Continuous Two-Electron Theory of Electromagnetism H

Total Page:16

File Type:pdf, Size:1020Kb

Continuous Two-Electron Theory of Electromagnetism H UET3 Continuous Two-Electron Theory of Electromagnetism H. J. Spencer * III ABSTRACT This research programme continues with its fundamental analysis of the electromagnetic interaction. In contrast to the continuous charge model of electricity that is today used as the foundation for presentations of classical electro- magnetism (CEM), this paper now analyzes the continuous interaction of pairs of charged point particles that better reflects the known basis of electricity – electrons. This analysis first demonstrates that all continuous theories of interaction between point particles that exhibit inertial resistance to changes in their motion are inconsistent with all asynchronous action-at-a-distance forms of interaction or equivalently, interactions limited to points on their ‘light- cone’. This research programme is an extension of the Newtonian scheme of classical mechanics that represents the locations of point particles, not by standard algebraic vectors but by a more powerful, non-commutative complex algebra, based on Hamilton’s quaternions, called here ‘Natural Vectors’. This NV representation is extended here from representing a single location (the ‘field point’) to representing the differences between pairs of point objects; this automatically advances the idea that even ‘classical’ electrons must be treated as ‘fermions’ (as this is an anti- symmetric algebraic representation). Adding the assumption of separability of the electromagnetic momentum to the previous single-time version now reproduces Planck’s 1907 infamous proposal (not Einstein’s) for defining relativistic forms of single particle momentum and energy but now in terms of EM electro-kinetic momentum between two particles, in contrast to Planck’s original but unphysical assumption of a constant, mechanical force on a single particle that required the Lorentz transformation. This paper also extends this new two-electron viewpoint to many-body situations involving myriads of pair-wise interactions by showing that classical electromagnetism is a consequence of the statistical effects of very many of these interactions arising from multiple, remote electrons moving within metallic conductors on one or many ‘target’ electrons. A new discrete, many-body approximation model (“Mesoscopic Electrodynamics”) is developed here that is shown to be a covering theory for the standard (continuum) model of CEM. The emphasis here is shifted back from empty space to the actual experiments involving electrical currents in metallic wires that were the real foundation for CEM’s integral and differential equations, which only summarized these effects mathematically but never provided any physical justification or insights. This theory now extends the rival, forgotten (‘continental’) approach to CEM to directly include radiation, as just a long-range induction effect, removing the only advantage previously associated with Maxwell’s field theory. It also links directly to Newtonian mechanics to provide a seamless unity to all of classical physics. These results now demonstrate that, contrary to the orthodox consensus, Maxwell’s Equations (as a field theory) are not a fundamental model for understanding the basic interaction between any types of elementary particles. This view challenges the last 150 years in theoretical physics that has been constructed only on the mathematics of continuous fields, leading to quantum field theories. This approach eliminates the force densities (electric and magnetic fields), the ‘instant’ Coulomb potential and the single-time (‘God-like’) view of nature that have dominated physics for 300 years, only because these ideas could use the simplified (but well-studied) mathematical representation of differential equations. * Surrey B.C. Canada (604) 542-2299 [email protected] © H. J. Spencer Version 2.180 29-04-2011 Version 1.0 21-10-2007 [123 pp;94Kw] 1 UET3 1. INTRODUCTION & OVERVIEW 1.1 INTRODUCTION A major contention of this research programme is that the theoretical investigations into the foundations of the phenomenon of electromagnetism ended prematurely due to the exciting discoveries of the electron and atomic physics in the early part of the 20th Century. As a result, physics has relied excessively on the mathematical formulation of electromagnetism, known as Maxwell’s Equations, without realizing that these equations have no foundations in the modern understanding of the basis of electricity, namely, the electron: or the view that electricity exists as point charges and not as continuous charge densities. The previous paper critically revisited Maxwell’s EM theory, beginning with his model of the æther and ending with the model of continuous electric charge density that is the basis for today’s view of classical EM. This paper moves through the era when the electronic model of electricity appeared around 1900 and then merged by Lorentz into a dualistic continuum-and-particle model of EM. Subsequent papers will focus exclusively on the electron as the basis of EM. The authors of a widely read graduate text [64] on CEM begin their penultimate chapter with the important statement that: “The fundamental problem of EM theory deals with the motion of charged particles interacting via the EM forces. The field concept is not necessary in developing equations for such motion; formulation in terms of action-at-a-distance is possible in a relativistically covariant way. … Separation of the problem into ‘radiation’ (production of a field by a charged system) and ‘motion of a charged particle in a field’ is in a certain sense artificial and introduces some difficulties.” This is a rather obtuse admission that Maxwell’s Equations are incompatible with the concept of a point particle. In fact, all field theories are incompatible with this fundamental point- particle model of matter and such theories have led to the spurious concept of ‘renormalization’. This should be acutely embarrassing for CEM, as the point-nature of electrons has been demonstrated repeatedly to the highest energy levels experimentally available, while CEM itself was built on Maxwell’s rejected model of the continuous æther. The present theory now returns to the ‘Continentalist’ tradition of CEM that was the principal rival to Maxwell’s field theory in the Nineteenth Century but is now largely forgotten. This ‘old’ theory was an action-at-a-distance, mathematical model based on the intuitively correct proposal that electricity occurred in the form of point particles (now known as electrons). The present theory adds a physical model of conduction in metallic wires, as these were central to all experimental studies in CEM. The present theory shows that a relativistically invariant form of the ‘mathematics of natural vectors’ is the optimum representation to construct a theory of EM that is comprehensive and consistent at all levels of interaction: from two electrons up to mesoscopic aggregations that are actually the reality underlying CEM. 1.1.1 RESEARCH PROGRAMME This paper is the third in the series documenting a new research programme that challenges some of the major assumptions of the last 150 years of theoretical physics. In addition to returning to the original approach to undertaking investigations in natural philosophy, emphasizing the value of philosophy and the history of science, this programme challenges the universal “Continuum Hypothesis”. This is the (now implicit) metaphysical view that reality is fundamentally continuous. However, since 1900 physicists have reluctantly come to the realization that electricity is particulate (electrons) and matter is atomic. This has meant that only space itself (the ‘æther’) is left to carry the burden of physical continuity. This research programme takes an aggressively discrete position: its introduction was announced with the description of a new form of algebra [01] suitable for representing asynchronous action-at-a-distance. The goal is to describe the discrete nature of reality using only non-continuous concepts and discrete forms of mathematics to represent these concepts. Continuum mathematics will be reserved only for aggregating from the discrete microscopic world-view to the apparently continuous view of the macro world: the approach pioneered by Newton himself. In 1912, J. Henri Poincaré (1854-1912), recognizing the potentially disruptive impact of Planck’s quantum of action, wrote that ever since Newton, the laws of physics were assumed to be inseparable from differential equations but the introduction of discontinuities associated with the new quantum theory now seemed to demand another form of mathematics [02]. The present research programme shares this viewpoint and this was one of the principal motivations for the creation of a new algebra (“Natural Vectors”) for the investigation of all forms of electromagnetism that can be readily formulated as either continuous or discrete interactions. 1.1.2 OBJECTIVES This paper is deeply indebted to the major efforts of one of the giants of science: James Clerk-Maxwell (1831-1879). In this light, an author can do no better than repeat one of Maxwell’s recent biographers [03] when he quoted (with approval) how Maxwell wrote about scientific innovation that should “jolt the reader into new patterns of thought … especially those readers who have become accustomed to mathematical forms of thought.” 1 UET3 1.1.2.1 Need for a New EM Theory The principal objective of this paper is to demonstrate that Maxwell’s theory is not a suitable model for the foundations of EM as electricity is
Recommended publications
  • Laboratory Manual Physics 166, 167, 168, 169
    Laboratory Manual Physics 166, 167, 168, 169 Lab manual, part 2 For PHY 167 and 169 students Department of Physics and Astronomy HERBERT LEHMAN COLLEGE Spring 2018 TABLE OF CONTENTS Writing a laboratory report ............................................................................................................................... 1 Introduction: Measurement and uncertainty ................................................................................................. 3 Introduction: Units and conversions ............................................................................................................ 11 Experiment 1: Density .................................................................................................................................... 12 Experiment 2: Acceleration of a Freely Falling Object .............................................................................. 17 Experiment 3: Static Equilibrium .................................................................................................................. 22 Experiment 4: Newton’s Second Law .......................................................................................................... 27 Experiment 5: Conservation Laws in Collisions ......................................................................................... 33 Experiment 6: The Ballistic Pendulum ......................................................................................................... 41 Experiment 7: Rotational Equilibrium ........................................................................................................
    [Show full text]
  • GEORG OHM - Ω Physicist and Mathematician
    GEORG OHM - Ω Physicist and Mathematician The start Georg Simon Ohm was born on 16th of March 1789 in Erlangen in Germany and died on 6th of July 1854 in Munich, Germany. He was born into a Protestant family and was the son of Johann Wolfgang Ohm and Maria Elizabeth Beck. The family had seven children, but only three survived: Georg, his younger brother Martin and his sister Elizabeth Barbara. His mother died when Georg was only 10 years old. Education Georg and Martin were taught by their father who brought them to a high standard in mathematics, physics, chemistry and philosophy. Georg Simon attended Erlangen Gymnasium from age eleven to fifteen where he hardly received any scientific education. After the Gymnasium, he was sent to Switzerland as his father was concerned that his son was wasting his educational opportunity. In September 1806 Ohm accepted a position as a mathematics teacher in a school in Gottstadt. Ohm restarted his mathematical studies, left his teaching post in March 1809 and became a private tutor in Neuchâtel. For two years he carried out his duties as a tutor while he followed private studies of mathematics. Then in April 1811 he returned to the University of Erlangen. Teaching Ohm received his doctorate from the University of Erlangen on October 25, 1811. He immediately joined the faculty there as a lecturer in mathematics but left after three semesters because of unpromising prospects. He could not survive on his salary as a lecturer. He had a few more teaching jobs after that and unhappy with his job, Georg began writing an elementary textbook on geometry as a way to prove his abilities.
    [Show full text]
  • Student Pages Part B 3C P2
    Fat: Who Says? Measuring Obesity by Bioelectrical Impedance Analysis Circuitous Adventures-Measuring Electrical Values Student Information Page 3C Part B Activity Introduction: Surge ahead and learn how to use a multimeter device to measure voltage, amps, and resistance. Resistance is futile! Activity Background: Whenever charged particles are taken from one object and given to another object, an imbalance of charge occurs. This imbalance of charge is called voltage (or potential difference). Voltage is measured in units called Volts (V), named after Alessandro Volta. An electric current is nothing more than the flow of electric charges from one location to another. The measure of how much flow is occurring at any given point is called the amperage and is measured in units called amps (A), named after André-Marie Ampère. Electric charges can only flow through certain materials, called conductors. Materials that resist the flow of current are called insulators. Materials offer resistance to the flow of current. This resistance is measured in units called ohms (Ω), named after its discovered Georg Ohm. Ohm’s law states that the amount of current (I) flowing through a conductor times the resistance (R) of the conductor is equal to voltage (V) of the source of power (i.e. batteries). This law is often expressed in the following form: V = I X R Note: V = voltage, I = current, and R = resistance Activity Materials: • 2 batteries • 1 battery holder • Several electrical wires (stripped) or with alligator clips • 1 buzzer • 1 switch • 1 Analog multimeter • 1 Copy Student Information Page • 1 Copy Student Data Page • Transparency of Figure 3 Part B LESSON 3 ® Positively Aging /M.O.R.E.
    [Show full text]
  • Energy Pioneers
    Providing energy education to students in the communities we serve. That’s our Promise to Michigan. Energy Pioneers The following pages will give an overview about famous people in history who studied energy and invented useful things we still use today. Read about these people then complete the matching activity on the last page. For more great energy resources visit: www.ConsumersEnergy.com/kids © 2015 Consumers Energy. All rights reserved. Providing energy education to students in the communities we serve. That’s our Promise to Michigan. Thomas Edison (1847) Information comes from the Department of Energy, including sourced pictures. Source: Wikimedia Commons (Public Domain) Born in 1847. Not a very good student. Created many inventions including the phonograph (similar to a record player), the light bulb, the first power plant and the first movie camera. One of his most famous quotes is, “Invention is one percent inspiration and ninety-nine percent perspiration.” For more great energy resources visit: www.ConsumersEnergy.com/kids © 2015 Consumers Energy. All rights reserved. Providing energy education to students in the communities we serve. That’s our Promise to Michigan. Marie Curie (1867) Information comes from the Department of Energy, including sourced pictures. Source: Nobel Foundation, Wikimedia Commons (Public Domain) Born in 1867. Learned to read at 4. There were no universities in her native Poland that accepted women, so she had to move to France to attend college. She, along with her husband, discovered the first radioactive element. In 1903, she was awarded the Nobel Prize in Physics for the discovery of radium. Marie Curie was the first woman to win a Nobel Prize in Physics.
    [Show full text]
  • 29.Philosophy of Liberation.Pdf
    CONTENTS Preface viii Chapter 1 HISTORY 1.1 Geopolitics and Philosophy 1 1.2 Philosophy of Liberation ofthe Periphery 9 Chapter 2 FROM PHENOMENOLOGY TO LIBERATION 2.1 Proximity 16 2.2 Tota1ity 21 2.3 Mediation 29 2.4 Exteriority 39 2.5 Alienation 49 2.6 Liberation 58 Chapter 3 FROM POLITICS TO ANTIFETISHISM 3.1 Politics 67 3.2 Erotics 78 3.3 Pedagogics 87 3.4 Antifetishism 95 Chapter 4 FROM NATURE TO ECONOMICS 4.1 Nature 106 4.2 Semiotics 117 4.3 Poietics 126 4.4 Economics 140 vi Chapter 5 FROM SCIENCE TO PHILOSOPHY OF LIBERATION 5.1 Science 153 5.2 Dialectic 156 5.3 The Analectical Moment 158 5.4 Practice 160 5.5 Poietics 163 5.6 Human Sciences 165 5.7 Ideological Methods 167 5.8 Critical Methods 169 5.9 Philosophy of Liberation 170 Appendix PHILOSOPHY AND PRAXIS A. Philosophy and Ideology 181 B. Dialectic between Philosophy and Praxis 183 C. Exigencies for a Philosophy of Liberation 188 D. Toward an International Division of Philosophical Labor 195 Notes 197 Glossary of Concepts 201 Glossary of Non-English Terms 213 vii PREFACE What follows is addressed to neophytes in philosophy of libera- tion. It does not claim to be an exhaustive exposition. It is a discourse that proceeds by elaborating one thesis after another, using its own categories and its own method. It is a provisional theoretical philosophical framework. Except in the Appendix, this work has few footnotes and no bibliography. Writing in the sorrow of exile (in Mexico), I did not have access to my personal library (in Argentina).
    [Show full text]
  • Electrical Basics
    Electrical Basics Power & Ohm’s Law Group 1 • Work together to understand the informaon in your secon. • You will have 10 minutes to review the material and present it to the class. • With some applied force, electrons will move from a negatively charged atom to a positively charged atom. This flow of electrons between atoms is called current. • Current is represented by the symbol I 3 • When there is a lack of electrons at one end of a conductor and an abundance at the other end, current will flow through the conductor. This difference in “pressure” is referred to as voltage. • This “pressure” is sometimes referred to as “electromotive force” or EMF. • Voltage is represented by the symbol E 4 • Resistance is the opposition to the flow of electrons (aka “current”). • Every material offers some resistance. • Conductors offer very low resistance. • Insulators offer high resistance. • Resistance is represented by the Symbol R • Resistance is measured in Ohms Ω 5 • Current is measured by literally counting the number of electrons that pass a given point. • Current will be the same at any point of a wire. • The basic unit for counting electrons is the "coulomb“. (French physicist Charles Augustin de Coulomb in 1780’s) 6 • 1 coulomb = 6.24 x 1018 electrons = 6,240,000,000,000,000,000 = more than 6 billion billion electrons! If 1 coulomb of electrons go by each second, then we say that the current is 1 "ampere" or 1 amp (Named after André-Marie Ampère, 1826) 7 • Voltage is measured in volts. • A voltage of 1 volt means that 1 "Joule" of energy is being delivered for each coulomb of charge that flows through the circuit.
    [Show full text]
  • DICTIONARY of PHILOSOPHY This Page Intentionally Left Blank
    A DICTIONARY OF PHILOSOPHY This page intentionally left blank. A Dictionary of Philosophy Third edition A.R.Lacey Department of Philosophy, King’s College, University of London First published in 1976 by Routledge & Kegan Paul Ltd Second edition 1986 Third edition 1996 by Routledge 11 New Fetter Lane, London EC4P 4EE 29 West 35th Street, New York, NY 10001 Routledge is an imprint of the Taylor & Francis Group This edition published in the Taylor & Francis e-Library, 2005. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” © A.R.Lacey 1976, 1986, 1996 All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing in Publication Data Lacey, A.R. A dictionary of philosophy.—3rd edn. 1. Philosophy—Dictionaries I. Title 190′.3′21 B41 ISBN 0-203-19819-0 Master e-book ISBN ISBN 0-203-19822-0 (Adobe eReader Format) ISBN 0-415-13332-7 (Print Edition) Library of Congress Cataloging in Publication Data A catalog record for this book is available on request Preface to the first edition This book aims to give the layman or intending student a pocket encyclopaedia of philosophy, one with a bias towards explaining terminology. The latter task is not an easy one since philosophy is regularly concerned with concepts which are unclear.
    [Show full text]
  • The Dialog Between Psychoanalysis and Neuroscience: What Does Philosophy of Mind Say?
    Tin Psychiatryrends and Psychotherapy Review Article The dialog between psychoanalysis and neuroscience: what does philosophy of mind say? O diálogo entre a psicanálise e a neurociência: o que diz a filosofia da mente? Elie Cheniaux,1 Carlos Eduardo de Sousa Lyra2 Abstract Resumo Objective: To briefly review how the main monist and dualist Objetivo: Apresentar uma breve revisão sobre como as currents of philosophy of mind approach the mind-body problem principais correntes da filosofia da mente, monistas e dualistas, and to describe their association with arguments for and against se posicionam sobre a questão mente-corpo e relacioná-las a closer dialog between psychoanalysis and neuroscience. com os argumentos favoráveis e contrários a um diálogo mais Methods: The literature was reviewed for studies in the fields of estreito entre a psicanálise e a neurociência. psychology, psychoanalysis, neuroscience, and philosophy of mind. Métodos: Foi realizada uma revisão bibliográfica de estudos nas Results: Some currents are incompatible with a closer dialog áreas de psicologia, psicanálise, neurociência e filosofia da mente. between psychoanalysis and neurosciences: interactionism Resultados: São incompatíveis com um diálogo entre psicanálise and psychophysical parallelism, because they do not account e neurociência: o interacionismo e o paralelismo psicofísico, for current knowledge about the brain; epiphenomenalism, por negligenciarem os conhecimentos sobre o cérebro; o which claims that the mind is a mere byproduct of the brain; epifenomenalismo, por considerar a mente como um mero efeito and analytical behaviorism, eliminative materialism, reductive colateral da atividade cerebral; assim como o behaviorismo materialism and functionalism, because they ignore subjective analítico, o materialismo eliminativo, o materialismo redutivo experiences.
    [Show full text]
  • Electric Currents on the Body Current in Amperes Effect 0.001 Can Be Felt 0.005 Painful 0.010 Involuntary Muscle Contractions 0.015 Loss of Muscle Control
    Chapter 20 - Electric Circuits Physics Electric Current • Electric current is simply the flow of electric charges • Charge flows when there is an electric potential difference, or difference in potential (voltage), between the ends of a conductor. (Think of water pipes. Water can only flow if there a difference in gravitational potential energy between two points) • The flow of charge will continue until both ends reach a common electric potential. When there is no potential difference, there is no longer a flow of charge through the conductor • The unit of electric current is called the ampere (A) – named after André-Marie Ampère (1775–1836), French mathematician and physicist flow of charge - When the rate of flow of charge past any cross section of wire cross section is 1coulomb per second, the current is 1 ampere ( ) => Electric current(I) = rate of charge flow = ( ) amount of charge q I = [A]change in time t 풒 휟풕 Q1) A wire carries a current of 2.0A. How much charge passes by a point in 55 seconds? a) 110C b) 100C c) 90C d) 80C Q2) 175C of charge pass a point in a wire in 35s. What is the current in the wire? a) 1A b) 3A c) 5A d) 8A Q3) How much charge, in coulombs, passes through a cross section of a particular wire every second if the current in the wire is 3A? How many electrons would this charge be equivalent to? (q= ne, 1e = 1.6×10-19C) a) 5C, 3.2×1019e-/s b) 3C, 1.9×1019e-/s c) 5C, 1.9×1019e-/s d) 3C, 3.2×1019e-/s 1 Voltage Sources and Resistance i) Voltage Sources • Charges do not flow unless there is a potential difference(=Voltage) • A battery is one example of a voltage source.
    [Show full text]
  • Philosophy of Mind Contents
    w 页码,1/177(W) Philosophy of Mind Jaegwon Kim BROWN UNIVERSITY Westview Press A Subsidiary of Perseus Books, L.L.C. -v- Dimensions of Philosophy Series All rights reserved. Printed in the United States of America. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Copyright © 1998 by Westview Press, Inc., A subsidiary of Perseus Books, L.L.C. Published in 1996 in the United States of America by Westview Press, Inc., 5500 Central Avenue, Boulder, Colorado 80301-2877, and in the United Kingdom by Westview Press, 12 Hid's Copse Road, Cumnor Hill, Oxford OX2 9JJ A CIP catalog record for this book is available from the Library of Congress. ISBN 0-8133-0775-9; ISBN 0-8133-0776-7 (pbk.) The paper used in this publication meets the requirements of the American National Standard for Permanence of Paper for Printed Library Materials Z39.48-1984. 10 9 8 -vi- Contents Preface xi 1 INTRODUCTION 1 Minds as Souls: Mental Substances , 2 Mental Properties, Events, and Processes , 5 Philosophy of Mind , 7 Supervenience, Dependence, and Minimal Physicalism , 9 Varieties of Mental Phenomena , 13 Is There a "Mark of the Mental"? 15 Further Readings , 23 Notes , 24 2 MIND AS BEHAVIOR: BEHAVIORISM 25 Reactions Against the Cartesian Conception , 26 What Is Behavior? 28 Logical Behaviorism: Hempel's Argument , 29 A Behavioral Translation of "Paul Has a Toothache," 31 Difficulties
    [Show full text]
  • The Short History of Science
    PHYSICS FOUNDATIONS SOCIETY THE FINNISH SOCIETY FOR NATURAL PHILOSOPHY PHYSICS FOUNDATIONS SOCIETY THE FINNISH SOCIETY FOR www.physicsfoundations.org NATURAL PHILOSOPHY www.lfs.fi Dr. Suntola’s “The Short History of Science” shows fascinating competence in its constructively critical in-depth exploration of the long path that the pioneers of metaphysics and empirical science have followed in building up our present understanding of physical reality. The book is made unique by the author’s perspective. He reflects the historical path to his Dynamic Universe theory that opens an unparalleled perspective to a deeper understanding of the harmony in nature – to click the pieces of the puzzle into their places. The book opens a unique possibility for the reader to make his own evaluation of the postulates behind our present understanding of reality. – Tarja Kallio-Tamminen, PhD, theoretical philosophy, MSc, high energy physics The book gives an exceptionally interesting perspective on the history of science and the development paths that have led to our scientific picture of physical reality. As a philosophical question, the reader may conclude how much the development has been directed by coincidences, and whether the picture of reality would have been different if another path had been chosen. – Heikki Sipilä, PhD, nuclear physics Would other routes have been chosen, if all modern experiments had been available to the early scientists? This is an excellent book for a guided scientific tour challenging the reader to an in-depth consideration of the choices made. – Ari Lehto, PhD, physics Tuomo Suntola, PhD in Electron Physics at Helsinki University of Technology (1971).
    [Show full text]
  • I. Electricity and Magnetism 2______3
    Electricity and Magnetism 2 By Henri RASOLONDRAMANITRA African Virtual university Université Virtuelle Africaine Universidade Virtual Africana African Virtual University NOTICE This document is published under the conditions of the Creative Commons http://en.wikipedia.org/wiki/Creative_Commons Attribution http://creativecommons.org/licenses/by/2.5/ License (abbreviated “cc-by”), Version 2.5. African Virtual University Table of conTenTs I. Electricity and Magnetism 2 __________________________________ 3 II. Prerequisite Course or knowledge _____________________________ 3 III. Time ____________________________________________________ 3 IV. Material __________________________________________________ 3 V. Module Rationale __________________________________________ 4 VI. Content __________________________________________________ 4 6.1 Overview ______________________________________________ 4 6.2 Outline________________________________________________ 5 6.3 Graphic Organizer _______________________________________ 5 VII. General Objective(s) ________________________________________ 6 VIII. Specific Learning Objectives __________________________________ 7 IX. Teaching and Learning Activities _______________________________ 9 X. Learning Activities _________________________________________ 20 XI. Key Concepts (Glossary) ___________________________________ 161 XII. Compulsory Readings _____________________________________ 164 XIII. Useful Links ____________________________________________ 167 XIV. Synthesis of the Module ___________________________________
    [Show full text]