Carl S. Helrich

The study of classical electromagnetic fields is an adventure. The theory is complete mathematically and we are able to present it as an example of classical Newtonian experimental and mathematical philosophy. There is a set of foundational experiments, on which most of the theory is constructed. And then there is the bold theoretical proposal of a field-field interaction from James Clerk Maxwell. This textbook presents the theory of classical fields as a mathematical structure based solidly on laboratory experiments. Here the student is introduced to the beauty of classical field theory as a gem of theoretical physics. To keep the discussion fluid, the history is placed in a beginning chapter and some of the mathematical proofs in the appendices. Chapters on Green’s Functions and Laplace’s Equation and a discussion of Faraday’s Experiment further deepen the understanding. The chapter on Einstein’s relativity is an integral necessity to the text. Finally, chapters on particle motion and waves in a dispersive medium complete the picture. High quality diagrams and detailed end-of-chapter questions enhance the learning experience.

Electromagnetism

The Classical Theory of Fields

Robert John Russell

Theology and Science in Creative Mutual Interaction : Proceedings of the Fifth Annual Goshen Conference on Religion and Science

Cosmology, Evolution, and Resurrection Hope

Thermodynamics is not the oldest of sciences. Mechanics can make that claim. Thermodynamicsisaproductofsomeofthegreatestscienti?cmindsofthe19thand 20th centuries. But it is suf?ciently established that most authors of new textbooks in thermodynamics ?nd it necessary to justify their writing of yet another textbook. I ?nd this an unnecessary exercise because of the centrality of thermodynamics as a science in physics, chemistry, biology, and medicine. I do acknowledge, however, that instruction in thermodynamics often leaves the student in a confused state. My attempt in this book is to present thermodynamics in as simple and as uni?ed a form as possible. As teachers we identify the failures of our own teachers and attempt to correct them. Although I personally acknowledge with a deep gratitude the appreciation for thermodynamics that I found as an undergraduate, I also realize that my teachers did not convey to me the sweeping grandeur of thermodynamics. Speci?cally the s- plicity and the power that James Clerk Maxwell found in the methods of Gibbs were not part of my undergraduate experience. Unfortunately some modern authors also seem to miss this central theme, choosing instead to introduce the thermodynamic potentials as only useful functions at various points in the development.

Carl S. Helrich

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