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首页> 外文期刊>IEEE Transactions on Education >Teaching electromagnetic waves to electrical engineering students: an abridged approach
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Teaching electromagnetic waves to electrical engineering students: an abridged approach

机译：向电气工程专业的学生教授电磁波：一种简化的方法

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This paper describes the rationale of a one semester sophomore level basic course on electromagnetic waves for electrical engineers (emphasis on communications), which avoids the mathematical complexity associated with Maxwell's equations (differential operators, vector potential, wave equation) with no loss of logical rigor nor substantial loss of formal rigor. The course is based in the postulation of the fields produced by an accelerated charge in the nonrelativistic limit, and the obtainment of a uniform plane wave as the limiting case of a spherical wave when observed far from the source. In this way, the student can begin working with the full vector description of electromagnetic waves and with relevant scientific and technical examples from the second course week, and his/her effort is directed more to the use and interpretation of waves than to their mathematical derivation. Further postulation of the Huygens-Fresnel principle puts the student in a position to tackle most of the basic problems of wave optics and radiation systems. Although some penalties are paid by this approach (more additional postulates are required; students miss the ability to solve boundary value problems; engineering textbooks are not written with this background; professors feel attached to the classical approach), it has been found much more efficient than the standard Maxwell's equations as an introduction to telecommunication topics. Also, students find it more interesting, motivating, and rewarding.
机译：本文为电气工程师描述了一个学期的大二学期电磁波基础课程的原理（强调通信），它避免了与麦克斯韦方程（微分算子，矢量势，波动方程）相关的数学复杂性，而又不失去逻辑上的严格性也不会大幅丧失正式的严谨性。该过程的基础是假设在相对论极限中由加速电荷产生的场，并且在远离源头观察时获得均匀的平面波作为球面波的极限情况。通过这种方式，学生可以从第二周开始学习电磁波的完整矢量描述以及相关的科学和技术示例，并且他/她的工作更多地是针对波的使用和解释，而不是数学上的推导。 。惠更斯-菲涅耳原理的进一步假设使学生能够解决波光学和辐射系统的大多数基本问题。尽管用这种方法要付出一定的代价（需要更多的假设；学生会错过解决边值问题的能力；工程课本不是在这种背景下编写的；教授们对经典方法的依附感），但发现这种方法更加有效而不是标准的麦克斯韦方程式作为电信主题的介绍。此外，学生会发现它更有趣，更有启发性并且更有收获。

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