Re: [Phys-l] three central misconceptions about relativity

[carmelo@pacific.net.sg]

Quoting "Craft, Peter" <PETER.CRAFT@det.nsw.edu.au>:

> What approach should I take with my students that will allow me to   
> cover the Syllabus (in case they are asked inane questions about   
> length contraction etc) but wont harm their learning about   
> relativity at an intro level?  For example, should it be a   
> historical approach that leads to a modern understanding OR some   
> other approach that then looks back at the Syllabus and critically   
> evaluates the content we are asked to teach? I would appreciate some  
>  thoughts on this.

It should be an opportunity for students to learn about the tentative  
nature of science. That is, scientific conclusions can be modified, or  
replaced, if there is new evidence. For example, Newton thought mass  
was constant, Einstein derived longitudinal mass and transverse mass,  
Okun published about 10 papers to explain that mass must be  
invariant... Then, some physicists attempt to prove that speed of  
light is not constant and faster than speed of light is possible...

Special *theory* of relativity may be taught differently in the next  
century. Feynman has a wonderful definition of theory: "Theory is the  
best guess."


Best regards,
Alphonsus