BEGIN:VCALENDAR VERSION:2.0 PRODID:IEEE vTools.Events//EN CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:Australia/Melbourne BEGIN:DAYLIGHT DTSTART:20261004T030000 TZOFFSETFROM:+1000 TZOFFSETTO:+1100 RRULE:FREQ=YEARLY;BYDAY=1SU;BYMONTH=10 TZNAME:AEDT END:DAYLIGHT BEGIN:STANDARD DTSTART:20260405T020000 TZOFFSETFROM:+1100 TZOFFSETTO:+1000 RRULE:FREQ=YEARLY;BYDAY=1SU;BYMONTH=4 TZNAME:AEST END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTAMP:20260414T060331Z UID:F171CF3C-D8A5-48FC-947E-C6843ADA4224 DTSTART;TZID=Australia/Melbourne:20260428T170000 DTEND;TZID=Australia/Melbourne:20260428T180000 DESCRIPTION:Abstract:\nThis presentation revisits how we introduce the fund amentals of electromagnetic radiation to students of RF physics and engine ering. At present the dominant approach focuses on Maxwell’s equations. The problem is that the complexity of Maxwell’s equations makes an under standing of\nelectromagnetic radiation inaccessible to learners without un iversity-level mathematics. As a result\, high-school students of physics and others\, such as amateur radio operators\, are typically given simplis tic analogies\, such as comparing radio waves with light\, and assertions that light and radio signals are waves\, without further justification. Ev en for those studying university-level physics or engineering who do have the mathematics to solve Maxwell’s equations\, Maxwell’s equations are arguably at the wrong level of detail to provide an intuitive understandi ng of how electromagnetic radiation is formed.\nThis talk presents a diffe rent possibility: the late 19th-century approach of Joseph Larmor. Larmor ’s analysis examines just a single charged particle and how accelerating the charged particle generates a transverse disturbance in the electric f ield. This framework simplifies the mathematics\, making it possible to ga in a quantitative understanding of electromagnetic radiation with only hig h-school algebra and trigonometry. The aim is not to replace Maxwell’s e quations\, but to develop a pedagogy accessible to anyone with high-school mathematics studying RF physics and engineering. By examining electromagn etic radiation from this perspective\, the presentation highlights how sim plifying frameworks can deepen understanding. It also raises a broader cha llenge for both engineering and education: how do we balance rigor\, intui tion\, and accessibility when teaching the physics at the heart of RF engi neering?\n\nBy examining electromagnetic radiation from this perspective\, the presentation highlights how simplifying frameworks can deepen underst anding. It also raises a broader challenge for both engineering and educat ion: how do we balance rigor\, intuition\, and accessibility when teaching the physics at the heart of RF engineering?\n\nSpeaker(s): Dr George Gala nis\, \n\nVirtual: https://events.vtools.ieee.org/m/552008 LOCATION:Virtual: https://events.vtools.ieee.org/m/552008 ORGANIZER:fatemeh.babaeian@ieee.org SEQUENCE:26 SUMMARY:Electromagnetic Radiation: Explaining how EM radiation leaps off a wire without Maxwell’s equations URL;VALUE=URI:https://events.vtools.ieee.org/m/552008 X-ALT-DESC:Description: <br /><p>Abstract:<br>This presentation revisits ho w we introduce the fundamentals of electromagnetic radiation to&nbsp\;stud ents of RF physics and engineering. At present the dominant approach focus es on Maxwell&rsquo\;s&nbsp\;equations. The problem is that the complexity of Maxwell&rsquo\;s equations makes an understanding of<br>electromagneti c radiation inaccessible to learners without university-level mathematics. As a result\,&nbsp\;high-school students of physics and others\, such as amateur radio operators\, are typically given&nbsp\;simplistic analogies\, such as comparing radio waves with light\, and assertions that light and radio&nbsp\;signals are waves\, without further justification. Even for th ose studying university-level physics or&nbsp\;engineering who do have the mathematics to solve Maxwell&rsquo\;s equations\, Maxwell&rsquo\;s equati ons are&nbsp\;arguably at the wrong level of detail to provide an intuitiv e understanding of how electromagnetic&nbsp\;radiation is formed.<br>This talk presents a different possibility: the late 19th-century approach of J oseph Larmor. Larmor&rsquo\;s&nbsp\;analysis examines just a single charge d particle and how accelerating the charged particle generates&nbsp\;a tra nsverse disturbance in the electric field. This framework simplifies the m athematics\, making it&nbsp\;possible to gain a quantitative understanding of electromagnetic radiation with only high-school&nbsp\;algebra and trig onometry. The aim is not to replace Maxwell&rsquo\;s equations\, but to de velop a pedagogy&nbsp\;accessible to anyone with high-school mathematics s tudying RF physics and engineering.&nbsp\;By examining electromagnetic rad iation from this perspective\, the presentation highlights how&nbsp\;simpl ifying frameworks can deepen understanding. It also raises a broader chall enge for both&nbsp\;engineering and education: how do we balance rigor\, i ntuition\, and accessibility when teaching the&nbsp\;physics at the heart of RF engineering?</p>\n<p>By examining electromagnetic radiation from thi s perspective\, the presentation highlights how&nbsp\;simplifying framewor ks can deepen understanding. It also raises a broader challenge for both&n bsp\;engineering and education: how do we balance rigor\, intuition\, and accessibility when teaching the&nbsp\;physics at the heart of RF engineeri ng?</p> END:VEVENT END:VCALENDAR