edits br

book/Introduction/Authors.md

@@ -105,24 +105,24 @@ Norbert van Veen (1976) obtained his Physics teaching qualifications  at the Hog
 Maarten van Woerkom (1944) studied theoretical solid state physics at the Catholic University of Nijmegen. After his studies he was a physics teacher at HBS-b, havo and vwo in Almelo and Groenlo. In that period he was a member of the construction group of final exam papers for  vwo (higher secondary education) and subsequently for ten years a member of the central exam committee developing assignments (CEVO). For his contributions to Dutch physics education he received the Minnaert Prize in 1994. He was a physics teacher at the University of Twente for ten years.
 
 
-**Contributors**<br>
-Anton Schins<br>
-Bart van Dalen<br>
-Ella van Leeuwen<br>
-Frank Schweickert<br>
-Frits Hidden<br>
-Henny Kramer-Pals<br>
-Jelmer van Diepen<br>
-Jorn Boomsma<br>
-Liliane Bouma<br>
+**Contributors**\
+Anton Schins\
+Bart van Dalen\
+Ella van Leeuwen\
+Frank Schweickert\
+Frits Hidden\
+Henny Kramer-Pals\
+Jelmer van Diepen\
+Jorn Boomsma\
+Liliane Bouma\
 Loran de Vries
-Luuk Froling<br>
-Maria Antonia Jiminez Ruiz<br>
-Oda Warringa<br>
-Onne Slooten<br>
-Paul Hupkens<br>
-Ron Vonk<br>
-Rutger Ockhorst<br>
-Suzanne Schuurman<br>
-Tom Haanstra<br>
-Tom van Woudenberg<br>
+Luuk Froling\
+Maria Antonia Jiminez Ruiz\
+Oda Warringa\
+Onne Slooten\
+Paul Hupkens\
+Ron Vonk\
+Rutger Ockhorst\
+Suzanne Schuurman\
+Tom Haanstra\
+Tom van Woudenberg

book/Introduction/Preface2.md

@@ -8,7 +8,7 @@ We hope that this book may serve as a source of inspiration and captivates you j
 
 <div align="right">
 
-Freek Pols *(editor)*<br>
+Freek Pols *(editor)*\
 2024 - 07 - 15
 
 </div>

book/Introduction/tableOC.md

@@ -6,21 +6,20 @@ align: right
 
 # Table of contents
 
-**Introduction**
-1. [About this book](../Introduction/About.ipynb)
-2. [Preface](../Introduction/Foreword.md)
-3. [Preface from the editor](../Introduction/Preface2.md)
-4. [About the authors](../Introduction/Authors.md)
-5. [NVON](../Introduction/NVON.md)
-6. [Python](../Introduction/Python%20summary.ipynb)
-7. Table of contents
-
-**Pedagogy**<br>
-8. [Introduction](../Pedagogy/Introduction.md)<br>
-9. [Nature of Science](../Pedagogy/Nos.md)<br>
-10. [Argumentation](../Pedagogy/Argumentation.ipynb)<br>
-11. [Thinking-Back-and-Forth](../Pedagogy/BackAndForthThinking.md)<br>
-12. [Predict Explain Observe Explain](../Pedagogy/PoE.md)
+1. **Introduction**
+    1. [About this book](../Introduction/About.ipynb)
+    2. [Preface](../Introduction/Foreword.md)
+    3. [Preface from the editor](../Introduction/Preface2.md)
+    4. [About the authors](../Introduction/Authors.md)
+    5. [NVON](../Introduction/NVON.md)
+    6. [Python](../Introduction/Python%20summary.ipynb)
+    7. Table of contents
+2. **Pedagogy**
+    8. [Introduction](../Pedagogy/Introduction.md)
+    9. [Nature of Science](../Pedagogy/Nos.md)
+    10. [Argumentation](../Pedagogy/Argumentation.ipynb)
+    11. [Thinking-Back-and-Forth](../Pedagogy/BackAndForthThinking.md)
+    12. [Predict Explain Observe Explain](../Pedagogy/PoE.md)
 
 **Demos on NOS**
 

book/Pedagogy/Nos.md

@@ -108,19 +108,19 @@ Students get a feel for “doing science” when conducting their own inquiry, b
 
 ## Demonstrations as a NoS activity
 Any demonstration and experiment can in principle be made into a NoS activity. There are stable elements that fit into almost all demonstrations. For example, you can ask the following questions about their statements:
-1. *Did you actually see it and really observe it, or infer it from what you saw?* <br>
+1. *Did you actually see it and really observe it, or infer it from what you saw?* \
 Especially young students tend not to distinguish between observation and interpretation: what you see, what you think it is and what it actually is are not differentiated. In the demonstration called “Magic”, you pour a transparent liquid into a funnel and then collect about the same amount of transparent liquid in a beaker. Is that the same liquid? Is it water? The rest of the demonstration shows that you can’t just assume that it is. What you see may not be what you get.
 
-2. *What did you observe? Did others notice that too? Was there anything else you noticed?* <br>
+2. *What did you observe? Did others notice that too? Was there anything else you noticed?* \
 Perception is not automatic. It is influenced by your knowledge and expectations. When you know what to look for you see more, and that is true also in science. Fleming's discovery of the effect of penicillin based on some forgotten bacterial cultures is certainly no exception. If you don't tell students what you want them to see but leave that up to them, the variety of observations turns out to be enormous. This is not always desirable, but can help if you want to demonstrate the importance of focused observation in research.
 
-3. *How did that come about? Can you explain how that happened? Are there any other possible explanations?* <br>
+3. *How did that come about? Can you explain how that happened? Are there any other possible explanations?* \
 In the "Cylinder Puzzle," use students' own descriptions and explanations to discuss NoS. It is important to use a demonstration that is simple enough to allow for students to compare the quality of their explanations.
 
-4. *What can we do to see if your explanation could be correct? How can we test your hypothesis?* <br>
+4. *What can we do to see if your explanation could be correct? How can we test your hypothesis?* \
 An explanation has no value unless it fits the observations. It is stronger if it fits better and excludes more alternatives. Coming up with your own tests for explanations is important and instructive. This is another reason for not forwarding the "right answer” too soon.
 
-5. *Have we now proved with this research that our conclusion is true? (For example, have we proved Hooke's law?)* <br>
+5. *Have we now proved with this research that our conclusion is true? (For example, have we proved Hooke's law?)* \
 The concept of scientific proof is tricky. You cannot prove Hooke's law in the same way as the Pythagorean theorem: the latter requires no observations. Moreover, from a finite number of observations you can never logically draw an inference about all the observations yet to come: this is called the 'problem of induction'. Nevertheless, the validity and reliability of the observations in a study contribute to the quality of the conclusion.
 
 As a teacher, the art is in properly assessing when and with which students you can go deeper into a particular feature of NoS. If you are open to it, very useful conversations can arise. For example, discuss that an "experiment" is by definition an investigation in which variables are controlled (i.e., held constant). Such experiments are crucial in physics and chemistry, but in astronomy or paleontology there are other methods of investigation as well. Students may think that scientific knowledge can only be gained from experimental research, but there are all kinds of acceptable scientific research, experiments are only one form. 

book/demos/demo28/demo28.md

@@ -93,7 +93,8 @@ width: 70%
 align: center
 name: demo28_figure1
 ---
-**left:** Red-colored warm water and blue cold water.<br>
+In the demo, warm and cold water are 'mixed'.\
+**left:** Red-colored warm water and blue cold water.\
 **right:** Warm above and cold below do not mix.
 ```
 

book/demos/demo29/demo29.md

@@ -86,7 +86,7 @@ Baking soda and vinegar react with each other, producing carbon dioxide. This ga
 ## Follow-up
 Light a second candle in a jam jar and seal it. When it is extinguished, pour the gas over the burning first candle: does it extinguish?
 
-> One of our testers  used two tall standing glasses as an alternative, one of which is filled with CO$_2$ from a cylinder; the other glass contains air. <br>
-> A candle on a wire is kept in the glass with air and remains lit. Then in the glass with CO$_2$; it immediately extinguishes.<br>
-> Then, as if pouring liquid, pour the CO$_2$ gas into the other glass. The heavier carbon dioxide gas displaces the air, and you repeat the experiment with the burning candle. Especially the pouring is hilarious for the students; it makes the experiment memorable.<br>
+> One of our testers  used two tall standing glasses as an alternative, one of which is filled with CO$_2$ from a cylinder; the other glass contains air.\
+> A candle on a wire is kept in the glass with air and remains lit. Then in the glass with CO$_2$; it immediately extinguishes.\
+> Then, as if pouring liquid, pour the CO$_2$ gas into the other glass. The heavier carbon dioxide gas displaces the air, and you repeat the experiment with the burning candle. Especially the pouring is hilarious for the students; it makes the experiment memorable.\
 > If no CO$_2$ gas cylinder is available, you may use some solid dry ice from a discarded extinguisher to fill the glass with CO$_2$. That works just as well.

book/demos/demo40/demo40.md

@@ -62,8 +62,8 @@ name: demo40_fig2
 Inside of the can: schematic.
 ```
 
-* Attach the weight or stone to one side of the ring.<br>
-* Close the lid.<br>
+* Attach the weight or stone to one side of the ring.
+* Close the lid.
 * Test your setup by carefully but firmly rolling the can away. It should roll a few meters, then stop and return.
 * If needed, try it with a smaller or larger weight and a tighter or looser elastic band until you get the optimal effect. Make sure the weight is hanging in the middle of the can. In the shown example {numref}`Figure {number} <demo40_fig1>`, the weight is the heaviest cap from my socket wrench set.
 

book/demos/demo41/demo41.ipynb

@@ -57,9 +57,9 @@
     "align: center\n",
     "name: demo41_fig1\n",
     "---\n",
-    "The various stages of the demonstration.<br>\n",
-    "*left* The setup just before conducting the experiment.<br>\n",
-    "*middle:* Immediately after removing the fingers, the bottles start to empty.<br>\n",
+    "The various stages of the demonstration.\\\n",
+    "*left* The setup just before conducting the experiment.\\\n",
+    "*middle:* Immediately after removing the fingers, the bottles start to empty.\\\n",
     "*right:* As less water remains in the bottle, the differences become clearer.\n",
     "```\n",
     "\n",

book/demos/demo43/demo43.md

@@ -38,34 +38,34 @@ Students can gain similar experiences with a heavily loaded supermarket cart. Th
 
 ## Procedure
 During the demonstration, we follow various steps.
-**1. Accelerating the bowling ball from rest (with the broom).**<br>
+**1. Accelerating the bowling ball from rest (with the broom).**\
 You can't accelerate without a broom, the broom has to give you a push.
 
-**2. Stopping a moving bowling ball.<br>
+**2. Stopping a moving bowling ball.\
 Without a broom it is difficult or impossible to slow down, the broom has to push you to slow down.
 
-**3. Maintaining constant speed when moving bowling ball.**<br>
+**3. Maintaining constant speed when moving bowling ball.**\
 With a heavy bowling ball you hardly have to do anything to maintain constant speed (Newton's first law!). The heavier the ball, the smaller (relatively) the influence of friction.
 
-**4. Take the bowling ball from start to finish and back as quickly as possible without overshooting the start/finish lines.**<br>
+**4. Take the bowling ball from start to finish and back as quickly as possible without overshooting the start/finish lines.**\
 This will take skill and some practice, perhaps a fun activity for the section to try out before the demonstration. Both acceleration and deceleration require force (the broom). The ball has a great tendency to roll (inertia).
 
-**5. Make a moving bowling ball make a sharp turn to the right (or left).**<br>
+**5. Make a moving bowling ball make a sharp turn to the right (or left).**\
 Making a turn requires a force that causes a change in direction. Please note, a right-angle turn is impossible, the ball has a great tendency to roll in the original direction. The new direction is a sum of velocities in the original direction and the force direction.
 
-**6. Pass the bowling ball through a curve at a constant speed.**<br>
+**6. Pass the bowling ball through a curve at a constant speed.**\
 How do you keep the speed constant during (part of) a circular movement? Only if the force of the sweeping is always perpendicular to the direction of movement.
 
 The physics teacher can explain this very logically with some vectors, but perhaps this becomes more plausible for students through experiences with the bowling ball.
 
-**7. Try to make a circular motion with the bowling ball at a steady speed. **<br>
+**7. Try to make a circular motion with the bowling ball at a steady speed. **\
 There is room for discussion here. Let students try it first. Then the question arises in which direction the force must act to go through a bend with constant speed (regardless of direction)? Perpendicular to the direction of movement! One of us did this in the gym where a circle had already been drawn. Everyone tried to hit the ball from the outside of the circle, but one girl had a clever method of raking from it center of the circle.
 
-**8. Try to follow a route like the one in the image above.**<br>
+**8. Try to follow a route like the one in the image above.**
 
-**9. Students work in pairs to formulate the rules about the influence of forces on the movement of the bowling ball.**<br>
+**9. Students work in pairs to formulate the rules about the influence of forces on the movement of the bowling ball.**
 
-**10. Checking students' understanding**<br>
+**10. Checking students' understanding**\
 Memphis is standing 10 meters in front of the center of an open goal. He receives a hard cross from Bergwijn's left and hits it exactly at right angles, perpendicular to the direction of travel. Explain with a drawing and reasoning why the ball might not go into the goal.
 
 <!-- 

book/demos/demo60/demo60.md

@@ -41,8 +41,8 @@ A burning candle is an everyday phenomenon, but the physical and chemical effect
 width: 100%
 align: center
 ---
-The visible flame of a candle disappears near a copper spiral. 
-<br>_Photos by Aike Stortelder._
+The visible flame of a candle disappears near a copper spiral.\ 
+_Photos by Aike Stortelder._
 ```
 
 

book/demos/demo75/demo75.md

@@ -140,6 +140,6 @@ Since $ \frac{R}{r} $ is greater than 1, the energy loss of the small sphere is
 Use a temperature sensor attached to a large and a slightly smaller sphere, perform the measurement using appropriate software. Ask questions like:
 * *How meaningful is the measurement this way?*
 * *How quickly do they both cool down?* 
-* *What influence does the temperature sensor itself have?* <br>
+* *What influence does the temperature sensor itself have?*\
 *The sensor also needs to heat up, in the case of a too small sphere, this will cost a lot of thermal energy from the sphere and therefore it will cool down even faster.*
 

book/demos/demo80/demo80.md

@@ -27,8 +27,8 @@ In this activity, astronomical observations are simulated in the classroom. By o
 width: 90%
 align: center
 ---
-The demonstration investigates 'distance' stars by comparing the brightness of light bulbs through filters.
-<br>*left:* The two light bulbs photographed through a red filter held in front of the camera. The inset shows the original color image.<br>
+The demonstration investigates 'distance' stars by comparing the brightness of light bulbs through filters.\
+*left:* The two light bulbs photographed through a red filter held in front of the camera. The inset shows the original color image.\
 *right:* The same two light bulbs now photographed through a blue filter held in front of the camera. 
 ```
 

book/demos/demo81/demo81.ipynb

@@ -65,8 +65,8 @@
     "align: center \n",
     "name: fig:demo81_2_figure1\n",
     "---\n",
-    "The frequency produced depends on the point where you hold the rod.<br> \n",
-    "*Left*: Holding the rod in the middle and tapping it against a table or striking it in another way produces a nice sound.<br>\n",
+    "The frequency produced depends on the point where you hold the rod.\\ \n",
+    "*Left*: Holding the rod in the middle and tapping it against a table or striking it in another way produces a nice sound.\\\n",
     "*Right*: If you hold the rod at the end, you only hear a dull thud. The rod does not resonate.\n",
     "```\n",
     "\n",
@@ -87,8 +87,8 @@
     "width: 70%\n",
     "align: center \n",
     "---\n",
-    "Again, the frequency produced depends on the point where you hold the rod.<br> \n",
-    "*Left*: Hold the rod in the middle for the fundamental tone. <br>\n",
+    "Again, the frequency produced depends on the point where you hold the rod.\\ \n",
+    "*Left*: Hold the rod in the middle for the fundamental tone. \\\n",
     "*Right*: Hold the rod a quarter length from the top for the first overtone.\n",
     "```\n",
     "\n",