<i>Post-Use Review. University Physics</i>

Reese, Ronald Lane; Ramsier, R. D.

doi:10.1119/1.1305914

Cited by 5 publications

(4 citation statements)

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“…This expression coincides with the expressions for c g AB in (5) and (6). For the average coordinate velocity of light propagating between B and C we obtain…”

Section: Average Coordinate Velocity Of Lightsupporting

confidence: 85%

Propagation of Light in Non-Inertial Reference Frames

Petkov

2009

Relativity and the Nature of Spacetime

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It is shown that the complete description of the propagation of light in a gravitational field and in non-inertial reference frames in general requires an average coordinate and an average proper velocity of light. The need for an average coordinate velocity of light in non-inertial frames is demonstrated by considering the propagation of two vertical light rays in the Einstein elevator (in addition to the horizontal ray originally discussed by Einstein). As an average proper velocity of light is implicitly used in the Shapiro time delay (as shown in the Appendix) it is explicitly derived and it is shown that for a round trip of a light signal between two points in a gravitational field the Shapiro time delay not only depends on which point it is measured at, but in the case of a parallel gravitational field it is not always a delay effect. The propagation of light in rotating frames (the Sagnac effect) is also discussed and an expression for the coordinate velocity of light is derived. The use of this coordinate velocity naturally explains why an observer on a rotating disk finds that two light signals emitted from a point on the rim of the disk and propagating in opposite directions along the rim do not arrive simultaneously at the same point.

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“…This expression coincides with the expressions for c g AB in (5) and (6). For the average coordinate velocity of light propagating between B and C we obtain…”

Section: Average Coordinate Velocity Of Lightsupporting

confidence: 85%

Propagation of Light in Non-Inertial Reference Frames

Petkov

2009

Relativity and the Nature of Spacetime

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“…While most first year textbooks use "resultant force", there are examples of first year textbooks, such as Reese's "University Physics" [6], that use "total force" throughout.…”

Section: Discussionmentioning

confidence: 99%

Vector Addition in Different Contexts

Southey¹,

Allie²

2015

2014 Physics Education Research Conference Proceedings

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Abstract:The acquisition metaphor of learning is often used by teachers of physics: Students are thought to acquire a particular concept and then transfer this concept to new contexts. For example, one might argue that students acquire the mathematical concept of "vector addition" and then apply it in different physical contexts. In this study, 200 freshmen taking an introductory physics course were asked to calculate total force, total displacement and total momentum in simple contexts involving vector addition at right angles. Another similar group of students were asked to calculate net force, net displacement, and net momentum. When asked to calculate the "net" quantity, students did significantly better than when asked to calculate the "total" quantity. Students did significantly worse when adding momenta as opposed to adding forces or displacements. These results are inconsistent with a basic "acquisition-transfer" perspective of learning. An analysis of subsequent interviews and questionnaires was also conducted.

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“…Finally, in most textbooks and studies about energy in both units, living organisms are rarely present. There are few examples where people or other living organisms are a part of the system in which students need to track energy, in the textbooks or literature researching students' understanding of energy [15][16][17].…”

Section: Traditional Approaches To Energy Instruction In High School ...mentioning

confidence: 99%

How Crosscutting Is the Energy Concept within Physics Teaching and Learning

Etkina,

Owen,

Planinsic

et al. 2023

Education Sciences

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Much of the attention on the crosscutting concepts within the Next-Generation Science Standards (NGSSs) have gone to their coherence across different STEM disciplines. In this paper, we raise the question of the coherence of the energy concept within the teaching and learning of physics itself. Our investigations of teachers’ and students’ approach to solving problems, where both mechanical and thermal energy play equally important roles, indicate that the separation of energy studies in different units (mechanics, thermodynamics, etc.) leads to a cognitive disconnect of the understanding of different energy types and the inability to explain processes that involve both mechanical and internal energy, especially when the internal energy of the living organisms that are associated with a process is involved. We also find that when students gain experience analyzing scenarios where thermal energy plays a subtle yet critical role in addition to mechanical energy, they are able to apply this understanding to novel scenarios.

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Post-Use Review. University Physics

Cited by 5 publications

References 0 publications

Propagation of Light in Non-Inertial Reference Frames

Propagation of Light in Non-Inertial Reference Frames

Vector Addition in Different Contexts

How Crosscutting Is the Energy Concept within Physics Teaching and Learning

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