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PHYS106

  • E2-22 UMBRA AND PENUMBRA

    E2-22
    Illustrates shadow umbra and penumbra
    The foam ball casts a shadow of each of the two point sources in the box. The umbra is where the two shadows overlap and the penumbra is where only one source is shadowed.
    E2, LS1

    E2-22A

  • G1-01 EXAMPLES OF SIMPLE HARMONIC MOTION

    G1-01
    Illustrates simple harmonic motion

    This demonstration lets you compare three typical pendula: a simple pendulum (mass on string), a physical pendulum (swinging rod), and a mass on a spring. Any of these produce simple harmonic motion, with a variety of periods. Useful for showing that the same equation describes the motion of any type of oscillating body.
    You can also compare these real-world pendula with some simulated ones:
    1. Erik Neumann's Single Spring simulation
    2. Erik Neumann's Pendulum simulation
    3. PhET Masses on Springs
    4. PhET Pendulum Lab
    FS2

  • G2-01 MASS ON SPRING - HAND HELD

    G2-01
    Demonstrates resonance and phase shift at resonance
    The mass on the spring has a natural frequency, which can be demonstrated by simply holding one end of the spring a rest and allowing the mass to oscillate freely. Demonstrate resonance as follows: (1) With the mass hanging at rest, move your hand very slowly up and down. The mass follows your hand, showing that the mass and the driving force stay in phase for driving frequencies far below the natural frequency of the oscillator. (2) With the mass hanging at rest, move your hand very rapidly up and down. The mass moves opposite to your hand, showing that the mass and the driving force stay out of phase for driving frequencies far above the natural frequency of the oscillator. (3) Move your hand up and down at the natural frequency of oscillation; the phase relationship for resonance is that motion of the driver (hand) must be 90 degrees ahead of the motion of the oscillator. With an almost imperceptible oscillation of your hand, the resonance condition causes the mass on spring to begin to oscillate with a very large amplitude.
    G2

    G2-01A

  • G2-07: PSYCHOACOUSTIC VIBRATION TRANSDUCER

    G2-07
    Challenge your students to recognize pseudoscience while illustrating resonance
    A traditional explanation: "When a group of people concentrate on one of the pendula, held as shown by the instructor, their psychoacoustic brain waves rapidly become in phase, producing enough mechanical energy to make only that pendulum oscillate."

    Of course, this is actually a demonstration of driven resonance - with a bit of practice, via small movements of your hands you can drive any one of the pendula you choose. Encourage your students to analyze pseudoscientific explanations for real phenomena.
    G2

  • G3-01 SHIVE WAVE MACHINE - TRAVELING WAVES

    G3-01
    Demonstrates traveling waves

    Make sinusoidal waves by moving the spines at one end of the machine up and down sinusoidally, either with your hand or using the wave generator. Vary the amplitude and the frequency and observe the wavelength. You can show semi-quantitatively that the wave speed is approximately the same for all frequencies.
    Background
    The Shive wave machine illustrates transverse waves - the direction of displacement is perpendicular to the direction of transmission. This can be used as a model of many wave phenomena.
    FS0

  • G3-05: SHIVE WAVE MACHINE - PARTIAL REFLECTIONS

    G3-05
    Show that a wave will be partially reflected at a point where the impedance changes.

    The Shive Wave Machine illustrates transverse waves traveling down a torsional wire. Partial reflection can be produced by
    • • linking the two different segments as shown in the photograph,
    • • adding weights to the end of a central crossarm to produce an impedance glitch, or
    • • attaching the dashpot at a central location and adjusting it for partial absorption of the incoming wave.
    Background
    Changing the arm mass changes the impedance of the medium. This changes the transmission speed; and when a wave passes through the junction, it may be partially reflected. Like a reflection from a free or fixed end (G3-03), this partial reflection can also be upright or inverted. Passing from higher to lower impedance gives an upright partial reflection; passing from lower to higher impedance gives an inverted partial reflection.

  • G3-21 TRANSVERSE WAVES ON A LONG SPRING

    G3-21
    Demonstrates traveling waves

    Clamp the spring to the lecture table and then step back. When you hold the other end with some tension and shake the end with various frequencies, you can illustrate transverse waves traveling along the spring.

    You can move your hand to generate a pulse or wave in the spring. Because of the clamp, the spring acts as a medium with one free end and one fixed end. By changing how far and how fast you move your hand, I can generate different amplitudes and frequencies. If you move my hand farther on each swing, you create a wave with a greater amplitude – the height of each peak is greater. If you move your hand up and down faster, you create a wave with a greater frequency – the number of peaks within a given length is greater.

    With practice, you can also find the natural frequency of the spring and set up standing waves.
    Engagement Suggestion
    • Ask students: “Now that we’ve seen some features of transverse waves, let’s try an experiment. I’m going to send a single upright pulse down the spring. What will happen when it reaches the fixed end? Will it stop entirely, bounce back in the same shape, or bounce back upside-down?”
    • “The pulse returns upside-down!”
    Background
    A transverse wave is one where the direction of oscillation is perpendicular to the direction of propagation. The up-and-down motion of the spring that forms each pulse is at a right angle to the forward movement of the wave. When a transverse pulse reflects off a fixed end, it returns inverted. If instead it had reflected off an open end, it would return upright. We can see this most easily with a single pulse, but this is true of a repeating waveform as well. We see mechanical transverse waves in springs, ropes, and other objects routinely. But another type of transverse wave surrounds us all the time – electromagnetic waves, like light, are transverse waves.
    G3

  • G3-28 SUSPENDED SLINKY

    G3-28
    Shows longitudinal and transverse traveling waves & standing waves
    Transverse or longitudinal pulses can be created by appropriate motion of your hand at one end of the SLINKY. Using your hand you can also create transverse standing waves and discuss the overtone series. Gently vibrating one end of the spring (either by hand or using the motor) at the appropriate frequency creates longitudinal standing waves.
    FS1

  • H1-01 BELL IN VACUUM

    H1-01
    Demonstrates sound wave requirement for a medium

    An alarm-style electric bell is mounted inside a large glass bell jar, with external switches to control both the bell and the pump. This enables the instructor to compare the propagation of sound and light.

    Start the bell, then pump the air out of the jar. Air pressure in the jar is read by the large gauge. As the air is removed, the sound intensity decreases, ultimately to nearly zero. Turn off the vacuum pump when the jar is evacuated and crack the valve open, allowing air to re-enter the jar. As the pressure increases the sound of the bell comes back, but without the noise of the pump.

    Engagement Suggestion
    • Consider asking the students to make predictions before each step - how will removing the air change what they hear? What they see? What will happen as the air returns?
    • Compare this to videos the see of people working in the vacuum of space, in real life and in the movies. What do you see and hear in real life? How is this presented in fiction, and why?
    Background
    There are subtleties to this effect. The pump is not creating a true vacuum within the chamber. The vast majority of the air has been removed, reducing the environment’s ability to transmit sound; but the other (perhaps more important) effect in play is the difference in density between the interior of the chamber and the glass and the external atmosphere; this creates a major change in impedance, causing what little sound can be transmitted within the chamber to reflect back. Also, off course, the bell is not floating in free space, and some vibrations can always be transmitted through the supports and wires.

    For small groups, also consider H1-04, a more portable version of this demonstration.
    FS1

  • H2-11: SOUND LENS

    H2-11
    Demonstrate focusing of sound by refraction in a sound lens
    A balloon filled with carbon dioxide acts as a focusing sound lens, due to its convex shape and the smaller velocity of sound in the carbon dioxide. When the lens is inserted between the loudspeaker and the microphone, the sound wave is focused, increasing the sound level at the microphone, as seen on the oscilloscope. The source is either a small chunk of dry ice in a flask or a cylinder of carbon dioxide.

    For comparison, air (very little focusing) and helium (defocusing) balloons can also be provided upon request.

    For good results, position the microphone and the loudspeaker about 40 cm apart, inflate the balloon to about 20 cm diameter, and use a frequency of about 2-4 kilohertz.

    If you use additional balloons of different gases, as mentioned above, have students make predictions about what effect density will have before showing the result.
    H2, OM1, ME2. ME3, I0, FS1

  • H2-21 AUDIBLE YOUNG'S EXPERIMENT - GROUP LISTENING

    H2-21
    Demonstrates interference of sound waves with two coherent sources
    The oscillator-amplifier is set to approximately 3000 Hz, with identical signals being applied to both loudspeakers. Rotating the loudspeakers past the listeners allows them to observe the interference pattern by hearing the alternating maxima and minima in the intensity pattern.
    OS2

  • H2-24: AUDIBLE YOUNG'S EXPERIMENT - MIC AND SCOPE

    H2-24
    Demonstrate interference of sound with two coherent sound sources in a quantitative way.
    The oscillator is set to approximately 3000 Hz, with identical signals being applied to both loudspeakers and displayed on the lower oscilloscope trace. The microphone, with its signal displayed on the oscilloscope upper trace, can be moved around to observe the interference pattern by displaying the alternating maxima and minima in the intensity pattern. Nodal and antinodal lines can be observed and measurements made to show the relationships between the wavelength, source separation, and the nodal/antinodal lines. Invite students in the audience to volunteer what they hear at different points, and compare it to what the microphone picks up.
    H2, ME2, ME3, OM1

  • H2-26: PHASE REVERSAL BETWEEN STEREO SPEAKERS - MUSIC

    H2-26
    Demonstrate interference of sound in a dramatic way.
    Two loudspeakers are connected in the monaural mode to the power amplifier and positioned close together as shown in the photograph at the left above. A switch box in the leads of one of the speakers allows reversal of the phase of that speaker. When music with lots of bass is played, flipping the phase reversal switch causes huge reduction in the amplitude of the bass frequencies. This is a very dramatic effect.

    A nice experiment shows the relation of phase to physical position. Play an 80 Hz tone into the two speakers, then reverse the phase to reduce the sound to virtually nothing. Uncoil the wire from the back of one speaker and move the speaker 12 or 15 feet across the front of the room; the loud bass tone returns! The waves from the two speakers are no longer out of phase. Can easily be combined with H2-27.
    FS1

    h2-26a

  • H2-32: SPEAKER WITH BAFFLE

    H2-32
    Demonstrates diffraction and interference of sound waves

    A small loudspeaker plays music with lots of bass, but the bass is not very loud. When the speaker is held up behind a hole the size of the speaker in a board about two feet square, the sound becomes much louder to the audience; this is particularly noticeable in the lower (bass) frequencies.
    Background
    A loudspeaker produces two distinct sound waves: one from the front and one from the back, which are out of phase with respect to each other. In the absence of the baffle, these sounds both diffract in all directions, and, because they are exactly out of phase they interfere destructively, especially the bass. The baffle forestalls the diffraction and thus reduces the magnitude of the interference. This effect is used in constructing speakers and their enclosures, to ensure that the maximum of output energy is passed to the listener. It can also be observed in nature, as some insects have been noted to use such surfaces to effectively amplify their calls in the wild (see references below).
    H2

  • H2-52: BEATS AND RESONANCE - TUNING BARS

    H2-52
    To demonstrate beats, and to demonstrate resonance between two identical tuning bar resonators.
    Two identical tuning bars are mounted atop resonators. Adding a small clamp onto one of the tuning bars reduces its frequency. Striking two tuning bars, one with a weight, then produces beats. The frequency of the beats can be adjusted by varying the position of the weight on the bar. Without weights on either bar, strike one of the tuning bars, then hold the other adjacent to the struck bar for a few seconds. If the struck bar is then damped, the sound continues. The second bar is in resonance with the struck bar, and some energy is transferred if they are physically near each other.
    H2

  • H3-61 BEAKER BREAKER

    H3-61
    Breaks a glass beaker with sound

    An audio oscillator and 100 Watt power amplifier are used to drive a heavy-duty horn driver which is mounted in the back of the plastic beaker cavity with the sound emerging through a hole, which can be seen in the photograph. The beaker is positioned on a foam pedestal in front of the speaker hole. A microphone is mounted at 90 degrees from the position of the speaker.

    The beaker is marked with its primary resonant frequency, found in advance using digital spectrum analysis of a recording of the beaker ringing after being tapped. Most beakers have two possible resonant modes 45 degrees apart, due to the weight of the spout; the most effective technique is to drive the resonance with the spout facing directly away from the speaker. Set the frequency of the oscillator as shown on the beaker, with an amplitude of around 140mVpp. The oscilloscope will show two waveforms, the input signal and the signal picked up by the microphone. You may need to adjust the frequency slightly to account for changes in temperature or age since the beaker was tested; slowly shift the frequency by tenths or hundredths of a Hertz to find the amplitude peak (do not try to tune by watching for a displacement in the phase relationship, as there is a time delay between the signals introduced by the hardware). This done, set the strobe around 3000 cycles per minute, and adjust it until you can see the sides of the beaker flexing.

    This can be used to show the resonance of the beaker. You can also, optionally, shatter it, by increasing the input voltage at resonance. Be careful not to exceed 1Vpp.

    After the resonant frequency is found and the amplitude turned up, the oscillation of the beaker can be caused to exceed its elastic limit and thus to shatter. See the video links below to view a slow-motion video of the beaker at the moment it breaks.

    Engagement Suggestion
    • Show the students that there are two different resonant frequencies, and challenge them to develop theories of why this is.
    • Consider using this in conjunction with H3-62 to illustrate the effects of the beaker's spout in a more obvious (and quieter) manner.
    Background
    This process of driven resonance potentially leading to mechanical failure can be related to many engineering problems. This is an excellent opportunity to discuss how physics applies to real-world problems, like the Tacoma Narrows Bridge collapse.
    Also, be sure to explore our directory of oscillations and waves simulations to show other examples of complex mechanical oscillations.
    FS1, LS2, SU5

  • I2-04 WIEN'S LAW OF THERMAL RADIATION

    I2-04
    Shows that higher temperature blackbodies radiate with shorter wavelengths

    A variable transformer, or Variac, is connected to two identical incandescent light bulbs in parallel. These bulbs are viewed behind red and blue filters respectively. As the voltage is increased by the variac, the lights glow more brightly, and more light is seen through the blue filter relative to that of the red filter. Very little or no blue is seen at low voltages, whereas red is seen to be emitted even at very low voltages.

    Engagement Suggestion:
    • Ask students to compare this to other phenomena that emit light. Where else do you se this change of color with temperature?
    Background:

    Wilhelm Wien postulated in the 1890s that the power curve of blackbody radiation from an object could be computed from its temperature. His original calculations, obviously, did not take quantization into account; in modern practice, the revised calculations are still commonly referred to as Wien's Law.

    Note that this apparatus only works with incandescent lightbulbs. Fluorescent and LED bulbs do not produce their primary light through thermal excitation, and thus don't produce the same kind of blackbody spectrum.
    I2, PS1

  • I3-03: GALILEO'S THERMOSCOPE

    I3-03
    Measure very small pressure changes.
    Without touching the can, disconnect and reconnect the tubing from the Magnahelic gauge in order to set the gauge pressure to zero. Warming the can by placing your hand on it raises the pressure in the can about half of the full scale. Also try warming the can by breathing on it.
    I3

    i3-03a

  • I3-14: MAGDEBURG HEMISPHERES

    I3-14
    Demonstrate force arising from the atmospheric pressure of air.
    A mechanical pump is used to evacuate the air from inside a pair of sealed hemispheres. Ropes on the two hemispheres allow two groups of students to attempt to pull the hemispheres apart against the force produced by the atmospheric air pressure. The hemispheres have a diameter of about 5 inches, thus requiring a force of over 250 pounds to separate them when fully evacuated. A safety restraint holds the two hemispheres so that if the pressure releases they will not separate entirely. Three students pulling on each rope may be able to separate the hemispheres.
    FS1

  • I3-16: COLLAPSE OF CAN - LARGE PUMP

    I3-16
    Demonstrate the forces created by atmospheric air pressure.
    Start the mechanical vacuum pump, then place a soda can firmly on the top gasket around the pump opening. In a couple of seconds enough air is pumped out of the can so that the can collapses with a bang, jumping off the pump.
    FS1, SU14

    i3-16ai3-16b