Quantization of Klein-Gordon Scalar Field in Cosmological Inertial Frame

In the Cosmological Special Theory of Relativity, we quantized Klein-Gordon scalar field. We treatLagrangian density and Hamiltonian in quantized Klein-Gordon scalar field in the Cosmological SpecialTheory of Relativity

Schrodinger Equation in Cosmological Inertial Frame

Schrodinger equation is a wave equation. Wave function uses as a probability amplitude in quantum mechanics. We make Schrodinger equation from Klein-Gordon free particle’s wave function in cosmological special theory of relativity.

Cosmological Special Theory of Relativity

In the Cosmological Special Relativity Theory, we study Maxwell equations, electromagnetic wave equation and function.

Klein-Gordon Equation and Wave Function in Cosmological Special Theory of Relativity

In the Cosmological Special Theory of Relativity, we study energy-momentum relations, Klein-Gordon equation and wave function.

Complex Numbers for Relativistic Operations

When presenting special relativity, it is customary to single out the so-called paradoxes. One of these paradoxes is the formal occurrence of speeds exceeding the speed of light. An essential part of such paradoxes arises from the incompleteness of the relativistic calculus of velocities. In special relativity, the additive group is used for velocities. However, the use of only group operations imposes artificial restrictions on possible computations. Naive expansion to vector space is usually done by using non-relativistic operations. We propose to consider arithmetic operations in the special theory of relativity in the framework of the Cayley–Klein model for projective spaces. We show that such paradoxes do not arise in the framework of the proposed relativistic extension of algebraic operations.

SELECTION AND CONSTRUCTION OF THE CONTENT OF EDUCATIONAL MATERIALS OF SCHOOL NATURAL EDUCATION IN THE CONTEXT OF MODERN LEADING EDUCATIONAL PARADIGMS (ON THE EXAMPLE OF STUDYING THE BASES OF THE SPECIAL THEORY OF RELATIVITY AT SCHOOL)

A brief overview of the results of theoretical and experimental research on the selection and structuring of educational materials in the context of the ideas of humanization and fundamentalization of the content of school science is presented including physical education. The paper shows that when constructing the content of such educational materials, it is necessary to present them in the context of historical development and formation of relevant knowledge, and the proposed content structures provided not only scientific and integrity content of school science education but also the development of the personality of a school-age child.The specific task of this article is to substantiate the new content of teaching the basics of the special theory of relativity in general secondary education and in the methodological system of training future physics teachers. The results obtained in the process of theoretical and experimental research can be used by students of general secondary and higher pedagogical education, graduate students, teachers and methodologists. Keywords: natural education; personality-oriented content of education; critical thinking; study of the basics of special relativity; expected (predicted) learning outcomes.

Didactical situations to treat Lorentz and Galileo transformations in theoretical physics

Notions of Electromagnetism and Special Theory of Relativity (STR) require important mathematical knowledge applied to theoretical physics. Recognizing pedagogical difficulties in the teaching of theoretical physics, the Theory of Didactical Situations (TDS), which consists of a set of practices that aim to contribute to the improvement of mathematics teaching. In this context, the present work is motivated to present a set of practices based on TDS with a focus on teaching Electromagnetism and STR, where problems that require an understanding of the transformations of Galileo and Lorentz. Specifically, the didactic situation is constructed by means of four problem proposals, while in the adidatic situation, the student is invited to understand the roles of these transformations in the study of these problems. Ultimately, the relevance of the educator in the institutionalization situation is reinforced, a moment when it must be clarified how all mathematical relations are strongly related to physical principles.

Inconsistency between the general theory of relativity and the experimental results of Faraday's unipolar inductor

The non-inertiality of the rotating system of Faraday's unipolar generator forces us to address this problem using the principles of the general theory of relativity. The purpose of this study is to compare the theoretical quantitative estimates of induced electromotive force with the experimental results obtained from the corresponding measurements. The theoretical elaboration of this issue proves that the differences between the results of the general theory in relation to those of the special theory of relativity are some negligible terms, which are due to the non-inertiality of the rotating reference system. This result enables us to consider the theoretical estimates based on special and general relativity as equivalent, with quite satisfactory accuracy. Therefore, a very serious issue of inconsistency between the theory of relativity and the measurements of induced electromotive force emerges, since as already shown in the existing literature, this inconsistency, from the point of view of the special theory of relativity, is already proven.

Inconsistency between the general theory of relativity and the experimental results of Faraday's unipolar inductor

The non-inertiality of the rotating system of Faraday's unipolar generator forces us to address this problem using the principles of the general theory of relativity. The purpose of this study is to compare the theoretical quantitative estimates of induced electromotive force with the experimental results obtained from the corresponding measurements. The theoretical elaboration of this issue proves that the differences between the results of the general theory in relation to those of the special theory of relativity are some negligible terms, which are due to the non-inertiality of the rotating reference system. This result enables us to consider the theoretical estimates based on special and general relativity as equivalent, with quite satisfactory accuracy. Therefore, a very serious issue of inconsistency between the theory of relativity and the measurements of induced electromotive force emerges, since as already shown in the existing literature, this inconsistency, from the point of view of the special theory of relativity, is already proven.