000			01875nam a22002537a 4500
005			20231109102104.0
008			231106b ||||| |||| 00| 0 eng d
022			_a0031-921X
037			_bRIEBPL Library
082			_a530.071
100			_aAlon Drory
245			_a Motivating the Biot-Savart Law _b(Journal Article)
260			_aWashington , DC _bAmerican Association of Physics Teachers _cMay 2023
300			_a 368–370 p.
490			_a American Association of Physics Teachers ,American Institute of Physics, Volume 61, Number 5
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- 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). 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... Topics
650			_aElectromagnetism, Electrostatics,
650			_a Fundamental constants, Maxwell equations,
650			_a History of science, Students,
650			_aTeaching methods and strategies, Abstracts
856			_uhttps://doi.org/10.1119/5.0084454
942			_cPER
999			_c44844 _d44843