- #1
rpthomps
- 182
- 19
Hello,
I have the Perimeter Institute Activity Package on Special Relativity and I am working through the problems to teach to my students and I am stuck on the following scenario:
The answer for this is given and reads:
Now, the point of this question is to get students to think of mass as energy and that an increase in velocity translates into an increase in mass. However, I am not confidant that students with a very new introduction to time dilation would arrive at this conclusion without significant prompting. Is there a way of rephrasing the above question that draws on more conventional ideas and experiences of a typical physics student? Or do you think it is necessary to talk "teach" how momentum changes as velocity does before getting them to think about this question?
Always appreciated,
Ryan
I have the Perimeter Institute Activity Package on Special Relativity and I am working through the problems to teach to my students and I am stuck on the following scenario:
Alice open a box and finds two balls of mass m connected by a spring. The balls are oscillating back and forth very quickly. When they are moving fastest, their time dilation factor is γ. Using the concept of "effective inertia" for sideways deflection, how does the motion of the balls affect the mass of the box? Does kinetic energy have inertia?
The answer for this is given and reads:
The moving balls have more effective inertia for sideways deflection, which means the box will present a greater resistance to upward acceleration.(It can be shown that this effect is the same for all directions of acceleration) The kinetic energy of the balls increases the inertia (or mass) of the box.
Now, the point of this question is to get students to think of mass as energy and that an increase in velocity translates into an increase in mass. However, I am not confidant that students with a very new introduction to time dilation would arrive at this conclusion without significant prompting. Is there a way of rephrasing the above question that draws on more conventional ideas and experiences of a typical physics student? Or do you think it is necessary to talk "teach" how momentum changes as velocity does before getting them to think about this question?
Always appreciated,
Ryan