties of Matter]]&lt;/div&gt;</summary>
		<author><name>Jennifervo</name></author>
	</entry>
	<entry>
		<id>http://www.physicsbook.gatech.edu/index.php?title=Melting_Point&amp;diff=21622</id>
		<title>Melting Point</title>
		<link rel="alternate" type="text/html" href="http://www.physicsbook.gatech.edu/index.php?title=Melting_Point&amp;diff=21622"/>
		<updated>2016-04-16T14:59:11Z</updated>

		<summary type="html">&lt;p&gt;Jennifervo: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;Claimed by Clayton Maike&lt;br /&gt;
Edited by Jennifer Vo&lt;br /&gt;
&lt;br /&gt;
The melting point of a material is the characteristic temperature in which the solid transitions to a liquid under a fixed pressure.  &lt;br /&gt;
&lt;br /&gt;
==Properties of Matter==&lt;br /&gt;
&lt;br /&gt;
There are two types of properties of matter: chemical and physical properties. Chemical properties are classified as those that change when the substance or material undergoes a chemical reaction involving a fundamental change in the identity of the material. A physical property can be observed or measured without altering the composition of the material.&lt;br /&gt;
&lt;br /&gt;
For example, consider the boiling a pot of water to cook a bowl of spaghetti. After sometime, the water begins to boil and form a vapor (i.e. steam). The water that boils off as steam has undergone a physical change in appearance, thus we can consider the boiling point of a substance as a physical property. &lt;br /&gt;
&lt;br /&gt;
Now consider, a loaf of bread accidentally left out after a trip to the grocery store. Over the course of a week or two, mold will form on the bread indicating a chemical change in the identity of this bread molecules. The specific property that lead to this reaction would then be considered a chemical property. &lt;br /&gt;
&lt;br /&gt;
===Physical Properties===&lt;br /&gt;
&lt;br /&gt;
Physical properties are distinguished into two subgroups: intensive and extensive physical properties. Intensive properties are independent of the quantity of the material present where as extensive properties are dependent. For example, the density of a material is an intensive property while the mass of a material is an extensive property. &lt;br /&gt;
&lt;br /&gt;
==Melting Point==&lt;br /&gt;
&lt;br /&gt;
The melting point of a material is the characteristic temperature in which the solid transitions to a liquid under a fixed pressure. In theory, the melting point of a solid should be the same temperature as the freezing point of a liquid. It is difficult to heat the solid above its particular melting point, as the heat energy is used to convert the solid to a liquid. Because of this property, melting points are often used to identify chemical compounds and determine the purity of a sample.  &lt;br /&gt;
&lt;br /&gt;
===Enthalpy of Fusion===&lt;br /&gt;
&lt;br /&gt;
The enthalpy of fusion (the heat of fusion) is the change in enthalpy due to change in heat energy. Enthalpy of fusion is the energy required to transition the solid to the liquid state without changing its temperature. This is because enthalpy of fusion is a latent heat, as such, the temperature does not change in this process. Therefore, the energy is not used to heat the substance, but to break the solid bonds. &lt;br /&gt;
&lt;br /&gt;
At the melting point, the change in Gibbs free energy of a substance is zero, but the enthalpy and the entropy of the material are increasing. Melting occurs when the Gibbs free energy of a liquid becomes lower than the energy for the solid of that material. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Clausius-Clapeyron Equation===&lt;br /&gt;
&lt;br /&gt;
The melting and boiling point of a substance is dependent upon the pressure. This relationship can be modeled by the Clausius-Clapeyron equation. &lt;br /&gt;
&lt;br /&gt;
It is written as: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;\frac{dP}{dT} = \frac{PL}{T^2R}&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Using separation of variables and integrating from &amp;lt;math&amp;gt;P_1&amp;lt;/math&amp;gt; to &amp;lt;math&amp;gt;P_2&amp;lt;/math&amp;gt; and &amp;lt;math&amp;gt;T_1&amp;lt;/math&amp;gt;  to &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt; this equation becomes: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;\ln\frac{P_1}{P_2} = -\frac{H_F}{R}(\frac{1}{T_1}-\frac{1}{T_2})&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
where &amp;lt;math&amp;gt;H_F&amp;lt;/math&amp;gt; is equal the enthalpy of fusion, which is equal to the amount of energy that must be taken out or put into the system per mole of material for the phase transformation to occur. R is the gas constant. &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Note: This equation should be used only in idealized situations as it does not include the temperature dependence of the heat of fusion. For this reason, there is some inaccuracies involved in this calculation.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
===Melting Point Depression===&lt;br /&gt;
&lt;br /&gt;
It is likely that you or someone you know has, at one point, spread salt over his or her driveway before the onset of a cold front. Somehow, this greatly reduces the amount of ice that forms on the covered surfaces. This helpful winter trick occurs due to a phenomenon know as melting point depression. While a much more in-depth explanation could be given, here is a easy way to think about. When a liquid freezes, the molecules are attempting to orient and pack themselves in a way so as to form a solid. If foreign particles are in the liquid, they will partially block the liquid particles from forming into a solid thereby lowering the freezing point of the liquid. To summarize, the melting point of a material will decrease when a foreign solute is added to the solution. &lt;br /&gt;
&lt;br /&gt;
See [[https://en.wikipedia.org/wiki/Freezing-point_depression Freezing-point Depression]] for a closer look on how this process occurs and the math behind calculating the change in melting point!&lt;br /&gt;
&lt;br /&gt;
==Example==&lt;br /&gt;
&lt;br /&gt;
Consider the hypothetical element Greconium, which is a liquid at room temperature and has a standard boiling point of 273.15K. If the pressure is increased to 5 atmospheres, what will be the boiling point of Greconium at this elevated pressure? &#039;&#039;Assume the heat of fusion is constant and equal to &amp;lt;math&amp;gt;45000\frac{J}{mol}&amp;lt;/math&amp;gt; for this problem.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Using the simplified version of the Clausius-Clapeyron equation derived above, we must solve for &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt;: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;\ln\frac{P_1}{P_2} = -\frac{H_F}{R}(\frac{1}{T_1}-\frac{1}{T_2})&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Rearranging and solving for &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;T_2 = \frac{1}{\frac{1}{T_1}+\ln(\frac{P_1}{P_2})\frac{R}{H_F}}&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Plugging in for known variables:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;T_2 = \frac{1}{\frac{1}{273.15}+\ln(\frac{1}{5})\frac{8.314}{45000}}&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
We find: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;T_2 = 297.3 K  &amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In this case, the increase in pressure causes the boiling point of Greconium to rise to 297.3K. &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Note: This problem was meant only to demonstrate how to use the Clausius-Clapeyron equation.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
==Connectedness==&lt;br /&gt;
&lt;br /&gt;
While the concept of a substance&#039;s melting point is relatively simple, it has far-reaching implications on many industries. These include the automotive, chemical manufacturing, and chemical storage industries. For example, consider a cold winter night during which ice forms. In order to prevent the fluids inside of your car&#039;s engine from freezing, automotive manufacturers created antifreeze, which is a direct application of freezing point depression. In many chemical manufacturing roles, it is extremely important to know both the chemical and physical properties of the materials being handled. The melting point of substance is one of these properties that must be taken into account to maintain a safe working environment. &lt;br /&gt;
&lt;br /&gt;
With respect to the field of chemical engineering, a substance&#039;s melting point is deeply routed in the field of thermodynamics especially in relation to the concepts of Gibbs free energy, enthalpy, and entropy. Further investigation into these topics will offer a more scientific explanation of what is occur during phase transformation. Knowledge of the melting point of a substance also allows chemical engineers to create process and reactions used in the separations and manufacture of other chemicals. Even more commonly, the boiling point of a substance will be used in distillation and condensation, which involve the separation of compounds by boiling point.&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
&lt;br /&gt;
The concept of melting points has been used for thousands of years, although only in the past few centuries have scientists developed an accurate way to pinpoint the temperature at which the phase transformation occurs.The earliest recorded discovery of a melting-point apparatus is attributed to a work published in 1823 by French chemist, Michel Chevreul, who used melting points in organic chemistry to characterize various fatty acids, waxes, and oils. However, this technique was not well known until 1832, when a famous paper was published by German scientists, Justus von Liebig and Friedrich Wöhler. The paper detailed the chemistry of the benzoyl radical and reported the melting point of benzamide. A year following the paper, Liebig reported the boiling point of liquid acetal and began the practice of reporting the physical properties until the procedure of reporting the compounds physical properties became standard. Lieberg’s collaboration with Wöhler regarding organic compound melting points later led to the formulation of the concept of isomerism by Berzelius in 1831.&lt;br /&gt;
&lt;br /&gt;
By the 1890s, new apparatuses were built to increase the accuracy and speed of recording melting/boiling points. Most of these devices were composed of a melting point capillary attached to the stem of a thermometer which was suspended in a long-necked, round-bottom flask filled a liquid with a high boiling point. These apparatuses were heated at the bottom of the flask using a Bunsen burner. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== See also ==&lt;br /&gt;
&lt;br /&gt;
For information on the transition of a substance from a liquid to a gas, see: &lt;br /&gt;
&lt;br /&gt;
[[Boiling Point]]&lt;br /&gt;
&lt;br /&gt;
===Further reading===&lt;br /&gt;
&lt;br /&gt;
See this article from Cal Tech for more information on the:&lt;br /&gt;
 &lt;br /&gt;
[[http://www.its.caltech.edu/~matsci/btf/PTM_Book/chapter1.pdf Thermodynamic Explanation of Phase Transformations]]&lt;br /&gt;
&lt;br /&gt;
==References==&lt;br /&gt;
&lt;br /&gt;
[[http://chemwiki.ucdavis.edu/Analytical_Chemistry/Chemical_Reactions/Properties_of_Matter UCDavis ChemWiki Properties of Matter]]&lt;br /&gt;
&lt;br /&gt;
[[http://chemwiki.ucdavis.edu/Physical_Chemistry/Physical_Properties_of_Matter/Phases_of_Matter/Phase_Transitions/Phase_Transitions/Clausius-Clapeyron_Equation UCDavis ChemWiki Clausuis-Clapeyron]]&lt;br /&gt;
&lt;br /&gt;
[[http://www.scienceiscool.org/solutions/fpdepression.html Galen Lew the Science Dude!]]&lt;br /&gt;
&lt;br /&gt;
[[Category:Properties of Matter]]&lt;/div&gt;</summary>
		<author><name>Jennifervo</name></author>
	</entry>
	<entry>
		<id>http://www.physicsbook.gatech.edu/index.php?title=Melting_Point&amp;diff=21621</id>
		<title>Melting Point</title>
		<link rel="alternate" type="text/html" href="http://www.physicsbook.gatech.edu/index.php?title=Melting_Point&amp;diff=21621"/>
		<updated>2016-04-16T14:58:05Z</updated>

		<summary type="html">&lt;p&gt;Jennifervo: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;Claimed by Clayton Maike&lt;br /&gt;
Edited by Jennifer Vo&lt;br /&gt;
&lt;br /&gt;
The melting point of a material is the characteristic temperature in which the solid transitions to a liquid under a fixed pressure.  &lt;br /&gt;
&lt;br /&gt;
==Properties of Matter==&lt;br /&gt;
&lt;br /&gt;
There are two types of properties of matter: chemical and physical properties. Chemical properties are classified as those that change when the substance or material undergoes a chemical reaction involving a fundamental change in the identity of the material. A physical property can be observed or measured without altering the composition of the material.&lt;br /&gt;
&lt;br /&gt;
For example, consider the boiling a pot of water to cook a bowl of spaghetti. After sometime, the water begins to boil and form a vapor (i.e. steam). The water that boils off as steam has undergone a physical change in appearance, thus we can consider the boiling point of a substance as a physical property. &lt;br /&gt;
&lt;br /&gt;
Now consider, a loaf of bread accidentally left out after a trip to the grocery store. Over the course of a week or two, mold will form on the bread indicating a chemical change in the identity of this bread molecules. The specific property that lead to this reaction would then be considered a chemical property. &lt;br /&gt;
&lt;br /&gt;
===Physical Properties===&lt;br /&gt;
&lt;br /&gt;
Physical properties are distinguished into two subgroups: intensive and extensive physical properties. Intensive properties are independent of the quantity of the material present where as extensive properties are dependent. For example, the density of a material is an intensive property while the mass of a material is an extensive property. &lt;br /&gt;
&lt;br /&gt;
==Melting Point==&lt;br /&gt;
&lt;br /&gt;
The melting point of a material is the characteristic temperature in which the solid transitions to a liquid under a fixed pressure. In theory, the melting point of a solid should be the same temperature as the freezing point of a liquid. It is difficult to heat the solid above its particular melting point, as the heat energy is used to convert the solid to a liquid. Because of this property, melting points are often used to identify chemical compounds and determine the purity of a sample.  &lt;br /&gt;
&lt;br /&gt;
===Enthalpy of Fusion===&lt;br /&gt;
&lt;br /&gt;
The enthalpy of fusion (the heat of fusion) is the change in enthalpy due to change in heat energy. Enthalpy of fusion is the energy required to transition the solid to the liquid state without changing its temperature. This is because enthalpy of fusion is a latent heat, therefore the temperature does not change in this process. Therefore, the energy is not used to heat the substance, but to break the solid bonds. &lt;br /&gt;
At the melting point, the change in Gibbs free energy of a substance is zero, but the enthalpy and the entropy of the material are increasing. Melting occurs when the Gibbs free energy of a liquid becomes lower than the energy for the solid of that material. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Clausius-Clapeyron Equation===&lt;br /&gt;
&lt;br /&gt;
The melting and boiling point of a substance is dependent upon the pressure. This relationship can be modeled by the Clausius-Clapeyron equation. &lt;br /&gt;
&lt;br /&gt;
It is written as: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;\frac{dP}{dT} = \frac{PL}{T^2R}&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Using separation of variables and integrating from &amp;lt;math&amp;gt;P_1&amp;lt;/math&amp;gt; to &amp;lt;math&amp;gt;P_2&amp;lt;/math&amp;gt; and &amp;lt;math&amp;gt;T_1&amp;lt;/math&amp;gt;  to &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt; this equation becomes: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;\ln\frac{P_1}{P_2} = -\frac{H_F}{R}(\frac{1}{T_1}-\frac{1}{T_2})&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
where &amp;lt;math&amp;gt;H_F&amp;lt;/math&amp;gt; is equal the enthalpy of fusion, which is equal to the amount of energy that must be taken out or put into the system per mole of material for the phase transformation to occur. R is the gas constant. &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Note: This equation should be used only in idealized situations as it does not include the temperature dependence of the heat of fusion. For this reason, there is some inaccuracies involved in this calculation.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
===Melting Point Depression===&lt;br /&gt;
&lt;br /&gt;
It is likely that you or someone you know has, at one point, spread salt over his or her driveway before the onset of a cold front. Somehow, this greatly reduces the amount of ice that forms on the covered surfaces. This helpful winter trick occurs due to a phenomenon know as melting point depression. While a much more in-depth explanation could be given, here is a easy way to think about. When a liquid freezes, the molecules are attempting to orient and pack themselves in a way so as to form a solid. If foreign particles are in the liquid, they will partially block the liquid particles from forming into a solid thereby lowering the freezing point of the liquid. To summarize, the melting point of a material will decrease when a foreign solute is added to the solution. &lt;br /&gt;
&lt;br /&gt;
See [[https://en.wikipedia.org/wiki/Freezing-point_depression Freezing-point Depression]] for a closer look on how this process occurs and the math behind calculating the change in melting point!&lt;br /&gt;
&lt;br /&gt;
==Example==&lt;br /&gt;
&lt;br /&gt;
Consider the hypothetical element Greconium, which is a liquid at room temperature and has a standard boiling point of 273.15K. If the pressure is increased to 5 atmospheres, what will be the boiling point of Greconium at this elevated pressure? &#039;&#039;Assume the heat of fusion is constant and equal to &amp;lt;math&amp;gt;45000\frac{J}{mol}&amp;lt;/math&amp;gt; for this problem.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Using the simplified version of the Clausius-Clapeyron equation derived above, we must solve for &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt;: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;\ln\frac{P_1}{P_2} = -\frac{H_F}{R}(\frac{1}{T_1}-\frac{1}{T_2})&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Rearranging and solving for &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;T_2 = \frac{1}{\frac{1}{T_1}+\ln(\frac{P_1}{P_2})\frac{R}{H_F}}&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Plugging in for known variables:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;T_2 = \frac{1}{\frac{1}{273.15}+\ln(\frac{1}{5})\frac{8.314}{45000}}&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
We find: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;T_2 = 297.3 K  &amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In this case, the increase in pressure causes the boiling point of Greconium to rise to 297.3K. &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Note: This problem was meant only to demonstrate how to use the Clausius-Clapeyron equation.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
==Connectedness==&lt;br /&gt;
&lt;br /&gt;
While the concept of a substance&#039;s melting point is relatively simple, it has far-reaching implications on many industries. These include the automotive, chemical manufacturing, and chemical storage industries. For example, consider a cold winter night during which ice forms. In order to prevent the fluids inside of your car&#039;s engine from freezing, automotive manufacturers created antifreeze, which is a direct application of freezing point depression. In many chemical manufacturing roles, it is extremely important to know both the chemical and physical properties of the materials being handled. The melting point of substance is one of these properties that must be taken into account to maintain a safe working environment. &lt;br /&gt;
&lt;br /&gt;
With respect to the field of chemical engineering, a substance&#039;s melting point is deeply routed in the field of thermodynamics especially in relation to the concepts of Gibbs free energy, enthalpy, and entropy. Further investigation into these topics will offer a more scientific explanation of what is occur during phase transformation. Knowledge of the melting point of a substance also allows chemical engineers to create process and reactions used in the separations and manufacture of other chemicals. Even more commonly, the boiling point of a substance will be used in distillation and condensation, which involve the separation of compounds by boiling point.&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
&lt;br /&gt;
The concept of melting points has been used for thousands of years, although only in the past few centuries have scientists developed an accurate way to pinpoint the temperature at which the phase transformation occurs.The earliest recorded discovery of a melting-point apparatus is attributed to a work published in 1823 by French chemist, Michel Chevreul, who used melting points in organic chemistry to characterize various fatty acids, waxes, and oils. However, this technique was not well known until 1832, when a famous paper was published by German scientists, Justus von Liebig and Friedrich Wöhler. The paper detailed the chemistry of the benzoyl radical and reported the melting point of benzamide. A year following the paper, Liebig reported the boiling point of liquid acetal and began the practice of reporting the physical properties until the procedure of reporting the compounds physical properties became standard. Lieberg’s collaboration with Wöhler regarding organic compound melting points later led to the formulation of the concept of isomerism by Berzelius in 1831.&lt;br /&gt;
&lt;br /&gt;
By the 1890s, new apparatuses were built to increase the accuracy and speed of recording melting/boiling points. Most of these devices were composed of a melting point capillary attached to the stem of a thermometer which was suspended in a long-necked, round-bottom flask filled a liquid with a high boiling point. These apparatuses were heated at the bottom of the flask using a Bunsen burner. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== See also ==&lt;br /&gt;
&lt;br /&gt;
For information on the transition of a substance from a liquid to a gas, see: &lt;br /&gt;
&lt;br /&gt;
[[Boiling Point]]&lt;br /&gt;
&lt;br /&gt;
===Further reading===&lt;br /&gt;
&lt;br /&gt;
See this article from Cal Tech for more information on the:&lt;br /&gt;
 &lt;br /&gt;
[[http://www.its.caltech.edu/~matsci/btf/PTM_Book/chapter1.pdf Thermodynamic Explanation of Phase Transformations]]&lt;br /&gt;
&lt;br /&gt;
==References==&lt;br /&gt;
&lt;br /&gt;
[[http://chemwiki.ucdavis.edu/Analytical_Chemistry/Chemical_Reactions/Properties_of_Matter UCDavis ChemWiki Properties of Matter]]&lt;br /&gt;
&lt;br /&gt;
[[http://chemwiki.ucdavis.edu/Physical_Chemistry/Physical_Properties_of_Matter/Phases_of_Matter/Phase_Transitions/Phase_Transitions/Clausius-Clapeyron_Equation UCDavis ChemWiki Clausuis-Clapeyron]]&lt;br /&gt;
&lt;br /&gt;
[[http://www.scienceiscool.org/solutions/fpdepression.html Galen Lew the Science Dude!]]&lt;br /&gt;
&lt;br /&gt;
[[Category:Properties of Matter]]&lt;/div&gt;</summary>
		<author><name>Jennifervo</name></author>
	</entry>
	<entry>
		<id>http://www.physicsbook.gatech.edu/index.php?title=Melting_Point&amp;diff=21620</id>
		<title>Melting Point</title>
		<link rel="alternate" type="text/html" href="http://www.physicsbook.gatech.edu/index.php?title=Melting_Point&amp;diff=21620"/>
		<updated>2016-04-16T14:56:42Z</updated>

		<summary type="html">&lt;p&gt;Jennifervo: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;Claimed by Clayton Maike&lt;br /&gt;
Edited by Jennifer Vo&lt;br /&gt;
&lt;br /&gt;
The melting point of a material is the characteristic temperature in which the solid transitions to a liquid under a fixed pressure.  &lt;br /&gt;
&lt;br /&gt;
==Properties of Matter==&lt;br /&gt;
&lt;br /&gt;
There are two types of properties of matter: chemical and physical properties. Chemical properties are classified as those that change when the substance or material undergoes a chemical reaction involving a fundamental change in the identity of the material. A physical property can be observed or measured without altering the composition of the material.&lt;br /&gt;
&lt;br /&gt;
For example, consider the boiling a pot of water to cook a bowl of spaghetti. After sometime, the water begins to boil and form a vapor (i.e. steam). The water that boils off as steam has undergone a physical change in appearance, thus we can consider the boiling point of a substance as a physical property. &lt;br /&gt;
&lt;br /&gt;
Now consider, a loaf of bread accidentally left out after a trip to the grocery store. Over the course of a week or two, mold will form on the bread indicating a chemical change in the identity of this bread molecules. The specific property that lead to this reaction would then be considered a chemical property. &lt;br /&gt;
&lt;br /&gt;
===Physical Properties===&lt;br /&gt;
&lt;br /&gt;
Physical properties are distinguished into two subgroups: intensive and extensive physical properties. Intensive properties are independent of the quantity of the material present where as extensive properties are not. For example, the density of a material is an intensive property while the mass of a material is an extensive property. &lt;br /&gt;
&lt;br /&gt;
==Melting Point==&lt;br /&gt;
&lt;br /&gt;
The melting point of a material is the characteristic temperature in which the solid transitions to a liquid under a fixed pressure. In theory, the melting point of a solid should be the same temperature as the freezing point of a liquid. It is difficult to heat the solid above its particular melting point, as the heat energy is used to convert the solid to a liquid. Because of this property, melting points are often used to identify chemical compounds and determine the purity of a sample.  &lt;br /&gt;
&lt;br /&gt;
===Enthalpy of Fusion===&lt;br /&gt;
&lt;br /&gt;
The enthalpy of fusion (the heat of fusion) is the change in enthalpy due to change in heat energy. Enthalpy of fusion is the energy required to transition the solid to the liquid state without changing its temperature. This is because enthalpy of fusion is a latent heat, therefore the temperature does not change in this process. Therefore, the energy is not used to heat the substance, but to break the solid bonds. &lt;br /&gt;
At the melting point, the change in Gibbs free energy of a substance is zero, but the enthalpy and the entropy of the material are increasing. Melting occurs when the Gibbs free energy of a liquid becomes lower than the energy for the solid of that material. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Clausius-Clapeyron Equation===&lt;br /&gt;
&lt;br /&gt;
The melting and boiling point of a substance is dependent upon the pressure. This relationship can be modeled by the Clausius-Clapeyron equation. &lt;br /&gt;
&lt;br /&gt;
It is written as: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;\frac{dP}{dT} = \frac{PL}{T^2R}&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Using separation of variables and integrating from &amp;lt;math&amp;gt;P_1&amp;lt;/math&amp;gt; to &amp;lt;math&amp;gt;P_2&amp;lt;/math&amp;gt; and &amp;lt;math&amp;gt;T_1&amp;lt;/math&amp;gt;  to &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt; this equation becomes: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;\ln\frac{P_1}{P_2} = -\frac{H_F}{R}(\frac{1}{T_1}-\frac{1}{T_2})&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
where &amp;lt;math&amp;gt;H_F&amp;lt;/math&amp;gt; is equal the enthalpy of fusion, which is equal to the amount of energy that must be taken out or put into the system per mole of material for the phase transformation to occur. R is the gas constant. &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Note: This equation should be used only in idealized situations as it does not include the temperature dependence of the heat of fusion. For this reason, there is some inaccuracies involved in this calculation.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
===Melting Point Depression===&lt;br /&gt;
&lt;br /&gt;
It is likely that you or someone you know has, at one point, spread salt over his or her driveway before the onset of a cold front. Somehow, this greatly reduces the amount of ice that forms on the covered surfaces. This helpful winter trick occurs due to a phenomenon know as melting point depression. While a much more in-depth explanation could be given, here is a easy way to think about. When a liquid freezes, the molecules are attempting to orient and pack themselves in a way so as to form a solid. If foreign particles are in the liquid, they will partially block the liquid particles from forming into a solid thereby lowering the freezing point of the liquid. To summarize, the melting point of a material will decrease when a foreign solute is added to the solution. &lt;br /&gt;
&lt;br /&gt;
See [[https://en.wikipedia.org/wiki/Freezing-point_depression Freezing-point Depression]] for a closer look on how this process occurs and the math behind calculating the change in melting point!&lt;br /&gt;
&lt;br /&gt;
==Example==&lt;br /&gt;
&lt;br /&gt;
Consider the hypothetical element Greconium, which is a liquid at room temperature and has a standard boiling point of 273.15K. If the pressure is increased to 5 atmospheres, what will be the boiling point of Greconium at this elevated pressure? &#039;&#039;Assume the heat of fusion is constant and equal to &amp;lt;math&amp;gt;45000\frac{J}{mol}&amp;lt;/math&amp;gt; for this problem.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Using the simplified version of the Clausius-Clapeyron equation derived above, we must solve for &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt;: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;\ln\frac{P_1}{P_2} = -\frac{H_F}{R}(\frac{1}{T_1}-\frac{1}{T_2})&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Rearranging and solving for &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;T_2 = \frac{1}{\frac{1}{T_1}+\ln(\frac{P_1}{P_2})\frac{R}{H_F}}&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Plugging in for known variables:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;T_2 = \frac{1}{\frac{1}{273.15}+\ln(\frac{1}{5})\frac{8.314}{45000}}&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
We find: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;T_2 = 297.3 K  &amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In this case, the increase in pressure causes the boiling point of Greconium to rise to 297.3K. &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Note: This problem was meant only to demonstrate how to use the Clausius-Clapeyron equation.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
==Connectedness==&lt;br /&gt;
&lt;br /&gt;
While the concept of a substance&#039;s melting point is relatively simple, it has far-reaching implications on many industries. These include the automotive, chemical manufacturing, and chemical storage industries. For example, consider a cold winter night during which ice forms. In order to prevent the fluids inside of your car&#039;s engine from freezing, automotive manufacturers created antifreeze, which is a direct application of freezing point depression. In many chemical manufacturing roles, it is extremely important to know both the chemical and physical properties of the materials being handled. The melting point of substance is one of these properties that must be taken into account to maintain a safe working environment. &lt;br /&gt;
&lt;br /&gt;
With respect to the field of chemical engineering, a substance&#039;s melting point is deeply routed in the field of thermodynamics especially in relation to the concepts of Gibbs free energy, enthalpy, and entropy. Further investigation into these topics will offer a more scientific explanation of what is occur during phase transformation. Knowledge of the melting point of a substance also allows chemical engineers to create process and reactions used in the separations and manufacture of other chemicals. Even more commonly, the boiling point of a substance will be used in distillation and condensation, which involve the separation of compounds by boiling point.&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
&lt;br /&gt;
The concept of melting points has been used for thousands of years, although only in the past few centuries have scientists developed an accurate way to pinpoint the temperature at which the phase transformation occurs.&lt;br /&gt;
&lt;br /&gt;
== See also ==&lt;br /&gt;
&lt;br /&gt;
For information on the transition of a substance from a liquid to a gas, see: &lt;br /&gt;
&lt;br /&gt;
[[Boiling Point]]&lt;br /&gt;
&lt;br /&gt;
===Further reading===&lt;br /&gt;
&lt;br /&gt;
See this article from Cal Tech for more information on the:&lt;br /&gt;
 &lt;br /&gt;
[[http://www.its.caltech.edu/~matsci/btf/PTM_Book/chapter1.pdf Thermodynamic Explanation of Phase Transformations]]&lt;br /&gt;
&lt;br /&gt;
==References==&lt;br /&gt;
&lt;br /&gt;
[[http://chemwiki.ucdavis.edu/Analytical_Chemistry/Chemical_Reactions/Properties_of_Matter UCDavis ChemWiki Properties of Matter]]&lt;br /&gt;
&lt;br /&gt;
[[http://chemwiki.ucdavis.edu/Physical_Chemistry/Physical_Properties_of_Matter/Phases_of_Matter/Phase_Transitions/Phase_Transitions/Clausius-Clapeyron_Equation UCDavis ChemWiki Clausuis-Clapeyron]]&lt;br /&gt;
&lt;br /&gt;
[[http://www.scienceiscool.org/solutions/fpdepression.html Galen Lew the Science Dude!]]&lt;br /&gt;
&lt;br /&gt;
[[Category:Properties of Matter]]&lt;/div&gt;</summary>
		<author><name>Jennifervo</name></author>
	</entry>
	<entry>
		<id>http://www.physicsbook.gatech.edu/index.php?title=Melting_Point&amp;diff=21619</id>
		<title>Melting Point</title>
		<link rel="alternate" type="text/html" href="http://www.physicsbook.gatech.edu/index.php?title=Melting_Point&amp;diff=21619"/>
		<updated>2016-04-16T14:55:32Z</updated>

		<summary type="html">&lt;p&gt;Jennifervo: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;Claimed by Clayton Maike&lt;br /&gt;
Edited by Jennifer Vo&lt;br /&gt;
&lt;br /&gt;
The melting point of a material is an intensive physical property that indicates the temperature at which the substance transforms from a solid to a liquid or vice versa. &lt;br /&gt;
&lt;br /&gt;
==Properties of Matter==&lt;br /&gt;
&lt;br /&gt;
On the most basic level, there are two types of properties of matter: chemical and physical properties. Chemical properties are classified as those that change when the substance or material undergoes a chemical reaction involving a fundamental change in the identity of the material. On the other hand, a physical property involves only a change in appearance of the material. &lt;br /&gt;
&lt;br /&gt;
For example, consider the boiling a pot of water to cook a bowl of spaghetti. After sometime, the water begins to boil and form a vapor (i.e. steam). The water that boils off as steam has undergone a physical change in appearance, thus we can consider the boiling point of a substance as a physical property. &lt;br /&gt;
&lt;br /&gt;
Now consider, a loaf of bread accidentally left out after a trip to the grocery store. Over the course of a week or two, mold will form on the bread indicating a chemical change in the identity of this bread molecules. The specific property that lead to this reaction would then be considered a chemical property. &lt;br /&gt;
&lt;br /&gt;
===Physical Properties===&lt;br /&gt;
&lt;br /&gt;
Physical properties are distinguished into two subgroups: intensive and extensive physical properties. Intensive properties are independent of the quantity of the material present where as extensive properties are not. For example, the density of a material is an intensive property while the mass of a material is an extensive property. &lt;br /&gt;
&lt;br /&gt;
==Melting Point==&lt;br /&gt;
&lt;br /&gt;
The melting point of a material is the characteristic temperature in which the solid transitions to a liquid under a fixed pressure. In theory, the melting point of a solid should be the same temperature as the freezing point of a liquid. It is difficult to heat the solid above its particular melting point, as the heat energy is used to convert the solid to a liquid. Because of this property, melting points are often used to identify chemical compounds and determine the purity of a sample.  &lt;br /&gt;
&lt;br /&gt;
===Enthalpy of Fusion===&lt;br /&gt;
&lt;br /&gt;
The enthalpy of fusion (the heat of fusion) is the change in enthalpy due to change in heat energy. Enthalpy of fusion is the energy required to transition the solid to the liquid state without changing its temperature. This is because enthalpy of fusion is a latent heat, therefore the temperature does not change in this process. Therefore, the energy is not used to heat the substance, but to break the solid bonds. &lt;br /&gt;
At the melting point, the change in Gibbs free energy of a substance is zero, but the enthalpy and the entropy of the material are increasing. Melting occurs when the Gibbs free energy of a liquid becomes lower than the energy for the solid of that material. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Clausius-Clapeyron Equation===&lt;br /&gt;
&lt;br /&gt;
The melting and boiling point of a substance is dependent upon the pressure. This relationship can be modeled by the Clausius-Clapeyron equation. &lt;br /&gt;
&lt;br /&gt;
It is written as: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;\frac{dP}{dT} = \frac{PL}{T^2R}&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Using separation of variables and integrating from &amp;lt;math&amp;gt;P_1&amp;lt;/math&amp;gt; to &amp;lt;math&amp;gt;P_2&amp;lt;/math&amp;gt; and &amp;lt;math&amp;gt;T_1&amp;lt;/math&amp;gt;  to &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt; this equation becomes: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;\ln\frac{P_1}{P_2} = -\frac{H_F}{R}(\frac{1}{T_1}-\frac{1}{T_2})&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
where &amp;lt;math&amp;gt;H_F&amp;lt;/math&amp;gt; is equal the enthalpy of fusion, which is equal to the amount of energy that must be taken out or put into the system per mole of material for the phase transformation to occur. R is the gas constant. &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Note: This equation should be used only in idealized situations as it does not include the temperature dependence of the heat of fusion. For this reason, there is some inaccuracies involved in this calculation.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
===Melting Point Depression===&lt;br /&gt;
&lt;br /&gt;
It is likely that you or someone you know has, at one point, spread salt over his or her driveway before the onset of a cold front. Somehow, this greatly reduces the amount of ice that forms on the covered surfaces. This helpful winter trick occurs due to a phenomenon know as melting point depression. While a much more in-depth explanation could be given, here is a easy way to think about. When a liquid freezes, the molecules are attempting to orient and pack themselves in a way so as to form a solid. If foreign particles are in the liquid, they will partially block the liquid particles from forming into a solid thereby lowering the freezing point of the liquid. To summarize, the melting point of a material will decrease when a foreign solute is added to the solution. &lt;br /&gt;
&lt;br /&gt;
See [[https://en.wikipedia.org/wiki/Freezing-point_depression Freezing-point Depression]] for a closer look on how this process occurs and the math behind calculating the change in melting point!&lt;br /&gt;
&lt;br /&gt;
==Example==&lt;br /&gt;
&lt;br /&gt;
Consider the hypothetical element Greconium, which is a liquid at room temperature and has a standard boiling point of 273.15K. If the pressure is increased to 5 atmospheres, what will be the boiling point of Greconium at this elevated pressure? &#039;&#039;Assume the heat of fusion is constant and equal to &amp;lt;math&amp;gt;45000\frac{J}{mol}&amp;lt;/math&amp;gt; for this problem.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Using the simplified version of the Clausius-Clapeyron equation derived above, we must solve for &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt;: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;\ln\frac{P_1}{P_2} = -\frac{H_F}{R}(\frac{1}{T_1}-\frac{1}{T_2})&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Rearranging and solving for &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;T_2 = \frac{1}{\frac{1}{T_1}+\ln(\frac{P_1}{P_2})\frac{R}{H_F}}&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Plugging in for known variables:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;T_2 = \frac{1}{\frac{1}{273.15}+\ln(\frac{1}{5})\frac{8.314}{45000}}&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
We find: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;T_2 = 297.3 K  &amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In this case, the increase in pressure causes the boiling point of Greconium to rise to 297.3K. &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Note: This problem was meant only to demonstrate how to use the Clausius-Clapeyron equation.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
==Connectedness==&lt;br /&gt;
&lt;br /&gt;
While the concept of a substance&#039;s melting point is relatively simple, it has far-reaching implications on many industries. These include the automotive, chemical manufacturing, and chemical storage industries. For example, consider a cold winter night during which ice forms. In order to prevent the fluids inside of your car&#039;s engine from freezing, automotive manufacturers created antifreeze, which is a direct application of freezing point depression. In many chemical manufacturing roles, it is extremely important to know both the chemical and physical properties of the materials being handled. The melting point of substance is one of these properties that must be taken into account to maintain a safe working environment. &lt;br /&gt;
&lt;br /&gt;
With respect to the field of chemical engineering, a substance&#039;s melting point is deeply routed in the field of thermodynamics especially in relation to the concepts of Gibbs free energy, enthalpy, and entropy. Further investigation into these topics will offer a more scientific explanation of what is occur during phase transformation. Knowledge of the melting point of a substance also allows chemical engineers to create process and reactions used in the separations and manufacture of other chemicals. Even more commonly, the boiling point of a substance will be used in distillation and condensation, which involve the separation of compounds by boiling point.&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
&lt;br /&gt;
The concept of melting points has been used for thousands of years, although only in the past few centuries have scientists developed an accurate way to pinpoint the temperature at which the phase transformation occurs.&lt;br /&gt;
&lt;br /&gt;
== See also ==&lt;br /&gt;
&lt;br /&gt;
For information on the transition of a substance from a liquid to a gas, see: &lt;br /&gt;
&lt;br /&gt;
[[Boiling Point]]&lt;br /&gt;
&lt;br /&gt;
===Further reading===&lt;br /&gt;
&lt;br /&gt;
See this article from Cal Tech for more information on the:&lt;br /&gt;
 &lt;br /&gt;
[[http://www.its.caltech.edu/~matsci/btf/PTM_Book/chapter1.pdf Thermodynamic Explanation of Phase Transformations]]&lt;br /&gt;
&lt;br /&gt;
==References==&lt;br /&gt;
&lt;br /&gt;
[[http://chemwiki.ucdavis.edu/Analytical_Chemistry/Chemical_Reactions/Properties_of_Matter UCDavis ChemWiki Properties of Matter]]&lt;br /&gt;
&lt;br /&gt;
[[http://chemwiki.ucdavis.edu/Physical_Chemistry/Physical_Properties_of_Matter/Phases_of_Matter/Phase_Transitions/Phase_Transitions/Clausius-Clapeyron_Equation UCDavis ChemWiki Clausuis-Clapeyron]]&lt;br /&gt;
&lt;br /&gt;
[[http://www.scienceiscool.org/solutions/fpdepression.html Galen Lew the Science Dude!]]&lt;br /&gt;
&lt;br /&gt;
[[Category:Properties of Matter]]&lt;/div&gt;</summary>
		<author><name>Jennifervo</name></author>
	</entry>
	<entry>
		<id>http://www.physicsbook.gatech.edu/index.php?title=Melting_Point&amp;diff=21618</id>
		<title>Melting Point</title>
		<link rel="alternate" type="text/html" href="http://www.physicsbook.gatech.edu/index.php?title=Melting_Point&amp;diff=21618"/>
		<updated>2016-04-16T14:54:15Z</updated>

		<summary type="html">&lt;p&gt;Jennifervo: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;Claimed by Clayton Maike&lt;br /&gt;
Edited by Jennifer Vo&lt;br /&gt;
&lt;br /&gt;
The melting point of a material is an intensive physical property that indicates the temperature at which the substance transforms from a solid to a liquid or vice versa. &lt;br /&gt;
&lt;br /&gt;
==Properties of Matter==&lt;br /&gt;
&lt;br /&gt;
On the most basic level, there are two types of properties of matter: chemical and physical properties. Chemical properties are classified as those that change when the substance or material undergoes a chemical reaction involving a fundamental change in the identity of the material. On the other hand, a physical property involves only a change in appearance of the material. &lt;br /&gt;
&lt;br /&gt;
For example, consider the boiling a pot of water to cook a bowl of spaghetti. After sometime, the water begins to boil and form a vapor (i.e. steam). The water that boils off as steam has undergone a physical change in appearance, thus we can consider the boiling point of a substance as a physical property. &lt;br /&gt;
&lt;br /&gt;
Now consider, a loaf of bread accidentally left out after a trip to the grocery store. Over the course of a week or two, mold will form on the bread indicating a chemical change in the identity of this bread molecules. The specific property that lead to this reaction would then be considered a chemical property. &lt;br /&gt;
&lt;br /&gt;
===Physical Properties===&lt;br /&gt;
&lt;br /&gt;
Physical properties are distinguished into two subgroups: intensive and extensive physical properties. Intensive properties are independent of the quantity of the material present where as extensive properties are not. For example, the density of a material is an intensive property while the mass of a material is an extensive property. &lt;br /&gt;
&lt;br /&gt;
==Melting Point==&lt;br /&gt;
&lt;br /&gt;
As mentioned previously, the melting point of a substance indicates the temperature at which the phase transition from solid to liquid or liquid to solid occurs. The melting point of a substance will be the same regardless of the amount of the material present thus making the melting point an intensive property. Most individuals are familiar with standard melting points of various substances such as water, ethanol, or nitrogen. This standard melting point refers to the temperature at which melting occurs at atmospheric pressure. This knowledge of standard conditions is often very useful as most transformations and reactions will occur in a open environment (atmospheric pressure), although it is important to note that melting point is not independent of pressure. That is, water at a pressure of 10 atmospheres will melt at a very different temperature than water at standard pressure.  &lt;br /&gt;
&lt;br /&gt;
===Enthalpy of Fusion===&lt;br /&gt;
&lt;br /&gt;
The enthalpy of fusion (the heat of fusion) is the change in enthalpy due to change in heat energy. Enthalpy of fusion is the energy required to transition the solid to the liquid state without changing its temperature. This is because enthalpy of fusion is a latent heat, therefore the temperature does not change in this process. Therefore, the energy is not used to heat the substance, but to break the solid bonds. &lt;br /&gt;
At the melting point, the change in Gibbs free energy of a substance is zero, but the enthalpy and the entropy of the material are increasing. Melting occurs when the Gibbs free energy of a liquid becomes lower than the energy for the solid of that material. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Clausius-Clapeyron Equation===&lt;br /&gt;
&lt;br /&gt;
The melting and boiling point of a substance is dependent upon the pressure. This relationship can be modeled by the Clausius-Clapeyron equation. &lt;br /&gt;
&lt;br /&gt;
It is written as: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;\frac{dP}{dT} = \frac{PL}{T^2R}&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Using separation of variables and integrating from &amp;lt;math&amp;gt;P_1&amp;lt;/math&amp;gt; to &amp;lt;math&amp;gt;P_2&amp;lt;/math&amp;gt; and &amp;lt;math&amp;gt;T_1&amp;lt;/math&amp;gt;  to &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt; this equation becomes: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;\ln\frac{P_1}{P_2} = -\frac{H_F}{R}(\frac{1}{T_1}-\frac{1}{T_2})&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
where &amp;lt;math&amp;gt;H_F&amp;lt;/math&amp;gt; is equal the enthalpy of fusion, which is equal to the amount of energy that must be taken out or put into the system per mole of material for the phase transformation to occur. R is the gas constant. &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Note: This equation should be used only in idealized situations as it does not include the temperature dependence of the heat of fusion. For this reason, there is some inaccuracies involved in this calculation.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
===Melting Point Depression===&lt;br /&gt;
&lt;br /&gt;
It is likely that you or someone you know has, at one point, spread salt over his or her driveway before the onset of a cold front. Somehow, this greatly reduces the amount of ice that forms on the covered surfaces. This helpful winter trick occurs due to a phenomenon know as melting point depression. While a much more in-depth explanation could be given, here is a easy way to think about. When a liquid freezes, the molecules are attempting to orient and pack themselves in a way so as to form a solid. If foreign particles are in the liquid, they will partially block the liquid particles from forming into a solid thereby lowering the freezing point of the liquid. To summarize, the melting point of a material will decrease when a foreign solute is added to the solution. &lt;br /&gt;
&lt;br /&gt;
See [[https://en.wikipedia.org/wiki/Freezing-point_depression Freezing-point Depression]] for a closer look on how this process occurs and the math behind calculating the change in melting point!&lt;br /&gt;
&lt;br /&gt;
==Example==&lt;br /&gt;
&lt;br /&gt;
Consider the hypothetical element Greconium, which is a liquid at room temperature and has a standard boiling point of 273.15K. If the pressure is increased to 5 atmospheres, what will be the boiling point of Greconium at this elevated pressure? &#039;&#039;Assume the heat of fusion is constant and equal to &amp;lt;math&amp;gt;45000\frac{J}{mol}&amp;lt;/math&amp;gt; for this problem.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Using the simplified version of the Clausius-Clapeyron equation derived above, we must solve for &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt;: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;\ln\frac{P_1}{P_2} = -\frac{H_F}{R}(\frac{1}{T_1}-\frac{1}{T_2})&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Rearranging and solving for &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;T_2 = \frac{1}{\frac{1}{T_1}+\ln(\frac{P_1}{P_2})\frac{R}{H_F}}&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Plugging in for known variables:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;T_2 = \frac{1}{\frac{1}{273.15}+\ln(\frac{1}{5})\frac{8.314}{45000}}&amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
We find: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;math&amp;gt;T_2 = 297.3 K  &amp;lt;/math&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In this case, the increase in pressure causes the boiling point of Greconium to rise to 297.3K. &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Note: This problem was meant only to demonstrate how to use the Clausius-Clapeyron equation.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
==Connectedness==&lt;br /&gt;
&lt;br /&gt;
While the concept of a substance&#039;s melting point is relatively simple, it has far-reaching implications on many industries. These include the automotive, chemical manufacturing, and chemical storage industries. For example, consider a cold winter night during which ice forms. In order to prevent the fluids inside of your car&#039;s engine from freezing, automotive manufacturers created antifreeze, which is a direct application of freezing point depression. In many chemical manufacturing roles, it is extremely important to know both the chemical and physical properties of the materials being handled. The melting point of substance is one of these properties that must be taken into account to maintain a safe working environment. &lt;br /&gt;
&lt;br /&gt;
With respect to the field of chemical engineering, a substance&#039;s melting point is deeply routed in the field of thermodynamics especially in relation to the concepts of Gibbs free energy, enthalpy, and entropy. Further investigation into these topics will offer a more scientific explanation of what is occur during phase transformation. Knowledge of the melting point of a substance also allows chemical engineers to create process and reactions used in the separations and manufacture of other chemicals. Even more commonly, the boiling point of a substance will be used in distillation and condensation, which involve the separation of compounds by boiling point.&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
&lt;br /&gt;
The concept of melting points has been used for thousands of years, although only in the past few centuries have scientists developed an accurate way to pinpoint the temperature at which the phase transformation occurs.&lt;br /&gt;
&lt;br /&gt;
== See also ==&lt;br /&gt;
&lt;br /&gt;
For information on the transition of a substance from a liquid to a gas, see: &lt;br /&gt;
&lt;br /&gt;
[[Boiling Point]]&lt;br /&gt;
&lt;br /&gt;
===Further reading===&lt;br /&gt;
&lt;br /&gt;
See this article from Cal Tech for more information on the:&lt;br /&gt;
 &lt;br /&gt;
[[http://www.its.caltech.edu/~matsci/btf/PTM_Book/chapter1.pdf Thermodynamic Explanation of Phase Transformations]]&lt;br /&gt;
&lt;br /&gt;
==References==&lt;br /&gt;
&lt;br /&gt;
[[http://chemwiki.ucdavis.edu/Analytical_Chemistry/Chemical_Reactions/Properties_of_Matter UCDavis ChemWiki Properties of Matter]]&lt;br /&gt;
&lt;br /&gt;
[[http://chemwiki.ucdavis.edu/Physical_Chemistry/Physical_Properties_of_Matter/Phases_of_Matter/Phase_Transitions/Phase_Transitions/Clausius-Clapeyron_Equation UCDavis ChemWiki Clausuis-Clapeyron]]&lt;br /&gt;
&lt;br /&gt;
[[http://www.scienceiscool.org/solutions/fpdepression.html Galen Lew the Science Dude!]]&lt;br /&gt;
&lt;br /&gt;
[[Category:Properties of Matter]]&lt;/div&gt;</summary>
		<author><name>Jennifervo</name></author>
	</entry>
	<entry>
		<id>http://www.physicsbook.gatech.edu/index.php?title=Melting_Point&amp;diff=21617</id>
		<title>Melting Point</title>
		<link rel="alternate" type="text/html" href="http://www.physicsbook.gatech.edu/index.php?title=Melting_Point&amp;diff=21617"/>
		<updated>2016-04-16T14:52:49Z</updated>

		<summary type="html">&lt;p&gt;Jennifervo: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;Claimed by Clayton Maike&lt;br /&gt;
Edited by Jennifer Vo&lt;br /&gt;
&lt;br /&gt;
The melting point of a materical is the characteristic temperature in which the solid transitions to a liquid under a fixed pressure. In theory, the melting point of a solid should be the same temperature as the freezing point of a liquid.&lt;br /&gt;
&lt;br /&gt;
==Properties of Matter==&lt;br /&gt;
&lt;br /&gt;
There are two types of properties of matter: chemical and physical properties. Chemical properties are classified as those that change when the substance or material undergoes a chemical reaction involving a fundamental change in the identity of the material. A physical property can be observed and measured without altering the composition of the substance.&lt;br /&gt;
&lt;br /&gt;
For example, consider the boiling a pot of water to cook a bowl of spaghetti. After sometime, the water begins to boil and form a vapor (i.e. steam). The water that boils off as steam has undergone a physical change in appearance, thus we can consider the boiling point of a substance as a physical property. &lt;br /&gt;
&lt;br /&gt;
Now consider, a loaf of bread accidentally left out after a trip to the grocery store. Over the course of a week or two, mold will form on the bread indicating a chemical change in the identity of this bread molecules. The specific property that lead to this reaction would then be considered a chemical property. &lt;br /&gt;
&lt;br /&gt;
===Physical Properties===&lt;br /&gt;
&lt;br /&gt;
Physical properties are distinguished into two subgroups: intensive and extensive physical properties. Intensive properties are independent of the quantity of the material present where as extensive properties are not. For example, the density of a material is an intensive property while the mass of a material is an extensive property. &lt;br /&gt;
&lt;br /&gt;
==Melting Point==&lt;br /&gt;
&lt;br /&gt;
The melting point of a material is the characteristic temperature in which the solid transitions to a liquid under a fixed pressure. In theory, the melting point of a solid should be the same temperature as the freezing point of a liquid. It is difficult to heat the solid above its particular melting point, as the heat energy is used to convert the solid to a liquid. Because of this property, melting points are often used to identify chemical compounds and determine the purity of a sample. &lt;br /&gt;
&lt;br /&gt;
===Enthalpy of Fusion===&lt;br /&gt;
&lt;br /&gt;
The enthalpy of fusion (the heat of fusion) is the change in enthalpy due to change in heat energy. Enthalpy of fusion is the energy required to transition the solid to the liquid state without changing its temperature. This is because enthalpy of fusion is a latent heat, therefore the temperature does not change in this process. Therefore, the energy is not used to heat the substance, but to break the solid bonds. &lt;br /&gt;
At the melting point, the change in Gibbs free energy of a substance is zero, but the enthalpy and the entropy of the material are increasing. Melting occurs when the Gibbs free energy of a liquid becomes lower than the energy for the solid of that material. &lt;br /&gt;
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===Clausius-Clapeyron Equation===&lt;br /&gt;
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The melting and boiling point of a substance is dependent upon the pressure. This relationship can be modeled by the Clausius-Clapeyron equation. &lt;br /&gt;
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It is written as: &lt;br /&gt;
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&amp;lt;math&amp;gt;\frac{dP}{dT} = \frac{PL}{T^2R}&amp;lt;/math&amp;gt;&lt;br /&gt;
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Using separation of variables and integrating from &amp;lt;math&amp;gt;P_1&amp;lt;/math&amp;gt; to &amp;lt;math&amp;gt;P_2&amp;lt;/math&amp;gt; and &amp;lt;math&amp;gt;T_1&amp;lt;/math&amp;gt;  to &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt; this equation becomes: &lt;br /&gt;
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&amp;lt;math&amp;gt;\ln\frac{P_1}{P_2} = -\frac{H_F}{R}(\frac{1}{T_1}-\frac{1}{T_2})&amp;lt;/math&amp;gt;&lt;br /&gt;
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where &amp;lt;math&amp;gt;H_F&amp;lt;/math&amp;gt; is equal the enthalpy of fusion, which is equal to the amount of energy that must be taken out or put into the system per mole of material for the phase transformation to occur. R is the gas constant. &lt;br /&gt;
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&#039;&#039;Note: This equation should be used only in idealized situations as it does not include the temperature dependence of the heat of fusion. For this reason, there is some inaccuracies involved in this calculation.&#039;&#039;&lt;br /&gt;
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===Melting Point Depression===&lt;br /&gt;
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It is likely that you or someone you know has, at one point, spread salt over his or her driveway before the onset of a cold front. Somehow, this greatly reduces the amount of ice that forms on the covered surfaces. This helpful winter trick occurs due to a phenomenon know as melting point depression. While a much more in-depth explanation could be given, here is a easy way to think about. When a liquid freezes, the molecules are attempting to orient and pack themselves in a way so as to form a solid. If foreign particles are in the liquid, they will partially block the liquid particles from forming into a solid thereby lowering the freezing point of the liquid. To summarize, the melting point of a material will decrease when a foreign solute is added to the solution. &lt;br /&gt;
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See [[https://en.wikipedia.org/wiki/Freezing-point_depression Freezing-point Depression]] for a closer look on how this process occurs and the math behind calculating the change in melting point!&lt;br /&gt;
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==Example==&lt;br /&gt;
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Consider the hypothetical element Greconium, which is a liquid at room temperature and has a standard boiling point of 273.15K. If the pressure is increased to 5 atmospheres, what will be the boiling point of Greconium at this elevated pressure? &#039;&#039;Assume the heat of fusion is constant and equal to &amp;lt;math&amp;gt;45000\frac{J}{mol}&amp;lt;/math&amp;gt; for this problem.&#039;&#039;&lt;br /&gt;
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Using the simplified version of the Clausius-Clapeyron equation derived above, we must solve for &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt;: &lt;br /&gt;
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&amp;lt;math&amp;gt;\ln\frac{P_1}{P_2} = -\frac{H_F}{R}(\frac{1}{T_1}-\frac{1}{T_2})&amp;lt;/math&amp;gt;&lt;br /&gt;
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Rearranging and solving for &amp;lt;math&amp;gt;T_2&amp;lt;/math&amp;gt;:&lt;br /&gt;
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&amp;lt;math&amp;gt;T_2 = \frac{1}{\frac{1}{T_1}+\ln(\frac{P_1}{P_2})\frac{R}{H_F}}&amp;lt;/math&amp;gt;&lt;br /&gt;
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Plugging in for known variables:&lt;br /&gt;
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&amp;lt;math&amp;gt;T_2 = \frac{1}{\frac{1}{273.15}+\ln(\frac{1}{5})\frac{8.314}{45000}}&amp;lt;/math&amp;gt;&lt;br /&gt;
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We find: &lt;br /&gt;
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&amp;lt;math&amp;gt;T_2 = 297.3 K  &amp;lt;/math&amp;gt;&lt;br /&gt;
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In this case, the increase in pressure causes the boiling point of Greconium to rise to 297.3K. &lt;br /&gt;
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&#039;&#039;Note: This problem was meant only to demonstrate how to use the Clausius-Clapeyron equation.&#039;&#039;&lt;br /&gt;
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==Connectedness==&lt;br /&gt;
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While the concept of a substance&#039;s melting point is relatively simple, it has far-reaching implications on many industries. These include the automotive, chemical manufacturing, and chemical storage industries. For example, consider a cold winter night during which ice forms. In order to prevent the fluids inside of your car&#039;s engine from freezing, automotive manufacturers created antifreeze, which is a direct application of freezing point depression. In many chemical manufacturing roles, it is extremely important to know both the chemical and physical properties of the materials being handled. The melting point of substance is one of these properties that must be taken into account to maintain a safe working environment. &lt;br /&gt;
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With respect to the field of chemical engineering, a substance&#039;s melting point is deeply routed in the field of thermodynamics especially in relation to the concepts of Gibbs free energy, enthalpy, and entropy. Further investigation into these topics will offer a more scientific explanation of what is occur during phase transformation. Knowledge of the melting point of a substance also allows chemical engineers to create process and reactions used in the separations and manufacture of other chemicals. Even more commonly, the boiling point of a substance will be used in distillation and condensation, which involve the separation of compounds by boiling point.&lt;br /&gt;
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==History==&lt;br /&gt;
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The concept of melting points has been used for thousands of years, although only in the past few centuries have scientists developed an accurate way to pinpoint the temperature at which the phase transformation occurs.The earliest recorded discovery of a melting-point apparatus is attributed to a work published in 1823 by French chemist, Michel Chevreul, who used melting points in organic chemistry to characterize various fatty acids, waxes, and oils. However, this technique was not well known until 1832, when a famous paper was published by German scientists, Justus von Liebig and Friedrich Wöhler. The paper detailed the chemistry of the benzoyl radical and reported the melting point of benzamide. A year following the paper, Liebig reported the boiling point of liquid acetal and began the practice of reporting the physical properties until the procedure of reporting the compounds physical properties became standard. Lieberg’s collaboration with Wöhler regarding organic compound melting points later led to the formulation of the concept of isomerism by Berzelius in 1831.&lt;br /&gt;
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By the 1890s, new apparatuses were built to increase the accuracy and speed of recording melting/boiling points. Most of these devices were composed of a melting point capillary attached to the stem of a thermometer which was suspended in a long-necked, round-bottom flask filled a liquid with a high boiling point. These apparatuses were heated at the bottom of the flask using a Bunsen burner. &lt;br /&gt;
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== See also ==&lt;br /&gt;
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For information on the transition of a substance from a liquid to a gas, see: &lt;br /&gt;
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[[Boiling Point]]&lt;br /&gt;
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===Further reading===&lt;br /&gt;
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See this article from Cal Tech for more information on the:&lt;br /&gt;
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[[http://www.its.caltech.edu/~matsci/btf/PTM_Book/chapter1.pdf Thermodynamic Explanation of Phase Transformations]]&lt;br /&gt;
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==References==&lt;br /&gt;
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[[http://chemwiki.ucdavis.edu/Analytical_Chemistry/Chemical_Reactions/Properties_of_Matter UCDavis ChemWiki Properties of Matter]]&lt;br /&gt;
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[[http://chemwiki.ucdavis.edu/Physical_Chemistry/Physical_Properties_of_Matter/Phases_of_Matter/Phase_Transitions/Phase_Transitions/Clausius-Clapeyron_Equation UCDavis ChemWiki Clausuis-Clapeyron]]&lt;br /&gt;
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[[http://www.scienceiscool.org/solutions/fpdepression.html Galen Lew the Science Dude!]]&lt;br /&gt;
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[[http://www.che.uc.edu/jensen/W.%20B.%20Jensen/Reprints/155.%20Melting%20Points.pdf]]&lt;br /&gt;
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[[Category:Properties of Matter]]&lt;/div&gt;</summary>
		<author><name>Jennifervo</name></author>
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