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⇤ ← Revision 1 as of 2019-02-28 12:13:43
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| || Country || GR mentioned || GR not mentioned || || Australia || || x || |
I} Overview Is GR mentioned in the curriculum of this country? || Country || yes || no || remarks || || Australia || || x || federal curriculum: no, state curricula? || || Belgium (Flanders) || || x || other regions? || || Brazil (Rio de Janeiro) || x || || other regions? || || Czech Republic || || x || || || Denmark || || x || || || Finland || || x || || || Germany || x || ||4 out of 16 states: yes, others: no || || Hungary || || x || || || Italy || || x || || || Iceland || || x || || || Israel || || x || || || Netherlands || || x || || || Norway || x || || || || Scotland || x || || || || Sweden || x || || || || Turkey || x || || || II) Content || country || curriculum on GR || remarks || || Brazil (Rio de Janeiro) || Recognize the present models of the universe (stellar evolution, black holes, curved space and big bang) || || || Germany (Bremen) || Equivalence principle, experimental tests (precession of the perihelion of Mercury, light deflection near the sun, gravitational redshift) || || || Germany (North Rhine-Westfalia) || Basic statements of GR: gravitational time dilation, equivalence principle, Gravitation and time measurement (describe qualitatively); gravitation, time measurement and curvature of space (illustrate using models and graphics); impact on physical world view || || || Germany (Saarland) || Reference to GR as theory of gravitation and to its significance for astrophysics and cosmology || || || Germany (Saxony) || Evidence for the impact of gravitation on light: reference to GR, gravitation and curved spacetime, experiments with atomic clocks, black holes in the universe || standard level course || || || Selected aspects of GR: gravitation and curved spacetime, experiments with atomic clocks, black holes in the universe, big bang theory || advanced level course || || Norway || … give a qualitative description of general relativity || || || Scotland || Knowledge that special relativity deals with motion in inertial (non-accelerating) frames of reference and that general relativity deals with motion in non-inertial (accelerating) frames of reference. --- Statement of the equivalence principle (that it is not possible to distinguish between the effects on an observer of a uniform gravitational field and of a constant acceleration) and awareness of its consequences. --- Consideration of spacetime as a representation of four dimensional space. --- Knowledge that light or a freely moving object follows a geodesic (the shortest distance between two points) in spacetime. --- Knowledge that GR leads to the interpretation that mass curves spacetime, and that gravity arises from the curvature of spacetime. --- Representation of World lines for objects which are stationary, moving with constant velocity and accelerating. --- Use of an appropriate relationship to solve problems relating to the Schwarzschild radius of a black hole. --- Knowledge that time appears to be frozen at the event horizon of a black hole. || Advanced Higher Physics, ages 17-18 || |
The Status Quo of General Relativity in High-school Curricula
I} Overview
Is GR mentioned in the curriculum of this country?
Country |
yes |
no |
remarks |
Australia |
|
x |
federal curriculum: no, state curricula? |
Belgium (Flanders) |
|
x |
other regions? |
Brazil (Rio de Janeiro) |
x |
|
other regions? |
Czech Republic |
|
x |
|
Denmark |
|
x |
|
Finland |
|
x |
|
Germany |
x |
|
4 out of 16 states: yes, others: no |
Hungary |
|
x |
|
Italy |
|
x |
|
Iceland |
|
x |
|
Israel |
|
x |
|
Netherlands |
|
x |
|
Norway |
x |
|
|
Scotland |
x |
|
|
Sweden |
x |
|
|
Turkey |
x |
|
|
II) Content
country |
curriculum on GR |
remarks |
Brazil (Rio de Janeiro) |
Recognize the present models of the universe (stellar evolution, black holes, curved space and big bang) |
|
Germany (Bremen) |
Equivalence principle, experimental tests (precession of the perihelion of Mercury, light deflection near the sun, gravitational redshift) |
|
Germany (North Rhine-Westfalia) |
Basic statements of GR: gravitational time dilation, equivalence principle, Gravitation and time measurement (describe qualitatively); gravitation, time measurement and curvature of space (illustrate using models and graphics); impact on physical world view |
|
Germany (Saarland) |
Reference to GR as theory of gravitation and to its significance for astrophysics and cosmology |
|
Germany (Saxony) |
Evidence for the impact of gravitation on light: reference to GR, gravitation and curved spacetime, experiments with atomic clocks, black holes in the universe |
standard level course |
|
Selected aspects of GR: gravitation and curved spacetime, experiments with atomic clocks, black holes in the universe, big bang theory |
advanced level course |
Norway |
… give a qualitative description of general relativity |
|
Scotland |
Knowledge that special relativity deals with motion in inertial (non-accelerating) frames of reference and that general relativity deals with motion in non-inertial (accelerating) frames of reference. --- Statement of the equivalence principle (that it is not possible to distinguish between the effects on an observer of a uniform gravitational field and of a constant acceleration) and awareness of its consequences. --- Consideration of spacetime as a representation of four dimensional space. --- Knowledge that light or a freely moving object follows a geodesic (the shortest distance between two points) in spacetime. --- Knowledge that GR leads to the interpretation that mass curves spacetime, and that gravity arises from the curvature of spacetime. --- Representation of World lines for objects which are stationary, moving with constant velocity and accelerating. --- Use of an appropriate relationship to solve problems relating to the Schwarzschild radius of a black hole. --- Knowledge that time appears to be frozen at the event horizon of a black hole. |
Advanced Higher Physics, ages 17-18 |