altergnostic
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DaleSpam said:Sure, but I have a hard time taking this as a serious objection. That should be an obvious and trivially understood part of the operation of any clock. Any clock has an oscillator of some sort (Caesium atom, quartz crystal, pendulum, etc.) and a mechanism for signalling the results (dial with hands, digital display, broadcast signal, paper printout, etc.). When you analyze the physics of a specific clock, you analyze the oscillator part, as is traditonally done with a light clock. It is understood that the oscillation can be reported in any number of ways.
Well, it should be obvious, but (as you point out at the end of your post) many "less brilliant" minds don't find it so obvious, so why not diagram the setup more realistically? Einstein usually tried to do so, and usually using many different thought problems and examples to explain the same thing. He is the one who said that if you can't explain something to a six year old, you have not understood it yourself. The point is that the propagation of the signals, or, the times of observations of each tick of the clock from the moving frame point of view, must enter the equations. As it is, they are left out. There's no consideration of the distance between the light clock and the observer in the moving frame, and neither any consideration of the time it takes for each event to be observed by the moving frame. As it is, the observer is assumed to instantaneously see each event, which is very not-SR.
Once you know that the detection occurred then you may use any reference frame to analyze the clock. There is no requirement to use a frame where the clock or the observer is at rest. Everything else follows.
Exactly! So exactly at what x,y,z,t coordinates does the observer know the detection (reflection in the light clock) has occurred? In other words, at what time and relative position does the observer actually observes the events? Is this irrelevant to this problem? Why is it irrelevant here and relevant in problems like the train and embankment?
No true paradoxes have been found in over a century of careful scrutiny by the most brilliant minds in the world. All that have been found are unintuitive things which confuse students, many of which are hyperbolically advertised as paradoxes.
I actually almost agree with this. There is no true paradox if you remember to send signals to the observer, since the final result is correct regardless. But as it is the assumptions are unreal and impossible. You can't diagram unseen light, it is simple as that. Of course you are bound to find a lot of unintuitive things and confused students since the diagram is unintuitive and confused to start with. It is at least incomplete, and it is never diagrammed realistically and complete. We never see any analysis of how the observer knows about those paths, how he sees them, from what distance, and at what times, etc. Even though we have a lot of confused students, we keep the diagram incomplete. Why? Why not remember them that they need to signal the events to the observer somehow? Why do we allow students to wonder how the motion of the emitter can affect the direction of the beam without changing the beam's velocity (very counter-intuitively), in seemingly contradiction with the postulate of SR that the motion of emitter doesn't affect the speed of light? How are they not to get confused? We have many animations on the web showing how the motion of an emitter compresses the frontal waves and stretches the trailing waves, creating Doppler, and those diagrams show no change in the direction of the emitted light due to the motion of the source, so how are they to believe both diagrams without confusion?
You admitted that we need to send signals at each tick of the light clock if we want the observer to diagram anything. So if just remembering that reflection events are not seen directly helps to make some sense of the diagram, why not do so? If you actually need to signal the reflection events to the moving observer, those signals have to travel some distance until they reach the observer, after some time from the moment of emission. The students would immediately relate the problem to the famous train and embankment, for example, and it would be easier to comprehend. And also, the moving observer wouldn't diagram those diagonal paths in such a setup at all. You would apply the transforms on the incoming signals and the light clock's beam would be diagrammed straight up and down. No angles. No confusion.
If you still think the diagram is perfect and it is the students that fail, you are not trying to make a comprehensive diagram, or to make SR easier to understand, you are just trying to flunk them.