EMF Revisited
IF 0.6
4区 教育学
Q4 EDUCATION, SCIENTIFIC DISCIPLINES
引用次数: 0
Abstract
Abstract This paper was inspired by a recent publication by Redˇ z´ ıc[1] which threw into bold relief the differences between the way Maxwell viewed current and the way Lorentz visualized it. We make the assumption that for a circuit of laboratory dimensions current (and charge perturbation effects in general) can be assumed to propagate instaneously around the loop. Our second fundamental assumption is the commonly accepted one that E is the force per unit charge on a stationary charge. We use these facts to make the usual definition of electromotive force more rigorous and to derive the Lorentz force formula.EMF重新审视
摘要:本文的灵感来自于red_z´ıc[1]最近发表的一篇文章，该文章大胆地揭示了麦克斯韦观察电流的方式与洛伦兹可视化电流的方式之间的差异。我们假设，对于实验室尺寸的电路，电流(和一般的电荷扰动效应)可以假设在环路周围瞬时传播。我们的第二个基本假设是普遍接受的，即E是单位电荷作用在固定电荷上的力。我们利用这些事实使电动势的通常定义更加严格，并推导出洛伦兹力公式。
本文章由计算机程序翻译，如有差异，请以英文原文为准。
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来源期刊
European Journal of Physics
物理-物理：综合
CiteScore
1.70
自引率
28.60%
发文量
128
审稿时长
3-8 weeks
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.
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