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PHYS106

  • N1-07: VARIATION OF SPECTRUM WITH LAMP INTENSITY

    N1-07
    Demonstrate continuous spectrum as the brightness of the source changes

    A bright white light source is directed through a series of lenses and a prism to provide a continuous white light spectrum. The intensity of the source bulb is adjusted using a variable transformer on the input to the light source.
    Engagement Suggestion
    • Encourage students to predict how changing the input power will change the spectrum. Will the spectrum grow uniformly brighter and dimmer, or will there be a change in what colors we see in what proportions?
    Background
    As the light intensity is decreased, the spectrum becomes less intense but also shifts significantly toward the red. Increasing the source intensity, and thus the blackbody temperature, shifts the spectrum to the blue as the intensity increases.
    OM1, LS1, PS1, FS0
  • N2-02: DIFFRACTION SPECTRA - THREE SOURCES - EXPENDABLE GRATINGS

    N2-02
    Demonstrate diffraction spectrum of white light along with line spectra of mercury and cadmium.

    Three sources are permanently mounted on a roll-around cart, from top to bottom: (1)a clear glass long-filament incandescent light bulb which produces a continuous white light spectrum, (2) a mercury lamp which produces a line spectrum, and (3) a cadmium lamp which produces a line spectrum

    These spectra are seen using 1"x2" sections of a large roll of replica diffraction grating material with 13,200 lines per inch. The pieces of grating material are relatively cheap, and may be given to the students. Tell your students to go away and look at the spectra of various lights.

    The three lamps are mounted in a vertical line so the colors of the lines are the same as those in the adjacent white light spectrum. Point out that the spectra of mercury and cadmium are very different, and generalize that observation to suggest uniqueness of the spectra for each material.

    N2, OS3
  • N3-02 ADDITIVE COLOR MIXING - PROJECTORS

    N3-02
    Demonstrates additive color mixing of light
    Three slide projectors in a special three-projector mount on a roll-around cart are equipped with color filters. The projectors have been re-wired so that the intensity is adjustable by changing the voltage on the bulb without affecting the fan. The colors are easily seen, and additive color mixing can be nicely shown: R+B=M, R+G=Y, B+G=C, M+G=W, Y+B=W, and C+R=W, where R=red, G=green, B=blue, M=magenta, Y=yellow, C=cyan, and W=white.
  • O1-01: EYE MODEL - OPTICS

    O1-01
    Demonstrates optics of the eye and corrections of optical defects
    The eye model is an oval tank, filled with water representing the aqueous humor, with a lens representing the eye lens on one end and a screen representing the retina with three positions: normal, nearsighted, and farsighted.
    O1
  • O1-11: TEST OF NEARSIGHTEDNESS VS. FARSIGHTEDNESS

    O1-11
    Identify nearsighted and farsighted eyes using laser speckle.

    Project the speckled laser pattern on a screen after expanding the beam to about 5 cm diameter. Remove your glasses for the eye test. Watch the speckle pattern as you move your head from side to side. If the speckles move opposite to the direction of your head motion you are nearsighted; if the speckles move in the same direction as your head motion you are farsighted. Put your glasses back on and repeat the experiment to check the adequacy of your lens prescription.

    The eye focuses the speckle pattern at its natural focal point. Parallax between the focal plane of the eye lens and the retina cause the apparent motion of the speckle pattern.

  • O2-01: PERSISTENCE OF VISION - ELECTRONIC FLASH

    O2-01
    Demonstrate persistence of vision.
    Look at the flash go off. You see an afterimage for a while due to persistence of vision.
    O2
  • O2-03: PERSISTENCE OF VISION - MAGIC WAND

    O2-03
    Demonstrates the persistence of vision
    The slide of Einstein (or any of your favorite slides) is focused a few feet from the projector, but unfocused where it strikes any surface on which it might be identifiable. When a white stick pointer is moved rapidly up and down through the focal plane the image of Einstein can easily be identified.
  • O2-11 PULFRICH PENDULUM

    O2-11
    Demonstrates visual latency and the Pulfrich phenomenon
    Stand back 8-10 feet or more from the pendulum and swing the pendulum perpendicular to your line of sight. Watch the bob with both eyes and hold a dark filter over one eye to see the pendulum appear to move in an elliptical path. Hold the filter over the other eye to make the direction of rotation reverse. This effect is due to a delay in synapses along the optical nervous system between the retina and the brain of dimmer light signals relative to bright signals. Any dark filter or polaroid can be used; most commonly we use either the red or the blue filter from a pair of red/blue stereoscopic goggles. In darker rooms it may help to illuminate the pendulum bob with a goose neck lamp.
  • O2-14: VISUAL LATENCY - REACTION TIME

    O2-14
    Demonstrate visual latency.

    A meter stick is held by one person directly above the hands of a second person, the victim. When the meter stick is dropped, the victim closes its hands to catch the meter stick. The reaction time T of the victim can be calculated as T=SQRT(2S/g), where g is the acceleration of gravity and S is the distance the meter stick has fallen.

    The experiment is then repeated with the room darkened. Typically the meter stick will fall considerably further, due to the longer reaction time in a darkened environment. The increased time, due to visual latency, can be determined by subtracting the reaction time in the light from that in the dark.

    This is one reason for increased reaction time in night driving.

  • O3-22 BIDWELL'S DISC

    O3-22
    Demonstrates positive and negative color afterimages
    A half white and half black disc with a small cutout is rotated a few revolutions per second with a red light bulb visible through the cutout. When the black segment follows the cutout (counterclockwise rotation) a red afterimage is seen, due to saturation of the red cones while the bulb is visible. When the white segment follows the cutout (clockwise rotation) a cyan afterimage is seen, the complementary color to red. Because the red cones are saturated by direct viewing of the bulb, the white field activates the green and blue cones more strongly, producing a negative afterimage.
  • O4-08: GREEN TOMATO

    O4-08
    Generates discussion about the variation of index of refraction with color
    The phrase "GREEN TOMATO" with "GREEN ..." printed in green ink and "... TOMATO" in red ink is viewed through a glass rod, which clearly inverts the green word left-to-right while leaving the red word normal
  • O4-31: TRAPEZOIDAL WINDOW

    O4-31
    Classic depth illusion.

    The trapezoidal window is rotated at about one revolution per two seconds by an electric motor in the box. When the taller side rotates away from us, it appears to reverse direction and rotate toward us.

    Everyone knows that any object appears to get smaller as it moves away and bigger as it moves toward you. Mind over matter!

  • O4-33: IMPOSSIBLE TRIANGLE

    O4-33
    Classic impossible triangle illusion with a twist.

    The classic impossible triangle is constructed from three orthogonal aluminum bars. The front bar has a cutout which is aligned with the rear bar so that the triangle appears closed when viewed from a particular point (or along a short line), forming an impossible figure.

    This gizmo bothers people more when it is set up with a pendulum apparently swinging through the "solid" metal of the triangle. The photograph shows the triangle with the pendulum at its equilibrium position along with the view of the triangle from an appropriately positioned camera.

    Photographs of actual 3D realizations of a number of Escher art works will be found at the "Escher for Real" web site http://gershonelber.org/EscherForReal/.

    Note: Due to complexities of setup, please give at least three working days notice when ordering this demonstration.

    o4-33o4-33BlockImpossibleTriangle

  • P2-13: ELECTRON DIFFRACTION

    P2-13
    Demonstrates the wave properties of electrons
    Electrons are emitted by the cathode at the back end of the tube, are accelerated by a high voltage and strike a target of powdered graphite crystals, producing a characteristic circular diffraction pattern. The pattern can be seen when the diffracted electrons strike a phosphorescent coating at the front end of the tube. As the accelerating voltage is increased, decreasing the wavelength of the electrons, the circles become smaller. Quantitatively, the radius of the circle can be measured to be proportional to the wavelength, which is approximately inversely proportional to the square root of the kinetic energy.
    P2
  • P2-21 BLACK BODY MODEL

    P2-21
    Demonstrates that a cavity is blacker than any surface -- making it a good approximation for an ideal black body
    A hole cut in a box which is painted black inside is flanked by two similar size patches of black paper and black felt. The hole appears darker than the two black surfaces, even when the surfaces are clean.
    P2
  • P3-61: FLUORESCENT LIQUIDS

    p3-61
    Show fluorescence of different chemicals.

    A set of liquid vials containing fluorescent materials is illuminated by an ultraviolet light source. The radiation is absorbed by the chemicals and emitted at a visible frequency, causing them to glow. Identification of the chemical is printed above each vial. The bottle at the right contains quinine water. It's almost enough to make you give up drinking quinine water.

    The second photograph was taken with normal fluorescent lighting.

    P3

    p3-61a

     

  • P4-04: COSMIC RAYS

    P4-04
    Demonstrate the existence of cosmic rays.
    Two scintillator paddles with phototubes are used to detect cosmic ray muons. A coincidence unit is used to obtain cosmic ray coincidences between the two paddles when they are positioned along a vertical line. Set one detector on a chair and hold the second detector above it to see coincidences; move the upper paddle horizontally to demonstrate that the muons are coming straight down from the upper atmosphere. The bottom paddle can be placed on a chair, a student lies on that detector, and the second detector is held over the student to demonstrate that cosmic rays are passing through the student (or other victim). Read more about the new design at https://www.i2u2.org/elab/cosmic/teacher/detector.jsp
    FS1

    p4-04p4 04newcrop