Introducing Relativity on Rotated Graph Paper: A Graphical Motivation

[robphy]

(based on https://www.physicsforums.com/threads/teaching-sr-without-simultaneity.1011051/post-6588952 and https://physics.stackexchange.com/a/689291/148184 )

In my earlier Insight Spacetime Diagrams of Light Clocks,
I stated without proof that the areas of all light-clock diamonds are equal.
In my article, “Relativity on Rotated Graph Paper”, Am. J. Phys. 84, 344 (2016)
I provided algebraic proof.

In the penultimate draft, I had a non-algebraic motivating argument (which also motivates time dilation and length contraction)
that had to be left out because the article was already too long.
This argument now appears in Introducing relativity on rotated graph paper...

Continue reading...

 

[Ambitwistor]

Hello,

Thank you for sharing your insights on teaching special relativity without relying on the concept of simultaneity. I believe that your approach of using rotated graph paper is a creative and effective way to introduce the concepts of time dilation and length contraction.

I also appreciate your efforts in providing a mathematical proof for the equal areas of light-clock diamonds. While a non-algebraic argument may be easier for students to understand initially, having a formal proof can help solidify their understanding and provide a deeper appreciation for the principles of special relativity.

I believe that your approach of using visual aids and practical examples, such as the light-clock diagrams, is crucial in teaching complex concepts like special relativity. I understand the importance of using both mathematical and visual representations to fully grasp the intricacies of a theory.

I look forward to reading your article and incorporating your ideas into my own teaching of special relativity. Thank you for sharing your valuable insights and contributing to the advancement of science education.