PHY1024 : Introductory Electromagnetism
- Offered for Year: 2025/26
- Module Leader(s): Dr Aleksey Kozikov
- Owning School: Mathematics, Statistics and Physics
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 10 |
| ECTS Credits: | 5.0 |
| European Credit Transfer System | |
Aims
To provide students with a foundational understanding of electromagnetic fields, the forces they produce, the origins of electricity and magnetism and the theorems and techniques required to evaluate fields both symbolically and quantitatively.
Outline Of Syllabus
Electrostatics
- Origin of charge and forces between charges:- electric field, potential energy, capacitance, dielectrics, electric flux, dispersion and circulation
- Coulomb’s a and Gauss’ laws
Magnetic Fields
- The concept of a magnetic field: flux, flux density, inductance, magnetomotive and its gradient.
- Circuit laws and the flow of currents.
- Apere's law, Biot-Savart law, Faraday6's law and Gauss' law for magnetism.
- Maxwell's equations and their implications.
- Magnetic materials, including ferromagnetism and hysteresis.
- Forces of attraction and alignment, including the force on current-carrying conductors.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 25 | 1:00 | 25:00 | Completion of in-course assignments |
| Scheduled Learning And Teaching Activities | Lecture | 2 | 1:00 | 2:00 | Revision Lectures |
| Scheduled Learning And Teaching Activities | Lecture | 20 | 1:00 | 20:00 | Formal Lectures |
| Scheduled Learning And Teaching Activities | Workshops | 9 | 1:00 | 9:00 | Problem-solving workshops |
| Guided Independent Study | Independent study | 44 | 1:00 | 44:00 | Preparation time for lectures, background reading, coursework review and examination revision. |
| Total | 100:00 |
Teaching Rationale And Relationship
The teaching methods are appropriate to allow students to develop a wide range of skills, from understanding basic concepts and facts to higher-order thinking.
Lectures are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on marked work. Active participation in problem-solving workshops will help students to develop problem-solving skills.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Digital Examination | 120 | 2 | A | 60 | n/a |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Prob solv exercises | 2 | M | 10 | Problem-solving exercises assessment |
| Prob solv exercises | 2 | M | 10 | Problem-solving exercises assessment |
| Prob solv exercises | 2 | M | 10 | Problem-solving exercises assessment |
| Case study | 2 | M | 10 | Problem-solving exercises assessment |
Assessment Rationale And Relationship
A substantial formal unseen examination is appropriate for assessing the material covered in this module. The format of the examination enables students to reliably demonstrate their knowledge, understanding, and application of the learning outcomes. Ensuring academic integrity is also an essential component of programme accreditation.
Examination problems may require the synthesis of concepts and strategies from different sections of the syllabus, and they may allow for multiple solution approaches. The examination time provides students with the opportunity to test various strategies, work through examples and gather evidence to decide on the most effective approach. Students are encouraged to carefully articulate their reasoning.
The coursework assignments allow students to develop their problem-solving techniques, practise the methods learned in the module, and assess their progress. These assignments also serve as an opportunity to receive constructive feedback. While the primary purpose of these assessments is summative, they also have a significant formative value in supporting student learning and skill development.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- PHY1024's Timetable