Bound charges and currents are among the conceptually challenging topics in advanced courses on electricity and magnetism. It may be tempting for students to believe that they are merely computational tools for calculating electric and magnetic fields in matter, particularly because they are usually introduced through abstract manipulation of integral identities, with the physical interpretation provided a posteriori. Yet these charges and currents are no less real than free charges and currents and can be measured experimentally. A simpler and more direct approach to introducing this topic, suggested by the ideas in the classic book by Purcell and emphasizing the physical origin of these phenomena, is proposed.

Quantum foundations are still unsettled, with mixed effects on science and society. By now it should be possible to obtain consensus on at least one issue: Are the fundamental constituents fields or particles? As this paper shows, experiment and theory imply that unbounded fields, not bounded particles, are fundamental. This is especially clear for relativistic systems, implying that it's also true of nonrelativistic systems. Particles are epiphenomena arising from fields. Thus, the Schrödinger field is a space-filling physical field whose value at any spatial point is the probability amplitude for an interaction to occur at that point. The field for an electron is the electron; each electron extends over both slits in the two-slit experiment and spreads over the entire pattern; and quantum physics is about interactions of microscopic systems with the macroscopic world rather than just about measurements. It's important to clarify this issue because textbooks still teach a particles- and measurement-oriented interpretation that contributes to bewilderment among students and pseudoscience among the public. This article reviews classical and quantum fields, the two-slit experiment, rigorous theorems showing particles are inconsistent with relativistic quantum theory, and several phenomena showing particles are incompatible with quantum field theories.

In this work, we investigate whether gender differences are present in the iClicker student response system during introductory physics lectures in an engaged environment. We find that men and women are equally likely to respond to questions correctly and in the same amount of time. We also find that both genders make use of multiple responses in the same timescale, however, the average number of responses for a given question is significantly higher for men than women. Upon analyzing these responses, we also find men are slightly more likely than women to change their response, while the response base station is open. Both genders benefit from peer instruction by answering more quickly and correctly. The connection between previously documented timescale differences, differences in ungraded responses, and their implications for the classroom environment are discussed.