RELATIVE MOTION

The central concept of the theory of relativity is the relativity of velocity. The velocity of a material body is not an intrinsic property of the body; it depends on a free choice of another reference material body, a reference system. Relative velocity is thus referencedependent; it is not an absolute concept, and it needs the precise mathematical concept of a material body. Yet at present, most widely accepted definition of velocity is dependent on primary mathematical concepts of time and space, without invoking explicitly the concept of a physical material body.

Dimensions of Critical Care Nursing, 2021

Encyclopedia of Early Modern Philosophy and the Sciences, 2020

Modern philosophy of physics debates whether motion is absolute or relative. The debate began in the 1600s, so it deserves a close look here. Primarily, it was a controversy in metaphysics, but it had epistemic aspects too. I begin with the former, and then touch upon the latter at the end.

Apparent relativity

This chapter discusses on the velocity of an object through another object observed in relative motion, a doubly relative velocity that is defined as any other velocity (the ratio of the length of the object traversed to the time spent in the traversal). A conflicting asymmetry appears that would imply the violation of the Second Principle of Relativity. It also makes possible the inconsistent behaviour of certain mechanical devices (piston machine).

A new article that completes the Theory of the Absolute by explaining the perception of different observers on the same reality.

Physics Essays, 2015

Relative motion can be very complicated and today's physics offers a confusing explanation even for the simpler variant of relative motion-Galilean motion. There are three main problems in relative motion: The first problem is how the event takes place; the second problem is how observers in relative motion see that event; and the third problem is when do they see that the event happened. This paper, commenting on several experiments and some theoretical achievements, will make efforts to answer these three basic questions of relative motion. Indeed, these answers will be found in the works of Galilei, Doppler, and Voigt. V

2013

Motion in a reference frame seems as a cornerstone of physics for many centuries. Classical mechanics were abandoned by Relativity because of "inability" to explain "strange" behavior of light and its constant speed in the observer's reference frame. However, Relativity itself has a number of problems which appeared last decades. Those are new observations staying in contrary to the theory and theoretical research leading beyond "the human comprehension".

Nursing Philosophy, 2005

This study aims to analyze senior high school students' misconceptions on the relativity topics of relative velocity, time dilation, and length contraction. The qualitative descriptive method was used in this study to explain student misconceptions from the student, documents, and observations during problem-solving. Six students take an extra course in an independent learning center to participate in this study. The student was classified as two high, middle, and low levels. The data was collected from student reports, interviews, and observations. The results show a considerable misconception of students' understanding of relativity topics. This study identifies that student misconceptions come from the learning process, resources, and teacher confirmation. Thus, there is a need for attention and remediation regarding the relativity material because it will affect the concept of students to the next level.

Jurnal Ilmiah Pendidikan Fisika

This study aims to analyze senior high school students' misconceptions on the relativity topics of relative velocity, time dilation, and length contraction. The qualitative descriptive method was used in this study to explain student misconceptions from the student, documents, and observations during problem-solving. Six students take an extra course in an independent learning center to participate in this study. The student was classified as two high, middle, and low levels. The data was collected from student reports, interviews, and observations. The results show a considerable misconception of students' understanding of relativity topics. This study identifies that student misconceptions come from the learning process, resources, and teacher confirmation. Thus, there is a need for attention and remediation regarding the relativity material because it will affect the concept of students to the next level.