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chemical Engineering

Conceptual Questions A BENG 130 graduate student decides to study for the final examination the weekend before the examination and not having attended several lectures is confused about several conceptual issues concerning thermodynamics. Would you be able to help this student? 1. The student reviews the chapter on chemical potential and sees that the instructor's notes on a solid-liquid-gas phase diagram has a steep line describing the solid-liquid coexistence, but a curve showing the liquid-gas coexistence. The instructor has explained this in the class both conceptually and rigorously with thermodynamic equations, but the student having not attended has missed the conceptual explanation. Can you help this student? 2. Deciding to take a break, the student wants to prepare his lunch, but is worried about the time it would take. His friend who is also a student in BENG 130 tells him the student can use her Pressure Cooker to accelerate the cooking and that he should figure out how the pressure cooker works since the instructor explained these using thermodynamics. The Student thinking that his friend is joking laughs it off but finds in his final examination the instructor asking how does a pressure cooker work. Without using equations can you explain the principles to the student using thermodynamic arguments