The Leidenfrost Maze

Cheng, Carmen; Guy, Matthew; Narduzzo, Alessandro; Takashina, Kei

doi:10.1088/0143-0807/36/3/035004

Cited by 7 publications

(6 citation statements)

References 25 publications

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“…The self-propulsion is always in a well-defined direction. In the case of the Leidenfrost ratchet, a Leidenfrost drop can even be made to climb a small incline or race around a maze following a predetermined path [88]. A small solid consisting of cellulosic particles [89] self-propelling on a Leidenfrost ratchet has also been found and represents an example of a biomass conveyor with no moving parts driven solely by high temperatures [90].…”

Section: Self-propulsionmentioning

confidence: 99%

Leidenfrost drop dynamics: a forgotten past and modern day rediscoveries

Stewart¹

2021

Eur. J. Phys.

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When drops of liquid are placed onto highly heated substrates at temperatures well above their boiling point, the drops float on a thin layer of vapour formed between the liquid and the hot surface. In a 290 year old phenomenon referred to as the Leidenfrost effect, drops freed from contact with the surface below can undergo a range of surprising and unexpected dynamical behaviour. In this paper we trace various early developments associated with the dynamics of Leidenfrost drops. By showing how many of the more recent discoveries found in the dynamic behaviour of Leidenfrost drops were either anticipated or antedated, we hope to draw attention to the long, rich, and largely overlooked history of the Leidenfrost effect and show there is much one can learn from its forgotten past.

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Section: Self-propulsionmentioning

confidence: 99%

Leidenfrost drop dynamics: a forgotten past and modern day rediscoveries

Stewart¹

2021

Eur. J. Phys.

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“…In the geoscience education literature and beyond, there is a growing body of evidence on the value of visualization instruction in science classes (Gilbert, 2010;Kastens & Manduca, 2012;Paxton et al, 2017). Some authors have studied the benefits of creating visualizations, and others have focused on the effectiveness of students studying precreated visualizations; both have been deemed helpful (Cheng, Guy, Narduzzo, & Takashina, 2015;Dollahon, 2017;Kohnle et al, 2010). Student-created visualizations for analysis can quickly reveal the mental models held by students, allowing instructors to respond to inaccurate models more effectively (Ainsworth, Prain, & Tytler, 2011;Merhar, Planinsic, & Cepic, 2009;Wong & Kjaegaard, 2012).…”

Section: Visualization Education In the Geosciencesmentioning

confidence: 99%

Embedding online, design-focused data visualization instruction in an upper-division undergraduate atmospheric science course

Hepworth

Ivey

Canon

et al. 2019

Journal of Geoscience Education

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An interdisciplinary undergraduate atmospheric science modeling course was cotaught at a midsize public university by three professors from atmospheric science, statistics, and design using a blended learning approach. The in-class portion of the course taught upper-level students numerical weather prediction modeling and statistical evaluation methods. Online modules were used to teach data visualization techniques and three foundational design principles upon which their efficacy depends : legibility, visual hierarchy, and appropriate use of color. Geoscience students need data visualization skills to prepare for careers in government, industry, and research that increasingly require work with big data and communication with diverse collaborators and audiences. This article focuses on the instructional approach for the visualization component of the course-specifically, the three teaching innovations used: online modules, an interdisciplinary teaching team, and design-focused data visualization instruction. Although course enrollment was low at four students, several valuable lessons were learned that can improve the teaching of visualization in geoscience courses, including the utility of structuring visualization instruction around two separate but complementary visualization skills: visualization for analysis and visualization for sharing knowledge. Evaluation of students' visualization work at the conclusion of the course demonstrated improvement in the foundational design principles as well as improved ability to select appropriate visualization strategies for different situations. The methods used to assess these improvements are presented alongside illustrative examples of student work. Pre-and postcourse surveys indicate the students felt more confident in creating data visualizations upon completion of the course, and qualitative assessments of student work confirm increased application of foundational design principles in visualizations created by the students. The authors argue that teaching visualization as an online supplement to other geoscience instruction is a potentially replicable model for improving students' learning about visualization. This is especially true when such instruction relies on open-source programs and materials and leverages interdisciplinary expertise in course design.

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“…Although the Leidenfrost effect is well-known, there is still ongoing research. In recent years the self-propelled motion of Leidenfrost droplets on ratchet surfaces was studied [7][8][9][10] and the effect was used to levitate a cart [11]. Further applications can be found in chemistry, where it is used to form complex organic structures (reactive Leidenfrost effect) [12] or in industry where this effect influences the cooling process of steel or other alloys.…”

Section: Introductionmentioning

confidence: 99%

Leidenfrost effect studied by video analysis

et al. 2019

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When liquid droplets touch a sufficiently hot surface the Leidenfrost effect leads to levitation of the droplets on a steam layer. At the same time the heat flux from hot surface to droplet is strongly reduced and the droplet lifetime is increased. The understanding of this effect, which can readily be observed on a standard stove, requires knowledge of fluid dynamics, basic mechanics and thermodynamics. It therefore combines appealing experiments with interdisciplinary physics and is well-suited for teaching physical principles, experimentation, modelling and data analysis in schools and in the early stages of university physics. The aim of this work is to present some guidance for projects in this area. Video analysis was used to quantitatively measure droplet sizes and lifetimes of water and liquid nitrogen droplets placed on a hot plate. A simple model for a levitating droplet was developed and compared to the data. The findings indicate that video analysis is a suitable way to examine the Leidenfrost effect for droplet diameters between about 3 and 10 mm. From the analysis the effective thermal conductivities of the steam layers were determined and were found to be two to three orders of magnitude smaller than the thermal conductivities of the corresponding gases at rest. By measuring several different droplets under varying parameters it was concluded that the precision of the experimental setup is sufficient to provide a practical tool for pupils and undergraduate students to explore this fascinating everyday phenomenon.

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The Leidenfrost Maze

Cited by 7 publications

References 25 publications

Leidenfrost drop dynamics: a forgotten past and modern day rediscoveries

Leidenfrost drop dynamics: a forgotten past and modern day rediscoveries

Embedding online, design-focused data visualization instruction in an upper-division undergraduate atmospheric science course

Leidenfrost effect studied by video analysis

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