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<h2 class="hd hd-2 unit-title">This Course on Open Learning Library</h2>
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<p>In this version of Electricity and Magnetism: Electrostatics on MIT Open Learning Library :</p>
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<li>No certificates can be earned on Open Learning Library</li>
<li>Runs as ‘self-paced’ and all dates mentioned within are irrelevant</li>
<li>Some assessment material may have been removed and grading adjusted accordingly</li>
<li>Any discussion forums have been removed</li>
<li>All assessments have been set to unlimited attempts</li>
<li>Some course content may have been removed</li>
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<h2 class="hd hd-2 unit-title">About Electromagnetism</h2>
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<h2>Welcome to 8.02, Electromagnetism!</h2><h3>Pre-Requisites</h3><p>To take 8.02, you must have a background in mechanics and multivariable calculus.</p><h3>Content</h3><p>This course is an introduction to electromagnetic fields and forces. Electromagnetic forces quite literally dominate our everyday experience. The material object presenting this text does not fall through the floor to the center of the earth because it is floating on (and held together by) electrostatic force fields. However, we are unaware of this in a visceral way, in large part because electromagnetic forces are so enormously strong, [mathjaxinline]10^{40}[/mathjaxinline] times stronger than gravity.</p><p>Because of the strength of electromagnetic forces, any small imbalance in net electric charge gives rise to enormous forces that act to try to erase that imbalance. Thus in our everyday experience, matter is by and large electrically neutral, and our direct experience with electromagnetic phenomena is disguised by many subtleties associated with that neutrality. This is very unlike our direct experience with gravitational forces, which is straightforward and unambiguous.</p><p>The objectives of this course are to tease out the laws of electromagnetism from our everyday experience by specific examples of how electromagnetic phenomena manifest themselves. We want to be able: (1) to describe, in words, the ways in which various concepts in electromagnetism come into play in particular situations; (2) to represent these electromagnetic phenomena and fields mathematically in those situations; (3) and to predict outcomes in other similar situations. The overall goal is to use the scientific method to come to understand the enormous variety of electromagnetic phenomena in terms of a few relatively simple laws.</p><h3>Why Is Understanding Electricity & Magnetism Important?</h3><p>It is essential to our understanding the world around us. The most fundamental processes in nature, from the forces that determine the structure of atoms and molecules to the phenomena of light to nerve impulses in living systems, depend on electric and magnetic fields.</p><p>It is fundamental to current and future technologies. Motors, power generation and transmission, electronics, sensors, and communication – both wired and wireless – involve the manipulation of electric or magnetic fields. There are few advances in technology that can be made without the use of electronic circuits or electric and magnetic fields.</p><p>It is the simplest example of unification in science. A large and diverse body of observational facts can be explained in terms of a few simple concepts. The phenomena of electricity and magnetism, which appear to be completely different, are shown to be two manifestations of the same physics. The theory requires few if any approximations. Results can be predicted with great accuracy.</p><p>It represents the most quantitative mode of inquiry of all the sciences. Of the various ways to approach science, physics in general, and E&M in particular, starts with the smallest set of fundamental assumptions. Quantitative rigor in solving important problems is rewarded by unprecedented agreement with measured results. Chemistry and biology demonstrate different, complementary approaches to dealing with natural phenomena.</p><p><font SIZE="-1">With thanks to Tom Greytak & Marc Kastner.</font></p>
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<h2 class="hd hd-2 unit-title">Release and Due Dates</h2>
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The following table gives very good estimates of when content will be released, in addition to due dates for lecture exercises and for homework. Any adjustments for this schedule will be made here, and will be announced on the course updates page. <b> All listed times in this course are in UTC</b> </p><p><b>Please pay attention to the due dates. Individual extensions cannot be granted under any circumstances.</b></p><table border="1" cellspacing="0" cellpadding="0" align="left" width="754"><tr><td width="13%" valign="top"/><td width="24%" valign="top"><p align="center"><strong>Release Date</strong></p></td><td width="22%" valign="top"><p align="center"><strong>Topics</strong><strong/></p></td><td width="24%" valign="top"><p align="center"><strong> Lesson exercises and HW due date</strong></p></td></tr><tr><td width="13%" valign="top"><p align="center"><strong>Week 1</strong><strong/></p></td><td width="24%" valign="top"><p align="center">Wed Mar 13 </p></td><td width="22%" valign="top"><p>Week 1: Electrostatics</p></td><td width="24%" valign="top"><p align="center">Wed Mar 27 @23:59 UTC</p></td></tr><tr><td width="13%" valign="top"><p align="center"><strong>Week 2</strong><strong/></p></td><td width="24%" valign="top"><p align="center">Wed Mar 20</p></td><td width="22%" valign="top"><p>Week 2: Electric Dipoles and Charge Distributions</p></td><td width="24%" valign="top"><p align="center">Wed Apr 3 @23:59 UTC</p></td></tr><tr><td width="13%" valign="top"><p align="center"><strong>Week 3</strong><strong/></p></td><td width="24%" valign="top"><p align="center">Wed Mar 27</p></td><td width="22%" valign="top"><p>Week 3: Gauss's Law</p></td><td width="24%" valign="top"><p align="center">Wed Apr 10 @23:59 UTC</p></td></tr><tr><td width="13%" valign="top"><p align="center"><strong>Week 4</strong><strong/></p></td><td width="24%" valign="top"><p align="center">Wed Apr 3 </p></td><td width="22%" valign="top"><p>Week 4: Electric Potential</p></td><td width="24%" valign="top"><p align="center">Wed Apr 17 @23:59 UTC</p></td></tr><tr><td width="13%" valign="top"><p align="center"><strong>Week 5</strong><strong/></p></td><td width="24%" valign="top"><p align="center">Wed Apr 10 </p></td><td width="22%" valign="top"><p>Week 5: Conductors, Insulators, and Dielectrics</p></td><td width="24%" valign="top"><p align="center">Wed Apr 24 @23:59 UTC</p></td></tr><tr><td width="13%" valign="top"><p align="center"><strong>Exam</strong><strong/></p></td><td width="24%" valign="top"><p align="center">Wed Apr 17 </p></td><td width="22%" valign="top"><p>Timed Exam</p></td><td width="24%" valign="top"><p align="center">Wed May 1 @23:59 UTC</p></td></tr></table>
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<h2 class="hd hd-2 unit-title">Discussion and Collaboration Guidelines</h2>
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The discussion forum is the main way for you to communicate with the course team and participants. We hope it contributes to a sense of community and serves as a useful resource for your learning. <b>We ask that you follow these guidelines when using the discussions:</b>
</p><ul><li>Observe the honor code. We encourage collaboration and help, but please avoid asking for and posting blatant answers. Those caught cheating may have their accounts disabled and their progress erased.</li><li>Be polite. We have learners from all around the world and with different backgrounds. Something that is easy for you may be challenging for someone else. Let's build an encouraging community.</li><li>Up-vote good posts. This applies to questions and answers. Click on the green plus button so that good posts can be found more easily.</li><li>Search before asking. The forum can become hard to use if there are too many threads, and good discussions happen when people participate in the same thread. Before asking a question, use the search feature by clicking on the magnifying glass on the left-hand side.</li><li>Notify staff. If you want to have a staff member look at your post, please write [Staff] at the start of your title.</li><li>Be specific. Choose a descriptive title, and provide as much information as possible: Which part of what problem or video? Why do you not understand the question? What have you tried doing?</li><li>Write clearly. We know that English is a second language for many of you but correct grammar will help others to respond. Avoid ALL CAPS, abbrv of wrds (abbreviating words), and excessive punctuation!!!!</li><li>Use discussion while working through the material. On many pages in the learning sequences and homework, there is a link at the bottom that says "Show Discussion". Clicking on this link will show all discussion on the forum associated with this particular learning material.</li></ul><p>
You are encouraged to collaborate with others while observing the Honor Code. <b>Here are some collaboration guidelines:</b>
</p><ul><li>Given a problem, it is ok to discuss the general approach to solving the problem.
</li><li>You can work jointly to come up the general steps for the solution.
</li><li>It is ok to get a hint, or several hints for that matter, if you get stuck while solving a problem.
</li><li>You should work out the details of the solution yourself.
</li><li>It is not ok to take someone else’s solution and simply copy the answers from their solution into your checkboxes.
</li><li>It is not ok to take someone else’s formula and plug in your own numbers to get the final
answer.
</li><li>It is not ok to post answers to homework and lab problems before the submission deadline.
</li><li>It is ok to have someone show you a few steps of a solution where you have been stuck for a while, provided of course, you have attempted to solve it yourself without success.
</li><li>After you have collaborated with others in generating a correct solution, a good test to see if you were engaged in acceptable collaboration is to make sure that you are able to do the problem on your own.
</li></ul>
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