Solution Manual for Classical Electromagnetism, 1st Edition
Boost your textbook learning with Solution Manual for Classical Electromagnetism, 1st Edition, providing the answers and solutions you need to succeed.
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Preface
This instructor’s Solutions Manual contains my worked out solutions for all the problems
in the text “Classical Electromagnetism”. I have tried to be complete in each answer, and
to include all the steps leading to a sraightforward solution. As much as possible I have
written down the solutions as I would in doing them on the blackboard, including enough
explanation to make each step reasonable.
When a problem requires a particular equation from the book, I have included a reference
enclosed in square brackets, as, for instance, [Eq. (1.24)]. References to equations in the
solutions manual are given without the square brackets. If I use an equation without a
reference to the text, that is an indication that I have expected the students to know that
equation without going back to the text. References to Sections in the text are also given in
square brackets. For a number of problems, I have included a Note that adds an explanatory
extension of the solution or relates the solution to material in the text. These notes are always
preceded by the word Note in bold type. Most of the problems in the text relate directly
to the material covered. They are meant to extend and deepen the students knowledge of
EM, and to achieve utility with the necessary mathematics. The notes I have added to some
problems are meant to emphasize the connection with the text.
The solutions in this manual represent my teaching philosophy in doing the problems.
You may have a different approach for some problems. In that case, just use my solutions
as one way of doing things. I have tried to keep virtuoso problems, or problems that are
used to learn new things, out of the text. I expect that professors will add some of their own
problems, in line with their specialties or geared to their student’s interests. I don’t have
solutions for those problems.
This is an “Instructors Solutions Manual”. As much as possible, I do not think it would
be helpful to students to make it available to them in toto. My feeling is that struggling
through the problems, at least once, is an effective tool for absorbing the course material,
and also the math techniques needed throughout physics. I have tried to keep the problems
in the text at a level that will challenge, but not discourage, the students. In the text, I try
to lead the students through the material, but the problems are meant to help them see how
to work things out for themselves.
I hope that the text, along with this instructor’s solution manual, will make the teaching
of EM more pleasureable and rewarding for you and your students.
Jerrold Franklin
Preface
This instructor’s Solutions Manual contains my worked out solutions for all the problems
in the text “Classical Electromagnetism”. I have tried to be complete in each answer, and
to include all the steps leading to a sraightforward solution. As much as possible I have
written down the solutions as I would in doing them on the blackboard, including enough
explanation to make each step reasonable.
When a problem requires a particular equation from the book, I have included a reference
enclosed in square brackets, as, for instance, [Eq. (1.24)]. References to equations in the
solutions manual are given without the square brackets. If I use an equation without a
reference to the text, that is an indication that I have expected the students to know that
equation without going back to the text. References to Sections in the text are also given in
square brackets. For a number of problems, I have included a Note that adds an explanatory
extension of the solution or relates the solution to material in the text. These notes are always
preceded by the word Note in bold type. Most of the problems in the text relate directly
to the material covered. They are meant to extend and deepen the students knowledge of
EM, and to achieve utility with the necessary mathematics. The notes I have added to some
problems are meant to emphasize the connection with the text.
The solutions in this manual represent my teaching philosophy in doing the problems.
You may have a different approach for some problems. In that case, just use my solutions
as one way of doing things. I have tried to keep virtuoso problems, or problems that are
used to learn new things, out of the text. I expect that professors will add some of their own
problems, in line with their specialties or geared to their student’s interests. I don’t have
solutions for those problems.
This is an “Instructors Solutions Manual”. As much as possible, I do not think it would
be helpful to students to make it available to them in toto. My feeling is that struggling
through the problems, at least once, is an effective tool for absorbing the course material,
and also the math techniques needed throughout physics. I have tried to keep the problems
in the text at a level that will challenge, but not discourage, the students. In the text, I try
to lead the students through the material, but the problems are meant to help them see how
to work things out for themselves.
I hope that the text, along with this instructor’s solution manual, will make the teaching
of EM more pleasureable and rewarding for you and your students.
Jerrold Franklin
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Cultural Studies