Point-charge models and averages for electromagnetic quantities considered in two relativistic inertial frames

IF 0.6 4区 教育学 Q4 EDUCATION, SCIENTIFIC DISCIPLINES
Timothy H Boyer
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引用次数: 0

Abstract

Electromagnetic quantities at a spacetime point have tensor Lorentz transformations between relatively-moving inertial frames. However, since the Lorentz transformation of time between inertial frames depends upon both the time and space coordinates, averages of electrodynamic quantities at a single time will in general depend upon the inertial frame, and will differ between inertial frames. Here we illustrate how the use of continuous charge and current distributions rather than point-charge distributions can lead to physically mystifying and even inaccurate results for electromagnetic quantities and physical phenomena. The discrepancy noted between the average electric field values in different inertial frames is particularly striking because it is first order in the relatative velocity between the frames.
在两个相对论惯性框架下考虑的电磁量的点电荷模型和平均值
在相对运动的惯性框架之间,时空点上的电磁量具有张量洛伦兹变换。然而,由于惯性框架之间的时间洛伦兹变换取决于时间坐标和空间坐标,因此单个时间的电动量平均值一般取决于惯性框架,并且在不同惯性框架之间会有所不同。在此,我们将说明使用连续电荷和电流分布而非点电荷分布会如何导致电磁量和物理现象的物理神秘性,甚至导致不准确的结果。不同惯性框架下的平均电场值之间的差异尤为显著,因为它是框架间相对速度的一阶。
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来源期刊
European Journal of Physics
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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