Электромагнит үдерістері

Ф -ӘД– 001/046

AHMET YASSAWI INTERNATIONAL KAZAKH-TURKISH UNIVERSITY

FACULTY OF NATURAL SCIENCES

DEPARTMENT OF PHYSICS

EDUCATIONAL-METHODICAL COMPLEX

of discipline В09.115 OPTICS

Form of education: full

Course: 2, semester: 4

Credit amount: 4(1+2+1)

Training language: English

Data on the teacher of discipline: Sh.Zh. Ramankulov - PhD doctor of Physics Department, Faculty of Natural Sciences, the Kazakh-Turkish university of Hodja Ahmet Yassawi.

Phone number.:6-36-36 (13-12), E-mail: sherzod.ramankulov@ayu.edu.kz

Turkestan 2015

Educational-methodical complex compiled on the basis of  the approved by Physics Department «01» 09. 2015 (protocol № 1)

Chairman of the Board of the faculty,

t.s.c., seniyor lecturer ________ E.K. Ibragimova

Head of Physics Department,

f.m.s.d., Professor ________ T.A. Turmambekov
Coordinator of discipline,

PhD ________ Sh.Zh. Ramankulov

Introduction

Description of discipline: The subject of optics. UM tallinder scale. The development of ideas about the nature of light. Energy units and their interaction. Light values. Models of radiation sources. Streams of radiation from sources corresponding to different. Saleratus the brightness of the page. CSDs for production of various.

Aim of the course: Have a unique nature karshan exercises students, tenacity, not contrary to logical fisicaly image formation, familiarization with the processes in nature and they were klystron optical and technical.

Objectives of course: a) formation of the fundamental knowledge base, based on all branches of physics and other deeply in the future will closely watch the conditions of his Aqua.

b) specific quantitative ductular in the framework taken against students, involvement in solving problems.

c) determine the technical use of optical devices Aldrin the last twenty years of independence.

Prerekvizits: Foundations of mathematical analysis. Mechanics. Molecularly physics. And electro-magnetism. Mathematicaly analysis. Informatics.

Content of discipline

Competences and requirements to the level of development of the content of discipline

1ВGC Questions and identify, formulate, abstract thinking and ability to solve

2ВGC Specialty subject oriented, creative, ability to work in know.

4ВGC Ability to work in a Team, organizing, managing, together leading agriculture, conflict (conflict) the terms of the agreements, the ability to lead and solve.

1ВKC Basic experimental investigations of Physical phenomena and processes, knowledge of quantitative methods and theoretical

2ВKC study of modelling techniques in the analysis of problems of natural Science (mathematical and algorithmic)

3ВKC Physical phenomena, processes and substances, capable to carry out experimental investigations of physical properties and determination of parameters of state

6ВKC Educational process the application of new information and new technological approaches and methods that would lead

7ВKC Physical research, planning, organization, management and improvement of competitive

Thematic plan of the content of discipline

№	Topics Title	Lecture	Practice	Laboratory	IW of S	IW of S with T	The learning outcomes
Module 1. The basis of geometrical optics
1	Introduction. Energy and lighting units	1	1	1	3	3	2 ВGC-E1, S1, V1, 1-5 ВKC-E1, S1, V1
2	Refractive errors and refractive in nature	1	1	1	3	3	1-4 ВGC-E1, S1, V1, 1-5 ВKC-E1, S1, V1
3	Basic concepts and definitions of geometric optics	1	1	1	3	3	1-4 ВGC-E1, S1, V1, 1-5 ВKC-E1, S1, V1
4	The construction of the image in thin lenses	1	1	1	3	3	1-4 ВGC-E1, S1, V1, 1-5 ВKC-E1, S1, V1
5	The eyes and vision. Diagram optical eye.	1		1	3	3	1-4 ВGC-E1, S1, V1, 1-5 ВKC-E1, S1, V1
Module 2. Wave properties of light
6	Monochromatic the interference of light waves. Interference of plane waves	1	1	1	3	3	1-4 ВGC-E1, S1, V1, 1-5 ВKC-E1, S1, V1
7	Localization of interference fringes. Two beam interferometer. Use a lot of light interference	1	1	1	3	3	1-4 ВGC-E1, S1, V1, 1-5 ВKC-E1, S1, V1
8	The phenomenon of diffraction. Diffraction Fresnel and Fraunhofer. Amplitude and phase diffraction gratings.	1	1	1	3	3	1-4 ВGC-E1, S1, V1, 1-5 ВKC-E1, S1, V1
9	The physical basis of holographic methods of recording images. Diffraction in the multidimensional structures.	1	1	1	3	3	1-4 ВGC-E1, S1, V1, 1-5 ВKC-E1, S1, V1
10	Optics of anisotropic environment. Polarizing devices.	1	1	1	3	3	1-4 ВGC-E1, S1, V1, 1-5 ВKC-E1, S1, V1
11	Disperse light. The light spread. The molecular spray of light.	1	1	1	3	3
Module 3. The quantum properties of light
12	Thermal radiation. Model of absolutely black body. The Stefan-Boltzmann law, Wien displacement. The Formula Of Rayleigh-Jeans. Items quantum methods	1	1	1	3	3	1-4 ВGC-E1, S1, V1, 1-5 ВKC-E1, S1, V1
13	The photoelectric effect. The main practical patterns and their explanation. Photons and their properties. Compton Effect.	1	1	1	3	3	1-4 ВGC-E1, S1, V1, 1-5 ВKC-E1, S1, V1
14	Optical phenomena in nature. Brightness and celestial geometry. The phenomenon of luminescence.	1	1	1	3	3	1-4 ВGC-E1, S1, V1, 1-5 ВKC-E1, S1, V1
15	Laser radiation and nonlinear optics.	1	1	1	3	3	1-4 ВGC-E1, S1, V1, 1-5 ВKC-E1, S1, V1
Total		15	15	15	45	45

Training methods: the report, exchange of opinions, pkistatus, problem methods, problem solving, laboratory work.

Current control of progress

(The approximate schedule of performance of tasks on discipline)

Types of study, estimated means

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Training Portfolio

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Criteria of estimation of quality of knowledge of students

Current control is conducted during classroom instruction, a quality control of the IWS and IWST. 15 landmark control 2 on a 7-point indicators gained during the training is planned aptina each week. The final control in the form of a written examination. 60 points student 100% payment-2 intermediate control, 40% for exam drives.

1. Lesson-Lecture (20 points)

1.1 1 point for participation in Each lesson

1.2 to 2 points for the activity on the lesson of Each.

2. Seminar (30 points):

2.1 1 point for participation in Each lesson:

2.2 to 2 points for the activity on the lesson of Each:

2.3 up to 2 points for Every lesson homework:

2.4 to 15 points Colloquium in Writing.

3.Lesson Lab (20 points):

3.1 1 point for participation in Each lesson:

3.2 Each up to 2 points for the activity in the classroom:

4. Up to 30 points for completing tasks on IWS.

References:

Main literature:

1. K. Khumanov.B. Principles of optics. Almaty, KAZ. Univer. 2004.

2. A. Sarievski. Optics. Moscow. URSS. 2004.

3.Wolkenstein V. S. Collection of tasks of course of General physics.-Almaty: Mektep, 1977.

4. I. Herod.E. Collection of problems on General physics. - Moscow: Nauka, 1988.

5. N. Ualiyev.., Alseitova N. G.... And Suleimenov. A. Laboratory optics

NY workshop - Almaty. 2007.

6. The pay system. Optics. Almaty: "School", 1981.

7. A. N. Matveev. Optics. M.: Vysshaya SHKOLA, 1985.

8. N. M. Gojayev. Optics. M:, "Higher school", 1977.

9. Ormanova G..... Ramankulov sh. Optics collection of problems in physics.-Turkestan 2015

10.G. Ormanova.... Thanks For The Reply.With. Laboratory work Optics.- Turkestan 2015

Lecture 1. Introduction. Energy and lighting units

Plan

Introduction.

Energy units

Lighting units

The aim of lesson: Have a unique nature karshan exercises students, tenacity, not contrary to logical fisicaly image formation, familiarization with the processes in nature and they were klystron optical and technical.

Training methods: interactive, conversation, discussion, presentation.

Lesson Time	Materials
 5 min ask questions  10 min discussion  35min in-class or homework extension	 Computer & Projector  Internet access  Photocopy of images (or use projector)  Copies of questions during

The Nature of Light Before the beginning of the nineteenth century, light was considered to be a stream of particles that either was emitted by the object being viewed or emanated from the eyes of the viewer. Newton, the chief architect of the particle theory of light, held that particles were emitted from a light source and that these particles stimulated the sense of sight upon entering the eye. Using this idea, he was able to explain reflection and refraction. Most scientists accepted Newton’s particle theory. During his lifetime, however, another theory was proposed—one that argued that light might be some sort of wave motion. In 1678, the Dutch physicist and astronomer Christian Huygens showed that a wave theory of light could also explain reflection and refraction. In 1801, Thomas Young (1773–1829) provided the first clear demonstration of the wave nature of light. Young showed that, under appropriate conditions, light rays interfere with each other. Such behavior could not be explained at that time by a particle theory because there was no conceivable way in which two or more particles could come together and cancel one another. Additional developments during the nineteenth century led to the general acceptance of the wave theory of light, the most important resulting from the work of Maxwell, who in 1873 asserted that light was a form of high-frequency electromagnetic wave. As discussed in Chapter 34, Hertz provided experimental confirmation of Maxwell’s theory in 1887 by producing and detecting electromagnetic waves. Although the wave model and the classical theory of electricity and magnetism were able to explain most known properties of light, they could not explain some subsequent experiments. The most striking of these is the photoelectric effect, also discovered by Hertz: when light strikes a metal surface, electrons are sometimes ejected from the surface. As one example of the difficulties that arose, experiments showed that the kinetic energy of an ejected electron is independent of the light intensity. This finding contradicted the wave theory, which held that a more intense beam of light should add more energy to the electron. An explanation of the photoelectric effect was proposed by Einstein in 1905 in a theory that used the concept of quantization developed by Max Planck (1858–1947) in 1900. The quantization model assumes that the energy of a light wave is present in particles called photons; hence, the energy is said to be quantized. According to Einstein’s theory, the energy of a photon is proportional to the frequency of the electromagnetic wave:

E = hf

where the constant of proportionality h = 6.63 *10^34 J$s is Planck’s constant We will study this theory in Chapter 40. In view of these developments, light must be regarded as having a dual nature: Light exhibits the characteristics of a wave in some situations and the characteristics of a particle in other situations. Light is light, to be sure. However, the question “Is light a wave or a particle?” is inappropriate. Sometimes light acts like a wave, and at other times it acts like a particle. In the next few chapters, we investigate the wave nature of light.

Lecture 2. Refractive errors and refractive in nature

Plan

Introduction.

Refractive errors

refractive in nature

The aim of lesson: Have a unique nature karshan exercises students, tenacity, not contrary to logical fisicaly image formation, familiarization with the processes in nature and they were klystron optical and technical.

Training methods: interactive, conversation, discussion, presentation.

Lesson Time	Materials
 5 min ask questions  10 min discussion  35min in-class or homework extension	 Computer & Projector  Internet access  Photocopy of images (or use projector)  Copies of questions during

When a light ray traveling in one medium encounters a boundary with another
medium, part of the incident light is reflected. Figure 35.5a shows several rays of a
beam of light incident on a smooth, mirror-like, reflecting surface. The reflected
rays are parallel to each other, as indicated in the figure. The direction of a
reflected ray is in the plane perpendicular to the reflecting surface that contains the incident ray. Reflection of light from such a smooth surface is called specular
reflection. If the reflecting surface is rough, as shown in Figure 35.5b, the surface
reflects the rays not as a parallel set but in various directions. Reflection from any
rough surface is known as diffuse reflection. A surface behaves as a smooth surface
as long as the surface variations are much smaller than the wavelength of the
incident light.
The difference between these two kinds of reflection explains why it is more
difficult to see while driving on a rainy night. If the road is wet, the smooth surface of
the water specularly reflects most of your headlight beams away from your car (and
perhaps into the eyes of oncoming drivers). When the road is dry, its rough surface
diffusely reflects part of your headlight beam back toward you, allowing you to see the
highway more clearly. In this book, we concern ourselves only with specular reflection
and use the term reflection to mean specular reflection.
Consider a light ray traveling in air and incident at an angle on a flat, smooth
surface, as shown in Figure 35.6. The incident and reflected rays make angles &1 and
&+ 1, respectively, where the angles are measured between the normal and the rays. (The
normal is a line drawn perpendicular to the surface at the point where the incident ray
strikes the surface.)

Lecture 3. Basic concepts and definitions of geometric optics

Plan

Introduction.

Basic concepts of geometric optics

Definitions of geometric optics

The aim of lesson: Have a unique nature karshan exercises students, tenacity, not contrary to logical fisicaly image formation, familiarization with the processes in nature and they were klystron optical and technical.

Training methods: interactive, conversation, discussion, presentation.

Lesson Time	Materials
 5 min ask questions  10 min discussion  35min in-class or homework extension	 Computer & Projector  Internet access  Photocopy of images (or use projector)  Copies of questions during

Lecture 4. The construction of the image in thin lenses

Plan

Introduction.

The construction of the image in thin lenses

The aim of lesson: Have a unique nature karshan exercises students, tenacity, not contrary to logical fisicaly image formation, familiarization with the processes in nature and they were klystron optical and technical.

Training methods: interactive, conversation, discussion, presentation.

Lesson Time	Materials
 5 min ask questions  10 min discussion  35min in-class or homework extension	 Computer & Projector  Internet access  Photocopy of images (or use projector)  Copies of questions during

Lecture 5. The eyes and vision. Diagram optical eye.

Plan

Introduction.

The eyes and vision.

Diagram optical eye.

The aim of lesson: Have a unique nature karshan exercises students, tenacity, not contrary to logical fisicaly image formation, familiarization with the processes in nature and they were klystron optical and technical.

Training methods: interactive, conversation, discussion, presentation.

Lesson Time	Materials
 5 min ask questions  10 min discussion  35min in-class or homework extension	 Computer & Projector  Internet access  Photocopy of images (or use projector)  Copies of questions during

of the eye, is a muscular diaphragm that controls pupil size. The iris regulates the amount of light entering the eye by dilating the pupil in low-light conditions and contracting the pupil in high-light conditions. The f -number range of the eye is from about f/2.8 to f/16.

The cornea–lens system focuses light onto the back surface of the eye, the retina, which consists of millions of sensitive receptors called rods and cones. When stimulated by light, these receptors send impulses via the optic nerve to the brain, where an image is perceived. By this process, a distinct image of an object is observed when the image
falls on the retina. The eye focuses on an object by varying the shape of the pliable crystalline lens through an amazing process called accommodation. An important component of accommodation is the ciliary muscle, which is situated in a circle around the rim of the lens. Thin filaments, called zonules, run from this muscle to the edge of the lens. When
the eye is focused on a distant object, the ciliary muscle is relaxed, tightening the zonules that attach the muscle to the edge of the lens. The force of the zonules causes the lens to flatten, increasing its focal length. For an object distance of infinity, the focal length of the eye is equal to the fixed distance between lens and retina, about 1.7 cm. The eye focuses on nearby objects by tensing the ciliary muscle, which relaxes the zonules. This action allows the lens to bulge a bit, and its focal length decreases, resulting in the image being focused on the retina. All these lens adjustments take
place so swiftly that we are not even aware of the change. Accommodation is limited in that objects very close to the eye produce blurred images. The near point is the closest distance for which the lens can accommodate
to focus light on the retina. This distance usually increases with age and has an average value of 25 cm. Typically, at age 10 the near point of the eye is about 18 cm. It increases to about 25 cm at age 20, to 50 cm at age 40, and to 500 cm or greater at age 60. The far point of the eye represents the greatest distance for which the
lens of the relaxed eye can focus light on the retina. A person with normal vision can see very distant objects and thus has a far point that can be approximated as infinity. Recall that the light leaving the mirror in Figure 36.8 becomes white where it comes together but then diverges into separate colors again. Because nothing but air
exists at the point where the rays cross (and hence nothing exists to cause the colors to separate again), seeing white light as a result of a combination of colors must be a visual illusion. In fact, this is the case. Only three types of color-sensitive cells are present in the retina; they are called red, green, and blue cones because of the peaks of the
color ranges to which they respond (Fig. 36.39). If the red and green cones are stimulated simultaneously (as would be the case if yellow light were shining on them), the brain interprets what we see as yellow. If all three types of cones are stimulated by the separate colors red, blue, and green, as in Figure 36.8, we see white. If all three types of
cones are stimulated by light that contains all colors, such as sunlight, we again see white light. Color televisions take advantage of this visual illusion by having only red, green, and blue dots on the screen. With specific combinations of brightness in these three primary colors, our eyes can be made to see any color in the rainbow. Thus, the yellow lemon you see in a television commercial is not really yellow, it is red and green! The paper on which this page is printed is made of tiny, matted, translucent fibers that scatter light in all directions; the resultant mixture of colors
appears white to the eye. Snow, clouds, and white hair are not really white. In fact, there is no such thing as a white pigment. The appearance of these things is a consequence of the scattering of light containing all colors, which we interpret as white.

Lecture 6. Monochromatic the interference of light waves. Interference of plane waves

Plan

Introduction.

Monochromatic the interference of light waves.

Interference of plane waves

The aim of lesson: Have a unique nature karshan exercises students, tenacity, not contrary to logical fisicaly image formation, familiarization with the processes in nature and they were klystron optical and technical.

Training methods: interactive, conversation, discussion, presentation.

Lesson Time	Materials
 5 min ask questions  10 min discussion  35min in-class or homework extension	 Computer & Projector  Internet access  Photocopy of images (or use projector)  Copies of questions during

L ecture 7. Localization of interference fringes. Two beam interferometer. Use a lot of light interference

Plan

Introduction.

Localization of interference fringes.

Two beam interferometer.

Use a lot of light interference

The aim of lesson: Have a unique nature karshan exercises students, tenacity, not contrary to logical fisicaly image formation, familiarization with the processes in nature and they were klystron optical and technical.

Training methods: interactive, conversation, discussion, presentation.

Lesson Time	Materials
 5 min ask questions  10 min discussion  35min in-class or homework extension	 Computer & Projector  Internet access  Photocopy of images (or use projector)  Copies of questions during

Lecture 8. The phenomenon of diffraction. Diffraction Fresnel and Fraunhofer. Amplitude and phase diffraction gratings.

Plan

Introduction.

The phenomenon of diffraction.

Diffraction Fresnel and Fraunhofer.

Amplitude and phase diffraction gratings.

The aim of lesson: Have a unique nature karshan exercises students, tenacity, not contrary to logical fisicaly image formation, familiarization with the processes in nature and they were klystron optical and technical.

Training methods: interactive, conversation, discussion, presentation.

Lesson Time	Materials
 5 min ask questions  10 min discussion  35min in-class or homework extension	 Computer & Projector  Internet access  Photocopy of images (or use projector)  Copies of questions during

Lecture 9. The Biot–Savart Law. The Magnetic Force Between Two Parallel Conductors.

Plan

Introduction.

The Biot–Savart Law.

The Magnetic Force Between

Two Parallel Conductors.

The aim of lesson: Have a unique nature karshan exercises students, tenacity, not contrary to logical fisicaly image formation, familiarization with the processes in nature and they were klystron optical and technical.

Training methods: interactive, conversation, discussion, presentation.

Lesson Time	Materials
 5 min ask questions  10 min discussion  35min in-class or homework extension	 Computer & Projector  Internet access  Photocopy of images (or use projector)  Copies of questions during

Questions:

1. What do you know about electric Charge?

2. Explain electric field lines?

Introduction to the Activity

The knowledge of the existence of electrostatic charge goes back at least as far as the time of ancient Greeks, around 600 B.C. We can repeat the observation of the Greeks by rubbing a rod of amber or hard rubber with a piece of fur. After this it will be found that small bits of paper or other light materials are attracted to the rod. No particular advance was made in the understanding of this phenomenon until about 1600, when William Gilbert, did a detailed study of the kinds of materials that would behave like amber. Other studies did reveal that matter is made up of exactly equal mixtures of both negative and positive charges. The implication of this is that there is usually no net electric force of consequence between separate bodies. The electric force is responsible for holding individual atoms together, and holding the groups of atoms together to form solid matter. We are usually unaware of the presence of charge because most bodies are electrically neutral, that is, they contain equal amounts of positive and negative charge.

For example, a hydrogen atom consists of a single proton with a single electron moving around it. The hydrogen atom is stable because the proton and electron attract one another. In contrast, two electrons repel one another, and tend to fly apart, and similarly the force between two protons is repulsive. The magnitude and direction of the force between two stationary particles each carrying electric charge, is given by Coulomb’s law.

Using Coulomb’s law the electric field can be defined, and thereafter we are able to solve problems on electric dipole moments, potential energy, and torque of an electric dipole.

Lecture 10. The Lorentz Force. Ampère’s Law. Magnetic Flux. Work Done When a Current Moves in a Magnetic Field

Plan

Introduction.

The Lorentz Force.

Ampère’s Law.

Magnetic Flux.

Work Done When a Current Moves in a Magnetic Field

The aim of lesson: Have a unique nature karshan exercises students, tenacity, not contrary to logical fisicaly image formation, familiarization with the processes in nature and they were klystron optical and technical.

Training methods: interactive, conversation, discussion, presentation.

Lesson Time	Materials
 5 min ask questions  10 min discussion  35min in-class or homework extension	 Computer & Projector  Internet access  Photocopy of images (or use projector)  Copies of questions during

Presentation 6-8.. disc A, Electricity and magnetism

Lecture 11. Magnetic field in a substance. Magnetic Field Strength. Diamagnetism. Paramagnetism. Ferromagnetism

Plan

Introduction.

Magnetic field in a substance.

Magnetic Field Strength.

Diamagnetism.

Paramagnetism. Ferromagnetism

The aim of lesson: Have a unique nature karshan exercises students, tenacity, not contrary to logical fisicaly image formation, familiarization with the processes in nature and they were klystron optical and technical.

Training methods: interactive, conversation, discussion, presentation.

Lesson Time	Materials
 5 min ask questions  10 min discussion  35min in-class or homework extension	 Computer & Projector  Internet access  Photocopy of images (or use projector)  Copies of questions during

Presentation 1-5.. disc A, Electricity and magnetism

Lecture 12. Faraday’s Law of Induction. Motional emf. Lenz’s Law.

Plan

Introduction.

Faraday’s Law of Induction.

Motional emf. Lenz’s Law.

The aim of lesson: Have a unique nature karshan exercises students, tenacity, not contrary to logical fisicaly image formation, familiarization with the processes in nature and they were klystron optical and technical.

Training methods: interactive, conversation, discussion, presentation.

Lesson Time	Materials
 5 min ask questions  10 min discussion  35min in-class or homework extension	 Computer & Projector  Internet access  Photocopy of images (or use projector)  Copies of questions during

Presentation 1-5.. disc A, Electricity and magnetism

Lecture 13. Self-Inductance. Energy in a Magnetic Field. Mutual Inductance. The RLC Circuit

Plan

Introduction.

Self-Inductance.

Energy in a Magnetic Field.

Mutual Inductance.

The RLC Circuit

The aim of lesson: Have a unique nature karshan exercises students, tenacity, not contrary to logical fisicaly image formation, familiarization with the processes in nature and they were klystron optical and technical.

Training methods: interactive, conversation, discussion, presentation.

Lesson Time	Materials
 5 min ask questions  10 min discussion  35min in-class or homework extension	 Computer & Projector  Internet access  Photocopy of images (or use projector)  Copies of questions during

Presentation 1-5.. disc A, Electricity and magnetism

Lecture 14. Resistors in an AC Circuit. Inductors and Capacitors in an AC Circuit. Power in an AC Circuit.

Plan

Introduction.

Resistors in an AC Circuit.

Inductors and Capacitors in an AC Circuit.

Power in an AC Circuit.

Presentation 1-5.. disc A, Electricity and magnetism

The aim of lesson: Have a unique nature karshan exercises students, tenacity, not contrary to logical fisicaly image formation, familiarization with the processes in nature and they were klystron optical and technical.

Training methods: interactive, conversation, discussion, presentation.

Lesson Time	Materials
 5 min ask questions  10 min discussion  35min in-class or homework extension	 Computer & Projector  Internet access  Photocopy of images (or use projector)  Copies of questions during

Presentation 1-5.. disc A, Electricity and magnetism

Lecture 15. Electromagnetic Waves. Maxwell’s Equations and Hertz’s Discoveries. Energy Carried by Electromagnetic Waves.

Plan

Introduction.

Electric Charge. Electric field and Field Strength.

Electric field lines.

Coulomb's Law.

Electric Dipole.

The flux of a intensity vector.

The aim of lesson: Have a unique nature karshan exercises students, tenacity, not contrary to logical fisicaly image formation, familiarization with the processes in nature and they were klystron optical and technical.

Training methods: interactive, conversation, discussion, presentation.

Lesson Time	Materials
 5 min ask questions  10 min discussion  35min in-class or homework extension	 Computer & Projector  Internet access  Photocopy of images (or use projector)  Copies of questions during

Presentation 1-5.. disc A, Electricity and magnetism

Reference and textbooks

1. Richard Feynman (1970). The Feynman Lectures on Physics Vol II. Addison Wesley Longman. ISBN 978-0-201-02115-8. A “field” is any physical quantity which takes on different values at different points in space. 

2. Maxwell 1864 5, page 499; also David J. Griffiths (1999), Introduction to electrodynamics, third Edition, ed. Prentice Hall, pp. 559-562"(as quoted in Gabriela, 2009)

3. Electromagnetic Fields (2nd Edition), Roald K. Wangsness, Wiley, 1986. ISBN 0-471-81186-6 (intermediate level textbook)

4. Schaum's outline of theory and problems of electromagnetics(2nd Edition), Joseph A. Edminister, McGraw-Hill, 1995. ISBN 0070212341(Examples and Problem Practice)

5. Field and Wave Electromagnetics (2nd Edition), David K. Cheng, Prentice Hall, 1989. ISBN 978-0-201-12819-2 (Intermediate level textbook)

6. Abdula ZH, Ayazbaev T., Fizika kursynyn leksiyalary. Almaty/2012

7. I.O.Irodov. Electromagnetism. Osnovnie zakoni. Moskva/2009

8. T.I. Trofimova. Kurs Fiziki., Moskva/2006.