The document summarizes the Michelson-Morley experiment, which attempted to detect the motion of Earth through the hypothesized luminiferous ether but found no evidence of such motion. It describes the experimental setup, calculations of expected results assuming an ether, and the actual null results. It then explains how Einstein's theory of special relativity, including postulates that the speed of light is constant and physics is the same in all inertial frames, provides the proper explanation for why no ether drag was detected.
It should be helpful, special thanks to our teacher (whose name is in the power point and the one who made it) from whom I asked his permission to post it here.
The study of motion of the object is an important section of the physics. The motion of a body is can be measured as absolute motion and relative motion. Practically any motion is measured is relative only, because one or the other way all the bodies are in motion. In this case we as observer can not measure the exact speed of the an object, because measured quantity of motion of other object is vary with the magnitude and direction of our motion. This can be studied with mathematical proof in this chapter. The Inertial frame and non inertial frame of reference, Special theory of relativity is covered here.
It should be helpful, special thanks to our teacher (whose name is in the power point and the one who made it) from whom I asked his permission to post it here.
The study of motion of the object is an important section of the physics. The motion of a body is can be measured as absolute motion and relative motion. Practically any motion is measured is relative only, because one or the other way all the bodies are in motion. In this case we as observer can not measure the exact speed of the an object, because measured quantity of motion of other object is vary with the magnitude and direction of our motion. This can be studied with mathematical proof in this chapter. The Inertial frame and non inertial frame of reference, Special theory of relativity is covered here.
Gravitational Blue Shift Confirms the New Phenomenon of the Vertical Aether F...IOSR Journals
In fact, the vertical position of Michelson-Morley experiment is not the only possible explanation for the new phenomenon of the vertical Aether flow into any mass or any fundamental building block. This paper shows, for the first time, that the cosmic blue shift due to a gravitational field is a direct consequence of the vertical Aether flow into any mass. The vertical Aether speeds of different stellar objects have been given, which suggest reclassifying the categories of black holes. To confirm the theory presented, new formulas for Doppler Effect in a gravitational field and its correlation with the time dilation, as derived from the General Relativity, has also been derived. The theoretical expressions corresponding to the two experimental results have been given. Also, a new prediction has been proposed, for the first time, to confirm the theories presented in this paper.
The Einstein Postulates of Special Relativity (SR), namely the invariance of the speed of light c relative to the observer, the symmetry of relative velocities, and the Galilean Principle independent of velocity and gravitational potential are falsified. The replacement is Law 1: There exists an absolute universal velocity reference (Cosmic Velocity Reference, CVR) and Law 2: The speed of light c is invariant and isotropic only relative to absolute universal space CVR. Experimental evidence like Smoot’s anisotropy of the cosmic microwave radiation background CMB and the one-way measurements of the speed of light are given. From the new Laws it follows (in vector notation) c_rel = c - v_CVR This results in the elimination from physics the Minkovski four-vector spacetime symmetry, time dilation, length contraction, velocity and acceleration symmetrical Lorentz transformation, Einstein vector addition, covariance, invisible and unphysical net of monolithic worldlines, and other weird mathematical constructs without physical meaning resulting from Special Relativity SR and General Relativity GR. The mass increase of particles with speed by the so-called Lorentz Factor 〖ϒ=(1-v^2 /c^2 )〗^(-1/2) is so often cited by Relativists as empirical proof of SR. ϒ was fraudulently smuggled into SR without mathematical proof applying it to relative velocities which gives wrong results. We show that the Lorentz Factor is a simple part of the system of classical dynamic equations. But it is only valid with absolute cosmic velocity v_CVR . The increases of mass, momentum, and energy with an object’s velocity are correct but not part of or caused by SR. This is true also for the change of clock rate as a function of velocity and Newtonian gravity potential.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2. The Michelson-Morley
Experiment
Experimental arrangement
A beam of light from a monochromatic source S falls on a half
silvered glass plate P, placed at an angle of 45" to the beam.
The incident beam is split up into two parts by P (Fig. 53).
The reflected portion travels in a direction at right angles to the
incident beam, falls normally at B on the plane mirror M, and is
reflected back to P. It gets refracted through P and enters the
telescope T.
The transmitted portion travels along the direction of the initial
beam, falis normally on mirror M2 at A and is reflected back to P.
After reflection from the back surface of P, it enters the telescope T.
The two reflected beams interfere. The interference fringes are
viewed with the help of the telescope T.
4. The Michelson-Morley
Experiment
The beam reflected upwards to M1 traverses the thickness
of plate P thrice. But the beam refracted on to mirror M2
traverses P only
once.
The effective distance of the mirrors M and M, from the
plate P is made to be the same by the use of a
compensating plate not shown
in figure.
5. The Michelson-Morley
Experiment
The whole apparatus was floating on mercury.
One arm (PA) was pointed in the direction of earth's
motion round the sun.
The other (PB) was pointed perpendicular to this motion.
The paths of the two beams and the positions of their
reflections from M1 and M2 are shown by the dotted lines.
6. The Michelson-Morley
Experiment
Calculation
Assume that the velocity of the apparatus (or earth)
relative to fixed ether is v in the direction PA.
The relative velocity of a light ray travelling along PA is
(c-v) while its value would be (c + v) for the returning ray.
Let PA = PB = d.
Time taken by light to travel from P to A
= d/(c - v)
7. The Michelson-Morley
Experiment
Time taken by light to travel from A to P
= d/(c + v)
.: Total time taken by light to travel from P to A and back
8. The Michelson-Morley
Experiment
Now, consider the ray moving upwards from P to B.
It will strike the mirror M, not at B but at B' due to the
motion of the earth.
If t1 is the time taken by the ray starting from P to reach
M1, then
PB' = ct1 and BB' = vt2 ,
10. The Michelson-Morley
Experiment
This is the path difference between the two parts of the
incident beam.
If the apparatus is turned through 90°, the path difference
between the two beams becomes
2 dv2/c2.
Michelson and Morley expected a fringe shift of about 0.4
in their apparatus when it was rotated through 90°.
They believed that they could detect a shift as small as
0.01.of a fringe.
11. The Michelson-Morley
Experiment
But, in the experiment, no displacement of the fringes was
observed.
They repeated the experiment at different points on the
earth's surface and at different seasons of the year without
detecting any measurable shift in fringes.
This negative result suggests that it is impossible to
measure the speed of the earth relate to the ether.
Therefore, the effects of ether are undetectable. Thus, all
attempts to take ether as a fixed frame of reference failed.
12. Explanation of the Negative
Result
The proper explanation for the negative result of the
Michelson-Morley, experiment was given by Einstein.
He concluded that the velocity of light in space is a
universal constant.
This statement is called the principle of constancy of the
speed of light.
The speed of light is c rather than (c + v) in any frame of
reference.
13. Postulates of Special Theory of Relativity
The laws of Physics are the same in
all inertial frames of reference.
The velocity of light in free space is
constant.
It is independent of the relative
motion of the source and the
observer.
14. Explanation
It is impossible to perform an experiment which measures
motion relative to a stationary ether.
So no unique stationary frame of reference can be
discovered.
The first postulate expresses this fact.
Since there is no favoured 'rest' frame of reference, all
systems moving with constant velocity must be on equal
footing.
We cannot discuss absolute motion. We can discuss only
relative motion
15. Explanation
We know that the velocity of light is not constant under
Galilean transformations.
But according to the second postulate, the velocity of light
is the same in all inertial frames.
Thus the second postulate is very important. Only this
postulate is responsible to differentiate
the classical theory and Einstein's theory of relativity.
16. Lorentz-Transformation
Equations
Let S and S' be two reference frames (Fig. 5.4).
Frame S is at rest.
Frame S' is moving along x-axis with a constant velocity 'V' with
respect to frame S.
Initially the origins of two frames coincide.
(x, y, z, 1) represent the space and time co-ordinates of an event
for an observer in frame S.
(x', y', z', t') are the space and time co-ordinates of the same event
with respect to an observer in frame S'.
Let the time be counted from the instant when the origins O and
O'
coincide.
20. Length Contraction
Derivation
Consider two coordinate systems S and S' with their X
axes coinciding at time t = 0.
S' is moving with a uniform relative speed v
with respect to S in the positive X-direction.
Imagine a rod (AB), at rest relative to S' (Fig. 5.5).
22. Length Contraction
Let x and x be the coordinates of the ends of the rod at any
instant of time in S. Then
L0 = x2’ – x1’ (1)
Since the rod is at rest in frame S’.
Similarly, let x1 and x2, be the coordinates of the ends of
the rod at the same instant of time in S.
Then, l = x2 – x1 (2)
l is the length of the rod, measured relative to S.
According to Lorentz transformations,
25. Length Contraction
The shortening or contraction in the length of an object
along its direction of motion is known as the Lorentz-
Fitzgerald contraction.
There is no contraction in a direction perpendicular to the
direction of motion.
26. Explanation
Let lo, be the length of a rocket on a launching pad.
The length of the rocket, when it moves through space with a
velocity v, shall appear to an observer on the ground as given by
This equation shows that the length of an object in motion as
measured by an observer appears to him to be shorter than when it is
at rest with respect to him.
This phenomenon is known as Lorentz-Fitzgerald contraction.
If v = c, then I = 0.
A rocket moving with the speed of light appears to be reduced
to a point to a stationary observer.
27. Examples
A square and a circle in one appear to the observer in the
other to be a rectangle and an ellipse respectively (Fig. 5.6
).
A body which appears to be spherical to an observer at
rest relative to it, will appear to be an oblate spheroid to a
moving observer.