水星近日点的提前量

IF 0.6 4区教育学 Q4 EDUCATION, SCIENTIFIC DISCIPLINES

European Journal of Physics Pub Date : 2024-07-21 DOI:10.1088/1361-6404/ad54a5

Bertrand Berche and Ernesto Medina

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引用次数: 0

摘要

对广义相对论（GTR）的一个非常有名的 "检验 "是水星近日点（以及其他行星的近日点）的提前。更准确地说，这并不是广义相对论的预言，因为这种反常现象在 19 世纪就已为人所知，但在制定广义相对论时还没有找到一致的解释。爱因斯坦在 1914 年提出了解决问题的办法。水星是距离太阳最近的行星，从地球上观测到的水星近日点每世纪前进约 5550 弧秒（as/cy），这种效应比其他行星更为明显。其中，约有 5000 阿秒是由于赤经前倾造成的（精确值为 5025.645 阿秒/秒），约有 500 阿秒（531.54）是由于外部行星的影响造成的。剩下的约 50 阿秒/秒（42.56）是牛顿力学无法理解的。在此，我们以本科生为对象，重新详细讨论这个问题。

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The advance of Mercury’s perihelion

A very famous ‘test’ of the General Theory of Relativity (GTR) is the advance of Mercury’s perihelion (and of other planets too). To be more precise, this is not a prediction of General Relativity, since the anomaly was known in the 19th century, but no consistent explanation had been found yet at the time GTR was elaborated. Einstein came up with a solution to the problem in 1914. In the case of Mercury, the closest planet to the Sun, the effect is more pronounced than for other planets, and observed from Earth; there is an advance of the perihelion of Mercury of about 5550 arc seconds per century (as/cy). Among these, about 5000 are due to the equinox precession (the precise value is 5025.645 as/cy) and about 500 (531.54) to the influence of the external planets. The remaining, about 50 as/cy (42.56), are not understood within Newtonian mechanics. Here, we revisit the problem in some detail for a presentation at the undergraduate level.

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来源期刊

European Journal of Physics 物理-物理：综合

CiteScore

1.70

自引率

28.60%

发文量

128

审稿时长

3-8 weeks

期刊介绍： European Journal of Physics is a journal of the European Physical Society and its primary mission is to assist in maintaining and improving the standard of taught physics in universities and other institutes of higher education. Authors submitting articles must indicate the usefulness of their material to physics education and make clear the level of readership (undergraduate or graduate) for which the article is intended. Submissions that omit this information or which, in the publisher''s opinion, do not contribute to the above mission will not be considered for publication. To this end, we welcome articles that provide original insights and aim to enhance learning in one or more areas of physics. They should normally include at least one of the following: Explanations of how contemporary research can inform the understanding of physics at university level: for example, a survey of a research field at a level accessible to students, explaining how it illustrates some general principles. Original insights into the derivation of results. These should be of some general interest, consisting of more than corrections to textbooks. Descriptions of novel laboratory exercises illustrating new techniques of general interest. Those based on relatively inexpensive equipment are especially welcome. Articles of a scholarly or reflective nature that are aimed to be of interest to, and at a level appropriate for, physics students or recent graduates. Descriptions of successful and original student projects, experimental, theoretical or computational. Discussions of the history, philosophy and epistemology of physics, at a level accessible to physics students and teachers. Reports of new developments in physics curricula and the techniques for teaching physics. Physics Education Research reports: articles that provide original experimental and/or theoretical research contributions that directly relate to the teaching and learning of university-level physics.