Re: [Phys-L] Two questions on General Relativity

[Moses Fayngold <moshfarlan@yahoo.com>]

 On 3/26/22 12:42 AM, Antti Savinainen via Phys-l wrote:
 
> "...there are two claims in the book which surprised me.
> 1) "Nowadays the Equivalence Principle has mainly historical meaning."

> This is because it's just an approximation of GR"
  I'm also surprised. In my view, the Equivalence Principle remains the bedrock of GR. There is one important thing to be emphasized though: the Equivalence Principle is expressly local. It involves individual "freely falling" reference frames (RF) at each locality. And they generally do not make a common global uniformly accelerated RF. Such RF cannot replicate an inhomogeneous gravitational  field produced by matter. This relationship between local and global is the essence of GR requiring the curved spacetime geometry. 
    On Sunday, March 27, 2022, 9:01:42 AM EDT, Prof. Keith S. Taber via Phys-l <phys-l@mail.phys-l.org> wrote:  
 
 On 27/03/2022 03:12, John Denker via Phys-l wrote:
> every bit of clichéed new-age relationship advice circulates on 
> Faceborg, attributed to Einstein

Yes, I am sure there must be an Einstein quote to that effect.

Keith


-- 

“Experience teaches us that we cannot fully comprehend any one of 
nature’s works: and those philosophers who in a disciplinable way search 
into nature…after they have written large volumes of some very slender 
subject ever find that they have left untouched an endless abyss of 
knowledge for whomsoever shall please to build upon their foundations; 
and that they can never arrive near saying all that may be said of that 
subject, though they have said never so much of it” 
<“https://science-education-research.com/commonplace/”;>


Dr. Keith S. Taber

Emeritus Professor of Science Education
University of Cambridge
http://www.educ.cam.ac.uk/staff/taber.html


Senior Member
Homerton College, Cambridge


https://science-education-research.com



Some recent postings include

Can deforestation stop indigenous groups starving? 
<https://science-education-research.com/can-deforestation-stop-indigenous-groups-starving/>

The heart-stopping queen: An analogy for a paralysing poison. 
<https://science-education-research.com/the-heart-stopping-queen/>

What COVID really likes. Researching viral preferences. 
<https://science-education-research.com/what-covid-really-likes/>

Of mostly natural origin. Is your shampoo of natural, unnatural, or 
supernatural origin? 
<“https://science-education-research.com/of-mostly-natural-origin/”;>

Not a great experiment…What was wrong with The Loneliness Experiment? 
<“https://science-education-research.com/not-a-great-experiment/”;>

We didn’t start the fire (it was the virus). A simile for viral 
infection. 
<“https://science-education-research.com/we-didnt-start-the-fire-it-was-the-virus/”;>





Recently published scholarship:

*Taber, K. S. (2019). Experimental research into teaching innovations: 
responding to methodological and ethical challenges. *
/Studies in Science Education./ doi:10.1080/03057267.2019.1658058

*/The Nature of the Chemical Concept/*/: Re-constructing Chemical 
Knowledge in Teaching and Learning/
Royal Society of Chemistry, 
https://pubs.rsc.org/en/content/ebook/978-1-78262-460-8

*Taber, K. S. (2021). The Challenge to Educational Reforms during a 
Global Emergency: The Case of Progressive Science Education./C.E.P.S. 
Journal/, 11 (Special issue), 1-21. doi:doi: 10.26529/cepsj.1109*
Recent publications primarily for teachers:

*/Foundations for Teaching Chemistry/*/: Chemical knowledge for teaching/
Routledge, ISBN: 9780815377740

*/MasterClass in Science Education/*/: Transforming Teaching and Learning/
Bloomsbury Academic, ISBN: 9781474289412


Editor-in-Chief: */RSC Advances in Chemistry Education Series/*
Royal Society of Chemistry Book Series
Proposals for Advances in Chemistry Education volumes (edited or 
monograph) are invited. Scholarly books on all aspects of chemistry 
education are being considered for publication in the series ( 
https://science-education-research.com/advances-in-chemistry-education/ )




*ECLIPSE - /Exploring Conceptual Learning, Integration and Progression 
in Science Education/*
https://science-education-research.com/projects/eclipse/



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Authors are granted the 'moral' right to protect the integrity of their 
works in law.
There is no reason for reputable academic publishers to ask authors to 
allow them to be able to make changes of any kind, at any time, to 
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Scholars should not be prepared to abandon their legal right to object 
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Academics should refuse to sign publishers' contracts that include 
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Sign a petition to ask publishers to respect authors' legal rights: 
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