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AtmosphericThermodynamics
AtmosphericThermodynamics
SecondEdition
CraigF.Bohren
DepartmentofMeteorologyandAtmosphericScience,PennsylvaniaStateUniversity
BruceA.Albrecht DepartmentofAtmosphericSciences,UniversityofMiami
GreatClarendonStreet,Oxford,OX26DP, UnitedKingdom
OxfordUniversityPressisadepartmentoftheUniversityofOxford. ItfurtherstheUniversity’sobjectiveofexcellenceinresearch,scholarship, andeducationbypublishingworldwide.Oxfordisaregisteredtrademarkof OxfordUniversityPressintheUKandincertainothercountries
c ⃝ CraigBohrenandBruceAlbrecht2023
Themoralrightsoftheauthorshavebeenasserted FirstEditionpublishedin1998 SecondEditionpublishedin2023
Allrightsreserved.Nopartofthispublicationmaybereproduced,storedin aretrievalsystem,ortransmitted,inanyformorbyanymeans,withoutthe priorpermissioninwritingofOxfordUniversityPress,orasexpresslypermitted bylaw,bylicenceorundertermsagreedwiththeappropriatereprographics rightsorganization.Enquiriesconcerningreproductionoutsidethescopeofthe aboveshouldbesenttotheRightsDepartment,OxfordUniversityPress,atthe addressabove
Youmustnotcirculatethisworkinanyotherform andyoumustimposethissameconditiononanyacquirer
PublishedintheUnitedStatesofAmericabyOxfordUniversityPress 198MadisonAvenue,NewYork,NY10016,UnitedStatesofAmerica BritishLibraryCataloguinginPublicationData Dataavailable
LibraryofCongressControlNumber:2022946525
ISBN978–0–19–887270–2 ISBN978–0–19–887271–9(pbk.) DOI:10.1093/oso/9780198872702.001.0001
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ToourfamiliesNanette,Gail,Birch,andSpritz;Nancy,Michael,andAdam
PrefacetoSecondEdition
Thefirsteditionofourbookisawell-regardedtreatiseonatmosphericthermodynamics,asevidencedbythemanytimesithasbeencited.Althoughintendedas atextbookinatmosphericscience,itcouldbeusedasareferenceortextbookfor classicalthermodynamicstaughtinphysicsorengineeringdepartments.Itbrings real-lifeproblemsandapplicationstoasubjectthatotherwisecanbesomewhat dry.Earth’satmosphereisafreelyaccessiblethermodynamicslaboratoryinwhich wealllive.Manyofourexperimentsweredoneinkitchensandonporchesusing inexpensiveinstruments.
Theimpetusforasecondeditionwastolowerthepricetowhatstudentscan afford.Italsoallowedustocorrecterrorsandpassonwhatwehavelearnedinthe 24yearssincethefirstedition.Wedidn’tstopthinkingafteritwaspublished.We useditasatemplatebutrethoughteverysentence.Weremovedasubsectionthat wasjustplainwrong,althoughaboutasideissue(phew!).Afewsubsectionswere removed,afewadded.Minorerrorswerecorrected.
Wetookmorepainstostateallassumptions,idealizations,andapproximations notablyabsentfromtextbooks.Energyisconserved,entropyincreases(probably), buteverythingelseiscontingent.Werearranged Chapters3 and 4 Chapter7 was expandedtoincludemoreabouttheinteractionofhumanswiththeirenvironment. Wediscussmoreaboutwhatcouldbecalledengineeringheattransfer—asubject unknowntomanyphysicistsandmeteorologists.Wheneverpossiblewedidsimple experimentsandmadeobservationstosupportourassertions.Weputconsiderable effortintomakingexplanationsimpossibletomisunderstand,anunattainablegoal butworthaimingat.Wedoubledthenumberofproblemstomorethan400.They arosefromquestionsweaskedourselvesorwereaskedbystudents,colleagues,and correspondents.Weprofitedfromansweringthem.Weincludedmoresuggestions forexperimentsandobservations.Someoftheseexperimentsweredonebyour eminentpredecessorsmorethan200yearsago.Inthefirstedition,wecriticized textbookhistory.Aftermanyyearsofreadingandreflecting,weareevenmore convincedthattherearefewhistoricallycorrectstatementsintextbooks.Askany historianofscience.Textbooksarenotmuchinfluencedbyoriginalpapers,ones criticizingtextbookmythology,orpapersbyhistoriansofscience.Wereadmany booksandpapersby,forexample,Gay-Lussac,Fourier,JosephBlack,Joule,Robert Boyle,andothers.Notonlydidthisallowustogivecreditwhereitisdue,butalso weacquiredphysicalunderstandingandintuitionfromthethoughtsoflong-dead authors.Wegivemorereferencesthanisthenormintextbookstosupportwhat wewrite,ratherthanuncriticallypassonerrors.Ourreferencesarenotwindow
PrefacetoSecondEdition vii dressing.Wereadthepaperswecite,sometimesentirebooksoratleastrelevant chapters,andtooknotesonthem.Failuretocitereferences,evenintextbooks, contributestoerrorpropagation.Weaddedabout150referencestobringourbook uptodateandbecausewehappeneduponmanybooksandpapersworthreading.
Becauseofourinterestinthehistoryofscience,wecallattentiontoafairly recentjournal, HistoryofMeteorology,whichatpresentisfreelyavailable.
Therearemanylong-liveddemonstrablyincorrectexplanationsinmeteorology. Theyoriginateinelementaryandmiddleschool,continueuncorrectedintohigh school,university,andbeyond.Wedomoredebunkingofsuchexplanations.AsH. L.Menckenwrote,“Ninetimesoutoften,intheartsasinlife,thereisactuallyno truthtobediscovered;thereisonlyerrortobeexposed.”
Weemphasizeevenmorethaninthefirsteditionphysicalreasoningandinterpretation,whicharemorelikelytostickinthemindsofstudentslongaftertheyhave forgottenequations.Asthebookrevieweditorof AmericanJournalofPhysics for abouteightyears,theseniorauthorhasseenmanybooksthatareonlyoneequation afteranother.Nointerpretation,noexperiments,noobservations,noconnectionto reality.
Weareheartenedthathereticalideasinthefirsteditionhavesubsequentlybeen madebyothers.RobertRomer,aseditorof AmericanJournalofPhysics,wrote ascathingeditorial“Heatisnotanoun”inwhichhecitesus.Fierceandprolongedcriticismofthenotionthat“entropyisjustdisorder”bythelatechemist FrankLambertinthelast20yearsofhislonglifegoadedchemistsintoremoving thismantrafromchemistrytextbooks.ItalsohasbeenattackedbyHarveyLeff inphysicsjournals.Manyphysicalchemistsnolongerreferto“heats”ofvaporizationorcombustion,butinsteadtoenthalpies(asinourfirstedition),another signofprogress.Merelybecausewecanfindotherwiserespectableteachersand authorswhoshareourviewsdoesnotmeanthatweareright—onlythatweare notlonecrackpots.Wecorrectederrorsonlyifwefoundtheminseveraltextbooks orpopularizations,especiallyiftheyhavebeenmadeoverdecades.Formanyyears, the JournalofChemicalEducation hadaregularcolumn,“TextbookErrors,”the purposeofwhichwastohaltthespreadofdemonstrableerrors.Foranerrortobe exposedithadtooccurin“atleasttwoindependentstandardtexts,”whichwere notcited.
Sectionsandsubsectionsmarkedwithanasterisk(*)canbeomittedonafirst readingofthetext.
Weupdatedourdiscussionofinstrumentsformeasuringtemperature,dewpoint, humidity,andpressure.Inthepasttwodecadesinstrumentshavegottenbetterand cheaper.Infraredthermometersareinexpensive.Studentscan(andshould)dotheir ownexperimentsandmakeobservationssothattheyownthem.“Whatyouinherit fromyourfathermustfirstbeearnedbeforeitisyours”(Goethe).
Followingthetextofeachchapterisalistofannotatedreferences.Eachentry containstidbitsthatcouldhavebeeninthetext.Readthemtogetthemaximum benefitfromthisbookevenifyoudonotreadthereferencescited.Workasmany oftheproblemsaspossible,especiallythoserequiringsimpleexperiments.
Underlyingalllawsofphysics(tobedistinguishedfromlawsofnature)are agreatmanyassumptionsandidealizations,oftenunstated.Criticsofthespace we“waste”onbelaboringwhat“everyoneknows”shouldreadthefirsteverguest editorialin EuropeanJournalofPhysics,Vol.40(2019)030201.Itbegins“Amajor challenge[to] impartingwhatateacherknowstostudentswhodonotknowis overcomingthecurseofknowledge.”
ThelateCliffordTruesdell,aprolifichistorianofthermodynamicsandcontributortorationalthermodynamics,wrotein1969that“fromthefirstthermodynamics wasadismalswampofobscurity”andtoday“incommoninstructionit[still]is.” Thisbookisourcontributiontodrainingtheswamp.
Acknowledgments
Firstandforemost,weareindebtedtoBertdeWithforbeingtheonlyreader towritetousaboutablatanterror,therebysavinguspossiblefurtherembarrassment.DanSchroedercriticizedourtreatmentofthetemperaturedependenceofthe enthalpyofvaporization.Westillgotthetextbookresult(Kirchhoff’sequation), butnowweunderstanditbetter,whyitisagoodapproximation(withinlimits), andwhyitis not sogoodfortheenthalpyoffusion.RogerDaviessuggestedthatthe decreaseofdownwardinfraredradiationwithincreasingaltitudecouldcontribute tosensationsofcoldathighaltitudes.PeterPilewskieencouragedBruceKindelto doradiationcalculationstosupportthis(Chapter7).RaymondShawkeptusfrom makingblundersaboutturbulenceandhomogeneousnucleation,andalsopassedon someofAlexKostinski’smusingsabouttheusual(superficial)physicalexplanation ofwhy Cp >Cv ShermilaSinghamstraightenedusoutontheArrheniusequation. GregoryMcRaeencouragedustoconvertalmostallourunitstoSIandsharedwith ushisfascinationwithindicatordiagrams.SharanMajumdarspottedmanytypographicalerrorsandaskedforclarification.JohnKennyencouragedustonotethe hugedifferenceinthereactiontimesofcombustionofhydrogeninoxygen,afactor ofabout1031 withandwithoutacatalyst.Fromtimetotime,weaskedBobHummerquestionsaboutwetchemistryandtriedoutideasonhim.Conversationswith JamesFlemingcontinuetopiqueourinterestinthehistoryofmeteorology.Despite ourbruisesfromwrestlingwithGlennShawoverthecoefficientofperformanceof arefrigerator,weemergedwithabetterunderstandingofwhatisadmittedlya confusingconcept.WealsothankShaneMayorforcorrespondenceaboutvarious aspectsofthermodynamics,LeeGrenciformanydiscussionsaboutmisconceptions heheroicallytriestodispel,andJohnWyngaardforpreventingusfrompassingon thewidespreadbutfaultyphysicalinterpretationoftheGrashofnumber.Finally, weareindebtedtoSonkeAdlungforenthusiasticeditorialsupport.
CraigF.Bohren Tˆy’nyCoed OakHall,Pennsylvania
BruceA.Albrecht St.Petersburg,Florida
March2022
PrefacetotheFirstEdition
In TheEndofEducation (p.115),NeilPostmanassertsthat“Wecanimprovethe qualityofteachingandlearningovernightbygettingridofalltextbooks.Mosttextbooksarebadlywrittenand,therefore,givetheimpressionthattheyareboring. Mosttextbooksarealsoimpersonallywritten.They revealnohumanpersonality.”ThiswillnotendearPostmantotheauthorsoftextbooks,but,sadtosay, hetellsthetruth,unpalatablethoughitmaybe.Whenconfrontedwithsearing criticismlikethis,howwillbuddingtextbookauthorsreact?Whichpathwillthey take:denial,orintrospectionandreform?
Wewrotethisbookinspiredbythehighlyradicalnotionthattextbooksought toberollickinggoodliteraturegiventhattheirintendedreadersaremostlyyoung people,thosethroughwhomthejuicesoflifeflowstrongest,andhence,thosemost repelledbydryandlifelesstextbookfodder.Thisnotionisradicalbecausetheprevailingviewoftextbooksisthattheyshouldbeasboringaspossible.Writtenin thepassivevoice,humorless,withoutawhiffofcontroversy,textbooksarepainstakinglypurgedofanyhumantouch.Theyseemtobewrittenwiththeaimofmaking scienceasuninterestingaspossiblesothattheirauthorscanthenwringtheirhands overthelackofinterestshownbyyoungpeopleinscience.
Wetriedtomakeourwritingaslivelyaspossiblebyusingactiveconstructions andbynothidingthefactthatwearehumansfirst,scientistssecond.Wedonot shrinkfromcriticizingfallacies,nomatterhowhallowedbyfrequentrepetition.We usehumor,irony,andsarcasm,allthetechniquesofthewritingtrade,tokeepour readersinterested.Afterall,theyaremostlyyoungpeoplewhoarebombardedcontinuallybystrikingvisualimagesandvividentertainmentinmanyforms.Today’s audiencefortextbooksisthemostdistractedandtheleastattentiveinthehistory ofliteratehumanity.
Oneofthemostdepressingfeaturesoftextbooks,asidefromtheirblandness,is theirmonotonoussameness.Anoriginaltextbookisalmostacontradictioninterms. Thermodynamicsprovidessomeprimeexamples.Everythermodynamicstextbook findsitnecessarytoincludeaponderoussectionbelaboringexactandinexactdifferentials,whichstudentsdonotunderstandandwhich,moreover,areunnecessary. Thelate,eminentmathematicianKarlMengeralmosthalfacenturyagogently pointedoutthatdifferentialsofanykindareunnecessaryinteachingthermodynamics.Toourknowledge,nosubsequentauthorofatextbookonthermodynamics haspaidanyheedtoMenger.CliffordTruesdell,anastutestudentofthefoundationsandhistoryofthermodynamics,dipshispeninthemostcorrosiveacidwhen writingaboutdifferentialsinthermodynamics.Evenmathematiciansviewthem
withdisdain.Yet,differentialscontinuetoappearinthermodynamicswithdepressingregularity.Themathematicsofthermodynamicsisreallyquitesimple,child’s playcomparedwiththatof,say,electromagnetictheoryandfluidmechanics.To compensateforthis,themathematicalnotationinthermodynamicsseemstohave beenspeciallydesignedtobeconfusing,tocreatetheimpressionthatitisthework ofMartians.
Nobook,especiallyoneaboutsohoaryatopicasthermodynamics,shouldbe writtenexceptbythosewhoimmodestlythinkthattheycandobetterthantheir predecessorsandwhoarewillingtomakeafreshstartinsteadofmerelyrearranging whathasbeendonepreviously.Thisgoalislikelytobereachedonlyifauthorsare awareoftheailmentsofexistingbooksandcanproposecuresfortheseailments.
Toavoidcommittingthesinsofourpredecessors,wewereguidedbytheaccumulatedwisdominarticlesonthermodynamicsandrelatedtopicspublishedin AmericanJournalofPhysics fromitsinceptionabout60yearsagotothepresent. Thisjournalisdevotedtoexpositoryarticlesonphysicswrittenmostlybycollege anduniversityteachers.Itisapedagogicalgoldmine,yetnotusedtoitsfullest extentbywritersoftextbooks.Beforewewerecontentwithawayofdiscussinga concept,wecarefullyponderedtherecommendationsofthosewhohavethoughtlong andhardabouthowthermodynamicsshouldbetaught.Othersourcesoffruitful ideasare JournalofChemicalEducation, ThePhysicsTeacher, EuropeanJournal ofPhysics, PhysicsEducation, AmericanMathematicalMonthly,and ContemporaryPhysics.Giventhetreasuretroveofthoughtfulandcriticalexpositoryarticles, mostofthemhighlyreadable,inthesejournals,therubbishthatcontinuestobe propagatedintextbooksisinexcusable.Weonlywishthatwehadhadmoretime totakeadvantageofthishugebutlargelyuntappedreservoirofideas.
Whatdistinguishesatextbookfromatechnicalmonographisproblemsinthe formerbutnotinthelatter.Andwhatdistinguishesthermodynamicstextbooksis problemsevenmoreboringthanthetextthatprecedesthem.Atypicalproblem issomethinglikethefollowing:“Whatisthefinaltemperatureoftwokilogramsof nitrogeninitiallyatroomtemperaturewhenitspressureisdoubledadiabatically?” Thisisthekindofdrillquestionrarely(ifever)askedoutsidethepagesoftextbooks, aquestiontowhichnoonewantstoknowtheanswer,whatstudentsreferto contemptuouslyas“plugandchug.”Yet,questionsintextbooksshouldbegenuine, bywhichwemeanonesthatinquisitivepeopleaskinthecourseoftheirattemptsto understandtheworldaroundthem.Anexampleofagenuinequestionisonewewere askedbyawriterforamotorcyclemagazine.Hecalledtoaskaboutwindchill.Our responsewasdulypublishedinthemagazine.Aquestionaboutthermodynamics askedbytattooedandbeardedmenwearingnoseringsandridingchrome-plated Harley-Davidsonmotorcyclesisbyourreckoningagoodquestion.
Themorethan200problemsinthisbookarenotoptional,tackedontotheend ofchaptersasafterthoughts,butmandatory.Yetwelookuponthemasrewards,not punishments.Thepayoffforstrugglingwithideasisthesatisfactionacquiredfrom usingthem.Problemsprovideanopportunityforreaderstotestwhattheyhave learned,togobeyondthetext,togeneratenewideas.Indeed,someproblemsare avehicleforpresentingtopicsthatcouldhavebeenincludedinthetext.Wehope
thatmostoftheseproblemsareinterestingtostudentscuriousabouthowtheworld works.Manyproblemswereinspiredbyquestionsaskedbycolleagues,students,and friends,Thermodynamicknowledgecanbeappliedtocountlessgenuineproblems. Thereisnoneedforcontrivedones.
Attheendofeachchapter,problemsaregiveninrandomorder,notarranged accordingtosection.Thiswasacompromisebetweenputtingallproblemsatthe endofthebookandgroupingthemaccordingtosection.Thedisadvantageofpairingproblemswithsectionsisthatitencouragesstudentstosearchfranticallyfor amagicformulainasectionthatwillenablethemtosolveacorrespondingproblem.Studentsshouldlearnthatknowledgeiscumulativeandthatsolvingphysical problemsrequiresdrawinguponresourcesfromdifferentdirections.
Althoughourintendedreadersareundergraduatestudents,weexpectthisbook tobesuitableforgraduatecoursesinatmosphericthermodynamics.Thisisespeciallytruegiventhatgraduatestudentsinatmosphericscienceoftenaredrawn fromphysics,mathematics,engineering,andothertechnicalfields.Thus,evenat thegraduatelevel,especiallyindepartmentswithoutundergraduateprograms,studentsaretaughtthesamematerialasinundergraduatecoursesbutatafasterpace andwithhigherexpectations.Sectionsandsubsectionsmarkedwithanasterisk(*) canbeomittedonafirstreadingofthetext.Allweexpectofourreadersinthe wayofprerequisitesisthattheybefirmlygroundedintheelementsofcalculus,at leastknowwhatadifferentialequationis,andarefamiliarwithvectors.Noprior knowledgeofthermodynamicsisassumed.Indeed,wewouldpreferreaderstobe innocentofthermodynamicssothattheyhavelesstounlearn.
Theboundariesbetweenscientificdisciplinesarenowastightlydrawnand fiercelydefendedastheboundarybetweenNorthandSouthKorea,yetwestill canhopethatteachersofphysicsandengineeringmightfindourbookauseful supplementintheircourses.
Itissometimessaidthatthermodynamicsismodelindependent,thatiftomorrowweweretodecidethatmoleculesdonotexist,theprinciplesofthermodynamics wouldnotneedtobealteredintheslightest.Thisistruebutlargelyirrelevant. Allcollegestudentstodayhaveatleastheardofmoleculesandcannotberestored totheirpreviousstateofblissfulignorance.Butwhatthesestudentshaveheard aboutmoleculesisoftenbilge.Forexample,wehaveyettoencounterastudent whodidnotferventlybelievethattheabsolutezerooftemperatureisthetemperatureatwhichallmoleculescomegrindingtoahalt.Thisisnottrueandhasbeen knownnottobetrueformanydecades.Meteorologywasspawnedfromphysics(or whatisnowphysicsbutusedtobenaturalphilosophy).Theparentandchildhave gonetheirseparateways,asaconsequenceofwhichwhatmeteorologistsaretaught issometimesludicrous.Asithappens,temperaturesintheatmospherenevereven approachabsolutezero;someteorologistscanentertainwildlyincorrectideasabout absolutezerowithnopracticalconsequences—exceptthattheymakethemselves outtobefoolsintheeyesofpeoplewhoknowbetter.
Thermodynamics,webelieve,tastesbestwhenspicedwithkinetictheory,and sowewovethreadsofthekinetictheoryofgasesintothefabricofclassicalthermodynamics.Althoughstudentscannotbepreventedfrominvokingmoleculesto
explainnaturalphenomena,theycanbetaughttomakemolecularargumentscorrectly.Moreover,invokingmoleculesdoesseemtogiveusabettergraspofphysical phenomena.Despiteallthecurrentblatheraboutholism,mostpeoplenaturally gravitatetowardreductionism.Althoughsometimescarriedtoextremes,whichhas givenitabadname,whenrestrainedbycommonsenseandprudence,reductionism isahighlyeffectivewayofacquiringunderstanding.
Wehavelearnedthroughexperiencethatourstudentsoftenlookuponderivationsofequationsasendsinthemselves.Weviewderivationsasmeans,theends ofwhicharephysicalinterpretations.Weforgetthedetailsofderivations,whichis notsurprisinggiventhattheyoftenaretedious.Theproductofaderivationisan equation,whichmustbeinterpretedphysically,anditsmeaningexpressedinwords: wethinkwithwords,notwithequations.Wheneverpossible,westateamathematicalresultinwordschosentostickinthemindsofreaders.Theywillforgetthe mathematicaldetails,butwecanhopethattheywillretaintheirphysicalessence.
Wetookpainstoderiveequationscarefully,exposingtotheclearlightofday allassumptionsandapproximations(weabhortheirritatingtextbookdodge,“it canbeshown”).Thisapproachisnotlikelytofindfavorwiththosewhojust wantformulastobechantedasmantraswhenfacedwithproblems.Althoughit wouldbeeconomicalofspacetopullequationsoutofthinair,ignoranceoftheir antecedentsisnotmerelyuseless;itisdangerous.Ifyoudon’tknowwhatunderlies anequation,youcan’tuseitcorrectly,norcanyoufixitwhenitbreaks.And virtuallyeveryequationinatmosphericthermodynamicsisanapproximationwith alimitedrangeofvalidity.Westronglyadheretotheviewthatstudentsshouldbe encouragedtomakeasmanyobservationsofatmosphericphenomenaaspossible andeventodosimpleexperiments.Oneofthegreatappealsofatmosphericscience isthatwealwaysareinitslaboratory.Accordingly,wesuggestsimpleexperiments andtrynottomissopportunitiestopointouthowlifecanbebreathedintoinert symbolsonthepagesofthisbook.Agoodexampleisprovidedbymixingclouds (Section 6.8).Tounderstandthesecloudsrequiresconservationofenthalpy(inan adiabaticconstant-pressureprocess)andtheClausius–Clapeyronequation,which itselfembodiesconsiderablethermodynamicreasoning.Itishighlyeffectivetolink theseperhapsinherentlyuninterestingrelationswithreadilyobservablephenomena. Mixingcloudsareeverywhere,andhence,canbeandshouldbeusedtoteach thermodynamics.
Almostasacorollarytothesentimentsexpressedintheprecedingparagraph, weincludeasmuchaspossibleofwhatwesometimesrefertofacetiouslyas“real data.”Bythiswemeandataobtainedbymeansotherthancomputersimulations. Forexample,oneofthemosteffectivewaysofdrivinghomethemessagethat pressureandtemperaturearenotinextricablylinkedintheatmosphereistoshow recordsofdailypressureandtemperaturevariations.Ourstudents,almostwithout exception,firmlybelievethatpressureinvariablyincreasesastemperatureincreases. Oureffortstoconvincethemotherwisebywayoftheidealgaslawareoftenfruitless. Aplotofactualtemperaturesandpressures(seeSection 2.1)ismoreconvincing.
Strictlyspeaking,thermodynamicsdealswithequilibriumstates,andthemechanismsbywhichsystemscomeintoequilibriumarenotusuallygristforthe
thermodynamicmill.Yet,ourgoalistoteachstudentsaboutasmallcomerof thephysicalworld,theatmosphere,ratherthantoadhererigidlytosomesacred canon.Asaconsequence,webelievethatitisappropriateeveninacourselabeled thermodynamics toteachabitaboutthetransportcoefficientsforenergy(thermal conductivity),momentum(viscosity),andmass(diffusioncoefficient)ofgases.Our experienceisthatstudentseitherknowalmostnothingaboutthesetransportcoefficientsorwhattheydoknowishopelesslywrong.Studentsdonotseemtolearn abouttheviscosityofgases(inparticular,itstemperaturedependence)intheir dynamicalmeteorologycourses.Andtheyseemnottolearnabouttransportcoefficientsintheirphysicscourses.Sothelastchapterisontransportcoefficients.Aside fromtheirinherentusefulness,theyhelponetounderstandwhysystemsdepart fromequilibriumandhowtheyreturn.
Thesedaysmeteorologyisbeingmoreandmoremarriedwithenvironmental engineering.Thisisamarriageofconvenience,andthejuryisstilloutonwhether theunionwillbesuccessful.Butifmeteorologistsarebeingencouragedtogetinto bedwithengineers,theyshouldatleastknowhowtoconversewiththem.Accordingly,Section7.1isdevotedtowhatmightbecalledengineeringheattransfer.The essentialscanbereadilytaughtwithoutdrowninginaseaofempiricalrelations forheattransfercoefficients.Wenotethatoneofushastwodegreesinengineering and,manyyearsago,workedasanengineer.Asaconsequenceofhavinglivedfor atimeintheengineers’camp,heknowstheirlingo.
IntheprefacetoVolume1of KineticTheory,acollectionofhistoricallyimportantpapersbyBoyle,Newton,Clausius,Maxwell,andothers,itseditor,Stephen Brush,aversthat“Mostwritersoftextbooksinphysicsseemtobelievethatthe introductionofanecdotesfromthehistoryofphysicsenhancestheirexpositionof thesubjectmatteritself.Unfortunately,muchofthe‘history’thatonefindsin textbooksorpopularizationsofphysicsiseitherfalseormisleading.”Alas,thisis anunderstatement.Studentsshouldknowabitaboutthehistoryofthesubject theyarestudyingiffornootherreasonthanthisshowsthemthatourillustrious predecessorsgrappledwiththesameconceptsthestudentsarenowstrugglingto understand.Weteachconservationofenergyinonelecture.Shouldwebesurprised thatstudentsdon’tunderstanditimmediately,giventhatitevolvedovertensifnot hundredsofyears?Yetmuchofwhatpassesforhistoryofscienceintextbooksdoes notriseaboveParsonWeems’shomiliesaboutGeorgeWashingtonandthecherry tree.Textbookwritersarenotobligedtoincludeanyhistory,butthosewhochoose todososhouldbeheldtothesamestandardsasthoseadheredtobyhistoriansof science.Thereisnoexcusefordoingotherwisegiventheexistenceofthe Dictionary ofScientificBiography,arichsourceofscientificbiographiesbyscholarswhotook thetimeandtroubletotelltruestoriesinsteadofpassingonmyths.Onebitof historywedoincludeisthatofthermodynamicdiagramsinmeteorology(Chapter 6).Itshouldbeofconsiderableinterest(andsurprise)tometeorologystudentsto learnthatthesediagramswereinventedbyHeinrichHertz,whosenameappearsin everyphysicstextbookwithoutcreditinghimwithanyinterestinmeteorology.To physicists,Hertz’sfamerestsonhisexperimentalverificationofMaxwell’stheory ofelectromagnetism.AlthoughtheinventionofthermodynamicdiagramsbyHertz
iseclipsedbyhisworkinelectromagnetism,hismeteorologicalinvestigationsshow thathisinterests(andthoseofhismentor,Helmholtz)weremuchbroaderthan thoseofpresent-dayphysicists.
Althoughweoftenarecriticalofthenowoutmodedideasofourpredecessors, wepaidthemtheultimatecomplimentofactuallyreadingwhattheysaid,rather thanwhatsomeoneelsesaidtheysaid.
RichardLewontin,abiologist,writingin TheNewYorkReviewofBooks (9 January1997)notesthat“toputacorrectviewoftheuniverseintopeople’sheads wemustfirstgetanincorrectviewout.Peoplebelievealotofnonsenseaboutthe worldofphenomena,nonsensethatisaconsequenceofawrongwayofthinking.” Gettingincorrectviewsoutofpeople’sheadisataskofheroicproportions.By thetimeyoungpeopleentercollege,theirmentalfurnitureisfirmlyinplace,and theyfiercelyresistbeingrequiredtomoveit.Wedoconsiderabledebunkinginthis book,whichsomereaderswillfinddistasteful.Otherreadersmaythinkthatwe havegoneoverboardintryingtostampoutmisconceptionsbyfrequentridicule andbypointingouthowtheyimpedeunderstanding.Yetthesadtruthisthat noamountofdebunkingissufficienttodislodgemisconceptionsfirmlyrootedat anearlyage.Wespeakfromtheexperienceofhavingtaughtacombinedtotalof about40yearsatthelargestmeteorologydepartmentintheUnitedStates.We knowourcustomers.Weknowthattheheadsofourenteringstudentsarefilled withnonsense,andthatafterfouryearswebarelyhavebeguntohelpthemflush itout.Allmisconceptionsagainstwhichweinveigh,sometimesrepeatedly,arenot raresingularities:weencounterthemeveryday.Thenotionthatairisaspongy medium,theporesofwhichexpandwithtemperaturesothattheycansopup morewatervapor,ismorefirmlyrootedinthemindsofstudentsthantheTen Commandments.
Toourreadersweadvise:readthisbookactively,notpassively.Arguewithus. Makeusjustifyeveryassertion,everyequation.Trytoshowthatwearewrong, andonlyafterfailingtodoso,acceptwhatwesayasatleastprovisionallytrue.
Acknowledgments
Althoughthisbookisemblazonedwiththenamesofonlytwoauthors,behind themintheshadowsstandsasmallarmyofpeoplewhocontributedtoit,often withouttheirknowledge,perhapssometimesevencontrarytotheirwishes.Inthe forefrontofthisarmyarepastandpresentcolleaguesintheDepartmentofMeteorologyatPennStateUniversity,whoofferedcriticisms,askedquestions,argued, andsometimesevenfoughtwithus.Fadingmemoriesandlackofspaceprevent usfromacknowledgingeachperson’sspecificcontribution.Thebestwecandois thanktheminalphabeticalorder:TomAckerman,PeterBannon,JohnDutton,Bill Frank,MikeFritsch,LeeGrenci,PaulKnight,RayNajjar,JohnOlivero,Rosade Pena,RaymondandMandyShaw,NelsShirer,JohnSpiesberger,DennyThomson, BobWells,andJohnWyngaard.SpecialthanksgotoAlistairFraser,DennisLamb, andHansVerlinde,ourfellowteachersofatmosphericthermodynamics.Andthis remindsusthatweareindebtedtohundredsofstudentsfortheircountlessquestionsandforhavingtoenduretheclassnotesthatformedthenucleusforthis book.
BeyondPennStateliesanotherphalanxofcolleaguestowhomwearegrateful: BillBeasley,DuncanBlanchard,RobertCole,ChrisCurran,JimFleming,Clayton Gearhart,GeorgeGreaves,HarveyLeff,JohnLienhard,CarlRibbing,andthelate BernieVonnegut.
TerryFaberandJeanCarpenterhelpedproducesomeofthefigures;Jeanalso helpedwiththedesignofthefrontcoverartwork.KayHaleandHelenAlbertson, librariansattheUniversityofMiami’sRosenstielSchoolofMarineandAtmospheric Sciences,helpedfindsomeofthehistoricalarticlesusedduringthewritingofthis book.
OurexperienceswithstaffmembersatOxfordUniversityPresssupportour contentionthatdryandlifelesstextbooksaretheproductofdryandlifelessauthors, nottheresultofcensoriousandPecksniffianeditors.Oureditor,JoyceBerry,gave usfreereintowriteanidiosyncraticbook,critical,humorousinplaces,evenribald. ChristineLandauandKarenShapiroexpertlyshepherdedourmanuscriptthrough thevariousstagesofproduction.JackiHarttdeftlycopyeditedthemanuscript, workingasasurgeon,notasabutcher.
Finally,eachofusthankstheother.Despiteallthetrialsandtribulations associatedwiththewritingofthisbook,exacerbatedbyourunplannedphysical separationhalfwaythroughitscompletion,wearebetterfriendsnowthanwhenwe began.
CraigF.Bohren BruceA.Albrecht
Acknowledgments xvii
PartofthisbookwaswrittenwhileIwasavisitingprofessorintheDepartment ofPhysicsatTrinityUniversity,whereItaughtacourseinthermodynamicsand statisticalphysicsduringthefallsemesterof1994.IamgratefultoFredLoxsom andDickBartelsformakingthisvisitpossible.SpecialthanksgotoDickforthe manydiscussionswehadaboutthermodynamics,eventhoughIcouldn’tconvince himthatdifferentialsaretheworkoftheDevil.
ThanksgotomyOakHallneighbor,architectJoeWestrick,fordiscussions abouttheturnovertimeofairinhouses.
Asusual,Iammostgratefultomywifeof33years,NanetteMalottBohren, whoagainhadtoendureahouselitteredwithpapers,books,andmanuscripts, despitewhichshestillpatientlyporedoverthefinalversionforhours,ferretingout errorsandinconsistencies.
CraigF.Bohren
Tˆy’nyCoed OakHall,Pennsylvania
July1997
MyinterestinatmosphericthermodynamicswasinspiredbyAlanBettsandWayne SchubertwhileIwasagraduatestudentatColoradoStateUniversity.Over theyearsIbenefittedgreatlyfromtheirvastknowledgeofandphysicalinsight intothissubject.Andfinally,specialthanksgotomylovingwifeNancyforher supportandpatienceduringthewritingofthisbook.
BruceA.Albrecht
Miami,Florida
July1997
2.3PressureDecreasewithHeight:MolecularInterpretation
2.5IntermolecularSeparation,MeanFreePath,
2.6IsthePressureGradientinaGasaFundamentalForceofNature?
Droplets,Bubbles:TheYoung–LaplaceEquation
1 Introduction
ConservationofEnergy
Thickcatalogsofuniversitycoursesmaylistthermodynamicsofferedbydepartmentsofphysics,chemistry,mechanicalengineering,chemicalengineering,and meteorology.Eachfindsitsneedssufficientlydifferenttowarrantseparatecourses. Thattakenbyphysicistsmayemphasizefundamentalprinciples,andapplications maybesparse.Chemicalreactionsareamajortopicinthethermodynamicsstudiedbychemists.Mechanicalengineerslearnaboutrefrigerators,engines,andpower plants.Chemicalengineersarelikelytolearnwhatchemistsandmechanicalengineerslearn,seasonedwithprocessesontheindustrialscale.Whatisdistinctabout atmosphericthermodynamics?
Generalthermodynamicprinciplesdon’tchange,butspecificapplicationsdo. Atmosphericthermodynamicsemphasizeswateranditstransformations,especially thewatervapormixedwithmostlynitrogenandoxygenin moistair,orsimply airbecausenoairfreeofwatervaporexistsnaturallyonEarth.Itisaminor componentdistinctfromtheothersinthatit alone canundergotransitionstoits liquidandsolidphasesatnormalterrestrialtemperatures.Asaconsequence,water complicatesatmosphericthermodynamics(Chapter 6)butmakesterrestriallife possible.ThefractionofwatervaporinEarth’satmosphereisaboutthatofargon (≈ 1%),whichwecouldlivewithout,althoughitdoeshaveitsuses(Section7.1).
Inatmosphericdynamicscoursesstudentslearnaboutatmosphericmotions, partlywithaneyetowardforecasting.Buttheyareoftenoflessinterestthanwhat theybringwiththem.Whatwillthehighandlowtemperaturesbe?Willitbecloudy orclear?Willitrainorsnow?Temperatureisacentralconceptinthermodynamics. Cloudformation,aprecursortorainorsnow,isaphasetransitionfromwatervapor toliquidwater,orliquidtoice.Forthesereasonsatmosphericthermodynamicsis taughtasaseparatesubjecteventhoughitcouldbe,andtoanextentmaybe, wovenintoothercourses.
Amajordifferencebetweenatmosphericthermodynamicsandotherbrands isthatplanetaryatmospherescannotbepentupinalaboratoryandsubmitto controlledexperiments.Atmosphericstatesandprocessesareobservedinthewild. Althoughthedensityofairdecreaseswithaltitude,mostofEarth’satmosphere,per
