The result in this paper can be generalized to a quantum Brayton cycle with a general coupled system as the working substance. Two pressures can be defined in our isobaric process one corresponds to the external magnetic field (characterized by F_, the subsystem can be a refrigerator, while the total system is a heat engine. The actual Brayton cycle consists of two adiabatic and two isobaric processes. My question is this, should I learn math theoretically and understand the material well even though on tests this would mean getting about B's that I have gotten or should I only care about the grades and just do what I am told, like a human calculator, practice exercises and just focus on getting A's? What is the better for me in the long run if I want to get into a decent grad school? And have any of you ever had to decide between getting an A or spending more energy and time actually learning the theory, which is more satisfying? I could be looking at this completely wrong and perhaps there is a way to do both? Thank you and your input will be appreciated.We explore the quantum version of the Brayton cycle with a composite system as the working substance. But, of course, this could be bad teaching style. For example, both the fundamental theorems were introduced and given about 15 minutes of time to discuss. The instructor usually does problems on the board step by step without any discussion for what we are doing. ![]() However, this hasn't gone too well in the second course of calculus, which is mostly about integrals of various functions and their applications and techniques. ![]() I as able to maintain A's in all my classes with enough energy left over to even do very well in other classes. ![]() Up until now my main technique of learning was to take meticulous notes from textbooks(not in class as all they do is mundane exercises), think about those concepts and then practice exercises before exams, and it worked fine for discrete math, precalculus, and even the first course of calculus, which was mainly focused on derivatives. I have a hard time doing exercises mainly because I don't find them motivating, although, I admit, doing the exercises does cultivate one's intuition to a certain degree. What I have found is that I love theoretical discussions of mathematics and proving theorems, though the education system focuses on doing exercises and applications, and that is what grades are determined on. M = W n T ( h 3 − h 4 s ) − 1 n C ( h 2 s − h 1 ) ![]() Q = m n T ( h 3 − h 4 s ) − m n C ( h 2 − h 1 ) The mass flow rate can be obtained from the power input of the compressor and the power output of the turbine: The relative pressure at state 4 is determined from the relative pressure at state 3:įrom this value the isentropic enthalpy at state 4 can be obtained using interpolation with data from A-17: The relative pressure and the enthalpy at state 3 are determined from A-17 for the given temperature: The relative pressure at state 2 is determined from the pressure ratio and the relative pressure at state 1:įrom this the enthalpy at state 2 for an isentropic process can be obtained using interpolation with data from A-17: The enthalpy and the relative pressure at the initial state are taken from A-17 for the given temperature:
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