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  • Welcome to Fall 2024!
  • Demo Highlight: Convection With High & Low Candles
  • Demonstration Highlight: Inertial Reference Frame
  • Demonstrations
  • How many demonstrations?
  • New Resource: Directory of Simulations
  • New Resource: Demonstration Video Channel
  • Visit the UMD COVID-19 Dashboard

Welcome to the fall 2024 semester at UMD Physics. The Lecture Demonstration Facility & staff are excited for the fall semester!

If you have any questions about finding the right demonstrations or other resources for your class, access to the order form, or anything else we can help with, be sure to call or email.

Please remember to order your demonstrations before the cutoff deadline for the order form system: For morning classes, before 1PM the previous working day; for afternoon classes, before 4AM the day of the class. Where possible, we appreciate having the orders at least one full working day ahead, to ensure plenty of time to make sure everything is ready for you. Some demonstrations may require more notice if they use particularly complex apparatus or materials that require special handling.

As always, we’ll meet with you before your class to go over the demos. We'll have some new procedures in place, and we look forward to chatting with you all and helping you find the right demonstrations for your class.

The behaviour of gases as they're heated and cooled can be confusing, but is really important to understanding a lot of things in daily life, from the weather outside to heating a house to designing power plants... or simply to how candles burn. Demonstration I2-45: High & Low Candles in a Cylinder gives us an example of this.

 I2-45: Two small candles burn inside a clear plastic cylinder. One sits at table height, the other is elevated on a slim metal pedestal.

Read more on the Physics LecDem Blog!

 

 

Welcome back! Today we’re taking a look at a popular demonstration related to the concept of relativity.

 When we observe and measure motion, we are inevitably making the measurement against some frame of reference. An inertial reference frame is the technical term for a frame of reference in which an object is observed to have no outside forces acting on it, so that it is moving freely in space. Sometimes we have to go to great lengths to determine what such a frame of reference might be – and in the case of Demonstration P1-02, it is literally a metal frame!

 Demonstration P1-02: The Inertial Reference Frame, a large aluminum framework with a mounted winch to lift it.

Read more about this exciting demonstration and how it can be used in class in our latest blog post.

We’re often asked how many demonstrations we have in the collection. That’s a more complex question than it might at first seem.

At last count, we have just over 1,500 demonstrations published to the website – that is, that’s how many demonstration pages exist in the collection. But some pages describe a single setup than can be used in several different ways. Take a look at K2-61: Thomson’s Coil, for example. This single page actually describes four different, related demonstrations that can be performed with this device. They don’t require very different equipment to be delivered, just slight changes in preparation, though, and they’re usually all relevant at approximately the same point in a syllabus, so it’s simpler to list them all in one place. Conversely, there are many demonstrations that use the Optical Board – browse through section L and you will see many of them! Since ray optics is divided into several sections in the demonstrations catalog, each of the configurations of the Optical Board is listed separately, to make it easier to find the one you need; and if you’re only doing one demonstration with it, we can configure it for you in advance to save you time in class.

On the other hand, consider M1-12 and H2-22. These are both listings for Interference Transparencies, a popular way to illustrate the interaction of wavefronts. Here, we made the unusual decision to list the same demonstration twice in two different sections, since otherwise someone planning a course on sound might not think to look for relevant demonstrations in the optics section, and vice-versa. These occasional cross-references make it easier to find the demonstrations you need for your class.

And even aside from the demonstration listings as they stand, we’re often called on to combine equipment in unique ways to demonstrate something new! If it’s a combination that’s likely to be repeated or that proves useful to others, it will be added to the website, but we’re generally open to creatively reinterpreting demonstrations to fit a new class context.

Every year we add more demonstrations to the collection; and occasionally a demonstration is retired, if it no longer meets an instructional need or has been superseded by others. So defining just how many demonstrations we have might not be the right question to ask. Ask, rather, what can we demonstrate for you today?

In support of most classes moving to an online model this year, the Lecture-Demonstration staff are doing our part to help connect you to resources you need for teaching remotely. As one part of this project, we have begun compiling a Directory of Simulations from around the internet, organized by general area of physics. Find it under the Tools and Resources menu above, or click the image below.

Sample subsection titles: Electricity & Magnetism Simulations, Mathematics Simulations, Optics Simulations, Oscillations & Waves Simulations, Quantum Simulations, Thermodynamics & Statistical Mechanics Simulations

There are a tremendous number of simulations out there, that folks have been creating for years. We’re testing them out, choosing ones that we can confirm currently work (always a question as internet technology marches on) and that seem useful for our department’s classes. As of this posting, we have just over fifty simulations collected. Our initial focus has been on physics that is hard to demonstrate in the classroom, or experiments that are difficult to present as static pictures or live video.

This project is ongoing! As we continue to explore we will be adding more subjects and more demonstrations per subject. We also invite recommendations! If you have a favourite simulation, let us know (email lecdemhelp at physics.umd.edu) so we can check it out and add it to the directory.

We’ll have more new projects posted soon; watch the site for news!

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In our ongoing work to support remote teaching, we are pleased to announce a new resource. Over the summer of 2020, a Teaching Innovation Grant helped to create our new Demonstration Videos. These can be used for remote, hybrid, and in-person classes to present demonstrations in conjunction with class engagement questions.

The videos have their own YouTube channel, linked both here and on the Tools & Resources Menu above; check them out today!

 

Science is all about data, and our current pandemic is no different. 

Be sure to check the UMD COVID-19 Dashboard for the latest campus data and links to reopening plans and  proper safety procedures.

Keep Terps Safe - UMD COVID Public Dashboard

 

LecDemBlog (maintopa)

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Question: Can the Relative Humidity exceed 100%?

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“The relative humidity (RH) is the ratio of the amount of water vapor actually in the air to the maximum amount of water vapor required for saturation at that particular temperature (and pressure). It is the ratio of the air's water vapor content to its capacity.”

“Consider a cloud droplet in equilibrium with its environment. The total number of vapor molecules around the droplet remains fairly constant and defines the droplet's saturation vapor pressure. Since the droplet is in equilibrium, the saturation vapor pressure is also called the equilibrium vapor pressure.

[Consider] a cloud droplet and a flat water surface, both of which are in equilibrium. Because more vapor molecules surround the droplet, it has a greater equilibrium vapor pressure. The reason for this fact is that water molecules are less strongly attached to a curved (convex) water surface; hence, they evaporate more readily.

To keep the droplet in equilibrium, more vapor molecules are needed around it to replace those molecules that are constantly evaporating from its surface. Smaller cloud droplets exhibit a greater curvature, which causes a more rapid rate of evaporation. As a result of this process (called the curvature effect), smaller droplets require an even greater vapor pressure to keep them from evaporating away. Therefore, when air is saturated with respect to a flat surface, it is unsaturated with respect to a curved droplet of pure water, and the droplet evaporates. So, to keep tiny cloud droplets in equilibrium with the surrounding air, the air must be supersaturated; that is, the relative humidity must be greater than 100 percent. The smaller the droplet, the greater its curvature, and the higher the supersaturation needed to keep the droplet in equilibrium.”

“…when the droplet's size is less than 2 µm, the relative humidity (measured with respect to a flat surface) must be above 100.1 percent for the droplet to survive. As droplets become larger, the effect of curvature lessens; for a droplet whose diameter is greater than 20 µm; the curvature effect is so small that the droplet behaves as if its surface were flat.

Just as relative humidities less than that required for equilibrium permit a water droplet to evaporate and shrink, those greater than the equilibrium value allow the droplet to grow by condensation.

…we can see that a droplet whose diameter is 1 µm will grow larger as the relative humidity approaches 101 percent. But relative humidities, even in clouds, rarely become greater than 101 percent. How, then, do tiny cloud droplets of less than 1 µm grow to the size of an average cloud droplet?”

Meteorology Today: An Introduction to Weather, Climate, and the Environment

C. DonaldAhrens - Brooks/Cole - 2013

Related demonstration:

http://lecdem.physics.umd.edu/i/i5/i5-12.html

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