9sep02 This page will be modified at a later date. Ivor Catt 9sep02
Nigel Cook wrote 4pp on these ideas into the August 2002 edition of "Electronics World".
A number of considerations arise from these events.
If Mike Gibson regards the present version of the work (two turn choke graphs) he did and sent to me a few days ago on the two turn choke as available for the public, please would he forward its www address to all those addressed in this email using "Reply to All".
Is the current address for Mike's work permanent? This is an important consideration if Eugen, the webmaster for http://www.ivorcatt.com/em.htm on www.ivorcatt.com is to hyperlink from the www version of the book Electromagnetism 1 to Mike's two turn choke graphs work.
I tried the Mike Gibson two turn choke graphs work a few days ago, and told him that there were no animations. He replied that he did not think animation was necessary. I agree with him. I had just confused his very important two turn choke graphs work with a totally separate matter, which was the animations I programmed into an Acorn Master computer a decade or two ago.
I want Eugen to link the animations I programmed into an Acorn Master computer a decade or two ago to the www book Electromagnetism 1. The critical path in this is John Foggitt email@example.com . He knows two ways in which to transfer those animations (which animate the early items in the Electromagnetism 1 book http://www.ivorcatt.com/em.htm , for instance Figures 5, 6, 7, 8) from the Acorn Master into a PC. This requires cooperation between John Foggitt and Eugen. Eugen will do the work, but he needs input from John.
It is of the utmost importance that, now that firstname.lastname@example.org ; Maddogclc@netscape.net and others are studying the book Electromagnetism 1 on the www, they have access to those animations. A picture is worth a thousand words. A moving picture is worth a million words.
25 years ago I said that electromagnetism is not a book subject. I said that it should be taught using moving cartoons, now called animations. Those animations exist. I spent six man months programming them on an Acorn Master, and they are excellent. John Foggitt was very helpful in getting a black and white version into my Cambridge lecture. Those who saw the degraded black and white version of them in the Cambridge lecture were enormously impressed http://www.electromagnetism.demon.co.uk/07091.htm http://www.electromagnetism.demon.co.uk/stoppress.htm .
Those like Bill Miller who put time into the book Electromagnetism 1 are being shortchanged if they are denied the animations. This is an extremely difficult subject at the gestalt level, and sight of the animations will shorten the time it takes for them to gain an underlying grasp of the subject by many of years. I have told Eugen that I will pay his train fare for him to go up to Milton Keynes and get with John Figgitt, which is the necessary next step.
We now have to come to terms with the realisation that there is negligible grasp of the fundamentals of electromagnetism in both academia and in the heads of those who currently write and publish text books on electromagnetism (including Carver Mead). Further, they will obstruct all attempts to articulate the subject onto academia, a good example being their boycott of my Cambridge lecture http://www.electromagnetism.demon.co.uk/stoppress.htm . The only future for electromagnetic theory is via me and my helpers, John Foggitt, Eugen, Mike Gibson and the rest. The next step requires John Foggitt email@example.com .
Proof that the Establishment has run away can be gained by doing two searches on Google, one for "TEM Wave" and another for "Transverse Electromagnetic Wave". Failure by any accrredited acadmic to comment into the situation there demonstrated shows that every single academic and text book writer in the world is irresponsible. Further, I will not accept that my full mastery of the subject has caused them to run away. They would have run away from their responsibilities had I not existed, as I have meticulously proved http://www.electromagnetism.demon.co.uk/wbbanbk1.htm . Further, they would have blocked the proper teaching of the subject anyway http://www.ivorcatt.com/em_test04.htm . We are seeing the tip of the iceberg, the iceberg being the end of the Enlightenment.
Those reading Electromagnetism 1 http://www.ivorcatt.com/em.htm need a warning.
My work was more or less totally suppressed worldwide for 30 years.
Around 1980 I wrote my definitive books on electromagnetic theory. These were high cost to manufacture, and high price. http://www.electromagnetism.demon.co.uk/BKLIST.htm
With the advent of the PC, I went through the same exercise again, leading to Electromagnetism 1, which is cheap, and is now at http://www.ivorcatt.com/em.htm .
Electromagnetism 1 is a hybrid. At present, the introductions are missing. The student of Electromagnetism 1 particularly needs to read my introduction. I shall be very grateful if the relevant webmaster Eugen adds it to the book www version. It is on the back cover of my 1994 book. The student will then be told that my approach, like that of my mentor Heaviside, is based on the TEM Wave.
The student has not been told the next fact. Whereas the early parts of the book are designed to help the student, the later parts, e.g. The L-C Oscillator Circuit http://www.ivorcatt.com/4_5.htm and the two turn choke http://www.ivorcatt.com/4_6.htm are primarily credentials. Whereas to a first order, all institutions and publishing houses totally blocked publication of any of my work, there are exceptions, and these are two exceptions. Recent discussion with Nigel Cook, who struggled with them when working through the book Electromagnetism 1 http://www.ivorcatt.com/em.htm , led him to agree with me that had they been clear, they would have been rejected for publication. The key message had to be camouflaged in order to secure publication in the top prestige journal, ProcIEEE, in june83 and june87. (The key camouflaged message is the Catt, or Contrapuntal, model for the charged capacitor. No referee in the world would have recommended publication of any material premised on that model. This is because that model undermines the notion of Displacement Current, which is pivotal to classical electromagnetic theory. http://www.electromagnetism.demon.co.uk/z001.htm . In my research into censorship, I have centred on the phrase "A capacitor is a transmission line." I have shown that every referee in the world will recommend rejection of any proffered article which contains that sentence, unless the referee does not know that the article contains that information. Thus, it can be published, but only if camouflaged away from the referee. Unfortunately, it will then be camouflaged from the reader of the published article. I challenge the reader here to attempt to publish material which contains that sentence. He will fail.)
The L-C Oscillator Circuit http://www.ivorcatt.com/4_5.htm and the two turn choke http://www.ivorcatt.com/4_6.htm need a great deal of further explanatory writing. Those chapters are the core, but it does not end there.
It is possible for the student (once the hyperlink is made by Eugen and Mike) to hyperlink across to Mike Gibson's work, where he will see that using this approach, the expected results ensue. Thus, if we put a sine wave into a one turn transformer, a sine wave will come out. Having that graphic proof, the student may feel able to gloss over the extremely difficult maths. Which leads me to item 8, below.
The role of mathematics. Electromagnetic Theory is the subject where (except for Quantum junk) the greatest use has been made of mathematics to disorientate and put down the student, to prevent his realisation that his lecturer (and text book writer) does not grasp the subject. My primary message is that e-m is a physical, not a mathematical, subject, to be learned from animations primarily and secondarily from diagrams and graphs. This raises the question, why does my book contain as much as, or more, mathematics than any other book. The answer is complex. It one denigrates mathematics, it is useful to show, as have my team, greater mastery of mathematics than those we denigrate. None of my sophisticated mathematics, or that of my associates, has ever been challenged, except for one detail in my 1966 IEE article on The Glitch. This puts me in a strong position to say that mathematics is not central to the subject of e-m theory.
Mathematics has been used to structure e-m into a subject which can be taught, and more importantly, examined in. However, when we clear away the nonsensical dross which has masqueraded as the maths underlying the subject, we find that the real maths, for instance that in the L-C Oscillator Circuit http://www.ivorcatt.com/4_5.htm and the two turn choke http://www.ivorcatt.com/4_6.htm , is extremely arduous. Thus, the student needs to consider whether he should struggle through such arcane material, or merely take the plotted results by Mike Gibson (hyperlink please, Mike and Eugen?) as indicating that the model used and the maths used are correct. In this context, I would point out that my primary objective is not to create a subject which can be conveniently examined in. That will hopefully come later. (However, if academia continue to block the subject, presumably there will be no examination in the real subject. http://www.ivorcatt.com/em_test04.htm )
Two of those addressed by me here, Maddogclc@netscape.net; , firstname.lastname@example.org , are active in antenna theory. I need to say something briefly to them. In http://www.ivorcatt.com/2804.htm http://www.ivorcatt.com/2810.htm http://ourworld.compuserve.com/homepages/Ekkehard_Friebe/Catt-85a.htm http://www.electromagnetism.demon.co.uk/wbdanbk8.htm I show that Maxwell's Equations contain no information about electromagnetism beyond the two constants, 377 and 300,000. Thus, they contain no information about the result when two fields collide. My demonstration that Maxwell's Equations are hollow has never been refuted. The mathematical and physical grasp required to go through my argument ( http://www.ivorcatt.com/2804.htm ) is of a very high order. During that kind of work, I found that, far from being rigorous with their mathematics, peple like Minkowski and James Jeans were extremely sloppy. Thus, those who proclaim the primacy of mathematics, which includes Einstein, are incompetent in its use. Rather than use it seriously and rogorously, they use mathematics as a talisman. Designers of antennae, who have been put down during their education, attempt to gain advantage by playing with Maxwell's Equations, but in the end revert to pragmatism. However, their failure to gain help from the equations niggles them. They need to be reassured by my cartoon http://www.ivorcatt.com/em_test04.htm . Maxwell had the Rolling Wave , but he did not have The Heaviside Signal http://www.ivorcatt.com/2604.htm . Thus, followers of Maxwell's Equations are committed to the Rolling Wave, which now crashes into problems discussed in http://www.ivorcatt.com/2613.htm , where the relative phases of the E and H fields are analysed competently for the first time. That is, maths is not just used as a talisman. Actually, the argument for the primacy of maths in e-m theory requires confusion about the relative phase of E and H, see http://www.ivorcatt.com/2613.htm