Relatividade Plano Aula

Plano de aula
Tópico: relatividade
Plano de aula:
Tópico: Teoria da relatividade especial.
Aula: UECE.
Duração: 50 minutos (1 período)
Conhecimento prévio: . Cinemática.
Objetivos: No final da aula, os alunos devem poder:
(a) Razão da inconsistência da mecânica clássica;
(b) Estado que espaço e tempo não são absolutos;
(c) Listar os dois postulados da relatividade.
Conceitos-chave: Espaço-tempo, eventos, inerciais.

Atividades de ensino/aprendizagem Materiais Tempo
Introduction
Desafio as noções dos alunos de espaço e tempo.
Permanência? 15 min
 Que os estudantes imaginem este cenário:
Suponha que todos os edifícios em Cingapura estão em

constante movimento. Suponha que o chão debaixo de
seus pés está sempre mudando sobre. Suponha que todos
os objetos ao seu redor formaram e dissolvido
aleatoriamente.
 Essas perguntas os alunos:
Faz sentido dizer "Vou Palácio Hotel"? Onde está o

Palácio Hotel? Onde vai ser daqui a 5 minutos?
Você chegou a onde você está parado, ou faz parte da terra

que chegam aos seus pés?
 A nível de elétrons?
 A nível de estrelas e galáxias?
Permanência é peculiar ao nosso nível de existência.
 Que os estudantes imaginem este cenário:
Imagine que você perder a consciência após tomar uma

droga. Enquanto você estava inconsciente foram
retomadas em um balão. É noite, quando você acorda e vê
escuridão à sua volta. Você perdeu sua memória, mas não
seus poderes de raciocínio.
Suponha que há comemorações acontecendo, mas você

não pode ver ou ouvir o que está acontecendo abaixo de
você. Tudo o que vê são breves flashes de luz, situado
num contexto de completa escuridão.
Essas perguntas os alunos: nada parecerá permanente? O

que irá espaço significa para você? Você pensará de
espaço da mesma forma que você acha disso agora?
Simultaneidade? 15 min
Que os estudantes voltar à situação em que disponha de

permanência.
 Apresentar aos alunos a ideia de um evento na relatividade

especial:
Um evento é qualquer ocorrência para a qual sabemos a

localização exata e a época em que ocorreu.
 Pergunta a estudantes:
Dois eventos que aparecem em simultâneos para você

também aparecem simultâneos para todos os outros?
 Introduzir o conceito de um transportador de informações:
Sabemos que algo está ocorrendo apenas porque nossos

sentidos conseguiram detectar e interpretar informações
provenientes da ocorrência. Chamamos esta ocorrência de
um evento. A informação que obtemos deve ter uma
transportadora para chegar até nós, ou seja, luz, som ou
outras formas de matéria.
Se os estudantes trazem por gravidade, onde causa e efeito

parece ser instantânea através de vastas distâncias, dizer que
Einstein considerar isso, resolver a contradição aparente em
sua teoria da relatividade geral.
 Get students to picture this scenario: Whiteboard and

markers.
Two events take place very far apart; light from event A
takes a few seconds to travel from the location of event A
to that of event B. Assume light is the only carrier of
information. An observer equidistant from the two events
will observe that they happened simultaneously. Illustrate
this to students on whiteboard.
 Ask students these questions:
What about an observer who is located closer to event A

than event B? Will these two events still seem
simultaneous to him?
Can we say that time is absolute?
Visualising Special Relativity Computer with 20 min

RealPlayer software
Get students to view media file VSR.rm. Only first 3 minutes installed
and 31 seconds of clip is relevant to this lesson.
 Point out that figure at top right-hand corner of screen

indicates speed of observer as a fraction of the speed of
light, c.
Ignore the figure for gamma () & signpost on the left of
screen. Ignore the words Aberration, Doppler and
Intensity as well.
 Get students to remember what the sky looks like in the first
“run”, where speed of observer is low, i.e. non-relativistic.
 Sky will look different in the second run. The part of the sky
that was behind the observer in the first run can now be
seen in front of him. Explains why it seems the observer is
moving backwards. To reinforce and make clear this
difference, pause clip and show first run again. Go to
0:28/7:07 of clip.
 Show students the second run again. Go to 1:13/7:07 of clip.

Pause to describe why the second run looks so different.
Draw two ray diagrams on whiteboard to show students

what is happening.
Emphasize the fact that students do not have to understand why Whiteboard, markers
this is so. Aim is to stir up interest in students. Get students to
trust you on this, and accept that you are right. Explanation is
too complex, and will only confuse students.
 Carry on with the clip. For the third run, draw students’
attention to the colour changes.
Bring up the Doppler effect:
Light from an object that is speeding away is red-shifted,

i.e. longer wavelength, while light from an object that
speeding towards observer is blue-shifted, i.e. shorter
wavelength. Again, avoid going into details.
If there is a need, show third run again. Go to 2:02/7:07 of

clip.
 Go into fourth run. Draw students’ attention to the fact that

intensity of light is the factor we are now considering.
Use ray diagrams drawn earlier to describe the changes in

intensity shown in the clip. As more light is now coming
from in front of the observer, the scene becomes brighter.
Light of different colours coming together will combine to
give us white light.
If there is a need, show fourth run again. Go to 2:53/7:07

of clip.
Reference
 First Run: 0:28/7:07

 Second Run: 1:13/7:07
 Third Run: 2:02/7:07
 Fourth Run: 2:53/7:07
Inertial frames 10 min
The concept of an inertial frame is central to the development of

the Theory of Special Relativity.
 Get students to imagine that there is a coordinate system

attached to them, which follows them wherever they go.
This coordinate system would be their frame of reference.
Make sure students know that each of them have got a
different frame of reference.
This concept can be quite abstract for students. To help the ones Whiteboard and
who cannot visualize it, get them to imagine that there is an x- markers.
axis, y-axis and z-axis attached to them, with all three axes
extending to positive and negative infinity. Illustrate this on the
whiteboard. This is not an accurate way to think of the idea of a
frame of reference, but should help students make the first step
towards understanding it.
 Define inertial frame for students: An inertial frame is a

frame of reference which is stationary or moving at
constant velocity.
Historical Development 15 min
Give students the historical context in which the Theory was

developed. Get them to appreciate what Einstein tried to achieve
with his theory.
 Relate the following:
Before Einstein developed the Theory of Special

Relativity, the laws of mechanics were found to be the

same in all inertial frames, but this was not the case for the
laws of electromagnetism.
Einstein found this state of affairs to be aesthetically

unsatisfying, and he postulated that all the laws of nature Transparency listing
are the same in all inertial frames. All consequences of the two postulates
Special Relativity result from the application of this
postulate and a second postulate which states that the
speed of light in empty space is an absolute constant of
nature.
 Explain to students what it means to have something known

as a postulate:
A postulate is a statement that is assumed to be true.
 Ask students this question:
How can we come up with Theories or Laws that are only

based on assumptions?
 Explain to students that this is acceptable, as long as the

predictions of the theory can be shown to be true. Once
this is done, we can more or less say that the assumptions
that were made are not wrong.
The above discussion touches on the philosophy of science, and

students might not understand it. It is not necessary for students
to fully understand this portion of the lesson; a brief exposure to
the philosophical approaches to science can give students a
better understanding of how science is carried out.
Rounding Up 5 min
Aim to end lesson on an ‘inspirational’ note.
 Students might start to feel anxious as they get the feeling

that this topic is too hard to handle, especially those who
focus very much on getting good grades. Try to reassure

students that it is not the grade that matters, but rather, it is
the exposure to such a beautiful understanding of nature
that is more important.
Say something along these lines: “Science is mankind’s

search for truth, and we can only hope that our pursuits
will bring us ever closer to the truth. Newton’s laws have
been shown to be inadequate; it is only right that we now
go beyond Newton, and embrace the boundless beauty of
Einstein’s universe.”
 Take the chance to introduce to students some books that are Transparency listing
not very technical or mathematical, that can pique their the two
interest in the subject. Two recommendations: recommendations
 The ABC of Relativity by Bertrand Russell
 Einstein’s Universe: The Layperson’s Guide by Nigel

Calder
Note:
This lesson should ideally end on a ‘feel good’ note, so students will feel inspired and want to get to
know this theory better. It is extremely important that the teacher ‘feel’ for what he/she is teaching.
Subsequent development of the topic will be very mathematical and abstract, so students need to be
sufficiently motivated. It is my hope that students will be infected by their teacher’s enthusiasm and
passion for the subject, and that this excitement will help them through the formidable maze of
mathematical technicalities that surround this field of physics.

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Plano de aula

Duração: 50 minutos (1 período)

Conhecimento prévio: . Cinemática.

Objetivos: No final da aula, os alunos devem poder:

(a) Razão da inconsistência da mecânica clássica;

(b) Estado que espaço e tempo não são absolutos;

(c) Listar os dois postulados da relatividade.

Conceitos-chave: Espaço-tempo, eventos, inerciais.

Desafio as noções dos alunos de espaço e tempo.

 Que os estudantes imaginem este cenário:

Suponha que todos os edifícios em Cingapura estão em

 Essas perguntas os alunos:

Faz sentido dizer "Vou Palácio Hotel"? Onde está o

Você chegou a onde você está parado, ou faz parte da terra

 A nível de estrelas e galáxias?

Permanência é peculiar ao nosso nível de existência.

 Que os estudantes imaginem este cenário:

Imagine que você perder a consciência após tomar uma

Suponha que há comemorações acontecendo, mas você

Essas perguntas os alunos: nada parecerá permanente? O

Que os estudantes voltar à situação em que disponha de

 Apresentar aos alunos a ideia de um evento na relatividade

Um evento é qualquer ocorrência para a qual sabemos a

Dois eventos que aparecem em simultâneos para você

 Introduzir o conceito de um transportador de informações:

Sabemos que algo está ocorrendo apenas porque nossos

Se os estudantes trazem por gravidade, onde causa e efeito

 Get students to picture this scenario: Whiteboard and

 Ask students these questions:

What about an observer who is located closer to event A

Can we say that time is absolute?

Visualising Special Relativity Computer with 20 min

 Point out that figure at top right-hand corner of screen

 Show students the second run again. Go to 1:13/7:07 of clip.

Draw two ray diagrams on whiteboard to show students

Bring up the Doppler effect:

Light from an object that is speeding away is red-shifted,

If there is a need, show third run again. Go to 2:02/7:07 of

 Go into fourth run. Draw students’ attention to the fact that

Use ray diagrams drawn earlier to describe the changes in

If there is a need, show fourth run again. Go to 2:53/7:07

 First Run: 0:28/7:07

Inertial frames 10 min

The concept of an inertial frame is central to the development of

 Get students to imagine that there is a coordinate system

 Define inertial frame for students: An inertial frame is a

Historical Development 15 min

Give students the historical context in which the Theory was

 Relate the following:

Before Einstein developed the Theory of Special

Relativity, the laws of mechanics were found to be the

Einstein found this state of affairs to be aesthetically

 Explain to students what it means to have something known

A postulate is a statement that is assumed to be true.

 Ask students this question:

How can we come up with Theories or Laws that are only

 Explain to students that this is acceptable, as long as the

The above discussion touches on the philosophy of science, and