ELECTROMAGNETIC THEORY II
PHYS 422. Electromagnetic Theory II
Three hours lecture (3).
Prerequisite: PHYS 421
Continuation of the topics electromagnetic theory presented in PHYS 421. Topics covered are physical applications of Maxwell’s equations, electrodynamics, electromagnetic forces, boundary-value problems, and solution techniques.
Detailed Description of Course
This course continues the development classical electromagnetic theory based on the formulation by Maxwell. Solution techniques for boundary-value problems and for electrodynamics are developed. Many real-world applications of the theory are presented throughout the course.
The syllabus for the course is:
- The Maxwell Equations
- time-harmonic wave forms
- plasma frequency
- Poynting’s Theorem
- radiation power and pressure
- plane waves in free space
- Doppler Effect
- waves in dissipative media
- electromagnetic radiation
- plasma dynamics with small and large oscillations
- vector and scalar potential
- fields of an infinitesimal antenna
- field of linear antennas
- antenna arrays
- Electromagnetic force and energy
- electric and magnetic work and energy
- magnetic bottles
- crossed electric and magnetic fields
- Boundary-value problems and solution techniques
- waveguides and resonators
- Poisson and Laplace equations
- Method of Images
- separation of variables
Detailed Description of Conduct of Course
The amount of material presented in this course and the formal nature of much of this material requires a heavy dependence on standard lecture presentation. However, as in all physics courses, problem solving will be emphasized, and considerable lecture time will be devoted to problem solving strategies, the presentation of example problems, and the discussion of assigned problems.
Goals and Objectives of the Course
The student learning goals for the course are to be able to state and discuss the basic principles of nonrelativistic quantum mechanics; to be able to analyze basic physical situations in terms of the fundamental theory; and to be able to apply the theory, mathematically and quantitatively, to intermediate-level problems.
Student assessment in physics courses is strongly dependent on the evaluation of problem-solving ability. This is true even of the assessment of concept comprehension, since the concepts of physics must ultimately be stated and applied quantitatively. Well-constructed and carefully evaluated problems will reveal whether the student has a misconception at a fundamental level or is having difficulties with the mathematical manipulations in the intermediate steps. Frequent feedback from the instructor is important as the student strives to develop the skills required to solve physics problems at this level. The assessment and feedback should proceed not just through formal tests, although these have their place, but also through classroom presentations. Other feedback methods could include discussions inside and outside the classroom, one-on-one help sessions between student and instructor, and homework problems.
Other Course Information
Review and Approval
DATE ACTION REVIEWED BY
January 2006 Walter S. Jaronski
Name Revised March 8, 2006