English

A physics demonstration should be designed with an intention to adopt it to a classroom. To “design” a physics demonstration does not necessarily mean to create an original experiment. It is to fabricate and rearrange an experiment, whether it’s original or not, by consulting references. We present our 3 pillars of “designing physics demonstrations” below. 

1. Design a physics demonstration that reflects its purpose. (Note: Items inside the parentheses correspond to the classifications A to E above.) It should;
   • yield surprising results (A, D, E)
   • be related to daily and/or current-topical happenings and phenomena (A, C, E)
   • be attractive and/or impressive (A, C, E)
   • not be over-entertaining (D, E)
   • yield unpredictable results (B, D)
   • be systemized so that students can understand the hidden physical concepts in steps (B, E)
2. Design a physics demonstration that students can easily perform or observe. 
• It should be visible by every student from any position in a classroom.
• The instruments and their structures used are simple and visible.
• It should involve only one concept in physics or one simple relationship among multiple physical concepts.
• It is visually or audibly clear, and can only be interpreted in one way.
• It is shown without deception in a straightforward manner.
• It has a very high probability of success in a classroom. 
3. Design a physics demonstration for easy implementation.
   • It should use familiar, everyday objects and inexpensive components.
   • It should have a portable size and weight.
   • It should be easy to assemble and disassemble, or have a compact design.
   • It will not break while being transported or demonstrated.
   • The time required for the demonstration should be limited to within 15 minutes.
   • It should be repeatable immediately.
   • The equipment is easily stored.
   • It is designed to be highly safe.
   • It should yield consistent experimental results regardless of a classroom environment and a demonstrator’s skills.