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# Special theory of relativity

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## Intro General Theory Relativity Chap 16 Hewitt

http://abyss.uoregon.edu/~js/21st_century_science/lectures/lec06.html

http://www.feynmanlectures.caltech.edu/I_15.html

What is the experimental basis of Special Relativity? By Tom Roberts

Chapter 26: The Special Theory of Relativity – Outline from Giancoli Physics

26.1: Galilean-Newtonian Relativity

26.2: Postulates of the Special Theory of Relativity
26.3: Simultaneity
26.4: Time Dilation and the Twin Paradox
26.5: Length Contraction
26.6: Four-Dimensional Space-Time
26.7: Relativistic Momentum
26.8: The Ultimate Speed
26.9: E = mc2; Mass and Energy
26.11: The Impact of Special Relativity

## Learning Standards

SAT Subject Test: Physics

Quantum phenomena, such as photons and photoelectric effect.
Atomic, such as the Rutherford and Bohr models, atomic energy levels, and atomic spectra
Nuclear and particle physics, such as radioactivity, nuclear reactions, and fundamental particles.
Relativity, such as time dilation, length contraction, and mass-energy equivalence.

AP Physics Learning Objectives

Essential Knowledge 1.D.3: Properties of space and time cannot always be treated as absolute.

a. Relativistic mass–energy equivalence is a reconceptualization of matter and energy as two manifestations of the same underlying entity, fully interconvertible, thereby rendering invalid the classically separate laws of conservation of mass and conservation of energy. Students will not be expected to know apparent mass or rest mass.

b. Measurements of length and time depend on speed. (Qualitative treatment only.) physics

Learning Objective 1.D.3.1: The student is able to articulate the reasons that classical mechanics must be replaced by special relativity to describe the experimental results and theoretical predictions that show that the properties of space and time are not absolute.
[Students will be expected to recognize situations in which non-relativistic classical physics breaks down and to explain how relativity addresses that breakdown, but students will not be expected to know in which of two reference frames a given series of events corresponds to a greater or lesser time interval, or a greater or lesser spatial distance; they will just need to know that observers in the two reference frames can “disagree” about some time and distance intervals.]