MARC details
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| fixed length control field |
01875nam a22002537a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20231109102104.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
231106b ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER |
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| ISSN |
0031-921X |
| 037 ## - SOURCE OF ACQUISITION |
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| Source of stock number/acquisition |
RIEBPL Library |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
530.071 |
| 100 ## - MAIN ENTRY--AUTHOR NAME |
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| Personal name |
Alon Drory |
| 245 ## - TITLE STATEMENT |
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| Title |
Motivating the Biot-Savart Law |
| Remainder of title |
(Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Place of publication |
Washington , DC |
| Name of publisher |
American Association of Physics Teachers |
| Year of publication |
May 2023 |
| 300 ## - PHYSICAL DESCRIPTION |
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| Number of Pages |
368–370 p. |
| 490 ## - SERIES STATEMENT |
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| Series statement |
American Association of Physics Teachers ,American Institute of Physics, Volume 61, Number 5 |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
***______{For Hard Copy, Please visit Library.}________*** |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc |
Abstract-<br/><br/>Introducing students to a new law is pedagogically challenging. One can just declare it as fact, but it is easier on (at least some) students if we can derive it when possible, or, if not, at least motivate it somehow. The Biot-Savart law is particularly challenging in this respect, because it is only derivable from more advanced formulations (such as Maxwell’s equations), which are in their turn merely stipulated (this is the approach of Feynman et al., for example1). The other possibility is simply to declare its empirical truth, without details (see, for example, Griffiths2).<br/><br/>Ultimately, any new law or relation is founded on experimental results, but we should still strive to use the simplest possible empirical input, that which can be assimilated and accepted most easily. For example, when teaching electricity in introductory courses, Coulomb’s law is taken as the fundamental empirical relation, rather than...<br/><br/>Topics |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical Term |
Electromagnetism, Electrostatics, |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical Term |
Fundamental constants, Maxwell equations, |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical Term |
History of science, Students, |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical Term |
Teaching methods and strategies, Abstracts |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
https://doi.org/10.1119/5.0084454 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Koha item type |
Periodicals |
