Failure of Einstein's theory of relativity. II. Arguments of Einstein disproving his own theory of general relativity and absurd consequences of relativistic physics

2019 ◽  
Vol 32 (4) ◽  
pp. 451-459 ◽  
Author(s):  
Reiner Georg Ziefle

The theory of special and general relativity causes a “schizophrenic” dilemma in physics. It undeniably provides mathematically correct values, but it is undeniably epistemologically wrong in many respects. Including the relativistic explanation of the gravitational “time dilation” and the curvature of light beams at the surfaces of large masses, the author demonstrates the illogical character of relativistic physics. When one thinks the relativistic explanations of gravitational time dilatation and of the curvature of light rays by masses through to the end, they lead to absurd and contradictory logical conclusions.

1972 ◽  
Vol 25 (5) ◽  
pp. 469
Author(s):  
JL Cook

The general theory of relativity is discussed within the framework of the concept of surfaces of equal proper time as outlined in a previous paper. The three main tests of general relativity, namely the precession of the perihelion of Mercury, the gravitational shift of spectral lines, and the gravitational deflection of light rays by massive sources, are considered and it is shown that, though the modified equations are Lorentz-invariant with respect to distant observers, the deviations from conventional results are so minute as to be undetectable.


Author(s):  
David M. Wittman

The equivalence principle is an important thinking tool to bootstrap our thinking from the inertial coordinate systems of special relativity to the more complex coordinate systems that must be used in the presence of gravity (general relativity). The equivalence principle posits that at a given event gravity accelerates everything equally, so gravity is equivalent to an accelerating coordinate system.This conjecture is well supported by precise experiments, so we explore the consequences in depth: gravity curves the trajectory of light as it does other projectiles; the effects of gravity disappear in a freely falling laboratory; and gravitymakes time runmore slowly in the basement than in the attic—a gravitational form of time dilation. We show how this is observable via gravitational redshift. Subsequent chapters will build on this to show how the spacetime metric varies with location.


2021 ◽  
Vol 58 (4) ◽  
pp. 175-195
Author(s):  
Vladimir P. Vizgin ◽  

The article is based on the concepts of epistemic virtues and epistemic vices and explores A. Einstein’s contribution to the creation of fundamental physical theories, namely the special theory of relativity and general theory of relativity, as well as to the development of a unified field theory on the basis of the geometric field program, which never led to success. Among the main epistemic virtues that led Einstein to success in the construction of the special theory of relativity are the following: a unique physical intuition based on the method of thought experiment and the need for an experimental justification of space-time concepts; striving for simplicity and elegance of theory; scientific courage, rebelliousness, signifying the readiness to engage in confrontation with scientific conventional dogmas and authorities. In the creation of general theory of relativity, another intellectual virtue was added to these virtues: the belief in the heuristic power of the mathematical aspect of physics. At the same time, he had to overcome his initial underestimation of the H. Minkowski’s four-dimensional concept of space and time, which has manifested in a distinctive flexibility of thinking typical for Einstein in his early years. The creative role of Einstein’s mistakes on the way to general relativity was emphasized. These mistakes were mostly related to the difficulties of harmonizing the mathematical and physical aspects of theory, less so to epistemic vices. The ambivalence of the concept of epistemic virtues, which can be transformed into epistemic vices, is noted. This transformation happened in the second half of Einstein’s life, when he for more than thirty years unsuccessfully tried to build a unified geometric field theory and to find an alternative to quantum mechanics with their probabilistic and Copenhagen interpretation In this case, we can talk about the following epistemic vices: the revaluation of mathematical aspect and underestimation of experimentally – empirical aspect of the theory; adopting the concepts general relativity is based on (continualism, classical causality, geometric nature of fundamental interactions) as fundamental; unprecedented persistence in defending the GFP (geometrical field program), despite its failures, and a certain loss of the flexibility of thinking. A cosmological history that is associated both with the application of GTR (general theory of relativity) to the structure of the Universe, and with the missed possibility of discovering the theory of the expanding Universe is intermediate in relation to Einstein’s epistemic virtues and vices. This opportunity was realized by A.A. Friedmann, who defeated Einstein in the dispute about if the Universe was stationary or nonstationary. In this dispute some of Einstein’s vices were revealed, which Friedman did not have. The connection between epistemic virtues and the methodological principles of physics and also with the “fallibilist” concept of scientific knowledge development has been noted.


It is shown how to obtain, within the general theory of relativity, equations of motion for two oscillating masses at the ends of a spring of given law of force. The method of Einstein, Infeld & Hoffmann is used, and the force in the spring is represented by a stress singularity. The detailed calculations are taken to the Newtonian order.


2009 ◽  
Vol 24 (08n09) ◽  
pp. 1678-1685 ◽  
Author(s):  
REZA TAVAKOL

A central assumption in general relativity is that the underlying geometry of spacetime is pseudo-Riemannian. Given the recent attempts at generalizations of general relativity, motivated both by theoretical and observational considerations, an important question is whether the spacetime geometry can also be made more general and yet still remain compatible with observations? Here I briefly summarize some earlier results which demonstrate that there are special classes of Finsler geometry, which is a natural metrical generalization of the Riemannian geometry, that are strictly compatible with the observations regarding the motion of idealised test particles and light rays. I also briefly summarize some recent attempts at employing Finsler geometries motivated by more recent developments such as those in String theory, whereby Lorentz invariance is partially broken.


2021 ◽  
Author(s):  
Manfred Geilhaupt

Abstract Derivation of mass (m), charge (e) and fine structure constant (FSC) from theory are unsolved problems in physics up to now. Neither the Standard Model (SM) nor the General theory of Relativity (GR) has provided a complete explanation for mass, charge and FSC. The question “of what is rest mass” is therefore still essentially unanswered. We will show that the combination of two Principle Theories, General Relativity and Thermodynamics (TD), is able to derive the restmass of an electron (m) which surprisingly depends on the (Sommerfeld) FSC (same for the charge (e)).


2017 ◽  
Vol 75 (3) ◽  
pp. 263-269
Author(s):  
Özgür Özcan

Special theory of relativity is one of the difficult subjects of physics to be understood by the students. The current research designed as a qualitative research aim to determine the pre-service physics teachers’ understanding level and the alternative conceptions about three core concepts of special theory of relativity, such as time dilatation, length contraction and reference frames. The data were collected through semi structured interviews and were analyzed by using content analysis. At the end of the analysis process the understanding level of the students was determined to be “complete understanding”, “incomplete understanding” and “misunderstanding”. In order to achieve this, the students’ conceptual frameworks based on the operational definitions made by the students were determined firstly. The findings obtained in this research indicate that high school teachers as well as university instructors should take special care with some points in the teaching of the subjects related with special theory of relativity. This research might be useful to other studies to be done in the future, especially for investigating the students’ mental models related to special theory of relativity. Key words: Length contraction, reference frames, special relativity, time dilatation, understanding level.


2020 ◽  
Vol 29 (11) ◽  
pp. 10-16
Author(s):  
Wontae KIM ◽  
Mu-In PARK

A black hole is a theoretical prediction of Einstein’s general theory of relativity, differently from Newtonian gravity, which is a non-relativistic gravity. In recent few years, its direct detection via gravitational waves and other multi-messenger observations have made it possible to test the prediction and hence its associated general relativity. From purely theoretical points of view, general relativity cannot be a complete description due to its not being compatible with quantum mechanics, which is a successful description of microscopic objects. In this article, we introduce the conceptional development of quantum-gravity theories and give brief sketches of fundamental problems in quantum black holes. As an interesting model of quantum black holes, we consider a collapsing shell of matter to form a Hayward black hole and investigate semiclassically quantum radiation from the shell. By using the Israel’s formulation and the functional Schrödinger formulation for massless quantum radiation, we find that the Hawking temperature can be deduced from the occupation number of excited states when the shell approaches its own horizon.


Author(s):  
Hanoch Gutfreund ◽  
Jürgen Renn

This chapter shows how Einstein has developed and described the mathematical apparatus that is necessary to formulate the physical contents of the general theory of gravity. It first discusses the transition from the special to the general relativity principle. According to Einstein's understanding of such a general relativity principle, physical laws are independent of the state of motion of the reference space in which they are described. The chapter argues that such a generalization of the relativity principle to include accelerated reference frames is possible because all inertial effects caused by acceleration can be alternatively attributed to the presence of a gravitational field. The model of a rotating disk is then used to show that general relativity implies non-Euclidean geometry and that the gravitational field is represented by curved spacetime. After the introduction of these basic concepts and principles, the chapter presents the mathematical formulation of the theory.


2019 ◽  
pp. 265-284
Author(s):  
Steven J. Osterlind

This chapter provides the context for the early twentieth-century events contributing to quantification. It was the golden age of scientific exploration, with explorers like David Livingstone, Sir Richard Burton, and Sir Ernest Shackleton, and intellectual pursuits, such as Hilbert’s set of unsolved problems in mathematics. However, most of the chapter is devoted to discussing the last major influencer of quantification: Albert Einstein. His life and accomplishments, including his theory of relativity, make up the final milestone on our road to quantification. The chapter describes his time in Bern, especially in 1905, when he published several famous papers, most particularly his law of special relativity, and later, in 1915, when he expanded it to his theory of general relativity. The chapter also provides a layperson’s description of the space–time continuum. Women of major scientific accomplishments are mentioned, including Madame Currie and the mathematician Maryam Mirzakhani.


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