Length contraction is the phenomenon in which a rapidly moving object appears to approach zero length as it accelerates. Though the object’s length appears unchanged in its own reference frame, an observer will see it contract at a rapidly increasing rate the closer it gets to the speed of light. The object’s length in an observer frame of reference is equal to its length at rest divided by the Lorentz factor. Due to this, an object’s length will asymptotically approach zero the closer its squared velocity gets to the speed of light. (Interestingly, this phenomenon provides further evidence that no massive object can travel at the speed of light. When it is moving at exactly c, the length becomes zero regardless of starting length. Since this …show more content…
Under normal circumstances, this pole would be too long to fit inside the barn. Then, accelerate the pole rapidly towards the barn at speeds that are at least a significant fraction of the speed of light (Obviously, this could never be actually done, as the energy required would be several times our current energy output, but as a purely theoretical experiment it still holds water). Assuming length contraction is true, the inertial perspective of the barn would observe the pole contracting. And, since in our thought experiment the pole can reach any arbitrary fraction of c, the pole will inevitably contract to the point that it can fit inside the barn. Then, the doors of the barn could be closed and the pole decelerated to zero velocity. Through this method, any pole could fit within a barn of any …show more content…
In this mind experiment, we conjecture that a bug is living at the bottom of a deep hole in the wall, and some person is attempting to squash it by pushing a rivet into the hole at high speeds. However, the rivet is not long enough to squash the bug at the bottom of the hole. As the paradox goes, the bug at the bottom of the hole should never have to worry about being squashed, because the rivet is not long enough at rest and any velocity increase would cause it only to contract further, making the bug even safer. However, at the same time, the person should never have to worry about not crushing the bug. This is because, from the rivet’s perspective, it is actually the wall that is accelerating towards the rivet. This means that the wall will be the one that is experiencing length contraction. Thus, if the person slams the rivet fast enough, the wall (and thus the hole) will grow short enough for the rivet to reach the bottom of the hole and kill the bug. We are then left with a seemingly irresolvable Schrodinger’s Cat-type paradox, where the bug appears to be both alive and dead at the same
Part A: The professor was driving to work one day, and another driver ran a red light, then hitting him. After this incident, whether the situation was harmless or not does not matter; as we saw with Watson's study, with little Albert and the white rat/rabbit. (Reference: Watson exposed a child to a series of stimuli with a white rat and a rabbit, then observing the child's reactions. The child initially showed no fear response on either animal. The next time Albert was exposed to the white rat, Watson made a loud noise by hitting a metal pipe with a hammer.
From the velocity time graph, the total distance could be covered by using integrals. For example, to find the displacement from 1 second to three seconds, the equation 13v(t)dt would give the answer of -.684
Throughout history authors have been known to include didactic content into their novels that either use literary conventions to target the readers, forcing them to be more attentive while reading, or the use of characters in the story to portray ideas, as well as; major historical events that would assist the reader’s understanding of what is being said in the text. Albert Einstein is a famous scientist and one of his best known theories is the “Theory of Relativity”, according to Britannica’s relativity article “Special relativity is limited to objects that are moving at constant speed in a straight line, which is called inertial motion. Beginning with the behaviour of light (and all other electromagnetic radiation), the theory of special
The student and teacher were placed in separate rooms and an instructor was placed in the same room as the teacher. He would then attempt to convince the teacher to continue the experiment even if the student starts crying out or wanting to leave. The teacher was required to “shock” the student if they said an incorrect answer. However, the ‘shocks’ became more intense and came with each incorrect answer. They eventually started getting very dangerous and potentially life threatening.
It would be even less possible to injure the body without its members feeling it” (Document
It would be even less possible to injure the body without its members feeling it”
In this experiment, the question that was asked was, are elephants afraid of mice? The hypothesis is if a mouse is placed near an elephant, then the elephant will be frightened. The experimenters traveled to an African safari to perform the experiment with their test subjects (an African elephant and a white mouse). They hid the mouse in elephant dung and rolled over the dung whenever elephants passed by. At first there was speculation that the elephants might have been startled by the moving dung.
A psychologist named Stanley Milgram carried out an experiment focusing on the conflict between obedience and personal conscience. Three people were involved in this experiment: a teacher, a learner and an experimenter. The learner and experimenter were actors so that it was rigged for the participant to be the teacher. In this experiment, the learner has a list of paired words where the teacher names a word, awaiting the answer to be the paired word. If incorrect, a shock is to be administered, increasing with every wrong answer to a potential of 450 volts, which could kill a human.
But not moving. This moment lasts an eternity, or an instant, I don't know
Hypothesis The hypothesis of this experiment is resting beforehand will increase the rate of clothespin squeezing. Materials and Methods Materials 20 Clothespins (1 for each participant) Stopwatch/Timer 20 people Procedure For this lab, the student gathered 20 people and split them into pairs. In this experiment 10 people are going to exercise, and 10 people are going to rest.
Once the guards got the prisoners out of the cells they would humiliate them, make them workout, and be locked in a closet called “The Hole” as punishments. After 36 hours into the experiment Prisoner #8612 had started to suffer from acute emotional disturbance, disorganized thinking, uncontrollable crying, and rage. Later during a prison count Prisoner #8612 started to go crazy and was telling the other prisoners "You can't leave. You can't quit." So he was later released and allowed to go home.
The bessbug had a thorax, abdomen, and head. When the bessbug did not have weights on, it moved fast. The bessbug tried as hard as it could (at times) to get onto the lab table surface and get off the carpet squares. Data: Quantitative Data Qualitative
However, it is that paradox which shocks the listeners, who may have
Once a passing object (planets, light, etc.) crosses what is called the event horizon, or when there
Elevator social experiment; a few people (actors - that were in on the experiment - knew what was happening and was playing a part in allowing the experiment to be conducted smoothly) entered an elevator, all facing the back (instead of what is ‘normal’; facing the door/front) a stranger/subject enters the lift of people facing away from the elevator door it was observed if the subject ‘conformed’ to their environment; whether if they slowly turned to ‘fit’ or ‘blend’ into their surroundings the actors swapped in and out of the elevator, the ones entering also facing the back of the elevator to allow the surrounding to seem more ‘normal’ a large majority of the ‘test subjects’ that entered the elevator had originally stood facing the door,