__ _Prefaceundergraduate level. It seems clear to us that organizing material in a teach-able and meaningful fashion is far more demanding than this. To confess ourown mistakes, our material went originally from the general to the specific; itbegan with the relativistic form of Maxwell's equations, including the effectsof motion, and ended with lumped-parameter devices as special cases. Evenif this were a pedagogically tenable approach, which we found it was not,what a bad example to set for students who should be learning to distinguishbetween the essential and the superfluous! Ideas connected with the propaga-tion of electromagnetic waves (relativistic ideas) must be included in thecurriculum, but their connection with media in motion should be made afterthe student is aware of the first-order issues.A meaningful presentation to engineers must interweave and interrelatemathematical concepts, physical characteristics, the modeling process, andthe establishment of a physical "feel" for
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