The electric dipole: pedagogical and research implications of diverging definitions in physics and chemistry
Abstract
Abstract This note examines the conceptual and notational divergence in the definition of the electric dipole moment between physics and chemistry. While the magnitude is consistent across disciplines, a crucial difference in sign convention can lead to confusion for students and miscommunication in interdisciplinary research. Through a pedagogical lens, we explore the historical, theoretical, and educational underpinnings of this divergence, with proposed strategies for instruction and interdisciplinary clarity.
Fields of Study & Subjects
Science Education and Pedagogy
Educational Methods and Outcomes
Chemistry Education and Research
Publication details
- Journal / source
- Physics Education
- Volume
- 61
- Issue
- 2
- Pages
- 025501–025501
- Publication date
- 10 February 2026
- Language
- EN