scholarly journals Electric field of a point charge in truncated hyperbolic motion

2015 ◽  
Vol 36 (4) ◽  
pp. 045015 ◽  
Author(s):  
Jerrold Franklin
2013 ◽  
Vol 25 (4) ◽  
pp. 425-447 ◽  
Author(s):  
A. H. KHALID ◽  
N. R. McDONALD ◽  
J.-M. VANDEN-BROECK

The behaviour of two-dimensional finite blobs of conducting viscous fluid in a Hele-Shaw cell subject to an electric field is considered. The time-dependent free boundary problem is studied both analytically using the Schwarz function of the free boundary and numerically using a boundary integral method. Various problems are considered, including (i) the behaviour of an initially circular blob of conducting fluid subject to an electric point charge located arbitrarily within the blob, (ii) the delay in cusp formation on the free boundary in sink-driven flow due to a strategically placed electric charge and (iii) the stability of exact steady solutions having both hydrodynamic and electric forcing.


Entropy ◽  
2021 ◽  
Vol 23 (11) ◽  
pp. 1441
Author(s):  
Julien Zylberman ◽  
Fabrice Debbasch

Electric Dirac quantum walks, which are a discretisation of the Dirac equation for a spinor coupled to an electric field, are revisited in order to perform spatial searches. The Coulomb electric field of a point charge is used as a non local oracle to perform a spatial search on a 2D grid of N points. As other quantum walks proposed for spatial search, these walks localise partially on the charge after a finite period of time. However, contrary to other walks, this localisation time scales as N for small values of N and tends asymptotically to a constant for larger Ns, thus offering a speed-up over conventional methods.


2021 ◽  
Vol 2145 (1) ◽  
pp. 012071
Author(s):  
Trai Unyapoti ◽  
Thanida Sujarittham ◽  
Siri Sirininlakul

Abstract One problem of learning Electrostatics is that students often learn from their commonsense beliefs about electric force and electric field. This study investigated students’ conceptual understanding of finding electric force, electric field, and electric potential of point charge after learning an introductory physics course. We administered the Electrostatics Conceptual Evaluation Test to four lecture-based classes in high school. The first question was a comparison of the electric force from two-point charges at two different positions and the second question was a comparison of the electric field from a point charge at two different positions. The use of the inverse square law is required to find the electric force and the electric field at various positions. It was found that many students answered incorrectly. They described that the electric force and the electric field decrease whereas the distance increases by neglecting the inverse square law. This finding can be particularly used to suggest high school teachers to develop their effective strategy to support student learning.


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