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| Format: | Preprint |
| Veröffentlicht: |
2025
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| Online-Zugang: | https://arxiv.org/abs/2503.12581 |
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| _version_ | 1866929761808285696 |
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| author | Buonaura, Biagio Giuliani, Giuseppe |
| author_facet | Buonaura, Biagio Giuliani, Giuseppe |
| contents | Traditionally, Electromagnetism is taught following the chronological development of the matter. The final product of this path is a presentation of Electromagnetism realized by adding one layer over another with the risk of transferring concepts and formulae from Electrostatics to Electrodynamics. In this paper, we suggest a new approach based on the idea that the matter should be presented within the conceptual framework of Maxwell-Lorentz-Einstein Electromagnetism. This approach is founded on the concept of a field as a primary theoretical entity and on the statement that a point charge produces, in general, an electric and a magnetic field and that the force exerted by these fields on a point charge is the Lorentz's force. Developing this idea, one finds that macroscopic laws corroborated by experiments have a microscopic origin. It also follows that the electromotive force induced in a closed conducting circuit must be defined as the line integral of Lorentz's force on a unit positive charge. This definition leads to a local law of electromagnetic induction, Lorentz's invariant for rigid and filiform circuits. This law contrasts with what Feynman labeled as the "flux rule" - generally taught in textbooks and teaching practices - downgrading it from the status of physical law. Particular attention is given to the teaching dilemma of Maxwell's equations: ignore them, write them in integral form, or speak of them, focusing on their conceptual and physical meaning. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2503_12581 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Teaching Electromagnetism in elementary physics or upper high school courses Buonaura, Biagio Giuliani, Giuseppe Physics Education Traditionally, Electromagnetism is taught following the chronological development of the matter. The final product of this path is a presentation of Electromagnetism realized by adding one layer over another with the risk of transferring concepts and formulae from Electrostatics to Electrodynamics. In this paper, we suggest a new approach based on the idea that the matter should be presented within the conceptual framework of Maxwell-Lorentz-Einstein Electromagnetism. This approach is founded on the concept of a field as a primary theoretical entity and on the statement that a point charge produces, in general, an electric and a magnetic field and that the force exerted by these fields on a point charge is the Lorentz's force. Developing this idea, one finds that macroscopic laws corroborated by experiments have a microscopic origin. It also follows that the electromotive force induced in a closed conducting circuit must be defined as the line integral of Lorentz's force on a unit positive charge. This definition leads to a local law of electromagnetic induction, Lorentz's invariant for rigid and filiform circuits. This law contrasts with what Feynman labeled as the "flux rule" - generally taught in textbooks and teaching practices - downgrading it from the status of physical law. Particular attention is given to the teaching dilemma of Maxwell's equations: ignore them, write them in integral form, or speak of them, focusing on their conceptual and physical meaning. |
| title | Teaching Electromagnetism in elementary physics or upper high school courses |
| topic | Physics Education |
| url | https://arxiv.org/abs/2503.12581 |