On 7/15/15 1:04 PM, Maciej Woźniak wrote:
>
>
> Użytkownik "Sam Wormley" napisał w wiadomości grup
> dyskusyjnych:25Gdnc88pbvdADvI...@giganews.com...
>
> On 7/15/15 12:18 PM, Maciej Woźniak wrote:
>> No, poor idiot. No thing in the world ever required and ever
>> will require your moronic "switching frames". One, observer
>> independent reference frame is enough for any reasonable
>> model.
>
>
> | See:
http://www.phys.vt.edu/~takeuchi/relativity/notes/section15.html
>
> What for? To see you're not the only brainwashed moron in the
> world we inhabit?
>
Why do you think the physics community is brain washed, Maciej?
The original poster doesn't have a good grasp of inertial referece
frames. Perhaps you don't either. Going through this PDF may shed
some light on misconceptions.
Student understanding of time in special relativity: simultaneity
and reference frames
>
http://arxiv.org/pdf/physics/0207109.pdf?origin=publication_detail
> This article reports on an investigation of student understanding of
> the concept of time in special relativity. A series of research tasks
> are discussed that illustrate, step-by-step, how student reasoning of
> fundamental concepts of relativity was probed. The results indicate
> that after standard instruction students at all academic levels have
> serious difficulties with the relativity of simultaneity and with the
> role of observers in inertial reference frames. Evidence is presented
> that suggests many students construct a conceptual framework in which
> the ideas of absolute simultaneity and the relativity of simultaneity
> harmoniously co-exist.
> Conclusions
> This investigation has identified widespread difficulties that
> students have with the definition of the time of an event and the
> role of intelligent observers. After instruction, more than 2/3 of
> physics undergraduates and 1/3 of graduate students in physics are
> unable to apply the construct of a reference frame in determining
> whether or not two events are simultaneous. Many students interpret
> the phrase “relativity of simultaneity” as implying that the
> simultaneity of events is determined by an observer on the basis of
> the reception of light signals. They often attribute the relativity
> of simultaneity to the difference in signal travel time for different
> observers. In this way, they reconcile statements of the relativity
> of simultaneity with a belief in absolute simultaneity and fail to
> confront the startling ideas of special relativity.
> Experienced instructors know that students often have trouble
> relating measurements made by observers in different reference
> frames. It is not surprising that students, even at advanced levels,
> do not fully understand the implications of the invariance of the
> speed of light. What is surprising is that most students apparently
> fail to recognize even the basic issues that are being addressed.
> Students at all levels have significant difficulties with the ideas
> that form the foundations of the concept of a reference frame. In
> particular, many students do not think of a reference frame as a
> system of observers that determine the same time for any given event.
> Such difficulties appear to impede not only their understanding of
> the relativity of simultaneity, but also their ability to apply
> correctly the Lorentz transformations.
> Special relativity offers instructors an opportunity to channel
> student interest in modern physics into a challenging intellectual
> experience. For most people, the implications of special relativity
> are in strong conflict with their intuition. For students to
> recognize the conflict and appreciate its resolution, they need to
> have a functional understanding of some very basic concepts.
> Formulating an appropriate measurement procedure for the time of an
> event involves recognizing the inherently local nature of
> measurement, applying a well-defined measurement procedure in a given
> reference frame, and understanding the relationship between
> measurements made by different observers. These ideas are crucial in
> contexts ranging from the rolling of a steel ball on a level track to
> the motion of objects in the vicinity of massive stars. This
> investigation documents prevalent modes of reasoning with these
> fundamental concepts as a first step toward making special relativity
> meaningful to students.
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