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Modern Physics

Special Relativity

One stubborn measured speed, and the price of keeping it: clocks that disagree, ships that shorten, and "at the same time" losing its meaning.

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Special Relativity

One stubborn measured speed, and the price of keeping it: clocks that disagree, ships that shorten, and "at the same time" losing its meaning.

28 min4 checkpoints5 simulation tasks

Introduction

Walk at 2 m/s along a 30 m/s train and the ground says 32 m/s. Not light: chase it at 0.9cc and it still passes at cc.

Predict

A ship's light clock bounces a pulse between mirrors d apart, one above the other. Timed from the ground, how long does one crossing take, compared with on board?

A clock made of light

Bolt two mirrors a distance dd apart and bounce a pulse between them. Each round trip is one tick:

T0=2dcT_0 = \frac{2d}{c}

The simulation runs this clock on a ship, drawn twice: in the ship's own frame on top, and in the ground's frame below.


Try it

Both clocks start together. Speed the ship up until one run leaves its clock at least 3 s behind.

GoalThe ship's clock under 21 s when the lab's reads 24 s.

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Where γ comes from

Try it

The ground panel now draws the pulse's triangle. Set the speed so one tick of the ship's clock lasts twice as long on the ground.

GoalOne tick lasts 6 s on the ground: twice the ship's 3 s.

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The triangle's height is dd, its base is how far the ship moves in half a tick, and its slanted side is what the light covers, all at cc. Pythagoras then gives the stretch factor, γ\gamma:

T=γT0,γ=11−v2/c2T = \gamma T_0, \qquad \gamma = \frac{1}{\sqrt{1 - v^2/c^2}}

Practice

A ship passes the ground at cc. What is its Lorentz factor γ\gamma?

Whose clock is slow?


Practice

The ship is moving at 0.6c. Moving with respect to what, exactly, and whose clock is really running slow?

Try it

At 0.99cc the ship's clock never finishes a tick. Change the clock itself, not the speed, until it ticks at least three times in a run.

GoalAt least three ticks on the ship's clock in one run.

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Lengths, and only along the motion

Try it

Now watch the hull. The ship is 10 light-seconds long in its own frame. Set the speed so the ground frame measures it at 6.

GoalThe ground frame measures the 10 light-second ship at 6.

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The ground frame measures a moving ship shorter by γ\gamma:

L=L0γ\pos{L} = \frac{\pos{L_0}}{\gamma}

The clocks explain why. The ground times the ship across a baseline and calls the distance vtvt. The ship's clock times the same crossing as t/γt/\gamma, so the ship calls the distance vt/γvt/\gamma.


Predict

The light clock's mirrors sit one above the other, across the motion. At β = 0.9, what does the ground frame measure for their separation d, and for the ship's height?

The piece everyone leaves out

If each frame finds the other's clock slow, how can both be right? Because the two panels are drawn at different instants. Each panel is one frame's "now", and the two frames slice spacetime differently.


The ship carries a lamp at each end, and both fire at one instant of ship time.

Try it

In the ground frame the two flashes are 3 s apart. Change the ship's length until the ground frame times them 6 s apart.

GoalThe ground frame times the two flashes 6 s apart.

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Practice

A ship 6 light-seconds long passes at 0.6c. The ground times its lamp flashes 4.5 s apart, rear first. The crew say they fired together. Who is mistaken?

What comes next

One postulate, three consequences, standing or falling together. Insist that light moves at cc in every inertial frame, and moving clocks run slow by γ\gamma, moving lengths shrink along the motion by γ\gamma, and simultaneity depends on the frame. Next comes the other constant of twentieth-century physics: energy that arrives in lumps whose size is set by frequency, and light that arrives one photon at a time.

Ideas this lesson took on

Each of these is a common intuition the lesson put to the test. If one still feels right, the section that tests it is worth another look.

  • “The moving clock only looks slow”
  • “One of the two is really moving, so one clock is really the slow one”
  • “A moving ship shrinks in every direction”
  • “Two events either happened at the same time or they did not”

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Research behind this lesson

  • Alstein et al. 2021: A synthesis of about forty studies of relativity teaching, with the recurring learning difficulties catalogued: among them treating time dilation and length contraction as one-sided things that happen only to the "moving" frame, and applying length contraction in every dimension even when the motion is one-dimensional.
  • Scherr et al. 2001: Across about 800 students in some 30 course sections, students at every level took the time of an event to be the moment a light signal from it reached an observer, which turns the relativity of simultaneity into a story about signal delays, and lets absolute and relative simultaneity sit side by side in the same head without conflict.
  • Scherr et al. 2002: Tutorials that force the conflict out into the open moved students who had been stuck: on the paired-events question only 20–30% of introductory and about 40% of advanced undergraduates answered correctly without them, and about 85% did afterwards: with the transcripts recording the intense cognitive conflict it took to get there.