updates

TeachBooks · Jul 25, 2024 · fab7c99 · fab7c99
1 parent 64c8bc3
commit fab7c99
Show file tree

Hide file tree

Showing 10 changed files with 20 additions and 20 deletions.
diff --git a/book/demos/demo02/demo02.md b/book/demos/demo02/demo02.md
@@ -143,7 +143,7 @@ Calculate the amount of hot water $T_{hot} = 100$°C we need to add to 50 g milk
 Answer: ...
 
 **Attempt 3:** Very hot water\
-Calculate the temperature of the water, $T_{hot}$, if we decide that we only poor 5 g of really hot water to 50 g milk with a temperature of 5°C to reach a temperature of 65°C. Reflect on whether that is possible at all.<br>
+Calculate the temperature of the water, $T_{hot}$, if we decide that we only poor 5 g of really hot water to 50 g milk with a temperature of 5°C to reach a temperature of 65°C. Reflect on whether that is possible at all.\
 Answer: ...
  
 **Attempt 4:** steam ($T=100$°C)\

diff --git a/book/demos/demo04/demo04.md b/book/demos/demo04/demo04.md
@@ -28,7 +28,8 @@ A challenge: Building a slanting tower where the top block is not above the bott
 ```
 
 ## Introduction
-If you put two blocks on top of each other, then the upper one remains stable if the center of mass is above the lower block. So the upper block cannot stick out more than ½ x the length of the block. <br>
+If you put two blocks on top of each other, then the upper one remains stable if the center of mass is above the lower block. So the upper block cannot stick out more than ½ x the length of the block.
+
 *Would it be possible to pile up blocks such that the upper one sticks out farther?*
 
 ## Equipment

diff --git a/book/demos/demo05/demo05.md b/book/demos/demo05/demo05.md
@@ -46,11 +46,10 @@ A schematic of the experimental setup
 Build the set-up, see {numref}`Figure {number} <demo05_fig1>`. Pull the cart toward the right by hand. A mass, attached to the cart by a cord running along pulleys, creates an opposing force. The table is as long as possible, the top pulley is positioned as high as possible, so as to create a long runway. An electric motor (not shown) propels the revolving cord. Select slotted masses and matching spring-balance so that friction is negligible up to speeds of about 1 m/s.
 
 ## Procedure
-The cord, with a knot in it, is revolving uniformly (at constant speed). If you pull the cart with your hand along with the knot, the cart has the same constant speed as the knot. Note that it takes a moment to attain that speed, but then the spring-balances can be read. The follwoing questions can now be raised and are meant to be answerd in the demonstration that follows:
+The cord, with a knot in it, is revolving uniformly (at constant speed). If you pull the cart with your hand along with the knot, the cart has the same constant speed as the knot. Note that it takes a moment to attain that speed, but then the spring-balances can be read. The following questions can now be raised and are meant to be answered in the demonstration that follows:
 1. *How does the pulling force compare to the opposing force, during the part of movement where the speed is constant?* 
 2. *What changes if we select a greater constant speed?* 
 
-
 A [Predict-Observe-Explain](../../Pedagogy/PoE.md) approach is appropriate here. An example is presented in this [worksheet](demo05worksheet.doc). Students do predictions by writing up the answers they think will be found to the two questions above. Then the experiment is carried out. A somewhat larger speed is realized by (slightly) increasing the voltage across the electric motor. A conclusion is formulated on the basis of the observations. The worksheet questions direct students to apply the gained knowledge in similar contexts, with the goal of exploring whether Newton's first law is generally applicable. 
 
 ```{figure} demo05_figure2.jpg

diff --git a/book/demos/demo05/demo05worksheet- Ned.doc b/book/demos/demo05/demo05worksheet- Ned.doc
diff --git a/book/demos/demo06/demo06.md b/book/demos/demo06/demo06.md
@@ -17,7 +17,7 @@
         <td style="text-align: left; padding: 3px; border: none; color: var(--text-color)">Concepts:</td>
         <td style="text-align: left; padding: 3px; border: none; color: var(--text-color)">Refraction, dispersion, spectrum, rainbow, prism, lens</td>
     </tr>
-</table><br>
+</table>
 
 ```{figure} demo06_figure1.png
 ---
@@ -87,7 +87,6 @@ The spectrum on the wall looks very much like a rainbow, but it is another pheno
 ## Follow-up
 There are possibilities for computation in the artikel 'Ein Regenbogen ohne Regen' (in German) which is accessible through the link in the references below.
 
-
 ## References
 ```{bibliography}
 :filter: docname in docnames

diff --git a/book/demos/demo09/demo09.md b/book/demos/demo09/demo09.md
@@ -61,8 +61,8 @@ Bring the burning candle down into the kettle, and note that the flame dies. Sum
 width: 70%
 align: center
 ---
-*left:* Above the kettle, the flame burns somewhat weaker.
-<br> *right:* Inside the kettle, above the water, the flame extinguishes
+*left:* Above the kettle, the flame burns somewhat weaker.\
+*right:* Inside the kettle, above the water, the flame extinguishes
 ```
 
 Draw a conclusion together. It may well be that the conclusion is not: *there is water vapor above the liquid*. After all, that has not been proven. What we can agree on is: 
@@ -73,6 +73,5 @@ Draw a conclusion together. It may well be that the conclusion is not: *there is
 
 The substance concerned has a name: <a href="https://en.wikipedia.org/wiki/Steam" target="_blank">steam</a>. Often the fog is said to be made of steam, but that is not scientifically correct. You could conclude the demonstration together through establishing a proper name for the droplets hanging above the kettle. ‘Cloud’, ‘mist’ and ‘fog’ are acceptable names, but your students may think of more imaginative ones. 
 
-
 ## Physics background
 The air that is above the liquid before the water boils is quickly pushed away when the liquid starts to boil. The temperature inside the kettle remains at 100°C. Water vapor or steam fills the space immediately above the boiling surface, it condenses only a bit higher up above the kettle, where the temperature is lower. Due to lack of oxygen, the flame dies in the steam (some prior knowledge about burning is prerequisite).
diff --git a/book/demos/demo13/demo13.md b/book/demos/demo13/demo13.md
@@ -17,7 +17,7 @@
         <td style="text-align: left; padding: 3px; border: none; color: var(--text-color)">Concepts:</td>
         <td style="text-align: left; padding: 3px; border: none; color: var(--text-color)">Forces, components of forces, analyzing forces</td>
     </tr>
-</table><br>
+</table>
 
 ## Introduction
 Can one girl be stronger than four boys? Sure! if she is clever…

diff --git a/book/demos/demo15/demo15.md b/book/demos/demo15/demo15.md
@@ -62,7 +62,8 @@ Now it’s a matter of trial-and error: due to resistance the cart should only m
 * The mass of the pendulum
 * The height of the cross-bar
 * The mass of the cart itself 
-* The underlying surface<br>
+* The underlying surface
+
 After all the cart should jerkily ride into one direction, after releasing the pendulum. 
 
 Our cart has a total mass of about one kilogram (including the pendulum), the mass of the pendulum is 0.10 kg, the pendulum has a length of 65 cm and the crossbar is about 45 cm underneath the point of suspension.

diff --git a/book/demos/demo19/demo19.md b/book/demos/demo19/demo19.md
@@ -64,14 +64,15 @@ Schematic of the setup with the voltage source, ring and copper button. The bath
 2.  Now explain the set-up using the diagram on the board.
 3.  Then students return to their seats and answer the following questions on a worksheet:
 ```{exercise}
-**A.**  At three different points in the drawing indicate with arrows the direction of current, magnetic field, and Lorentz force.\
-**B.**  Using the vectors drawn, explain the movement of the liquid.\
-**C.**  Predict what we will observe when:<br>
-        *a.* only the direction of the current is reversed,<br>
-        *b.* only the direction of the magnetic field is reversed,<br>
-        *c.* both are reversed.<br>
-**D.**  Where would the candles experience the greatest force, near the center or near the edge of the circle? Why? How could you investigate this experimentally?\
-**E.**  Does the Lorentz force have the same direction on moving Na$^+$ and Cl$^-$ ions? Explain.
+{style=upper-alpha}
+**1.**  At three different points in the drawing indicate with arrows the direction of current, magnetic field, and Lorentz force.
+**2.**  Using the vectors drawn, explain the movement of the liquid.
+**3.**  Predict what we will observe when:
+  *a.* only the direction of the current is reversed,
+  *b.* only the direction of the magnetic field is reversed,
+  *c.* both are reversed.
+**4.**  Where would the candles experience the greatest force, near the center or near the edge of the circle? Why? How could you investigate this experimentally?
+**5.**  Does the Lorentz force have the same direction on moving Na$^+$ and Cl$^-$ ions? Explain.
 ```
 4.  Repeat the demonstration to check the answers to questions **C** and **D**.
 

diff --git a/book/demos/template.md b/book/demos/template.md
@@ -24,7 +24,7 @@ align: right
         <td style="text-align: left; padding: 3px; border: none; color: var(--text-color)">Concepts:</td>
         <td style="text-align: left; padding: 3px; border: none; color: var(--text-color)">CONCEPTS</td>
     </tr>
-</table><br>
+</table>
 
 
 ## Introduction