Why is Ampère’s law so hard? A look at middle-division physics

Manogue, Corinne A.; Browne, Kerry; Dray, Tevian; Edwards, Barbara

doi:doi:10.1119/1.2181179

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American Journal of Physics -- April 2006 -- Volume 74, Issue 4, pp. 344

Why is Ampère’s law so hard? A look at middle-division physics

Corinne A. Manogue¹, Kerry Browne², Tevian Dray³, and Barbara Edwards³

¹Department of Physics, Oregon State University, Corvallis, Oregon 97331
²Department of Physics, Dickinson College, Carlisle, Pennsylvania 17013
³Department of Mathematics, Oregon State University, Corvallis, Oregon 97331

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Because mathematicians and physicists think differently about mathematics, they have different goals for their courses and teach different ways of thinking about the material. As a consequence, there are a number of capabilities that physics majors need in order to be successful that might not be addressed by any traditional course. The result is that the total cognitive load is too high for many students at the transition from the calculus and introductory physics sequences to upper-division courses for physics majors. We illustrate typical student difficulties in the context of an Ampère’s law problem.