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Physical Sciences and Mathematics Commons

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Full-Text Articles in Physical Sciences and Mathematics

The Equivalence Principle, Uniformly Accelerated Reference Frames, And The Uniform Gravitational Field, Gerardo Muñoz, Preston Jones Mar 2010

The Equivalence Principle, Uniformly Accelerated Reference Frames, And The Uniform Gravitational Field, Gerardo Muñoz, Preston Jones

Publications

The relation between uniformly accelerated reference frames in flat spacetime and the uniform gravitational field is examined in a relativistic context. It is shown that contrary to previous statements, equivalence does not break down in this context. No restrictions to Newtonian approximations or small enclosures are necessary.


Bagc.M: Three Dimensional Gravity Modeling Software With An Application In Death Valley, Ca, Brian Eugene Eslick Jan 2010

Bagc.M: Three Dimensional Gravity Modeling Software With An Application In Death Valley, Ca, Brian Eugene Eslick

Open Access Theses & Dissertations

Basin Anomaly Gravity Calculator (BAGC.m) is a 3D interactive gravity modeling package designed to create, edit, and calculate the gravitational attraction of basin models entirely within the MATLABTM environment. Gravity anomalies are calculated using the Rectangular Prism Method (Bott, 1960; Kane, 1962; and Plouff, 1966) which subdivides earth models into regularly spaced rectangular prisms. This approach requires large 3D matrices to store most realistic earth models. The process of model editing is simplified by storing basins as 2D gridded files which define the depth to the boundary between basement rock and sedimentary fill for each model cell. In order ...


Misconceptions On Force And Gravity Among High School Students, Jane Ragasa Pablico Jan 2010

Misconceptions On Force And Gravity Among High School Students, Jane Ragasa Pablico

LSU Master's Theses

The goal of this study is to determine prevalent or dominant misconceptions on force and gravity among high school students. A survey instrument consisting of 12 qualitative questions requiring both answers and written explanations was used to gather students’ ideas and beliefs in situations involving force and gravity. Furthermore, it examined whether the proportion of students having misconceptions per question are correlated with gender and the type of school Physics background. The results show that the respondents have misconceptions that are similar to the misconceptions found in previous research. The number of misconceptions and the proportion of students having misconceptions ...