Abstract
The first direct observation of gravitational waves in 2015 has led to an increased public interest in topics of general relativity (GR) and astronomy. Physics teachers and educators respond to this interest by introducing modern ideas of gravity and spacetime to high school students. Doing so, they face the challenge of finding suitable models that visualise gravity as the geometry of curved spacetime. Most models of GR, such as the popular rubber sheet model, only address spatial curvature. Yet, according to Albert Einstein, gravitational phenomena stem from deformations both in space and time. This paper presents a new model that builds on a relativistic generalisation of Newton’s first law. We use Einstein’s free fall thought experiment and a classical height-time diagram to explain how warped time gives rise to gravity. Our warped-time model acts as a convenient supplement to the rubber sheet model. To support teachers in integrating the model into their classroom practice, we have implemented the model as an interactive simulation that is freely accessible. The model is the result of a three-year period of developing and trialling digital learning resources in Norwegian high schools. Based on these trials, we suggest specific instructional strategies on how to use the warped-time model successfully in science classrooms.
Highlights
Einstein’s general theory of relativity is our cur rent best description of gravity
Physics teachers and educators respond to this interest by introducing modern ideas of gravity and spacetime to high school students
They face the challenge of finding suitable models that visualise gravity as the geometry of curved spacetime
Summary
Einstein’s general theory of relativity is our cur rent best description of gravity. The first direct detection of gravitational waves in 2015 [1] has led to a new interest in topics of gravity and gravitational astronomy. This interest leads to new opportuni ties for teachers and educators to engage students and the general public [2,3,4]. This paper responds to the challenge of educating and engaging high school students in topics of GR by presenting an interactive warped-time model. The model acts as a useful supplement to the rubber sheet to visual ize how warped time makes objects fall. The last section reports on students’ experiences with the warped-time model and discusses instructional implications to improve teaching and learning of GR
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