From Maxwell to Einstein: introducing the time-dilation property of special relativity in undergraduate electromagnetics
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper demonstrates how one of the consequences of special relativity can be easily introduced in an undergraduate engineering course on electromagnetics. The paper begins with a historical account of how Maxwell's electromagnetic theory eventually led to the theory of special relativity. One of the fundamental consequences of special relativity - namely, the time-dilation property - is then demonstrated using only simple kinematics and the most basic tenets of observational electromagnetics: Gauss's Law, Ampere's Law, and the Lorentz force equation. The worked-out example that is presented herein has been specifically tailored for students of electromagnetic engineering by avoiding the mathematical formalisms typically encountered when discussing the physics of special relativity. The degree of difficulty of the derivation, and the notation that is chosen, are typical of those that would be found in an introductory course on electromagnetic engineering
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it