Pub Date : 2024-07-15DOI: 10.1088/1361-6404/ad6362
E. McGlynn, Christian Saracut, Anthony A. Cafolla
The suppression of the effects of anisotropy on a pendulum by use of a rotating mount was initially envisaged by Léon Foucault, based on his observations of the vibrations of a rod clamped in a lathe. However, the method seems to never have been tried due to the practical difficulties involved. We report a computational study of the stabilisation of the swing pattern of a simple pendulum, showing anisotropic behaviour in a static configuration, by rotation of the system mount. When the mount is static, for most initial conditions the swing patterns quickly evolves into unstable, complex Lissajous-like patterns. When the pendulum mount is rotated faster than the pendulum frequency effects of anisotropy are suppressed, and the swing pattern stabilises to that of an isotropic 3D simple pendulum. Suppression of mount anisotropy influence occurs for relatively low rotation rates. We also study swing evolution in the presence of random variations in the orientation of the mount principal axes. The use of computational techniques confirms Foucault’s original observations and hypothesis and provides an interesting avenue for students to engage meaningfully with this historically important and inspiring experiment in a novel and challenging manner.
{"title":"Stabilisation of the swing pattern of an anisotropic simple pendulum","authors":"E. McGlynn, Christian Saracut, Anthony A. Cafolla","doi":"10.1088/1361-6404/ad6362","DOIUrl":"https://doi.org/10.1088/1361-6404/ad6362","url":null,"abstract":"\u0000 The suppression of the effects of anisotropy on a pendulum by use of a rotating mount was initially envisaged by Léon Foucault, based on his observations of the vibrations of a rod clamped in a lathe. However, the method seems to never have been tried due to the practical difficulties involved. We report a computational study of the stabilisation of the swing pattern of a simple pendulum, showing anisotropic behaviour in a static configuration, by rotation of the system mount. When the mount is static, for most initial conditions the swing patterns quickly evolves into unstable, complex Lissajous-like patterns. When the pendulum mount is rotated faster than the pendulum frequency effects of anisotropy are suppressed, and the swing pattern stabilises to that of an isotropic 3D simple pendulum. Suppression of mount anisotropy influence occurs for relatively low rotation rates. We also study swing evolution in the presence of random variations in the orientation of the mount principal axes. The use of computational techniques confirms Foucault’s original observations and hypothesis and provides an interesting avenue for students to engage meaningfully with this historically important and inspiring experiment in a novel and challenging manner.","PeriodicalId":505733,"journal":{"name":"European Journal of Physics","volume":"34 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141647601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-10DOI: 10.1088/1361-6404/ad61d3
David Humpherys
The natural units of measure lauded by Max Planck more than 100 years ago are underutilized today. Many physical constants, including the Planck constant, the gravitational constant, the speed of light, vacuum permittivity, and vacuum permeability consist of natural units in their unit dimensions. The natural units are present in all formulas containing these constants. The defining characteristic of the natural units is an alignment of unit values at the Planck scale. This alignment gives a computational basis of proportionality from which the correlated properties and dynamics of elementary particles, including wavelength, period, mass, momentum, and energy, manifest in equal or inversely proportional ratios of the Planck scale. These correlations explain many of the defining equations of quantum mechanics, classical gravity, and electromagnetism.
{"title":"Understanding the Natural Units and Their Hidden Role in the Laws of Physics","authors":"David Humpherys","doi":"10.1088/1361-6404/ad61d3","DOIUrl":"https://doi.org/10.1088/1361-6404/ad61d3","url":null,"abstract":"\u0000 The natural units of measure lauded by Max Planck more than 100 years ago are underutilized today. Many physical constants, including the Planck constant, the gravitational constant, the speed of light, vacuum permittivity, and vacuum permeability consist of natural units in their unit dimensions. The natural units are present in all formulas containing these constants. The defining characteristic of the natural units is an alignment of unit values at the Planck scale. This alignment gives a computational basis of proportionality from which the correlated properties and dynamics of elementary particles, including wavelength, period, mass, momentum, and energy, manifest in equal or inversely proportional ratios of the Planck scale. These correlations explain many of the defining equations of quantum mechanics, classical gravity, and electromagnetism.","PeriodicalId":505733,"journal":{"name":"European Journal of Physics","volume":"34 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141659331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-10DOI: 10.1088/1361-6404/ad61d0
Franco Bocci
This study delves into the historical development of the core principles of dynamics, namely the interplay between forces and motion. We explore the intricate and nonlinear transition from the Aristotelian framework, which held sway for eighteen centuries, to the Newtonian paradigm. We posit that the complexity of this transition largely stems from what we perceive as an inadequate understanding of force. Our focus lies particularly on the seminal contributions of Galileo and the subsequent remarkable advancements made by Newton. However, we also note that, somewhat surprisingly, the transition doesn't conclude with Newton himself. What is commonly known as Newtonian dynamics in modern textbooks diverges significantly from the original theory outlined in the Principia, and we endeavour to elucidate these disparities. In the concluding sections, we scrutinise the implications of these concepts for contemporary teaching methodologies. Specifically, we delve into various interpretations of the Principle of Inertia, the Second Law, and their interrelationship, pinpointing what we perceive as weak points in current didactic approaches and proffering some suggestions for effectively imparting these concepts.
{"title":"Force, Inertia and Motion from Aristotle to nowadays didactics","authors":"Franco Bocci","doi":"10.1088/1361-6404/ad61d0","DOIUrl":"https://doi.org/10.1088/1361-6404/ad61d0","url":null,"abstract":"\u0000 This study delves into the historical development of the core principles of dynamics, namely the interplay between forces and motion. We explore the intricate and nonlinear transition from the Aristotelian framework, which held sway for eighteen centuries, to the Newtonian paradigm. We posit that the complexity of this transition largely stems from what we perceive as an inadequate understanding of force. Our focus lies particularly on the seminal contributions of Galileo and the subsequent remarkable advancements made by Newton. However, we also note that, somewhat surprisingly, the transition doesn't conclude with Newton himself. What is commonly known as Newtonian dynamics in modern textbooks diverges significantly from the original theory outlined in the Principia, and we endeavour to elucidate these disparities. In the concluding sections, we scrutinise the implications of these concepts for contemporary teaching methodologies. Specifically, we delve into various interpretations of the Principle of Inertia, the Second Law, and their interrelationship, pinpointing what we perceive as weak points in current didactic approaches and proffering some suggestions for effectively imparting these concepts.","PeriodicalId":505733,"journal":{"name":"European Journal of Physics","volume":"18 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141660868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-10DOI: 10.1088/1361-6404/ad61d1
D. Sunko, J. Cioslowski
The three-dimensional harmonic oscillator is solved in Bargmann space. The treatment is pedagogically more transparent than the standard ones, at the price of introducing the Bargmann transform in the context of the one-dimensional oscillator. The standard solid harmonics are similarly derived with minimal technical effort, amounting to a complete self-contained exposition suitable for introductory courses in quantum mechanics or mathematical methods of physics. It provides an early exposure to wavelets, with important contemporary applications in signal analysis and quantum optics.
{"title":"The three-dimensional harmonic oscillator and solid harmonics in Bargmann space","authors":"D. Sunko, J. Cioslowski","doi":"10.1088/1361-6404/ad61d1","DOIUrl":"https://doi.org/10.1088/1361-6404/ad61d1","url":null,"abstract":"\u0000 The three-dimensional harmonic oscillator is solved in Bargmann space. The treatment is pedagogically more transparent than the standard ones, at the price of introducing the Bargmann transform in the context of the one-dimensional oscillator. The standard solid harmonics are similarly derived with minimal technical effort, amounting to a complete self-contained exposition suitable for introductory courses in quantum mechanics or mathematical methods of physics. It provides an early exposure to wavelets, with important contemporary applications in signal analysis and quantum optics.","PeriodicalId":505733,"journal":{"name":"European Journal of Physics","volume":"35 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141661896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-10DOI: 10.1088/1361-6404/ad61d2
Athanasios Velentzas, Alkisti Dimakopoulou, Ioannis Theodonis
This paper introduces a pragmatic educational proposal for the integration of virtual experiments (VEs) in physics education. The challenges in physics education posed by the COVID-19 pandemic led to the creation of 20 VEs, meeting criteria of rapid development, zero financial cost, and alignment with educational goals. Implemented during and post quarantine time, VEs effectively supported students' remote laboratory practice. Also, the data analysis of the present study suggests that the proposed approach, adaptable and cost-effective, not only supports distance learning but also proves valuable in tandem with real experiments in traditional physics laboratory education as a preperative procedure. Teachers' positive feedback underscores the proposal's educational benefits, emphasizing its potential for sustained integration beyond quarantine conditions.
{"title":"Supporting laboratories in physics education with virtual experiments videos","authors":"Athanasios Velentzas, Alkisti Dimakopoulou, Ioannis Theodonis","doi":"10.1088/1361-6404/ad61d2","DOIUrl":"https://doi.org/10.1088/1361-6404/ad61d2","url":null,"abstract":"\u0000 This paper introduces a pragmatic educational proposal for the integration of virtual experiments (VEs) in physics education. The challenges in physics education posed by the COVID-19 pandemic led to the creation of 20 VEs, meeting criteria of rapid development, zero financial cost, and alignment with educational goals. Implemented during and post quarantine time, VEs effectively supported students' remote laboratory practice. Also, the data analysis of the present study suggests that the proposed approach, adaptable and cost-effective, not only supports distance learning but also proves valuable in tandem with real experiments in traditional physics laboratory education as a preperative procedure. Teachers' positive feedback underscores the proposal's educational benefits, emphasizing its potential for sustained integration beyond quarantine conditions.","PeriodicalId":505733,"journal":{"name":"European Journal of Physics","volume":"16 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141662430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-08DOI: 10.1088/1361-6404/ad6066
Martin Perea Alvarez de Eulate
In this paper, we present the simplest possible method for the precise determination of solar noon and mean solar time, based on the value of the equation of time corresponding to a predetermined instant for the observer, constant throughout the year. This represents a revolutionary simplification of the appendix of the universally known SPA (Solar Position Algorithm, NREL) regarding solar noon. Given that the proposed simple method does not entail a significant loss of precision, it is especially useful for university students or postgraduate students in photovoltaic/solar thermal energy or developers who wish to create their own software for analysis or research. In addition, an interpolative procedure is presented to further enhance the precision of the method, although such improvement will not be necessary in the majority of cases.
{"title":"The simplest method for the accurate determination of noon","authors":"Martin Perea Alvarez de Eulate","doi":"10.1088/1361-6404/ad6066","DOIUrl":"https://doi.org/10.1088/1361-6404/ad6066","url":null,"abstract":"\u0000 In this paper, we present the simplest possible method for the precise determination of solar noon and mean solar time, based on the value of the equation of time corresponding to a predetermined instant for the observer, constant throughout the year. This represents a revolutionary simplification of the appendix of the universally known SPA (Solar Position Algorithm, NREL) regarding solar noon. Given that the proposed simple method does not entail a significant loss of precision, it is especially useful for university students or postgraduate students in photovoltaic/solar thermal energy or developers who wish to create their own software for analysis or research. In addition, an interpolative procedure is presented to further enhance the precision of the method, although such improvement will not be necessary in the majority of cases.","PeriodicalId":505733,"journal":{"name":"European Journal of Physics","volume":"7 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141667956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-08DOI: 10.1088/1361-6404/ad6065
C. Figueroa, S. Saracho
Starting from a thought experiment based on an accelerated reflecting cavity that contains a radiation bath, is evaluated the cavity-radiation dynamical interaction. The radiation is considered as a monochromatic flux of photons that bouncing onward and backward in the direction of acceleration. For this case, in each reflection, the delay originated by the time of flight of photons causes a difference of velocity between the receiving and emitting reflecting faces in the opposite ends of cavity, and consequently, a Doppler shift. Despite to the ends of the cavity are at rest relative to each other, this phenomenon generates a difference of radiation pressure between these, that behave as the inertia of the radiation bath and verifies the Newton’s 2nd Law for non-relativistic conditions. This result has interesting implications on the current theoretical pictures of dynamical properties of photons.
{"title":"Inertia from radiation. A semiclassical approach","authors":"C. Figueroa, S. Saracho","doi":"10.1088/1361-6404/ad6065","DOIUrl":"https://doi.org/10.1088/1361-6404/ad6065","url":null,"abstract":"\u0000 Starting from a thought experiment based on an accelerated reflecting cavity that contains a radiation bath, is evaluated the cavity-radiation dynamical interaction. The radiation is considered as a monochromatic flux of photons that bouncing onward and backward in the direction of acceleration. For this case, in each reflection, the delay originated by the time of flight of photons causes a difference of velocity between the receiving and emitting reflecting faces in the opposite ends of cavity, and consequently, a Doppler shift. Despite to the ends of the cavity are at rest relative to each other, this phenomenon generates a difference of radiation pressure between these, that behave as the inertia of the radiation bath and verifies the Newton’s 2nd Law for non-relativistic conditions. This result has interesting implications on the current theoretical pictures of dynamical properties of photons.","PeriodicalId":505733,"journal":{"name":"European Journal of Physics","volume":"120 47","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141667774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-08DOI: 10.1088/1361-6404/ad6064
J. Kriek, Tafesse Kabtihymer Atlabachew
Identifying students’ understanding provides a pathway to develop focused teaching to facilitate conceptual understanding. This study aimed to gain more insight into undergraduate students’ conceptual understanding of two nuclear physics concepts. Literature shows that students face difficulties in learning and understanding them. These concepts are nuclear binding energy (NBE) and nuclear force (NF). Phenomenography was used to provide a special qualitative research approach to exploring students’ in-depth understanding, which was not addressed in previous studies. Data were collected from purposively selected students (N = 30) through semi-structured interviews. Phenomenography was used to reveal the different ways in which students’ understand these concepts and serves as indicators of potential conceptual difficulties. Based on these, the relevant and irrelevant critical aspects discerned by students were identified using the variation theory of learning. These critical aspects illustrated how the students understood each concept. For instance, NBE is the energy that must be added to a nucleus to separate it into its constituents and relates to a relevant critical aspect. But, NBE is the energy that binds nucleons and this relates to an irrelevant critical aspect. These critical aspects can provide crucial information that can assist physics instructors in developing focused teaching and learning strategies. Thus, the responses to the interview can be used as a basis for teaching and learning nuclear physics concepts.
{"title":"Using students’ critical aspects to deepen understanding of nuclear physics concepts","authors":"J. Kriek, Tafesse Kabtihymer Atlabachew","doi":"10.1088/1361-6404/ad6064","DOIUrl":"https://doi.org/10.1088/1361-6404/ad6064","url":null,"abstract":"\u0000 Identifying students’ understanding provides a pathway to develop focused teaching to facilitate conceptual understanding. This study aimed to gain more insight into undergraduate students’ conceptual understanding of two nuclear physics concepts. Literature shows that students face difficulties in learning and understanding them. These concepts are nuclear binding energy (NBE) and nuclear force (NF). Phenomenography was used to provide a special qualitative research approach to exploring students’ in-depth understanding, which was not addressed in previous studies. Data were collected from purposively selected students (N = 30) through semi-structured interviews. Phenomenography was used to reveal the different ways in which students’ understand these concepts and serves as indicators of potential conceptual difficulties. Based on these, the relevant and irrelevant critical aspects discerned by students were identified using the variation theory of learning. These critical aspects illustrated how the students understood each concept. For instance, NBE is the energy that must be added to a nucleus to separate it into its constituents and relates to a relevant critical aspect. But, NBE is the energy that binds nucleons and this relates to an irrelevant critical aspect. These critical aspects can provide crucial information that can assist physics instructors in developing focused teaching and learning strategies. Thus, the responses to the interview can be used as a basis for teaching and learning nuclear physics concepts.","PeriodicalId":505733,"journal":{"name":"European Journal of Physics","volume":"122 49","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141667457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-08DOI: 10.1088/1361-6404/ad6067
Paul Quincey
School and undergraduate students are almost always taught the equations of electromagnetism using a set of conventions that are described as the SI. More advanced students are often introduced to different conventions that produce different equations for the same relationships, using either the Gaussian or Heaviside-Lorentz systems. In general, the connection between these equations is not simple. However, if the basis of each system is understood, conversion from SI equations to either Gaussian or Heaviside-Lorentz ones is very straightforward. The reverse processes are less straightforward, but more comprehensible when the fundamental differences are understood. Simple methods for these processes are presented, using a novel application of dimensional analysis, without factors of ε01/2 or (4πε0)1/2 appearing. It is also shown that when different physical quantities are given different symbols, and these are used consistently, the SI can be seen to provide general equations, with the Gaussian and Heaviside-Lorentz ones being simplifications of them. This removes any need for ‘system-independent’ versions of electromagnetic equations, with additional parameters that take different values in the different systems, which have been proposed in various forms over many decades.
学校和本科生几乎总是使用一套称为 SI 的约定来学习电磁学方程。高年级学生通常会接触到不同的约定，这些约定使用高斯系统或海维斯-洛伦兹系统为相同的关系产生不同的方程。一般来说，这些方程之间的联系并不简单。不过，如果理解了每个系统的基础，将国际单位制方程转换为高斯或海维斯-洛伦兹方程就会非常简单。反向过程则不那么简单，但如果理解了两者的根本区别，就更容易理解了。本文介绍了这些过程的简单方法，使用了一种新颖的维度分析应用，不会出现 ε01/2 或 (4πε0)1/2 因子。这也表明，当不同的物理量被赋予不同的符号，并且这些符号被一致地使用时，可以看出 SI 提供了一般方程，而高斯方程和海维斯-洛伦兹方程是对它们的简化。这就不再需要 "与系统无关 "的电磁方程版本，因为不同系统中的附加参数取值不同。
{"title":"Simple methods for converting equations between the SI, Heaviside-Lorentz and Gaussian systems","authors":"Paul Quincey","doi":"10.1088/1361-6404/ad6067","DOIUrl":"https://doi.org/10.1088/1361-6404/ad6067","url":null,"abstract":"\u0000 School and undergraduate students are almost always taught the equations of electromagnetism using a set of conventions that are described as the SI. More advanced students are often introduced to different conventions that produce different equations for the same relationships, using either the Gaussian or Heaviside-Lorentz systems. In general, the connection between these equations is not simple. However, if the basis of each system is understood, conversion from SI equations to either Gaussian or Heaviside-Lorentz ones is very straightforward. The reverse processes are less straightforward, but more comprehensible when the fundamental differences are understood. Simple methods for these processes are presented, using a novel application of dimensional analysis, without factors of ε01/2 or (4πε0)1/2 appearing. It is also shown that when different physical quantities are given different symbols, and these are used consistently, the SI can be seen to provide general equations, with the Gaussian and Heaviside-Lorentz ones being simplifications of them. This removes any need for ‘system-independent’ versions of electromagnetic equations, with additional parameters that take different values in the different systems, which have been proposed in various forms over many decades.","PeriodicalId":505733,"journal":{"name":"European Journal of Physics","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141668999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-03DOI: 10.1088/1361-6404/ad5ed9
A. Fariborz
The Euler equation provides a convenient framework for studying the rotational dynamics of rigid bodies in solid mechanics. While this equation is written from the point of view of an inertial observer, it is implemented in a non-inertial ancillary coordinate system attached to the rigid body and the equations of the rotation are consequently expressed in this ancillary system. We examine how the rotational dynamics of rigid bodies can be described by the inertial observer directly in the inertial coordinate system (instead of employing an ancillary non-inertial frame), and derive the differential equations of the rotation in this inertial system. This approach can have advantages in situations where the rigid body has both translational motion in addition to rotational motion.
{"title":"An alternative to the Euler equation","authors":"A. Fariborz","doi":"10.1088/1361-6404/ad5ed9","DOIUrl":"https://doi.org/10.1088/1361-6404/ad5ed9","url":null,"abstract":"\u0000 The Euler equation provides a convenient framework for studying the rotational dynamics of rigid bodies in solid mechanics. While this equation is written from the point of view of an inertial observer, it is implemented in a non-inertial ancillary coordinate system attached to the rigid body and the equations of the rotation are consequently expressed in this ancillary system. We examine how the rotational dynamics of rigid bodies can be described by the inertial observer directly in the inertial coordinate system (instead of employing an ancillary non-inertial frame), and derive the differential equations of the rotation in this inertial system. This approach can have advantages in situations where the rigid body has both translational motion in addition to rotational motion.","PeriodicalId":505733,"journal":{"name":"European Journal of Physics","volume":"70 s289","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141682090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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