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  • Physics is Phun: Fluids
  • Demo Highlight: Convection With High & Low Candles
  • Demonstration Highlight: Inertial Reference Frame
  • Demo Highlight: Ring and Disc on Inclined Plane
  • Demonstrations
  • New Resource: Directory of Simulations
  • New Resource: Demonstration Video Channel
  • Visit the UMD COVID-19 Dashboard
  • Physics is Phun: Flight
  • Welcome to Fall 2025!
  • Spooky Science 2025

On December 5th and 6th, UMD Physics presents Physics is Phun: The Physics of Fluids

Join us either day at 7PM as we talk about fluids, do a deep dive on buoyancy, feel the pressure, and much more!

Please register at https://forms.gle/byg1y7cCFQ8AXutL8

The Physics of Fluids flyer

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.

In recent years, the classic term “moment of inertia” has started to be largely retired in favor of the more descriptive “rotational inertia;” likely a good choice, as “moment” has long since ceased to have any non-time-related usage in everyday English. But call it what you will, it can be a challenging concept for beginning students to wrap their heads around.

Demonstration D2-01: Ring and Disc on Inclined Plane is a useful illustration for clarifying this concept. Two objects of similar mass and radius, a metal ring and a solid wooden disc, are placed on an inclined plane with no initial velocity. As they are accelerated by gravity, the disc quickly outpaces the ring. You can invite students to make a prediction ahead of time about their behaviour, presenting it as a race between the two objects, and invite them to discuss the results afterwards.

A wooden disc and a metal ring sit on a table next to a wooden ramp

Read more on our blog!

 

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

 

The next Physics is Phun is coming down the runway!

Join us Friday, March 7th, and Saturday, March 8th, at 7:00 PM for Physics is Phun: The Physics of Flight! as we explore the physics of aerodynamics.

Please register using this form.

Physics is Phun Physics of Flight 2025

Welcome to Fall 2025! We at the Lecture Demonstration Facility are looking forward to working with you in the spring semester.

We appreciate as much advance notice of demonstrations as you can give; but at a minimum, please remember to order your demonstrations before the order cutoff deadline.

  • For morning classes, orders must be in before 1PM the previous working day.
  • For afternoon classes, order must be in before 4AM the day of the class.

We appreciate receiving demo orders a minimum of one full working day ahead, to ensure plenty of time for preparation.  As always, we’ll meet with you before your class to answer questions, explain safety measures, and review demonstration procedures. 

Here’s to another great semester at UMD Physics!

DD Spooky Science 2025PiP Spooky Science 2025

D1-53
Demonstrates centripetal force and conservation of energy in a rotating object

This track can be described as three segments: the long upright segment, the loop, and the shorter upright segment. If you begin by placing the ball on the long upright segment at a height equal to the height of the loop (2R), the ball will roll down the track, begin to climb the loop, and then fall off and roll away. You can then repeat this at increasingly higher positions until the ball makes it all the way around the loop and begins to climb the shorter upright segment. In either case, be ready to catch it as it falls off afterwards!

This is a good demonstration to encourage students to make predictions about its behaviour. Invite students to make arguments about what starting height will allow the ball to complete the full loop. A meter stick can be additionally provided upon request to aid in measuring the height.

Background
Motion of the ball down the track and around the loop-the-loop can be described in terms of gravitational potential energy, rotational and translational kinetic energy, and centripetal force. A ball of mass m and radius r must be released at some minimum height h above the bottom point of the track so that it will not leave the track while passing around the loop-the-loop.

In order to stay on the track at the top of the loop the centrifugal reaction of the ball on the track must be equal to or greater than the gravitational force on the ball: mv^2/R = mg, or v^2 = gR, where v is its linear velocity at the top of the loop, R is the radius of the loop, and g is the acceleration of gravity. Conservation of energy dictates that at the top of the loop Iw^2/2 + mv^2/2 +2mgR = mgh, where the moment of inertia of the ball I = 2mr^2/5 and w is the angular velocity of the ball at the top of the loop.

From these considerations we obtain the minimum starting height for the ball above the bottom of the loop-the-loop in order that the ball remain in contact with the track at all times: h = 2.7 R. In the case of an object sliding along a frictionless loop-the-loop, the height would be h = 2.5 R. Marks have been made at the points 2.5 R and 2.7 R. The ball remains in contact with the track at the top of the loop only when the height 2.7 R is reached, demonstrating the effect of the rotation of the rolling ball.

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