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Journal articles on the topic 'Electricity Physics Magnetism'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Purcell, Edward M., and A. J. Stewart Smith. "Electricity and Magnetism." American Journal of Physics 54, no. 3 (1986): 287. http://dx.doi.org/10.1119/1.14654.

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2

Ashworth, Stephen H. "Introduction to electricity and magnetism." Contemporary Physics 61, no. 1 (2020): 58–59. http://dx.doi.org/10.1080/00107514.2020.1736174.

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3

Mbonyiryivuze, Agnes, Lakhan Lal Yadav, and Maurice Musasia Amadalo. "Students’ conceptual understanding of electricity and magnetism and its implications: A review." African Journal of Educational Studies in Mathematics and Sciences 15, no. 2 (2019): 55–67. http://dx.doi.org/10.4314/ajesms.v15i2.5.

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Physics subject continues to be considered as difficult and unattractive by students. This leads to the development of negative attitudes towards the subject. Electricity and magnetism as one of the most important areas in physics is particularly considered as difficult due to their abstract nature. Different studies on students’ conceptual understanding of electricity and magnetism have been conducted and several instructional strategies for a conceptual change in this subject matter have been provided. However, there are still some persisting misconceptions even after being treated by those

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4

Suseno, Mr Nyoto. "KENDALA PENERAPAN INKUIRI DALAM PERKULIAHAN LISTRIK-MAGNET DI LPTK." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 15, no. 2 (2010): 95. http://dx.doi.org/10.18269/jpmipa.v15i2.286.

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A study about inquiry in electricity and magnetism lecturing was conducted to take a picture inquiry application and its obstacles. Preliminary study had been conducted on four physics education programs of Java and Sumatra island in one or two meeting time, with emphasis aspect to inquiry activity in class through documentation study and observation. Meanwhile the interview just has been done in three data subjects. The data was analyzed qualitatively through: transcription, tabulation, coding, description to see the relationship and the essence of the inquiry based instruction on electricity

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5

Duffin, W. J., and Maurice Bruce Stewart. "POST‐USE REVIEW: Electricity and Magnetism." American Journal of Physics 56, no. 3 (1988): 284. http://dx.doi.org/10.1119/1.15669.

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6

Chimino, David F., and Ruben R. Hoyer. "An audio‐tutorial electricity and magnetism laboratory for introductory physics." American Journal of Physics 53, no. 1 (1985): 76–80. http://dx.doi.org/10.1119/1.13971.

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7

Chabay, Ruth, and Bruce Sherwood. "Restructuring the introductory electricity and magnetism course." American Journal of Physics 74, no. 4 (2006): 329–36. http://dx.doi.org/10.1119/1.2165249.

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8

Parks, Beth. "Research-inspired problems for electricity and magnetism." American Journal of Physics 74, no. 4 (2006): 351–54. http://dx.doi.org/10.1119/1.2166369.

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9

Lambourne, Robert. "Electricity, Relativity and Magnetism: a unified text." Physics Education 34, no. 5 (1999): 328–29. http://dx.doi.org/10.1088/0031-9120/34/5/703.

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10

Mellu, Ruth Novi Kornalia, and Doni T. Baok. "Identifying Physics Teachers Candidate Misconception on Electricity, Magnetism, and Solar System." JIPF (Jurnal Ilmu Pendidikan Fisika) 5, no. 3 (2020): 132. http://dx.doi.org/10.26737/jipf.v5i3.1694.

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Misconception is a concept contradicts with scientific definitions or definitions approved by experts of particular field. Learners’ misconception cannot be eliminated but minimized so they do not grasp incorrect concept which can be identified through diagnostic tests. A research had been conducted to identify physics student teacher misconception. The research was undertaken using qualitative method with survey design. The population covered whole physics major students with 30 students of 6<sup>th</sup> semester as samples. Data collection was done by giving three tier multiple

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11

Lovesey, S. W. "Electricity and Magnetism, Volume 1: Third Edition, Electricity and Magnetism, Volume 2: Third Edition, by B.I. Bleaney and B. Bleaney." Contemporary Physics 55, no. 2 (2014): 141–42. http://dx.doi.org/10.1080/00107514.2014.881924.

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12

Burge, E. J. "Mastering the integrals of basic electricity and magnetism." Physics Education 22, no. 6 (1987): 375–80. http://dx.doi.org/10.1088/0031-9120/22/6/009.

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13

Gill, Raminder, and P. Singh. "Coexistence of Superconductivity and Magnetism." Applied Mechanics and Materials 110-116 (October 2011): 310–14. http://dx.doi.org/10.4028/www.scientific.net/amm.110-116.310.

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In the age of technology, with smaller and smaller electronic components being used in a growing number of applications, one pertinent application of mathematics and physics is the study of superconductivity. Superconductive materials are capable of conducting electricity without any resistance and were first discovered by Kamerlingh Onnes in 1911 in a compound He at 4.2 K in what was to prove to be one of the most significant scientific breakthroughs of the 20th Century. Superconductivity and Magnetism are mutually exclusive to each other but the coexistence of both the phenomena leads to ver

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14

Finkelstein, Noah. "Learning Physics in Context: A study of student learning about electricity and magnetism." International Journal of Science Education 27, no. 10 (2005): 1187–209. http://dx.doi.org/10.1080/09500690500069491.

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15

Barger, Vernon, Martin Olsson, and John P. Ralston. "POST‐USE REVIEW: Classical Electricity and Magnetism: A Contemporary Perspective." American Journal of Physics 57, no. 8 (1989): 764–65. http://dx.doi.org/10.1119/1.15913.

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16

Bonnor, W. B. "The interaction of electricity and magnetism in Einstein–Maxwell theory." General Relativity and Gravitation 38, no. 6 (2006): 1063–67. http://dx.doi.org/10.1007/s10714-006-0288-z.

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17

Yang, Ming, Shujuan Sheng, Qianli Ma, et al. "Single Flexible Nanofiber to Simultaneously Realize Electricity-Magnetism Bifunctionality." Materials Research 19, no. 2 (2016): 308–13. http://dx.doi.org/10.1590/1980-5373-mr-2015-0126.

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18

Sitkey, Matúš. "THE EXPERIMENTS WITH A TRANSFORMER IN HIGH SCHOOL." CBU International Conference Proceedings 6 (September 27, 2018): 768–72. http://dx.doi.org/10.12955/cbup.v6.1247.

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This article describes the education of secondary school pupils in relation to a set of experiments using a school transformer and the Tesla coil. The set of practical experiments consists of 9 that can be used in the teaching of pupils of physics at secondary school in the thematic unit relating to electricity and magnetism. Each experiment contains a description of the relevant section of the International Standard Classification of Education in which it can be used. These descriptions include a motivational title, pedagogical goals, new keywords, a device list, and a level of difficulty bas

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19

King, John G., Philip Morrison, Phylis Morrison, and Jerome Pine. "ZAP! freshman electricity and magnetism using desktop experiments: A progress report." American Journal of Physics 60, no. 11 (1992): 973–78. http://dx.doi.org/10.1119/1.17000.

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20

Belsley, Michael. "Electricity and Magnetism, by Edward M. Purcell and David J. Morin." Contemporary Physics 54, no. 5 (2013): 261–62. http://dx.doi.org/10.1080/00107514.2013.836250.

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21

Perry, Jonathan D., Tatiana L. Erukhimova, and William H. Bassichis. "New video resource for calculus-based introductory physics, design and assessment. I. Electricity and magnetism." American Journal of Physics 87, no. 5 (2019): 335–40. http://dx.doi.org/10.1119/1.5095140.

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22

Gülçiçek, Çağlar, and Uygar Kanli. "Pre-service Physics Teachers' Recognition of Apparatuses Used in Mechanics and Electricity and Magnetism Experiments." Universal Journal of Educational Research 6, no. 12 (2018): 2864–74. http://dx.doi.org/10.13189/ujer.2018.061221.

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23

Mauk, Heidi V., and Dan Hingley. "Student understanding of induced current: Using tutorials in introductory physics to teach electricity and magnetism." American Journal of Physics 73, no. 12 (2005): 1164–71. http://dx.doi.org/10.1119/1.2117167.

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24

Gülçiçek, Çağlar, and Volkan Damlı. "An issue encountered in solving problems in electricity and magnetism: curvilinear coordinates." European Journal of Physics 37, no. 6 (2016): 065704. http://dx.doi.org/10.1088/0143-0807/37/6/065704.

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25

Ferguson‐Hessler, Monica G. M., and Ton de Jong. "On the quality of knowledge in the field of electricity and magnetism." American Journal of Physics 55, no. 6 (1987): 492–97. http://dx.doi.org/10.1119/1.15101.

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26

Bonaudi, F. "Groping in the dark: magnetism and electricity from prehistory to (almost) Maxwell." Nuclear Physics B - Proceedings Supplements 33, no. 3 (1993): 8–20. http://dx.doi.org/10.1016/0920-5632(93)90368-g.

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27

Bezen, Sevim, Işıl Aykutlu, and Celal Bayrak. "An Examination of the Relationship between High School Students’ Self-efficacy Perceptions Concerning Electromagnetism and Their Academic Success." SHS Web of Conferences 48 (2018): 01049. http://dx.doi.org/10.1051/shsconf/20184801049.

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In the study, “Magnetism and Electromagnetic Induction” topic, which is part of the unit titled Electricity and Magnetism within the 11th grade Physics program that came into effect in 2013. In this study that aims to examine the relationship between high school students’ self-efficacy perceptions concerning electromagnetism and their academic success, study group consists of students who are enrolled at the 11th grade of Anatolian high schools in Ankara. Selection criterion was that students have completed covering “Magnetism and Electromagnetic Induction” topic. Within the scope of the study

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28

Seeley, Lane H. "Electricity, Magnetism and LightElectricity, Magnetism and LightWayneSaslow. 800 pp. Harcourt∕Academic-Elsevier, Stamford, 2002. Price: $73.95. ISBN 0-1261-94556." American Journal of Physics 74, no. 4 (2006): 365–66. http://dx.doi.org/10.1119/1.2174057.

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29

Iswahyudi, Yosua Pratama, and Hendry Izaac Elim. "Stamec-Gravitism: A Simple Theoretical Study to Inspire a Prototype Fabrication for Mobile Perpetual Electricity Generator." SCIENCE NATURE 3, no. 2 (2020): 257–74. http://dx.doi.org/10.30598/snvol3iss2pp257-274year2020.

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This novel research presents a theoretical work and its simple simulation as a breakthrough way to derive a mobile electricity apparatus with the weight of ~5 kg generated by an eternal gravity force on earth. The theoretical research was extracted in such a guide simply by incorporating statistical mechanics, classical mechanics and basic theory of electricity and magnetism. In the above-mentioned smart calculation, ones obtain the definition of a constant temperature particularly in isothermal enviromental nature. Furthermore, by solving the whole basic physics relationship with gravity sour

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30

Seliverstov, A. V., A. I. Slepkov, and Yu V. Starokurov. "Classical demonstration experiments on electricity and magnetism at the faculty of physics of Moscow State University." Bulletin of the Russian Academy of Sciences: Physics 71, no. 11 (2007): 1506–9. http://dx.doi.org/10.3103/s1062873807110068.

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31

Dȩbowska, E., R. Girwidz, T. Greczyło, et al. "Report and recommendations on multimedia materials for teaching and learning electricity and magnetism." European Journal of Physics 34, no. 3 (2013): L47—L54. http://dx.doi.org/10.1088/0143-0807/34/3/l47.

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32

Kucherenko, Liliy. "IMPROVING THE QUALITY OF EDUCATION BY STRENGTHENING THE RESEARCH COMPONENT OF TRAINING." Fisheries 2021, no. 3 (2021): 25–27. http://dx.doi.org/10.37663/0131-6184-2021-3-25-27.

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The paper deals with the issues of improving the quality of education at the university. The role of the material and technical support of the educational process is emphasized. The possibilities of using the modern laboratory complex "Electricity and Magnetism" are shown when conducting educational research work of students in physics. The author gave an example of experimental research on the topic "Study of the Hall effect in semiconductors." The contribution of students' educational and research work to the formation of general professional competencies is noted.

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33

Koponen, Ismo, and Maija Nousiainen. "Pre-Service Teachers’ Knowledge of Relational Structure of Physics Concepts: Finding Key Concepts of Electricity and Magnetism." Education Sciences 9, no. 1 (2019): 18. http://dx.doi.org/10.3390/educsci9010018.

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Relational interlinked dependencies between concepts constitute the structure of abstract knowledge and are crucial in learning conceptual knowledge and the meaning of concepts. To explore pre-service teachers’ declarative knowledge of physics concepts, we have analyzed concept networks, which agglomerate 12 pre-service teacher students’ representations of the key elements in electricity and magnetism. We show that by using network-based methods, the interlinked connections of nodes, locally and globally, can be analyzed to reveal how different elements of the network are supported through the

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34

Dunn, Jason W., and Julius Barbanel. "One model for an integrated math/physics course focusing on electricity and magnetism and related calculus topics." American Journal of Physics 68, no. 8 (2000): 749–57. http://dx.doi.org/10.1119/1.19537.

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35

Tiruneh, Dawit Tibebu, Mieke De Cock, Ataklti G. Weldeslassie, Jan Elen, and Rianne Janssen. "Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism." International Journal of Science and Mathematics Education 15, no. 4 (2016): 663–82. http://dx.doi.org/10.1007/s10763-016-9723-0.

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36

Qadir, Asghar, and D. P. Mason. "Sesquicentennial of the presentation by James Clerk Maxwell of his paper "A Dynamical Theory of the Electromagnetic Field" to the Royal Society of London." International Journal of Modern Physics: Conference Series 38 (January 2015): 1560070. http://dx.doi.org/10.1142/s2010194515600708.

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James Clerk Maxwell is generally regarded as the greatest contributor to the development of Physics in the time between Newton and Einstein. His most important contributions are the Kinetic Theory of Gases and Electromagnetism which is the unified theory of Electricity and Magnetism. Although his major work on Electromagnetism was published in 1865 it was read at a meeting of the Royal Society of London in 1864. The sesquicentennial of the theory correctly falls in 2014. In this article that event is celebrated. Parts of his early and professional life are described. Aspects of his many contri

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37

Ponferrada, C. O., J. G. Daque, D. C. L. Buadlart, E. J. L. Cabigon, and V. R. K. R. Galarpe. "Laboratory Safety Awareness Among General Physics Undergraduate Students." Engineering, Technology & Applied Science Research 7, no. 6 (2017): 2324–27. http://dx.doi.org/10.48084/etasr.1632.

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Safety awareness in the laboratory is essential to reduce occupational risks. This study was conducted to determine the students’ safety awareness in a Physics laboratory. This study determined the student perception towards safety awareness by factors of gender and college from which students are enrolled. A sum of 324 students enrolled in Physics10 (Mechanics and Heat) and Physics11 (Electricity and Magnetism) in the Mindanao University of Science and Technology (MUST) were randomly selected as survey respondents. A modified survey questionnaire was used as research instrument. The results s

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38

Kozibay, A. K., G. I. Zhanbekova, and G. A. Akhmetkalieva. "METHODS OF PRESENTATION OF THE BASIC CONCEPTS TO STUDENTS WHEN PERFORMING LABORATORY WORK IN PHYSICS IN TECHNICAL UNIVERSITIE." BULLETIN Series of Physics & Mathematical Sciences 69, no. 1 (2020): 219–24. http://dx.doi.org/10.51889/2020-1.1728-7901.38.

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In this article, when performing laboratory work with electricity and magnetism general physics in technical universities students are encouraged to explain the operation procedure and the internal structure of the electrical appliances to expand the measurement range of the ammeter and voltmeter and to determine the values of parts on the scale. The article deals with the development and justification of methods of laboratory work in physics with elements of research aimed at the implementation of criteria-context method of training. Here, the methodology of our analytical work is the integra

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39

Marhadi, H., L. Lazim, N. Hermita, et al. "Implementing a four-tier diagnostic test to assess elementary school students’ on electricity magnetism concept." Journal of Physics: Conference Series 1157 (February 2019): 032020. http://dx.doi.org/10.1088/1742-6596/1157/3/032020.

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40

MacIsaac, Dan. "Web Resources for Teaching Introductory Electric and Magnetic Fields: The MIT TEAL Physics 8.02 Electricity & Magnetism Project." Physics Teacher 43, no. 2 (2005): 126. http://dx.doi.org/10.1119/1.1855764.

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41

Gok, Tolga. "THE IMPACT OF PEER INSTRUCTION ON COLLEGE STUDENTS’ BELIEFS ABOUT PHYSICS AND CONCEPTUAL UNDERSTANDING OF ELECTRICITY AND MAGNETISM." International Journal of Science and Mathematics Education 10, no. 2 (2011): 417–36. http://dx.doi.org/10.1007/s10763-011-9316-x.

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42

Wen, Xiao-Gang. "Four revolutions in physics and the second quantum revolution — A unification of force and matter by quantum information." International Journal of Modern Physics B 32, no. 26 (2018): 1830010. http://dx.doi.org/10.1142/s0217979218300104.

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Newton’s mechanical revolution unifies the motion of planets in the sky and the falling of apples on Earth. Maxwell’s electromagnetic revolution unifies electricity, magnetism, and light. Einstein’s relativistic revolution unifies space with time, and gravity with space–time distortion. The quantum revolution unifies particle with waves, and energy with frequency. Each of those revolution changes our world view. In this article, we will describe a revolution that is happening now: the second quantum revolution which unifies matter/space with information. In other words, the new world view sugg

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43

Parks, Beth. "Erratum: “Research-inspired problems for electricity and magnetism” [Am. J. Phys. 74 (4), 351–354 (2006)]." American Journal of Physics 74, no. 9 (2006): 841. http://dx.doi.org/10.1119/1.2218360.

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44

Aguilar-Marín, Pablo, Mario Chavez-Bacilio, and Segundo Jáuregui-Rosas. "Using analog instruments in Tracker video-based experiments to understand the phenomena of electricity and magnetism in physics education." European Journal of Physics 39, no. 3 (2018): 035204. http://dx.doi.org/10.1088/1361-6404/aaa8f8.

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45

DeSilva, L. Ajith, Adam Pullen, and J. E. Hasbun. "Enhancing student performance in introductory physics in topics related to electricity and magnetism through the use of voluntary workshops." European Journal of Physics 39, no. 3 (2018): 035702. http://dx.doi.org/10.1088/1361-6404/aaaaca.

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46

Distrik, I. Wayan, Chandra Ertikanto, Agus Suyatna, and Wayan Suana. "THE EFFECT OF REAL MODEL IN ENHANCING METACOGNITION OF ABSTRACT PHYSICS TOPIC." International Journal of Research -GRANTHAALAYAH 6, no. 6 (2018): 389–95. http://dx.doi.org/10.29121/granthaalayah.v6.i6.2018.1383.

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This paper outlines the effect of REAL model in enhancing students' metacognitive abilities on abstract physics topics, such as electricity and magnetism. The study employed a pre-test and post-test quasi-experimental design with a control group. The experiment group (n = 30) was taught using the REAL model while control group (n = 30) was taught using the traditional method. REAL model includes recognizing the concept of targets through analogies, explaining concepts with multiple representations, applying concepts to sample solutions, and looking back at self-weakness through reflection self

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47

Adair, Robert K. "Electricity and Magnetism in Biological Systems Electricity and Magnetism in Biological Systems , D. T. Edmonds Oxford U. Press, New York, 2001. $75.00, $40.00 paper (286 pp.). ISBN 0-19-850680-5, ISBN 0-19-850679-1 paper." Physics Today 55, no. 5 (2002): 59–60. http://dx.doi.org/10.1063/1.1485588.

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48

Velychko, Oleh. "Possibilities of linking results of key and supplementary comparisons in field of electricity and magnetism." Measurement 144 (October 2019): 167–72. http://dx.doi.org/10.1016/j.measurement.2019.05.048.

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49

Crispino, Luís C. B. "Expeditions for the observation in Sobral, Brazil, of the May 29, 1919 total solar eclipse." International Journal of Modern Physics D 27, no. 11 (2018): 1843004. http://dx.doi.org/10.1142/s0218271818430046.

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I report on the three expeditions organized to observe, in the Brazilian State of Ceará, the total solar eclipse on May 29, 1919. Apart from the well-known British expedition, which aimed to perform measurements of the bending of stellar light rays passing near the Sun, resulting in the confirmation of Einstein’s Theory of General Relativity, there were two other expeditions in that occasion. One has been a Brazilian expedition, organized by the National Observatory, with the aim of studying the solar corona. The other has been a North-American expedition, organized by the Carnegie Institution

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50

Kühne, Rainer W. "A Model of Magnetic Monopoles." Modern Physics Letters A 12, no. 40 (1997): 3153–59. http://dx.doi.org/10.1142/s0217732397003277.

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The possibility of the existence of magnetic charges is one of the greatest unsolved issues of the physics of this century. The concept of magnetic monopoles has at least two attractive features: (i) Electric and magnetic fields can be described equivalently. (ii) In contrast to quantum electrodynamics, models of monopoles are able to explain the quantization of electric charge. We suggest a quantum field theoretical model of the electromagnetic interaction that describes electricity and magnetism as equivalent as possible. This model requires the cross-section of Salam's "magnetic photon" to

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