INFOMATION
Science eduaction
Science & Education has been accepted in March 2009 by Thomson Reuters (formerly ISI), for inclusion in the Current Contents/Social and Behavioral Sciences, Social Sciences Citation Index, Science Citation Index Expanded, and the Arts & Humanities Citation Index.
Science & Education publishes research using historical, philosophical, and sociological approaches in order to improve teaching, learning, and curricula in science and mathematics. In addition, the journal disseminates accounts of lessons, units of work, and programs at all levels of science and mathematics that have successfully utilized history and philosophy.
This journal promotes the inclusion of history and philosophy of science and mathematics courses in science and mathematics teacher education programs. Moreover, it promotes the discussion of the philosophy and purpose of science and mathematics education and their place in and contribution to the intellectual and ethical development of individuals and cultures.
To achieve its goals, Science & Education fosters collaboration among scientists, mathematicians, historians, philosophers, cognitive psychologists, sociologists, science and mathematics educators, and school and college teachers.
Science eduaction
Science & Education has been accepted in March 2009 by Thomson Reuters (formerly ISI), for inclusion in the Current Contents/Social and Behavioral Sciences, Social Sciences Citation Index, Science Citation Index Expanded, and the Arts & Humanities Citation Index.
Science & Education publishes research using historical, philosophical, and sociological approaches in order to improve teaching, learning, and curricula in science and mathematics. In addition, the journal disseminates accounts of lessons, units of work, and programs at all levels of science and mathematics that have successfully utilized history and philosophy.
This journal promotes the inclusion of history and philosophy of science and mathematics courses in science and mathematics teacher education programs. Moreover, it promotes the discussion of the philosophy and purpose of science and mathematics education and their place in and contribution to the intellectual and ethical development of individuals and cultures.
To achieve its goals, Science & Education fosters collaboration among scientists, mathematicians, historians, philosophers, cognitive psychologists, sociologists, science and mathematics educators, and school and college teachers.
Abstracted/Indexed in:
Academic OneFile, Arts & Humanities Citation Index, Astrophysics Data System (ADS), Contents Pages in Education, CSA, Current Abstracts, Current Contents / Social & Behavioral Sciences, EBSCO, ERIC System Database, ERIH, Gale, Google Scholar, International Bibliography of Book Reviews (IBR), International Bibliography of Periodical Literature (IBZ), ISIS Current Bibliography of the History of Science, Journal Citation Reports/Science Edition, Journal Citation Reports/Social Sciences Edition, MathEDUC, Multicultural Education Abstracts, OCLC, Science Citation Index Expanded (SciSearch), SCOPUS, Social Science Citation Index, Social SciSearch, Sociology of Education Abstracts, Studies on Women & Gender Abstracts, Summon by Serial Solutions
The theory of relativity made simple? OK......Albert Einstein is driving a Volkwagen Beetle and Niels Bohr is driving a Ferrari Testarossa. The impartial arbitrator is Werner Heisenberg, who is sitting by the road at a position he calls x=0.
Niels Bohr is much faster and at the time t=0 (as clocked by Heisenberg) he passes Einstein at position x=0. Wolfgang Pauli, who is moonlighting as a traffic cop, sees them coming and prior to t=0 he switches on his radio to call for backup. A spherical electromagnetic wave emanates from his position and reaches the speeding pair at t=0 (at x=0). It is obvious that Heisenberg sees the wave coming at the speed of light, but what about the two drivers? They are moving towards the wavefront so common sense dictates that they see the wave coming at a higher speed than Heisenberg and that Bohr sees it coming at a higher speed than Einstein. Interestingly enough, relativity begins where common sense ends: all three observers see the wave coming at the same speed.
This highly dramatic result is called Einstein's Second Postulate. Actually this is inherent to Maxwell's equations, which, when solved for the electromagnetic wave equation, produce a constant, of which we mathematically know that it's the speed at which the electromagnetic wave moves. Electromagnetism has it's apparent paradoxes equivalent to our above-mentioned Bohr-Einstein automobile experiment. This made electromagnetist Anton Lorentz (before Einstein) come up with his very own Lorentz transformations. This is how they go:
Our next important point is that in special relativity everybody moves at constant velocity, that is, not accelerated. This is because accelerated motion is a whole different ballgame and belongs to general relativity, so forget about acceleration for now. It is assumed that you are familiar with the Galilean transformation equations:
The theory of relativity made simple? OK......Albert Einstein is driving a Volkwagen Beetle and Niels Bohr is driving a Ferrari Testarossa. The impartial arbitrator is Werner Heisenberg, who is sitting by the road at a position he calls x=0.
Niels Bohr is much faster and at the time t=0 (as clocked by Heisenberg) he passes Einstein at position x=0. Wolfgang Pauli, who is moonlighting as a traffic cop, sees them coming and prior to t=0 he switches on his radio to call for backup. A spherical electromagnetic wave emanates from his position and reaches the speeding pair at t=0 (at x=0). It is obvious that Heisenberg sees the wave coming at the speed of light, but what about the two drivers? They are moving towards the wavefront so common sense dictates that they see the wave coming at a higher speed than Heisenberg and that Bohr sees it coming at a higher speed than Einstein. Interestingly enough, relativity begins where common sense ends: all three observers see the wave coming at the same speed.
This highly dramatic result is called Einstein's Second Postulate. Actually this is inherent to Maxwell's equations, which, when solved for the electromagnetic wave equation, produce a constant, of which we mathematically know that it's the speed at which the electromagnetic wave moves. Electromagnetism has it's apparent paradoxes equivalent to our above-mentioned Bohr-Einstein automobile experiment. This made electromagnetist Anton Lorentz (before Einstein) come up with his very own Lorentz transformations. This is how they go:
Deriving the Lorentz transformations
Here we will employ only one spatial dimension x (the distance the drivers cover on the road) and for simplicity we will drop Einstein. Let's say Bohr is driving his Ferrari at 100 km/h and Heisenberg is stationary (with respect to the ground), by the roadside, so the relative velocity v between Bohr and Heisenberg is 100 km/h.Our next important point is that in special relativity everybody moves at constant velocity, that is, not accelerated. This is because accelerated motion is a whole different ballgame and belongs to general relativity, so forget about acceleration for now. It is assumed that you are familiar with the Galilean transformation equations:
x' = x - vt (1a)
x = x' + bt (1b)
Science eduaction
Science eduaction
Science eduaction
Science eduaction
Science eduaction
Science eduaction
Science eduaction
Science eduaction
Science eduaction
Science eduaction
x = x' + bt (1b)
Science eduaction
"Science Education in the 21st Century"
Science Education in the 21st Century
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