1,319 research outputs found

    Curvature singularities, tidal forces and the viability of Palatini f(R) gravity

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    In a previous paper we showed that static spherically symmetric objects which, in the vicinity of their surface, are well-described by a polytropic equation of state with 3/2<Gamma<2 exhibit a curvature singularity in Palatini f(R) gravity. We argued that this casts serious doubt on the validity of Palatini f(R) gravity as a viable alternative to General Relativity. In the present paper we further investigate this characteristic of Palatini f(R) gravity in order to clarify its physical interpretation and consequences.Comment: 15 pages. CQG in press. Part of the material moved to an appendix, discussion on the meV scale predictions of Palatini f(R) gravity adde

    Corrections and Comments on the Multipole Moments of Axisymmetric Electrovacuum Spacetimes

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    Following the method of Hoenselaers and Perj\'{e}s we present a new corrected and dimensionally consistent set of multipole gravitational and electromagnetic moments for stationary axisymmetric spacetimes. Furthermore, we use our results to compute the multipole moments, both gravitational and electromagnetic, of a Kerr-Newman black hole.Comment: This is a revised and corrected versio

    Spontaneous scalarization of black holes and compact stars from a Gauss-Bonnet coupling

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    We identify a class of scalar-tensor theories with coupling between the scalar and the Gauss–Bonnet invariant that exhibit spontaneous scalarization for both black holes and compact stars. In particular, these theories formally admit all of the stationary solutions of general relativity, but these are not dynamically preferred if certain conditions are satisfied. Remarkably, black holes exhibit scalarization if their mass lies within one of many narrow bands. We find evidence that scalarization can occur in neutron stars as well

    f(R)f(R) theory and geometric origin of the dark sector in Horava-Lifshitz gravity

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    Inclusion of f(R)f(R) term in the action of Horava-Lifshitz quantum gravity with projectability but without detailed balance condition is investigated, where RR denotes the 3-spatial dimensional Ricci scalar. Conditions for the spin-0 graviton to be free of ghosts and instability are studied. The requirement that the theory reduce to general relativity in the IR makes the scalar mode unstable in the Minkowski background but stable in the de Sitter. It is remarkable that the dark sector, dark matter and dark energy, of the universe has a naturally geometric origin in such a setup. Bouncing universes can also be constructed. Scalar perturbations in the FRW backgrounds with non-zero curvature are presented.Comment: Mod. Phys. Lett. A26, 387-398 (2011

    Cosmological perturbations in Palatini modified gravity

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    Two approaches to the study of cosmological density perturbations in modified theories of Palatini gravity have recently been discussed. These utilise, respectively, a generalisation of Birkhoff's theorem and a direct linearization of the gravitational field equations. In this paper these approaches are compared and contrasted. The general form of the gravitational lagrangian for which the two frameworks yield identical results in the long-wavelength limit is derived. This class of models includes the case where the lagrangian is a power-law of the Ricci curvature scalar. The evolution of density perturbations in theories of the type f(R)=R−c/Rbf(R)=R-c /R^ b is investigated numerically. It is found that the results obtained by the two methods are in good agreement on sufficiently large scales when the values of the parameters (b,c) are consistent with current observational constraints. However, this agreement becomes progressively poorer for models that differ significantly from the standard concordance model and as smaller scales are considered

    Torsion and accelerating expansion of the universe in quadratic gravitation

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    Several exact cosmological solutions of a metric-affine theory of gravity with two torsion functions are presented. These solutions give a essentially different explanation from the one in most of previous works to the cause of the accelerating cosmological expansion and the origin of the torsion of the spacetime. These solutions can be divided into two classes. The solutions in the first class define the critical points of a dynamical system representing an asymptotically stable de Sitter spacetime. The solutions in the second class have exact analytic expressions which have never been found in the literature. The acceleration equation of the universe in general relativity is only a special case of them. These solutions indicate that even in vacuum the spacetime can be endowed with torsion, which means that the torsion of the spacetime has an intrinsic nature and a geometric origin. In these solutions the acceleration of the cosmological expansion is due to either the scalar torsion or the pseudoscalar torsion function. Neither a cosmological constant nor dark energy is needed. It is the torsion of the spacetime that causes the accelerating expansion of the universe in vacuum. All the effects of the inflation, the acceleration and the phase transformation from deceleration to acceleration can be explained by these solutions. Furthermore, the energy and pressure of the matter without spin can produce the torsion of the spacetime and make the expansion of the universe decelerate as well as accelerate.Comment: 20 pages. arXiv admin note: text overlap with gr-qc/0604006, arXiv:1110.344

    Conformal transformation in f(T)f(T) theories

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    It is well-known that f(R)f(R) theories are dynamically equivalent to a particular class of scalar-tensor theories. In analogy to the f(R)f(R) extension of the Einstein-Hilbert action of general relativity, f(T)f(T) theories are generalizations of the action of teleparallel gravity. The field equations are always second order, remarkably simpler than f(R)f(R) theories. It is interesting to investigate whether f(T)f(T) theories have the similar conformal features possessed in f(R)f(R) theories. It is shown, however, that f(T)f(T) theories are not dynamically equivalent to teleparallel action plus a scalar field via conformal transformation, there appears an additional scalar-torsion coupling term. We discuss briefly what constraint of this coupling term may be put on f(T)f(T) theories from observations of the solar system.Comment: 4 pages, Revision to be publishe

    The influence of the Lande gg-factor in the classical general relativistic description of atomic and subatomic systems

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    We study the electromagnetic and gravitational fields of the proton and electron in terms of the Einstenian gravity via the introduction of an arbitrary Lande gg-factor in the Kerr-Newman solution. We show that at length scales of the order of the reduced Compton wavelength, corrections from different values of the gg-factor are not negligible and discuss the presence of general relativistic effects in highly ionized heavy atoms. On the other hand, since at the Compton-wavelength scale the gravitational field becomes spin dominated rather than mass dominated, we also point out the necessity of including angular momentum as a source of corrections to Newtonian gravity in the quantum description of gravity at this scale.Comment: 11 pages, 2 figure

    International Educators’ Perspectives on the Purpose of Science Education and the Relationship between School Science and Creativity

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    This is the author accepted manuscript. The final version is available from Taylor & Francis (Routledge) via the DOI in this record.Background: Creativity across all disciplines is increasingly viewed as a fundamental educational capability. Science can play a potentially important role in the nurturing of creativity. Research also suggests that creative pedagogy, including interdisciplinary teaching with Science and the Arts, can engage students with science. Previous studies into teachers’ attitudes to the relationship between science and creativity have been largely situated within national educational contexts. Purpose: This study, part of the large EU funded CREATIONs project, explores educators’ perspectives on the relationship between Science and Creativity across national contexts drawn from Europe and beyond. Sample and Methods: 270 educators, broadly defined to include primary (age 4-11) and secondary (age 11-18) teachers and trainee teachers, informal educators and teacher educators, responded to a survey designed to explore perceptions of the relationship between science and creativity. Respondents were a convenience sample recruited by project partners and through online media. The elements of the survey reported here included Likert-scale questions, open response questions, and ranking questions in the form of an electronic self-administered questionnaire. Exploratory factor analysis was used to develop a combined attitude scale labelled ‘science is creative’, with results compared across nationalities and phases of education. Open question responses were analysed thematically to allow more nuanced interpretation of the descriptive statistical findings. Results: The findings show broad agreement internationally and across phases that science is a creative endeavour, with a small number of educators disagreeing about the 3 relationship between science and creativity in the context of school science. Those who disagreed were usually secondary science teachers, from England, Malta or outside Europe (primarily from the United States). The role of scientific knowledge within creativity in science education was found to be contentious. Conclusions: That educators broadly see science as creative is unsurprising, but initial exploration of educators’ perspectives internationally shows some areas of difference. These were especially apparent for educators working in formal education, particularly relating to the role of knowledge with respect to creativity in science. With current interest in STEAM education, further investigation to understand potential mediating factors of national educational contexts on teachers’ perspectives with respect to the role of disciplinary knowledge(s) in creativity and their interaction in interdisciplinary teaching and learning, is recommended.European Commissio
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