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pervect said:We've seen about three slightly different definitions of "frames of reference" in this thread - sprays, time-like congruences, and tetrads.
You seem to have started the discussion with two assumptions: (1) that the existence of multiple definitions was a problem, and (2) that such a problem would indicate that there was a problem with the whole notion of a frame of reference. The thread has gotten long, so maybe I've missed something, but I don't see where you've ever justified either of these assumptions. We have many concepts in physics that have multiple definitions, and often this is a good thing. It gives us the flexibility to use the correct tool for the job. For example, we usually use the term "mass" without any modifiers, because the context makes it clear which we need, but when precision is required we can specify a particular definition, such as gravitational mass. And of course one can have multiple definitions that turn out to be equivalent, or one definition that's a special case of another definition, as I pointed out in #13.
pervect said:I also feel that frames of reference are still very useful, in any of the various forms we've seen in this thread and/or in the literature. I think that the logical place to introduce one (or more, but I can't see burdening a new student with the details of more than one) is after one has done as much as one can without them - which as Misner points out is really quite a bit.
Again, I may have missed something in this lengthy thread, but you never seem to have stated what audience or what level of presentation you have in mind. Are you advocating that high school kids learning Newtonian mechanics for the first time should never be exposed to the notion of a frame of reference? Are you stating your preferred pedagogy for a graduate course in GR, so that students would already know about frames of reference, but frames would be deemphasized and delayed in the presentation? FactChecker also asked about this in #20, but you haven't addressed the issue.
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