Hypercomplex Algebras and Their Application to the Mathematical
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The Special Theory of Relativity
THE SPECIAL THEORY OF RELATIVITY Lecture Notes prepared by J D Cresser Department of Physics Macquarie University July 31, 2003 CONTENTS 1 Contents 1 Introduction: What is Relativity? 2 2 Frames of Reference 5 2.1 A Framework of Rulers and Clocks . 5 2.2 Inertial Frames of Reference and Newton’s First Law of Motion . 7 3 The Galilean Transformation 7 4 Newtonian Force and Momentum 9 4.1 Newton’s Second Law of Motion . 9 4.2 Newton’s Third Law of Motion . 10 5 Newtonian Relativity 10 6 Maxwell’s Equations and the Ether 11 7 Einstein’s Postulates 13 8 Clock Synchronization in an Inertial Frame 14 9 Lorentz Transformation 16 9.1 Length Contraction . 20 9.2 Time Dilation . 22 9.3 Simultaneity . 24 9.4 Transformation of Velocities (Addition of Velocities) . 24 10 Relativistic Dynamics 27 10.1 Relativistic Momentum . 28 10.2 Relativistic Force, Work, Kinetic Energy . 29 10.3 Total Relativistic Energy . 30 10.4 Equivalence of Mass and Energy . 33 10.5 Zero Rest Mass Particles . 34 11 Geometry of Spacetime 35 11.1 Geometrical Properties of 3 Dimensional Space . 35 11.2 Space Time Four Vectors . 38 11.3 Spacetime Diagrams . 40 11.4 Properties of Spacetime Intervals . 41 1 INTRODUCTION: WHAT IS RELATIVITY? 2 1 Introduction: What is Relativity? Until the end of the 19th century it was believed that Newton’s three Laws of Motion and the associated ideas about the properties of space and time provided a basis on which the motion of matter could be completely understood. -
A Mathematical Derivation of the General Relativistic Schwarzschild
A Mathematical Derivation of the General Relativistic Schwarzschild Metric An Honors thesis presented to the faculty of the Departments of Physics and Mathematics East Tennessee State University In partial fulfillment of the requirements for the Honors Scholar and Honors-in-Discipline Programs for a Bachelor of Science in Physics and Mathematics by David Simpson April 2007 Robert Gardner, Ph.D. Mark Giroux, Ph.D. Keywords: differential geometry, general relativity, Schwarzschild metric, black holes ABSTRACT The Mathematical Derivation of the General Relativistic Schwarzschild Metric by David Simpson We briefly discuss some underlying principles of special and general relativity with the focus on a more geometric interpretation. We outline Einstein’s Equations which describes the geometry of spacetime due to the influence of mass, and from there derive the Schwarzschild metric. The metric relies on the curvature of spacetime to provide a means of measuring invariant spacetime intervals around an isolated, static, and spherically symmetric mass M, which could represent a star or a black hole. In the derivation, we suggest a concise mathematical line of reasoning to evaluate the large number of cumbersome equations involved which was not found elsewhere in our survey of the literature. 2 CONTENTS ABSTRACT ................................. 2 1 Introduction to Relativity ...................... 4 1.1 Minkowski Space ....................... 6 1.2 What is a black hole? ..................... 11 1.3 Geodesics and Christoffel Symbols ............. 14 2 Einstein’s Field Equations and Requirements for a Solution .17 2.1 Einstein’s Field Equations .................. 20 3 Derivation of the Schwarzschild Metric .............. 21 3.1 Evaluation of the Christoffel Symbols .......... 25 3.2 Ricci Tensor Components ................. -
The Enigmatic Number E: a History in Verse and Its Uses in the Mathematics Classroom
To appear in MAA Loci: Convergence The Enigmatic Number e: A History in Verse and Its Uses in the Mathematics Classroom Sarah Glaz Department of Mathematics University of Connecticut Storrs, CT 06269 [email protected] Introduction In this article we present a history of e in verse—an annotated poem: The Enigmatic Number e . The annotation consists of hyperlinks leading to biographies of the mathematicians appearing in the poem, and to explanations of the mathematical notions and ideas presented in the poem. The intention is to celebrate the history of this venerable number in verse, and to put the mathematical ideas connected with it in historical and artistic context. The poem may also be used by educators in any mathematics course in which the number e appears, and those are as varied as e's multifaceted history. The sections following the poem provide suggestions and resources for the use of the poem as a pedagogical tool in a variety of mathematics courses. They also place these suggestions in the context of other efforts made by educators in this direction by briefly outlining the uses of historical mathematical poems for teaching mathematics at high-school and college level. Historical Background The number e is a newcomer to the mathematical pantheon of numbers denoted by letters: it made several indirect appearances in the 17 th and 18 th centuries, and acquired its letter designation only in 1731. Our history of e starts with John Napier (1550-1617) who defined logarithms through a process called dynamical analogy [1]. Napier aimed to simplify multiplication (and in the same time also simplify division and exponentiation), by finding a model which transforms multiplication into addition. -
Irrational Numbers Unit 4 Lesson 6 IRRATIONAL NUMBERS
Irrational Numbers Unit 4 Lesson 6 IRRATIONAL NUMBERS Students will be able to: Understand the meanings of Irrational Numbers Key Vocabulary: • Irrational Numbers • Examples of Rational Numbers and Irrational Numbers • Decimal expansion of Irrational Numbers • Steps for representing Irrational Numbers on number line IRRATIONAL NUMBERS A rational number is a number that can be expressed as a ratio or we can say that written as a fraction. Every whole number is a rational number, because any whole number can be written as a fraction. Numbers that are not rational are called irrational numbers. An Irrational Number is a real number that cannot be written as a simple fraction or we can say cannot be written as a ratio of two integers. The set of real numbers consists of the union of the rational and irrational numbers. If a whole number is not a perfect square, then its square root is irrational. For example, 2 is not a perfect square, and √2 is irrational. EXAMPLES OF RATIONAL NUMBERS AND IRRATIONAL NUMBERS Examples of Rational Number The number 7 is a rational number because it can be written as the 7 fraction . 1 The number 0.1111111….(1 is repeating) is also rational number 1 because it can be written as fraction . 9 EXAMPLES OF RATIONAL NUMBERS AND IRRATIONAL NUMBERS Examples of Irrational Numbers The square root of 2 is an irrational number because it cannot be written as a fraction √2 = 1.4142135…… Pi(휋) is also an irrational number. π = 3.1415926535897932384626433832795 (and more...) 22 The approx. value of = 3.1428571428571.. -
Measurement of the Speed of Gravity
Measurement of the Speed of Gravity Yin Zhu Agriculture Department of Hubei Province, Wuhan, China Abstract From the Liénard-Wiechert potential in both the gravitational field and the electromagnetic field, it is shown that the speed of propagation of the gravitational field (waves) can be tested by comparing the measured speed of gravitational force with the measured speed of Coulomb force. PACS: 04.20.Cv; 04.30.Nk; 04.80.Cc Fomalont and Kopeikin [1] in 2002 claimed that to 20% accuracy they confirmed that the speed of gravity is equal to the speed of light in vacuum. Their work was immediately contradicted by Will [2] and other several physicists. [3-7] Fomalont and Kopeikin [1] accepted that their measurement is not sufficiently accurate to detect terms of order , which can experimentally distinguish Kopeikin interpretation from Will interpretation. Fomalont et al [8] reported their measurements in 2009 and claimed that these measurements are more accurate than the 2002 VLBA experiment [1], but did not point out whether the terms of order have been detected. Within the post-Newtonian framework, several metric theories have studied the radiation and propagation of gravitational waves. [9] For example, in the Rosen bi-metric theory, [10] the difference between the speed of gravity and the speed of light could be tested by comparing the arrival times of a gravitational wave and an electromagnetic wave from the same event: a supernova. Hulse and Taylor [11] showed the indirect evidence for gravitational radiation. However, the gravitational waves themselves have not yet been detected directly. [12] In electrodynamics the speed of electromagnetic waves appears in Maxwell equations as c = √휇0휀0, no such constant appears in any theory of gravity. -
Experimental Determination of the Speed of Light by the Foucault Method
Experimental Determination of the Speed of Light by the Foucault Method R. Price and J. Zizka University of Arizona The speed of light was measured using the Foucault method of reflecting a beam of light from a rotating mirror to a fixed mirror and back creating two separate reflected beams with an angular displacement that is related to the time that was required for the light beam to travel a given distance to the fixed mirror. By taking measurements relating the displacement of the two light beams and the angular speed of the rotating mirror, the speed of light was found to be (3.09±0.204)x108 m/s, which is within 2.7% of the defined value for the speed of light. 1 Introduction The goal of the experiment was to experimentally measure the speed of light, c, in a vacuum by using the Foucault method for measuring the speed of light. Although there are many experimental methods available to measure the speed of light, the underlying principle behind all methods on the simple kinematic relationship between constant velocity, distance and time given below: D c = (1) t In all forms of the experiment, the objective is to measure the time required for the light to travel a given distance. The large magnitude of the speed of light prevents any direct measurements of the time a light beam going across a given distance similar to kinematic experiments. Galileo himself attempted such an experiment by having two people hold lights across a distance. One of the experiments would put out their light and when the second observer saw the light cease, they would put out theirs. -
0.999… = 1 an Infinitesimal Explanation Bryan Dawson
0 1 2 0.9999999999999999 0.999… = 1 An Infinitesimal Explanation Bryan Dawson know the proofs, but I still don’t What exactly does that mean? Just as real num- believe it.” Those words were uttered bers have decimal expansions, with one digit for each to me by a very good undergraduate integer power of 10, so do hyperreal numbers. But the mathematics major regarding hyperreals contain “infinite integers,” so there are digits This fact is possibly the most-argued- representing not just (the 237th digit past “Iabout result of arithmetic, one that can evoke great the decimal point) and (the 12,598th digit), passion. But why? but also (the Yth digit past the decimal point), According to Robert Ely [2] (see also Tall and where is a negative infinite hyperreal integer. Vinner [4]), the answer for some students lies in their We have four 0s followed by a 1 in intuition about the infinitely small: While they may the fifth decimal place, and also where understand that the difference between and 1 is represents zeros, followed by a 1 in the Yth less than any positive real number, they still perceive a decimal place. (Since we’ll see later that not all infinite nonzero but infinitely small difference—an infinitesimal hyperreal integers are equal, a more precise, but also difference—between the two. And it’s not just uglier, notation would be students; most professional mathematicians have not or formally studied infinitesimals and their larger setting, the hyperreal numbers, and as a result sometimes Confused? Perhaps a little background information wonder . -
JOHN EARMAN* and CLARK GL YMUURT the GRAVITATIONAL RED SHIFT AS a TEST of GENERAL RELATIVITY: HISTORY and ANALYSIS
JOHN EARMAN* and CLARK GL YMUURT THE GRAVITATIONAL RED SHIFT AS A TEST OF GENERAL RELATIVITY: HISTORY AND ANALYSIS CHARLES St. John, who was in 1921 the most widely respected student of the Fraunhofer lines in the solar spectra, began his contribution to a symposium in Nncure on Einstein’s theories of relativity with the following statement: The agreement of the observed advance of Mercury’s perihelion and of the eclipse results of the British expeditions of 1919 with the deductions from the Einstein law of gravitation gives an increased importance to the observations on the displacements of the absorption lines in the solar spectrum relative to terrestrial sources, as the evidence on this deduction from the Einstein theory is at present contradictory. Particular interest, moreover, attaches to such observations, inasmuch as the mathematical physicists are not in agreement as to the validity of this deduction, and solar observations must eventually furnish the criterion.’ St. John’s statement touches on some of the reasons why the history of the red shift provides such a fascinating case study for those interested in the scientific reception of Einstein’s general theory of relativity. In contrast to the other two ‘classical tests’, the weight of the early observations was not in favor of Einstein’s red shift formula, and the reaction of the scientific community to the threat of disconfirmation reveals much more about the contemporary scientific views of Einstein’s theory. The last sentence of St. John’s statement points to another factor that both complicates and heightens the interest of the situation: in contrast to Einstein’s deductions of the advance of Mercury’s perihelion and of the bending of light, considerable doubt existed as to whether or not the general theory did entail a red shift for the solar spectrum. -
K-Theory and Algebraic Geometry
http://dx.doi.org/10.1090/pspum/058.2 Recent Titles in This Series 58 Bill Jacob and Alex Rosenberg, editors, ^-theory and algebraic geometry: Connections with quadratic forms and division algebras (University of California, Santa Barbara) 57 Michael C. Cranston and Mark A. Pinsky, editors, Stochastic analysis (Cornell University, Ithaca) 56 William J. Haboush and Brian J. Parshall, editors, Algebraic groups and their generalizations (Pennsylvania State University, University Park, July 1991) 55 Uwe Jannsen, Steven L. Kleiman, and Jean-Pierre Serre, editors, Motives (University of Washington, Seattle, July/August 1991) 54 Robert Greene and S. T. Yau, editors, Differential geometry (University of California, Los Angeles, July 1990) 53 James A. Carlson, C. Herbert Clemens, and David R. Morrison, editors, Complex geometry and Lie theory (Sundance, Utah, May 1989) 52 Eric Bedford, John P. D'Angelo, Robert E. Greene, and Steven G. Krantz, editors, Several complex variables and complex geometry (University of California, Santa Cruz, July 1989) 51 William B. Arveson and Ronald G. Douglas, editors, Operator theory/operator algebras and applications (University of New Hampshire, July 1988) 50 James Glimm, John Impagliazzo, and Isadore Singer, editors, The legacy of John von Neumann (Hofstra University, Hempstead, New York, May/June 1988) 49 Robert C. Gunning and Leon Ehrenpreis, editors, Theta functions - Bowdoin 1987 (Bowdoin College, Brunswick, Maine, July 1987) 48 R. O. Wells, Jr., editor, The mathematical heritage of Hermann Weyl (Duke University, Durham, May 1987) 47 Paul Fong, editor, The Areata conference on representations of finite groups (Humboldt State University, Areata, California, July 1986) 46 Spencer J. Bloch, editor, Algebraic geometry - Bowdoin 1985 (Bowdoin College, Brunswick, Maine, July 1985) 45 Felix E. -
The Theory of Relativity and Applications: a Simple Introduction
The Downtown Review Volume 5 Issue 1 Article 3 December 2018 The Theory of Relativity and Applications: A Simple Introduction Ellen Rea Cleveland State University Follow this and additional works at: https://engagedscholarship.csuohio.edu/tdr Part of the Engineering Commons, and the Physical Sciences and Mathematics Commons How does access to this work benefit ou?y Let us know! Recommended Citation Rea, Ellen. "The Theory of Relativity and Applications: A Simple Introduction." The Downtown Review. Vol. 5. Iss. 1 (2018) . Available at: https://engagedscholarship.csuohio.edu/tdr/vol5/iss1/3 This Article is brought to you for free and open access by the Student Scholarship at EngagedScholarship@CSU. It has been accepted for inclusion in The Downtown Review by an authorized editor of EngagedScholarship@CSU. For more information, please contact [email protected]. Rea: The Theory of Relativity and Applications What if I told you that time can speed up and slow down? What if I told you that everything you think you know about gravity is a lie? When Albert Einstein presented his theory of relativity to the world in the early 20th century, he was proposing just that. And what’s more? He’s been proven correct. Einstein’s theory has two parts: special relativity, which deals with inertial reference frames and general relativity, which deals with the curvature of space- time. A surface level study of the theory and its consequences followed by a look at some of its applications will provide an introduction to one of the most influential scientific discoveries of the last century. -
(Special) Relativity
(Special) Relativity With very strong emphasis on electrodynamics and accelerators Better: How can we deal with moving charged particles ? Werner Herr, CERN Reading Material [1 ]R.P. Feynman, Feynman lectures on Physics, Vol. 1 + 2, (Basic Books, 2011). [2 ]A. Einstein, Zur Elektrodynamik bewegter K¨orper, Ann. Phys. 17, (1905). [3 ]L. Landau, E. Lifschitz, The Classical Theory of Fields, Vol2. (Butterworth-Heinemann, 1975) [4 ]J. Freund, Special Relativity, (World Scientific, 2008). [5 ]J.D. Jackson, Classical Electrodynamics (Wiley, 1998 ..) [6 ]J. Hafele and R. Keating, Science 177, (1972) 166. Why Special Relativity ? We have to deal with moving charges in accelerators Electromagnetism and fundamental laws of classical mechanics show inconsistencies Ad hoc introduction of Lorentz force Applied to moving bodies Maxwell’s equations lead to asymmetries [2] not shown in observations of electromagnetic phenomena Classical EM-theory not consistent with Quantum theory Important for beam dynamics and machine design: Longitudinal dynamics (e.g. transition, ...) Collective effects (e.g. space charge, beam-beam, ...) Dynamics and luminosity in colliders Particle lifetime and decay (e.g. µ, π, Z0, Higgs, ...) Synchrotron radiation and light sources ... We need a formalism to get all that ! OUTLINE Principle of Relativity (Newton, Galilei) - Motivation, Ideas and Terminology - Formalism, Examples Principle of Special Relativity (Einstein) - Postulates, Formalism and Consequences - Four-vectors and applications (Electromagnetism and accelerators) § ¤ some slides are for your private study and pleasure and I shall go fast there ¦ ¥ Enjoy yourself .. Setting the scene (terminology) .. To describe an observation and physics laws we use: - Space coordinates: ~x = (x, y, z) (not necessarily Cartesian) - Time: t What is a ”Frame”: - Where we observe physical phenomena and properties as function of their position ~x and time t. -
Principle of Relativity in Physics and in Epistemology Guang-Jiong
Principle of Relativity in Physics and in Epistemology Guang-jiong Ni Department of Physics, Fudan University, Shanghai 200433,China Department of Physics , Portland State University, Portland,OR97207,USA (Email: [email protected]) Abstract: The conceptual evolution of principle of relativity in the theory of special relativity is discussed in detail . It is intimately related to a series of difficulties in quantum mechanics, relativistic quantum mechanics and quantum field theory as well as to new predictions about antigravity and tachyonic neutrinos etc. I. Introduction: Two Postulates of Einstein As is well known, the theory of special relativity(SR) was established by Einstein in 1905 on two postulates (see,e.g.,[1]): Postulate 1: All inertial frames are equivalent with respect to all the laws of physics. Postulate 2: The speed of light in empty space always has the same value c. The postulate 1 , usually called as the “principle of relativity” , was accepted by all physicists in 1905 without suspicion whereas the postulate 2 aroused a great surprise among many physicists at that time. The surprise was inevitable and even necessary since SR is a totally new theory out broken from the classical physics. Both postulates are relativistic in essence and intimately related. This is because a law of physics is expressed by certain equation. When we compare its form from one inertial frame to another, a coordinate transformation is needed to check if its form remains invariant. And this Lorentz transformation must be established by the postulate 2 before postulate 1 can have quantitative meaning. Hence, as a metaphor, to propose postulate 1 was just like “ to paint a dragon on the wall” and Einstein brought it to life “by putting in the pupils of its eyes”(before the dragon could fly out of the wall) via the postulate 2[2].