{"title":"不可压缩流体中的压力梯度作为反作用力与“因果”原理的保持","authors":"Lachezar Slavchev Simeonov","doi":"10.1088/1361-6404/acfdd9","DOIUrl":null,"url":null,"abstract":"Abstract When considering the motion of an incompressible fluid, it is common practice to take the curl on both sides of the Navier–Stokes (or Euler) equations and cancel the pressure force. The governing equations are sufficient to derive the velocity field of the fluid without any knowledge of the pressure. In fact, the pressure is only calculated after obtaining the velocity field. This raises a number of conceptual problems. For instance, why is the pressure unnecessary for obtaining the velocity field? Traditionally, forces have been considered as the ‘causes’ of motion, and the resulting acceleration as the ‘effect’. However, the acceleration (the effect) and the resulting velocity field can be obtained without any recourse to the pressure (the cause), seemingly violating the principle of ‘cause’ and ‘effect’. We address these questions by deriving the pressure force of an incompressible fluid, starting from d’Alembert’s principle of virtual work, as a ‘reaction force’ that maintains the incompressibility condition. Next, we show that taking the curl on both sides of the Navier–Stokes (or Euler) equations is equivalent to using d’Alembert’s principle of virtual work, which cancels out the virtual work of the pressure gradient. This shows that abstract procedures, such as taking the curl on both sides of an equation, can actually be tacit applications of rich physical principles, without one realizing it. This can be quite instructive in a classroom of undergraduate students.","PeriodicalId":50480,"journal":{"name":"European Journal of Physics","volume":"72 1","pages":"0"},"PeriodicalIF":0.6000,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Pressure Gradient in an Incompressible Fluid as a Reaction Force and the Preservation of the Principle of `Cause and Effect`\",\"authors\":\"Lachezar Slavchev Simeonov\",\"doi\":\"10.1088/1361-6404/acfdd9\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract When considering the motion of an incompressible fluid, it is common practice to take the curl on both sides of the Navier–Stokes (or Euler) equations and cancel the pressure force. The governing equations are sufficient to derive the velocity field of the fluid without any knowledge of the pressure. In fact, the pressure is only calculated after obtaining the velocity field. This raises a number of conceptual problems. For instance, why is the pressure unnecessary for obtaining the velocity field? Traditionally, forces have been considered as the ‘causes’ of motion, and the resulting acceleration as the ‘effect’. However, the acceleration (the effect) and the resulting velocity field can be obtained without any recourse to the pressure (the cause), seemingly violating the principle of ‘cause’ and ‘effect’. We address these questions by deriving the pressure force of an incompressible fluid, starting from d’Alembert’s principle of virtual work, as a ‘reaction force’ that maintains the incompressibility condition. Next, we show that taking the curl on both sides of the Navier–Stokes (or Euler) equations is equivalent to using d’Alembert’s principle of virtual work, which cancels out the virtual work of the pressure gradient. This shows that abstract procedures, such as taking the curl on both sides of an equation, can actually be tacit applications of rich physical principles, without one realizing it. This can be quite instructive in a classroom of undergraduate students.\",\"PeriodicalId\":50480,\"journal\":{\"name\":\"European Journal of Physics\",\"volume\":\"72 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.6000,\"publicationDate\":\"2023-10-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Physics\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1088/1361-6404/acfdd9\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Physics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1088/1361-6404/acfdd9","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Pressure Gradient in an Incompressible Fluid as a Reaction Force and the Preservation of the Principle of `Cause and Effect`
Abstract When considering the motion of an incompressible fluid, it is common practice to take the curl on both sides of the Navier–Stokes (or Euler) equations and cancel the pressure force. The governing equations are sufficient to derive the velocity field of the fluid without any knowledge of the pressure. In fact, the pressure is only calculated after obtaining the velocity field. This raises a number of conceptual problems. For instance, why is the pressure unnecessary for obtaining the velocity field? Traditionally, forces have been considered as the ‘causes’ of motion, and the resulting acceleration as the ‘effect’. However, the acceleration (the effect) and the resulting velocity field can be obtained without any recourse to the pressure (the cause), seemingly violating the principle of ‘cause’ and ‘effect’. We address these questions by deriving the pressure force of an incompressible fluid, starting from d’Alembert’s principle of virtual work, as a ‘reaction force’ that maintains the incompressibility condition. Next, we show that taking the curl on both sides of the Navier–Stokes (or Euler) equations is equivalent to using d’Alembert’s principle of virtual work, which cancels out the virtual work of the pressure gradient. This shows that abstract procedures, such as taking the curl on both sides of an equation, can actually be tacit applications of rich physical principles, without one realizing it. This can be quite instructive in a classroom of undergraduate students.
期刊介绍:
European Journal of Physics is a journal of the European Physical Society and its primary mission is to assist in maintaining and improving the standard of taught physics in universities and other institutes of higher education.
Authors submitting articles must indicate the usefulness of their material to physics education and make clear the level of readership (undergraduate or graduate) for which the article is intended. Submissions that omit this information or which, in the publisher''s opinion, do not contribute to the above mission will not be considered for publication.
To this end, we welcome articles that provide original insights and aim to enhance learning in one or more areas of physics. They should normally include at least one of the following:
Explanations of how contemporary research can inform the understanding of physics at university level: for example, a survey of a research field at a level accessible to students, explaining how it illustrates some general principles.
Original insights into the derivation of results. These should be of some general interest, consisting of more than corrections to textbooks.
Descriptions of novel laboratory exercises illustrating new techniques of general interest. Those based on relatively inexpensive equipment are especially welcome.
Articles of a scholarly or reflective nature that are aimed to be of interest to, and at a level appropriate for, physics students or recent graduates.
Descriptions of successful and original student projects, experimental, theoretical or computational.
Discussions of the history, philosophy and epistemology of physics, at a level accessible to physics students and teachers.
Reports of new developments in physics curricula and the techniques for teaching physics.
Physics Education Research reports: articles that provide original experimental and/or theoretical research contributions that directly relate to the teaching and learning of university-level physics.