Floating Hourglass

Video Description:

Two perspex tubes, filled with water. (In fact a little bit of water has evaporated over the years, so the tubes are not quite full any more). Each tube contains an hourglass; one is floating at the top of the tube, and the other one has sunk to the bottom of the tube. This is a stable state – everything will stay like this indefinitely.

When you turn the whole mechanism upside down, the hourglass that was floating at the top now stays at the bottom of the tube, and the hourglass that was at the bottom is now at the top of the tube. In other words, the hourglass that was previously floating is now at the bottom of the tube, and the hourglass that had sunk to the bottom is now at the top of the tube. How can this be? Are they in fact not freely floating/sinking at all, but fastened to the sides of the tube?

Even more mysterious is what happens next. After a minute or so, the hourglass that is now at the top of the tube sinks back to the bottom, and the hourglass at the bottom of the tube floats up to the top. In other words, each hourglass is now back in its original position.

How does this happen?

Way back in 1992, one of us sent one of these to Scot Morris in the USA, who wrote an article about it for OMNI Magazine. He explained what happened, and invited readers to come up with an explanation. Four months later, he had received 415 correct answers, and 618 incorrect answers.

Some people thought that heat was a factor – they thought that the falling sand generates heat, which heats the surrounding liquid, and so the hourglass stays down until the water cools down again. Although some people thought the falling sand heated up the air inside the hourglass, making it expand slightly, and thus rise.

Other solutions involved a flexible hourglass – when the sand is falling, it presses down, and causes the hourglass to widen, thus wedging it in position, until the sand stops falling. Some thought it was to do with the ‘impact’ of the falling sand hitting the bottom of the glass.

There were a variety of other explanations, including some that thought the whole thing was an illusion! However the correct answer is as follows.

One hourglass is slightly positively buoyant, and the other one is slightly negatively buoyant. so the starting position is that one glass is at the top of its tube, and the other is at the bottom. However when you turn the device upside down, each inverted hourglass now has sand at the top, and air at the bottom. This makes it top heavy, or bottom buoyant if you like, and it has a tendency to try and flip over. However it cannot do this because it fits fairly snugly within the tube. But the effect is that it wedges itself in, and it is held in place by friction. Technically this is static friction, which is sometimes called ‘ stiction’.

As the sand falls through the hourglass, its tendency to flip over is reduced, until it ‘unsticks’ from the side, and positively buoyant glass floats to the top, and the other descends to the bottom. The trick depends on the two hourglasses being only slightly positively or negatively buoyant. Were this not the case, their natural buoyancy would be strong enough to overcome the ‘stiction’ effect immediately, and the trick would not work.

Riding a Dead Horse

The tribal wisdom of the Dakota Indians, passed on from generation to generation, says that when you discover that you are riding a dead horse, the best strategy is to dismount.

In modern education and government, however, a whole range of far more advanced strategies are often employed, such as:

1. Buying a stronger whip.

2. Changing riders.

3. Threatening the horse with termination.

4. Appointing a committee to study the horse.

5. Visiting other sites to see how others ride dead horses.

6. Lowering the standards so that dead horses can be included.

7. Re-classifying the dead horse as “living, impaired”.

8. Hiring outside contractors to ride the dead horse.

9. Harnessing several dead horses together to increase the speed.

10. Attempting to mount multiple dead horses in hopes that one of them will spring to life.

11. Providing additional funding and/or training to increase the dead horse’s performance.

12. Doing a productivity study to see if lighter riders would improve the dead horse’s performance.

13. Declaring that as the dead horse does not have to be fed, it is less costly, carries lower overhead, and therefore contributes substantially more to the bottom line of the economy than do some other horses.

14. Re-writing the expected performance requirements for all horses.

15. Promoting the dead horse to a supervisory position.

High School Kids Question Obama During Speech: ‘I just don’t believe all the things he’s telling us’

The original article is at The East Valley Tribune. If you are having trouble view it, Drudge has it up now.

There is real HOPE for America!

STUDENTS QUESTION OBAMA’S PLAN


A Dobson High School Advanced Placement government class with strong opinions about Barack Obama watched the president’s speech Wednesday on a small, grainy TV in the corner of their classroom.

Some of the students attentively watched the speech, giving questioning looks and comments, shaking their heads and laughing at some of Obama’s words. Other students listened, occasion ally glancing up to watch, while texting on their cell phones, reading a book or finishing school work.

The gymnasium’s events were shown simultaneously in rooms throughout the Mesa school, and teachers were given discretion on whether to show the speech, the students said. The students in the class were hopeful things will work out but questioned whether Obama’s plan would actually work to dig the country out of its economic woes. They also expected a longer speech.

Senior Syna Daudfar took some notes during the speech and was among the most vocally opposed to Obama’s words.

At one point, when he talked about the costs of his stimulus plan, senior Maaike Albach and Daudfar looked at each other and said, “uh-oh.”

“Overall I think it’s a good idea, but he’s not addressing the issues of the economic crisis,” said Daudfar, a John McCain supporter who added he leans more toward being a moderate conservative. “The spending bill he just passed is just progressing the Democratic agenda rather than addressing the economic issues in the country.”

Daudfar thinks Obama’s plan is backward and deals with the “less important stuff” first. “Bailing out businesses” and “providing better regulatory systems for giving out money to businesses” should have been first, he said.

“If businesses can’t afford to hire people, then people won’t be able to work and pay off their mortgages,” he said. “It’s kind of like putting money into20a funnel.” Albach, who is also a Republican, said Obama’s plan sounds good but questioned how Obama can want to rely on “people’s responsibility” when that is “what got us in this economic crisis in the first place.”

“This puts us more into debt,” said Albach, 18. “It’s a horrible situation we’re in.”

Senior Brandon Miller wore a shirt with the words, “Hitler gave great speeches, too” above a picture of Obama.

Miller said he had been an Obama supporter “because of his speeches,” but after debating the issues in this class and looking more into Obama’s policies, his vote was swayed toward McCain.

He showed a video on his camera he had just taken of the president’s minutelong motorcade and talked about what a “great experience” it was to watch it. Miller had also spent a couple of hours in front of the school, hanging out and watching the protesters.

“Even though I don’t support him, I think it’s cool he’s here,” said Miller, 18. “I just don’t believe all the things he’s telling us. His goal is just too big and broad.”

Miller wanted to hear more about the costs and guidelines the stimulus bill entails.

Senior Katelyn Meyer, who also leans more toward being a Republican, said Obama’s plan sounds good, “but it’s easier said than done.”

“I like the refinancing part, and I like the part about mortgages, but I’m afraid we’re going to put the money in but won’t s ee any effect,” said Meyer, 18, who still thought it was “cool” to say the president was at her school, even though she didn’t get to see him live.

The students also questioned why Obama chose their school for his speech since he wasn’t talking about education and wondered how much money the district spent on beautifying the campus while district positions and services are being cut.

District officials noted this week that the landscaping project completed over the weekend at Dobson was already in the works and was just expedited by the president’s visit. Funding came from voter-approved bonds.

New sod was laid in front of the school Tuesday, and Daudfar said, “The joke at the school is they’re going to take it away when he (Obama) leaves.”

AP government teacher Jeff Sherrer said his students “feel very strongly about the issues, maybe more than the general population.” He thought at least one of his students was outside protesting, and he had planned to take his students outside as a class project to show them what was going on but didn’t get the chance.

“These kinds of kids really get into it,” Sherrer said. “During the election we had lots of debates on the issues.”


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