磁场不做功,还是做功?

IF 0.6 4区 教育学 Q4 EDUCATION, SCIENTIFIC DISCIPLINES European Journal of Physics Pub Date : 2024-03-26 DOI:10.1088/1361-6404/ad37e4
Heinz-Juergen Benno Schmidt, Thomas Broecker
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引用次数: 0

摘要

我们利用两个描述相互作用磁偶极子的模型,研究了文献中讨论的磁场是否能做功的问题。在第一个模型中,偶极子由刚性旋转的电荷云实现,而在第二个模型中,两个偶极子中的一个由真实的宏观自旋密度描述。最近发表的一篇论文阐述了第二种模型的理论基础。当初始磁矩平行于初始偶极位置的连线时,我们推导出这两种模型的运动方程和详细的能量平衡。在这种情况下,"大 "偶极子保持静止,并产生外部磁场,"小 "偶极子在其中加速。标题问题的答案取决于 "磁场工作 "标准的选择。
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The magnetic field does not perform work - or does it?
We investigate the question discussed in the literature as to whether the magnetic field can perform work using two models that describe interacting magnetic dipoles. In the first model, the dipoles are realized by rigidly rotating charge clouds, whereas in the second model, one of the two dipoles is described by a real macroscopic spin density. The theoretical foundations of the second model are formulated in a recently published paper. We derive equations of motion and detailed energy balance for both models when the initial magnetic moments are parallel to the connecting line of the initial dipole positions. In this scenario the ``large" dipole remains stationary and generates external magnetic field in which the ``small" dipole is accelerated. The answer to the title question depends on the choice of criteria for ``work of the magnetic field".
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来源期刊
European Journal of Physics
European Journal of Physics 物理-物理:综合
CiteScore
1.70
自引率
28.60%
发文量
128
审稿时长
3-8 weeks
期刊介绍: European Journal of Physics is a journal of the European Physical Society and its primary mission is to assist in maintaining and improving the standard of taught physics in universities and other institutes of higher education. Authors submitting articles must indicate the usefulness of their material to physics education and make clear the level of readership (undergraduate or graduate) for which the article is intended. Submissions that omit this information or which, in the publisher''s opinion, do not contribute to the above mission will not be considered for publication. To this end, we welcome articles that provide original insights and aim to enhance learning in one or more areas of physics. They should normally include at least one of the following: Explanations of how contemporary research can inform the understanding of physics at university level: for example, a survey of a research field at a level accessible to students, explaining how it illustrates some general principles. Original insights into the derivation of results. These should be of some general interest, consisting of more than corrections to textbooks. Descriptions of novel laboratory exercises illustrating new techniques of general interest. Those based on relatively inexpensive equipment are especially welcome. Articles of a scholarly or reflective nature that are aimed to be of interest to, and at a level appropriate for, physics students or recent graduates. Descriptions of successful and original student projects, experimental, theoretical or computational. Discussions of the history, philosophy and epistemology of physics, at a level accessible to physics students and teachers. Reports of new developments in physics curricula and the techniques for teaching physics. Physics Education Research reports: articles that provide original experimental and/or theoretical research contributions that directly relate to the teaching and learning of university-level physics.
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