Einstein-Cartan Theory

合集下载

关于爱因斯坦的简介

关于爱因斯坦的简介

关于爱因斯坦的简介爱因斯坦生于德国乌尔姆一个经营电器作坊的小业主家庭,那么你对爱因斯坦了解多少呢?今天店铺就来告诉你关于爱因斯坦的简介,欢迎阅读。

关于爱因斯坦的简介爱因斯坦(1879-1955),美籍德国犹太人。

他创立了代表现代科学的相对论,并为核能开发奠定了理论基础,在现代科学技术和他的深刻影响及广泛应用方面开创了现代科学新纪元,被公认为自伽利略、牛顿以来最伟大的科学家、思想家。

1921年诺贝尔物理学奖获得者。

现代物理学的开创者和奠基人,相对论——“质能关系”的提出者,“决定论量子力学诠释”的捍卫者(振动的粒子)——不掷骰子的上帝。

1940年写了一篇著名论文---“我不信仰一个人格化的神“,1999年12月26日,爱因斯坦被美国《时代周刊》评选为“世纪伟人”。

爱因斯坦是世上最伟大的科学家之一。

关于爱因斯坦的少年时代20世纪最伟大的物理学家阿尔伯特·爱因斯坦(Albert.Einstein)1879年3月14日出生在德国西南的乌耳姆城,一年后随全家迁居慕尼黑。

爱因斯坦的父母都是犹太人,父亲赫尔曼·爱因斯坦和叔叔雅各布·爱因斯坦合开了一个为电站和照明系统生产电机、弧光灯和电工仪表的电器工厂。

母亲玻琳是受过中等教育的家庭妇女,非常喜欢音乐,在爱因斯坦六岁时就教他拉小提琴。

爱因斯坦小时候并不活泼,三岁多还不会讲话,父母很担心他是哑巴,曾带他去给医生检查。

还好小爱因斯坦不是哑巴,可是直到九岁时讲话还不很通畅,所讲的每一句话都必须经过吃力但认真地思考。

在四、五岁时,爱因斯坦有一次卧病在床,父亲送给他一个罗盘。

当他发现指南针总是指着固定的方向时,感到非常惊奇,觉得一定有什么东西深深地隐藏在这现象后面。

他一连几天很高兴的玩这罗盘,还纠缠着父亲和雅各布叔叔问了一连串问题。

尽管他连“磁”这个词都说不好,但他却顽固地想要知道指南针为什么能指南。

这种深刻和持久的印象,爱因斯坦直到六十七岁时还能鲜明的回忆出来。

【名家说第38期】爱因斯坦的量子理论

【名家说第38期】爱因斯坦的量子理论

【名家说第38期】爱因斯坦的量子理论大家好,这里是放眼宇宙世界、纵观物理发展、科技人文共赏,环球物理【名家说】!前面我们已经分享爱因斯坦的生平和他的相对论,今天我们将继续跟大家分享——爱因斯坦和相对论爱因斯坦和相对论来自环球物理00:0008:58这一节我们介绍爱因斯坦的量子理论。

本文节选自北大物理学教授秦克诚先生的《方寸格致》!随着学术声誉的提高,爱因斯坦的境遇有所好转。

1908年兼任伯尔尼大学无公俸讲师,1909年离开专利局任苏黎世大学理论物理学副教授,1911年任布拉格德语大学教授,并被邀出席第一届索耳维物理学会议,1912年任母校苏黎世联邦工业大学教授。

德国的物理学家们希望爱因斯坦能回到德国工作。

为此,普朗克和能斯特于1913年亲自跑到苏黎世,向爱因斯坦提供优厚的条件,邀请他去柏林担任普鲁士科学院院士、拟建中的威廉皇帝物理研究所所长兼柏林大学教授,有开课的权利,没有讲课的义务。

爱因斯坦在保留瑞士国籍的条件下接受了邀请。

爱因斯坦于1914年4月去了柏林。

到柏林后,同年8月第一次世界大战爆发。

他参加了公开和地下的反战活动。

当时,为了对协约国谴责德国入侵中立国比利时作出反应,德国一些著名学者包括普朗克、伦琴、能斯特在内共93人,发表了一个为德国侵略暴行辩护的《文明世界的宣言》。

爱因斯坦拒绝在这个宣言上签名,而在一个针锋相对的宣言《告欧洲人书》上签了名,是总共4名签名者之一。

他是地下反战组织“新祖国同盟”的创始人之一,并且同著名法国作家、和平主义者罗曼罗兰保持着联系。

连罗曼罗兰也惊讶于爱因斯坦对德国的批判的直率和大胆。

1918年秋,德国战败,爆发了士兵起义和工人罢工,德皇被迫退位,成立了共和国,爱因斯坦为之欢欣鼓舞。

大战期间,爱因斯坦仍然没有间断他的科学研究。

1915年到1917年这3年是爱因斯坦第二个科学创造高峰期。

1916年除完成了广义相对论外,还发表论文《关于辐射的量子理论》,在玻尔的量子跃迁概念的基础上,进一步发展了光量子理论,提出了自发辐射和受激辐射这两种辐射形式和跃迁概率的概念,奠定了激光的理论基础。

爱因斯坦思维方法

爱因斯坦思维方法

爱因斯坦思维方法自主创新,方法先行。

思维方法是主体观念地认识和创造的思想工具。

当我们在科学和实际工作道路上遇到问题和困难时,首先想到的是用什么方法去解决,方法总比问题多。

在伟大科学探索中,爱因斯坦思维方法的功能给我们许多深刻的启示。

以下是店铺为大家准备的爱因斯坦思维方法,希望大家喜欢!爱因斯坦思维方法的功能(一)方法的结构形成方法的功能。

结构是指事物内部各要素的结合方式。

功能是一事物作用于他事物的能力。

因此,结构和功能是揭示事物内部的构成方式与事物同环境相互作用的范畴。

爱因斯坦直觉和演绎思维方法的理论结构一经形成,必然要发挥出它的伟大功能。

变革功能、解放思想功能、创造功能,是直觉和演绎思维方法的三大功能。

(一)直觉和演绎思维方法的变革功能科学思想的创新首先在于思维方法的创新。

爱因斯坦创立的相对论首先在于爱因斯坦创立的思维方法的功能。

爱因斯坦思维方法的革新功能表现在两方面:第一,直觉和演绎思维方法是对推理逻辑思维方法的突破。

爱因斯坦指出的“适用于科学幼年时代的以归纳为主的方法,正在让位给探索性的演绎法”。

第二,直觉和演绎思维方法是科学技术发展时期思维方法的创新。

这种思维方法是突破与创新的对立统一,这体现了直觉和演绎思维方法的变革功能。

(二)直觉和演绎思维方法的解放思想功能一种科学思维方法的创立,不仅是时代精神的精华,而且必将发挥出巨大的思想解放功能。

科学的思维方法一经创立,对转变人们的观念,解放思想,促进新理论的创立产生巨大的作用。

第一,爱因斯坦充分发挥直觉和演绎思维方法的解放思想功能,把时空观念从牛顿的“绝对时间”和“绝对空间”中解放出来,确立起“时间的相对性原理”和“光速不变原理”。

“尺缩钟慢”就是从绝对时空观念中解放出来确立起相对时空观念的范例。

第二,直觉和演绎思维方法促使人们把科学研究工作从宏观物体低速运动领域进入到微观物质高速运动领域中去认识世界。

第三,直觉和演绎思维方法把认识事物的方法,从推理逻辑思维方法引导到以逻辑与非逻辑相统一的思维方法去探索事物的本质和规律。

固体的爱因斯坦模型名词解释

固体的爱因斯坦模型名词解释

固体的爱因斯坦模型名词解释固体的爱因斯坦模型是一种描述固体热容性质的理论模型,本文将对其进行详细解释。

固体的爱因斯坦模型是由德国物理学家爱因斯坦于1907年提出的一种理论模型,用于描述固体的热容性质。

它是固体热力学和统计物理学中的重要概念之一。

爱因斯坦模型的基本假设是将固体中的原子或分子看作是同样质量的简谐振子。

这些振子在固体中以三维空间中的不同方向振动,且振动的频率都相同。

这个模型假设固体中的所有原子或分子都以同样的频率振动,即存在一个统一的共振频率。

根据爱因斯坦模型的假设,一个固体中的原子或分子在某一方向上的平均能量为:E = hn/(exp(hn/kT) - 1)其中,E是平均能量,h是普朗克常数,n是振动频率,k是玻尔兹曼常数,T是温度。

爱因斯坦模型也给出了固体的总热容:C = 3Nk(hn/kT)^2exp(hn/kT)/(exp(hn/kT) - 1)^2其中,C是热容,N是固体中的原子或分子数目。

爱因斯坦模型的一个重要特点是它能够解释固体在低温下的热容行为。

根据这个模型,当温度趋近于绝对零度时,固体的热容趋于零。

这与实验观测一致,因为在低温下,固体中的原子或分子几乎停止振动,所以能量非常低,热容也非常小。

然而,爱因斯坦模型也有其局限性。

它忽略了固体中原子或分子振动频率的分布,假设所有振动频率都相同。

在实际情况中,固体中的原子或分子的振动频率是不均匀分布的,因此这个模型无法准确描述高温下的固体热容性质。

总而言之,固体的爱因斯坦模型是一种重要的理论模型,它能够解释固体在低温下的热容行为。

然而,这个模型也存在一定的局限性,无法准确描述高温下的固体热容性质。

通过对固体热容的研究,我们能够更好地理解固体的热力学特性,对材料科学和工程学等领域有着重要的应用价值。

爱因斯坦《论教育》英文

爱因斯坦《论教育》英文

爱因斯坦《论教育》英文On Educationby Albert EinsteinExcerpts from an address by Albert Einstein to the State University of New York at Albany, on the occasion of the celebration of the tercentenary of highereducation in America, 15th October, 1931. Reference - “Ideas and Opinions” by Albert Einstein.A day of celebration generally is in the first place dedicated to retrospect, especially to the memory of personages who have gained special distinction for the development of the cultural life. This friendly service for our predecessors must indeed not be neglected, particularly as such a memory of the best of the past is proper to simulate the well-disposed of today to a courageous effort. But this should be done by someone who, from his youth, has been connected with this State and is familiar with its past, not by one who like a gypsy has wondered about and gathered his experiences in all kinds of countries.Thus there is nothing else left for me but to speak about suchquestions as, independently of space and time, always have been and will be connected with educational matters. In this attempt I cannot lay any claim to being an authority, especially as intelligent and well-meaning men of all times have dealt with educational problems and have certainly repeatedly expressed their view clearly about these matters. From what source shall I, as a partiallay man in the realm of pedagogy, derive courage to expound opinions with nofoundations except personal experience and personal conviction? If it were really a scientific matter, one would probably be tempted to silence by such considerations.However, with the affairs of active human beings it is different. Here knowledge of truth alone does not suffice; on the contrary this knowledge must continually be renewed by ceaseless effort, if it is not to be lost. It resembles a statue of marble which stands in the desert and is continuously threatened with burial by the shifting-sand. The hands of service must ever be at work, in order that the marble continue lastingly to shine in the sun. T o these serving hands mine also shall belong.The school has always been the most important means of transferring the wealth of tradition from one generation to the next. This applies today in an even higher degree than in former times for, through modern development of the economic life, the family as bearer oftradition and education has been weakened. The continuance and health of human society is therefore in a still higher degree dependent on the school than formerly.Sometimes one sees in the school simply the instrument for transferring a certain maximum quantity of knowledge to the growing generation. But that is not right. Knowledge is dead; the school, however, serves the living. It should develop in the young individuals those qualities and capabilities which are of value for the welfare of the commonwealth. But that does not mean that individuality should be destroyed and the individual become a mere tool of the community, like a bee or an ant. For a community of standardized individuals without personal originality and personal aims would be a poor community without possibilities for development. On the contrary, the aim must be the training of independently acting and thinking individuals, who, however, see in the service of the community their highest life problem. As far as I can judge, the English school system comes nearest to the realization of this ideal.But how shall one try to attain this ideal? Should one perhaps try to realize this aim by moralizing? Not at all. Words are and remain an empty sound, and the road to perdition has ever been accompanied by lipservice to an ideal. But personalities are not formed by what is heard and said, but by labor and activity.The most important method of education accordingly always has consisted of that in which the pupil was urged to actual performance. This applies as well to the first attempts at writing of the primary boy as to the doctor’s thesis on graduation from the university, or as to the mere memorizing of a poem, the writing of a composition, the interpretation and translation of a text, the solving of a mathematical problem or the practice of physical sport.But behind every achievement exists the motivation which is at the foundation of it and which in turn is strengthened and nourished by the accomplishment of the undertaking. Here there are the greatest differences and they are of greatest importance to the educational value of the school. The same work may owe its origin to fear and compulsion, ambitious desire for authority and distinction, or loving interest in the object and a desire for truth and understanding, and thus to that divine curiosity which every healthy child possesses, but which so often early is weakened. The educational influence which is exercised upon the pupil by the accomplishment of one and the same work may be widely different, depending upon whether fear of hurt, egoistic passion or desirefor pleasure and satisfaction are at the bottom of this work. And nobody will maintain that the administration of the school and the attitude of the teachers does not have an influence upon the molding of the psychological foundation for pupils.To me the worst thing seems to be for a school principally to work with methods of fear, force and artificial authority. Such treatment destroys the sound sentiments, the sincerity and the self-confidence of the pupil. It produces the submissive subject. It is no wonder that such schools are the rule in Germany and Russia. I know that the schools in this country are free from this worst evil; this also is so in Switzerland and probably in all democratically governed countries. It is comparatively simple to keep the school free from this worst of all evils. Give into the power of the teacher the fewest possible coercive measures, so that the only source of the pupil’s respect for the teacher is the human and intellectual qualities of the latter.The second-named motive, ambition or, in milder terms, the aiming at recognition and consideration, lies firmly fixed in human nature. With absence of mental stimulus of this kind, human cooperation would be entirely impossible; the desire for the appr oval of one’s fellowman certainly is one of the most important binding powers of society. In thiscomplex of feelings, constructive and destructive forces lie closely together. Desire for approval and recognition is a healthy motive, but the desire to be acknowledged as better, stronger or more intelligent than a fellow being or fellow scholar easily leads to an excessively egoistic psychological adjustment, which may become injurious for the individual and for the community. Therefore the school and the teacher must guard against employing the easy method of creating individual ambition, in order to induce the pupils to diligent work.Darwin's theory of the struggle for existence and the selectivity connected with it has by many people been cited as authorization of the encouragement of the spirit of competition. Some people also in such a way have tried to prove pseudoscientifically the necessity of the destructive economic struggle of competition between individuals. But this is wrong, because man owes his strength in the struggle for existence to the fact that he is a socially living animal. As little as a battle between single ants of an ant hill is essential for survival, just so little is this the case with the individual members of a human community.Therefore one should guard against preaching to the young man success in the customary sense as the aim of life. For a successful man is he who receives a great deal from his fellowmen, usually incomparablymore than corresponds to his service to them. The value of a man, however, should be seen in what he gives and not in what he is able to receive.The most important motive for work in the school and in life is the pleasure in work, pleasure in its result and the knowledge of the value of the result to the community. In the awakening and strengthening of these psychological forces in the young man, I see the most important task given by the school. Such a psychological foundation alone leads to a joyous desire for the highest possessions of men, knowledge and artistlike workmanship.The awakening of these productive psychological powers is certainly less easy than the practice of force or the awakening of individual ambition but is the more valuable for it. The point is to develop the childlike inclination for play and the childlike desire for recognition and to guide the child over to important fields upon the desire for successful activity and acknowledgment. If the school succeeds in working successfully from such points of view, it will be highly honored by the rising generation and the tasks given by the school will be submitted to as a sort of gift. I have known children who preferred schooltime to vacation.Such a school demands from the teacher that he be a kind of artist in his province. What can be done that this spirit be gained in the school? For this there is just as little a universal remedy as there is for an individual to remain well. But there are certain necessary conditions which can be met. First, teachers should grow up in such schools. Second, the teacher should be given extensive liberty in the selection of the material to be taught and the methods of teaching employed by him. For it is true also of him that pleasure in the shaping of his work is killed by force and exterior pressure.If you have followed attentively my meditations up to this point, you will probably wonder about one thing. I have spoken fully about in what spirit, according to my opinion, youth should be instructed. But I have said nothing yet about the choice of subjects for instruction, nor about the method of teaching. Should language predominate or technical education in science?To this I answer: In my opinion all this is of secondary importance. If a young man has trained his muscles and physical endurance by gymnastics and walking, he will later be fitted for every physical work. This is also analogous to the training of the mind and the exercising ofthe mental and manual skill. Thus the wit was not wrong who defined education in this way: "Education is that which remains, if one has forgotten everything he learned in school. "For this reason I am not at all anxious to take sides in the struggle between the followers of the classical philologic-historical education and the education more devoted to natural science.On the other hand, I want to oppose the idea that the school has to teach directly that special knowledge and those accomplishments which one has to use later directly in life. The demands of life are much too manifold to let such a specialized training in school appear possible. Apart from that, it seems to me, moreover, objectionable to treat the individual like a dead tool. The school should always have as its aim that the young man leave it as a harmonious personality, not as a specialist. This in my opinion is true in a certain sense even for technical schools, whose students will devote themselves to a quite definite profession. The development of general ability for independent thinking and judgment should always be placed foremost, not the acquisition of special knowledge. If a person masters the fundamentals of his subject and has learned to think and work independently, he will surely find his way and besides will better be able to adapt himself to progress and changes than the person whose training principally consists in the acquiring of detailedknowledge.Finally, I wish to emphasize once more that what has been said here in a somewhat categorical form does not claim to mean more than the personal opinion of a man, which is founded upon nothing but his own personal experience, which he has gathered as a student and as a teacher.。

爱因斯坦英语介绍80词左右

爱因斯坦英语介绍80词左右

爱因斯坦英语介绍80词左右Albert Einstein was one of the most influential physicists of the 20th century. His groundbreaking theories revolutionized our understanding of the universe.爱因斯坦是20世纪最具影响力的物理学家之一。

他的开创性理论彻底改变了我们对宇宙的认识。

Born in Germany in 1879, Einstein developed the theory of relativity, which describes how gravity works in the universe. This theory laid the foundation for many significant scientific advancements.爱因斯坦于1879年出生在德国,他发展出了相对论理论,描述了引力在宇宙中的运作方式。

这一理论奠定了许多重要的科学进步的基础。

In addition to his work in physics, Einstein was also a passionate advocate for peace and social justice. He spoke out against war and violence, and championed the cause of human rights.除了在物理学领域的工作外,爱因斯坦还是和平与社会正义的热情倡导者。

他公开反对战争和暴力,并支持人权事业。

Einstein's intellect and creativity continue to inspire scientists and thinkers around the world. His legacy serves as a reminder of the power of human imagination and the importance of pursuing knowledge for the betterment of society.爱因斯坦的才智和创造力继续激励着世界各地的科学家和思想家。

Albert Einstein & His Theory Of Relativity

Albert Einstein &  His Theory Of Relativity
nks That’ That’s all.
A Funny Story
Einstain was a great admirer of Charlie Chaplin's film. Once, in a letter to Chaplin, he said, "I admire you very much. Your film 'Modern Time' everybody in the world can understand. You will certainly become a great man. Einstain." In this answer to this letter ,Charlie Chaplin wrote, "I admire you even more. Your Theory of Relativity, nobody in the world understands, but you have already become a great man. Chaplin."
Albert Einstein & His Theory Of Relativity
Imagination is more important than knowledge. —Albert Einstein
Albert Einstein was considered the greatest scientist of the 20th century and one of the greatest of all time. His discoveries and theories have greatly influenced science in many fields. Einstein was born in 1879 in Ulm, a city in Germany. As a boy, he was slow to learn to talk, but later in his childhood he showed great curiosity about nature and ability to solve difficult mathematical problems. After he left school, he went to Switzerland, where he graduated from the university with a degree in mathematics. In 1905, Einstein began to publish a series of papers which shook the whole scientific and intellectual world, and for the theories he established in the papers he won the Nobel Prize for Physics in 1921. Because Einstein was Jewish, when Hitler took over Germany in 1933, he had to leave the country and finally settled in the United States. There he continued his study on the structure of the universe until his death in 1955.

爱因斯坦英语介绍

爱因斯坦英语介绍

爱因斯坦的英文介绍一、引言Albert Einstein, a German-born theoretical physicist, left an indelible mark on the world of science. His contributions to the theories of special and general relativity transformed our understanding of the universe, shaking the very foundation of physics.二、科学的巨匠Einstein's most famous equation, E=mc^2, changed the way we view energy and matter. It was a simple yet profound equation that revolutionized our comprehension of the laws of nature. His work in quantum mechanics and statistical physics further expanded our knowledge of the microscopic and macroscopic realms.三、激进的和平使者Beyond his scientific legacy, Einstein's life was marked by his activism and political views. He was a staunch advocate for peace and nuclear disarmament, often at odds with the scientific establishment. His activism and pacifist stance echoed through the halls of academia and beyond, influencing global opinion on crucial issues of the day.四、总结Albert Einstein's contributions to science and activism continue to influence our world today. His legacy is not just in the equations he wrote or the theories he developed, but in the way he viewed the world and its potential for positive change. His life and work serve as a constant reminder of the power of knowledge and theimportance of responsible scientific enquiry in guiding our future.。

  1. 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
  2. 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
  3. 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。

a r X i v :g r -q c /0606062v 1 14 J u n 2006EINSTEIN–CARTAN THEORYAndrzej Trautman ,Warsaw University,Warsaw,PolandPublished with typographical changes in:Encyclopedia of Mathematical Physics,edited by J.-P.Fran¸c oise,G.L.Naber and Tsou S.T.Oxford:Elsevier,2006,vol.2,pages 189–195.IntroductionNotationStandard notation and terminology of differen-tial geometry and general relativity are used in this article.All considerations are local so that the four-dimensional space-time M is assumed to be a smooth manifold diffeomorphic to R 4.It is endowed with a metric tensor g of signature (1,3)and a linear connection defining the covari-ant differentiation of tensor fields.Greek indices range from 0to 3and refer to space-time.Given a field of frames (e µ)on M ,and the dual field of coframes (θµ),one can write the metric tensor as g =g µνθµθν,where g µν=g (e µ,e ν)and Einstein’s summation convention is assumed to hold.Ten-sor indices are lowered with g µνand raised with its inverse g µν.General-relativistic units are used so that both Newton’s constant of gravitation and the speed of light are 1.This implies =ℓ2,where ℓ≈10−33cm is the Planck length.Both mass and energy are measured in centimeters.Historical remarksThe Einstein–Cartan Theory (ECT)of grav-ity is a modification of General Relativity The-ory (GRT),allowing space-time to have torsion,in addition to curvature,and relating torsion to the density of intrinsic angular momentum.Thismodification was put forward in 1922by ´ElieCar-tan,before the discovery of spin.Cartan was influenced by the work of the Cosserat brothers (1909),who considered besides an (asymmetric)force stress tensor also a moments stress tensor in a suitably generalized continuous medium.Work done in the 1950s by physicists (Kondo,Bilby,Kr¨o ner and other authors)established the role played by torsion in the continuum theory of crys-tal dislocations.A recent review (Ruggiero and Tartaglia,2003)describes the links between ECT and the classical theory of defects in an elastic medium.Cartan assumed the linear connection to be metric and derived,from a variational principle,a set of gravitational field equations.He re-quired,without justification,that the covariant di-vergence of the energy-momentum tensor be zero;this led to an algebraic constraint equation,bi-linear in curvature and torsion,severely restrict-ing the geometry.This misguided observation has probably discouraged Cartan from pursuing his theory.It is now known that conservation laws in relativistic theories of gravitation follow from the Bianchi identities and,in the presence of tor-sion,the divergence of the energy-momentum ten-sor need not vanish.Torsion is implicit in the 1928Einstein theory of gravitation with teleparal-lelism.For a long time,Cartan’s modified theory of gravity,presented in his rather abstruse nota-tion,unfamiliar to physicists,did not attract any attention.In the late 1950s,the theory of grav-itation with spin and torsion was independently rediscovered by Sciama and Kibble.The role of Cartan was recognized soon afterwards and ECT became the subject of much research;see Hehl et al.(1976)for a review and an extensive bib-liography.In the 1970s it was recognized that ECT can be incorporated within supergravity.In fact,simple supergravity is equivalent to ECT with a massless,anticommuting Rarita–Schwinger field as the source.Choquet-Bruhat considered a generalization of ECT to higher dimensions and showed that the Cauchy problem for the coupled system of Einstein–Cartan and Dirac equations is well posed.Penrose (1982)has shown that tor-sion appears in a natural way when spinors are allowed to be rescaled by a complex conformal fac-tor.ECT has been generalized by allowing non-metric linear connections and additional currents,associated with dilation and shear,as sources of such a “metric-affine theory of gravity”(Hehl et al.,1995).Physical motivationRecall that,in Special Relativity Theory (SRT),the underlying Minkowski space-time admits,as its group of automorphisms,the full Poincar´e group,consisting of translations and Lorentz transformations.It follows from the first Noether theorem that classical,special-relativistic field equations,derived from a variational princi-ple,give rise to conservation laws of energy-momentum and angular ingCartesian coordinates(xµ),abbreviating∂ϕ/∂xρtoϕ,ρand denoting by tµνand sµνρ=−sνµρthe tensors of energy-momentum and of intrinsic angular momentum(spin),respectively,one can write the conservation laws in the formtµν,ν=0(1) and(xµtνρ−xνtµρ+sµνρ),ρ=0.(2) In the presence of spin,the tensor tµνneed not be symmetric,tµν−tνµ=sµνρ,ρ.Belinfante and Rosenfeld have shown that the ten-sorTµν=tµν+1d tσ(exp At)|t=0=σνµAµν.If(e a)is a frame in R N, thenσνµ(e a)=σbνaµe b,where a,b=1,...,N.A map a=(aµν):M→GL4(R)transforms fields of frames so thate′µ=eνaνµandθν=aνµθ′µ.(3) A differential formϕon M,with values in R N,is said to be of typeσif,under changes of frames, it transforms so thatϕ′=σ(a−1)ϕ.For example,θ=(θµ)is a1-form of type id.If now A=(Aµν): M→End R4,then one puts a(t)=exp tA:M→GL4(R)and defines the variations induced by an infinitesimal change of frames,δθ=dd t(σ(a(t)−1)ϕ)|t=0=−σνµAµνϕ.(4)Hodge dualsSince M is diffeomorphic to R4,one can choose an orientation on M and restrict the frames to agree with that orientation so that only transfor-mations with values in GL+4(R)are allowed.The metric then defines the Hodge dual of differential forms.Putθµ=gµνθν.The formsη,ηµ,ηµν,ηµνρandηµνρσare defined to be the duals of1,θµ,θµ∧θν,θµ∧θν∧θρandθµ∧θν∧θρ∧θσ,re-spectively.The4-formηis the volume element;for a holonomic coframeθµ=d xµit is given byso that the covariant derivative of eνin the di-rection of eµis∇µeν=Γρµνeρ.Under a change of frames(3),the connection forms transform as follows:aµρω′ρν=ωµρaρν+d aµν.Ifϕ=ϕa e a is a k-form of typeσ,then its covari-ant exterior derivativeDϕa=dϕa+σaµbνωνµ∧ϕbis a(k+1)-form of the same type.For a0-form one has Dϕa=θµ∇µϕa.The infinitesimal change ofω,defined similarly as in(4),isδωµν=DAµν. The2-form of curvatureΩ=(Ωµν),whereΩµν=dωµν+ωµρ∧ωρν,is of type ad:it transforms with the adjoint rep-resentation of GL4(R)in End R4.The2-form of torsionΘ=(Θµ),whereΘµ=dθµ+ωµν∧θν,is of type id.These forms satisfy the Bianchi iden-titiesDΩµν=0and DΘµ=Ωµν∧θν.For a differential formϕof typeσthere holds the identityD2ϕa=σaνbµΩµν∧ϕb.(7) The tensors of curvature and torsion are given byΩµν=12Qµρσθρ∧θσ, respectively.With respect to a holonomic frame, dθµ=0,one hasQµρσ=Γµρσ−Γµσρ.In SRT,the Cartesian coordinates define a radius-vectorfield Xµ=−xµ,pointing towards the ori-gin of the coordinate system.The differential equation it satisfies generalizes to a manifold with a linear connection:DXµ+θµ=0.(8) By virtue of(7),the integrability condition of(8) isΩµνXν+Θµ=0.Integration of(8)along a curve defines the Cartan displacement of X;if this is done along a small closed circuit spanned by the bivector∆f,then the radius vector changes by about∆Xµ=12(∇µϕν−∇νϕµ)θµ∧θν=(Dϕµ)∧θµ= dϕ−ϕµΘµ,a gauge-dependentfield.Metric-affine geometryA metric-affine space(M,g,ω)is defined to have a metric and a linear connection that need not dependent on each other.The metric alone de-termines the torsion-free Levi-Civita connection˚ωcharacterized bydθµ+˚ωµν∧θν=0and˚Dgµν=0.Its curvature is˚Ωµν=d˚ωµν+˚ωµρ∧˚ωρν.The1-form of type ad,κµν=ωµν−˚ωµν,(9) determines the torsion ofωand the covariant derivative of g,Θµ=κµν∧θν,Dgµν=−κµν−κνµ.The curvature ofωcan be written asΩµν=˚Ωµν+˚Dκµν+κµρ∧κρν.(10) The transposed connection˜ωis defined by˜ωµν=ωµν+Qµνρθρso that,with respect to a holonomic frame,one has˜Γµνρ=Γµρν.The torsion of˜ωis opposed to that ofω.Riemann–Cartan geometryA Riemann–Cartan space is a metric-affine space with a connection that is metric,Dgµν=0.(11) The metricity condition impliesκµν+κνµ=0and Ωµν+Ωνµ=0.In a Riemann–Cartan space the connection is determined by its torsion Q and the metric tensor.Let Qρµν=gρσQσµν,thenκµν=12τµνδgµν+δθµ∧tµ−12Dsνµ−σbνaµL a∧ϕb=0.It follows from the identity that the two sets ofEuler–Lagrange equations obtained by varying Lwith respect to the triples(ϕ,θ,ω)and(ϕ,g,ω)are equivalent.In the sequel,thefirst triple ischosen to derive thefield equations.Projective transformations and the metricityconditionStill under the assumption that(M,g,ω)is ametric-affine space-time,consider the4-form8πK=12gρσηµνρ∧Ωνσ=−8πtµ,(19)andD(gµρηρν)=8πsµν,(20)respectively.Put sµν=gµρsρν.Ifsµν+sνµ=0,(21)then sνν=0and L is also invariant with re-spect to(18).One shows that,if(21)holds,then,among the projectively related connections satis-fying(20),there is precisely one that is metric.Toimplement properly the metricity condition in thevariational principle one can use the Palatini ap-proach with constraints(Kopczy´n ski,1975).Al-ternatively,following Hehl,one can use(9)and(12)to eliminateωand obtain a lagrangian de-pending onϕ,θand the tensor of torsion.The Sciama–Kibblefield equationsFrom now on the metricity condition(11)is as-sumed so that(21)holds and the Cartanfieldequation(20)isηµνρ∧Θρ=8πsµν.(22)Introducing the asymmetric energy-momentum tensor tµνand the spin density tensor sµνρ= gρσsσµνsimilarly as in(5),one can write the Einstein–Cartan equations(19)and(22)in the form given by Sciama and Kibble,Rµν−12δρµsσνσ+12ηµνρσΘν∧Ωρσ(26) and8πDsµν=ηνσ∧Ωσµ−ηµσ∧Ωσν.(27) Cartan required the right side of(26)to vanish. If,instead,one uses thefield equations(19)and (22)to evaluate the right sides of(26)and(27), one obtains,Dtµ=Qρµνθν∧tρ−12˜∇νvµsµνis closed,d j=0.In particular,in the limit of SRT,in Cartesian coordinates xµ,to a con-stant vectorfield v there corresponds the projec-tion onto v of the energy-momentum density.If Aµνis a constant bivector,then vµ=Aµνxνgives j=jµνAµν,where jµνis as in(6).Spinningfluid and the generalized Mathisson–Papapetrou equation of motionAs in classical general relativity,the right sides of the Einstein–Cartan equations need not neces-sarily be derived from a variational principle;they may be determined by phenomenological consider-ations.For example,following Weyssenhoff,con-sider a spinningfluid characterized bytµν=Pµuνand sµνρ=Sµνuρ,where Sµν+Sνµ=0and u is the unit,timelike velocityfield.Let U=uµηµso thattµ=PµU and sµν=SµνU.Define the particle derivative of a tensorfieldϕa in the direction of u by˙ϕaη=D(ϕa U).For a scalarfieldϕ,the equation˙ϕ=0is equiv-alent to the conservation law d(ϕU)=0.Define ρ=gµνPµuν,then(29)gives an equation of mo-tion of spin˙Sµν=uνPµ−uµPνso thatPµ=ρuµ+˙Sµνuν.From(28)one obtains the equation of translatory motion,˙Pµ=(QρµνPρ−1point particles with an intrinsic angular momen-tum.From ECT to GRT:the effective energy-momentum tensorInside spinning matter,one can use(12)and (25)to eliminate torsion and replace the Sciama–Kibble system by a single Einstein equation with an effective energy-momentum tensor on the right ing the split(10)one can write(23)as˚Rµν−12˚∇ρ(sνµρ+sνρµ+sµρν).(32)It is remarkable that the Belinfante–Rosenfeld symmetrization of the canonical energy-momentum tensor appears as a natural con-sequence of ECT.From the physical point of view,the second term on the right side of(31), can be thought of as providing a spin-spin contact interaction,reminiscent of the one appearing in the Fermi theory of weak interactions.It is clear from(30),(31)and(32)that when-ever terms quadratic in spin can be neglected—in particular in the linear approximation—ECT is equivalent to GRT.To obtain essentially new effects,the density of spin squared should be com-parable to the density of mass.For example, to achieve this,a nucleon of mass m should be squeezed so that its radius r Cart be such thatℓ2r3Cart.Introducing the Compton wavelength r Compt=ℓ2/m≈10−13cm,one can writer Cart≈(ℓ2r Compt)1/3.The“Cartan radius”of the nucleon,r Cart≈10−26 cm,so small when compared to its physical ra-dius under normal conditions,is much larger than the Planck length.Curiously enough,the energy ℓ2/r Cart is of the order of the energy at which,ac-cording to some estimates,the grand unification of interactions is presumed to occur. Cosmology with spin and torsionIn the presence of spinning matter,T effneed not satisfy the positive energy conditions,even if T does.Therefore,the classical singularity theo-rems of Penrose and Hawking can here be over-come.In ECT,there are simple cosmological so-lutions without singularities.The simplest such solution,found in1973by Kopczy´n ski,is as fol-lows.Consider a Universefilled with a spinning dust such that Pµ=ρuµ,uµ=δµ0,S23=σ, Sµν=0forµ+ν=5and bothρandσare functions of t=x0alone.These assump-tions are compatible with the Robertson–Walker line element d t2−R(t)2(d x2+d y2+d z2),where (x,y,z)=(x1,x2,x3)and torsion is determined from(25).The Einstein equation(23)reduces to the modified Friedmann equation,12S2R−4=0,(33) supplemented by the conservation laws of mass and spin,M=43πσR3=const. The last term on the left side of(33)plays the role of a repulsive potential,effective at small values of R;it prevents the solution from vanishing.It should be noted,however,that even a very small amount of shear in u results in a term counteract-ing the repulsive potential due to spin.Neglect-ing shear and making the(unrealistic)assumption that matter in the Universe at t=0consists of about1080nucleons of mass m with aligned spins, one obtains the estimate R(0)≈1cm and a den-sity of the order of m2/ℓ4,very large,but much smaller than the Planck density1/ℓ2.Tafel(1975)found large classes of cosmologi-cal solutions with a spinningfluid,admitting a group of symmetries transitive on the hypersur-faces of constant time.The models corresponding to symmetries of Bianchi types I,VII0and V are non-singular,provided that the influence of spin exceeds that of shear.SummaryThe Einstein-Cartan theory is a viable theory of gravitation that differs very slightly from the Ein-stein theory;the effects of spin and torsion can be significant only at densities of matter that are very high,but nevertheless much smaller than the Planck density at which quantum gravitational ef-fects are believed to dominate.It is possible that the Einstein–Cartan theory will prove to be a bet-ter classical limit of a future quantum theory of gravitation than the theory without torsion. Further ReadingArkuszewski,W,Kopczy´n ski,W,and Pono-mariev,VN(1974).On the linearized Einstein–Cartan theory.Ann.Inst.Henri Poincar´e21:89–95.Bailey,I and Israel,W(1975).Lagrangian dy-namics of spinning particles and polarized me-dia in general mun.Math.Phys.42:65–82.Cartan,´E(1923),(1924)and(1925).Sur les vari´e t´e s`a connexion affine et la th´e orie de la relativit´e g´e n´e ralis´e e.Part I:Ann.´Ec.Norm.40:325–412and ibid.41:1–25;Part II:ibid.42:17–88;English transl.by A Magnon andA Ashtekar,On manifolds with an affine con-nection and the theory of general relativity.Napoli:Bibliopolis(1986).Cosserat,E and F(1909).Th´e orie des corps d´e formables.Paris:Hermann. Hammond,RT(2002).Torsion gravity.Rep.Prog.Phys.65:599–649.Hehl,FW,von der Heyde,P,Kerlick,GD and Nester,JM(1976).General relativity with spin and torsion:Foundations and prospects.Rev.Mod.Phys.48:393–416.Hehl,FW,McCrea,JD,Mielke,EW and Ne’eman,Y(1995).Metric-affine gauge the-ory of gravity:field equations,Noether iden-tities,world spinors,and breaking of dilation invariance.Phys.Reports258:1–171. Kibble,TWB(1961).Lorentz invariance and the gravitationalfield.J.Math.Phys.2:212–221. Kopczy´n ski,W(1975).The Palatini principle with constraints.Bull.Acad.Polon.Sci.,s´e r.sci.math.astr.phys.23:467–473. Mathisson,M(1937).Neue Mechanik materieller Systeme.Acta Phys.Polon.6:163–200.Penrose,R(1983).Spinors and torsion in general relativity.Found.of Phys.13:325–339. Ruggiero,ML and Tartaglia,A(2003).Einstein–Cartan theory as a theory of defects in space-time.Amer.J.Phys.71:1303–1313. Sciama,DW(1962).On the analogy between charge and spin in general relativity.In:(vol-ume dedicated to L Infeld)Recent Develop-ments in General Relativity,pp415–439.Ox-ford:Pergamon Press and Warszawa:PWN. Tafel,J(1975).A class of cosmological models with torsion and spin.Acta Phys.Polon.B6: 537–554.Trautman,A(1973).On the structure of the Einstein–Cartan equations.Symp.Math.12: 139–162.Van Nieuwenhuizen,P(1981)Supergravity.Physics Reports68:189–398.。

相关文档
最新文档