Lecture 19: Diffraction and Resolution
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Glossary Physics (I-Introduction)
1 Glossary Physics (I-introduction) - Efficiency: The percent of the work put into a machine that is converted into useful work output; = work done / energy used [-]. = eta In machines: The work output of any machine cannot exceed the work input (<=100%); in an ideal machine, where no energy is transformed into heat: work(input) = work(output), =100%. Energy: The property of a system that enables it to do work. Conservation o. E.: Energy cannot be created or destroyed; it may be transformed from one form into another, but the total amount of energy never changes. Equilibrium: The state of an object when not acted upon by a net force or net torque; an object in equilibrium may be at rest or moving at uniform velocity - not accelerating. Mechanical E.: The state of an object or system of objects for which any impressed forces cancels to zero and no acceleration occurs. Dynamic E.: Object is moving without experiencing acceleration. Static E.: Object is at rest.F Force: The influence that can cause an object to be accelerated or retarded; is always in the direction of the net force, hence a vector quantity; the four elementary forces are: Electromagnetic F.: Is an attraction or repulsion G, gravit. const.6.672E-11[Nm2/kg2] between electric charges: d, distance [m] 2 2 2 2 F = 1/(40) (q1q2/d ) [(CC/m )(Nm /C )] = [N] m,M, mass [kg] Gravitational F.: Is a mutual attraction between all masses: q, charge [As] [C] 2 2 2 2 F = GmM/d [Nm /kg kg 1/m ] = [N] 0, dielectric constant Strong F.: (nuclear force) Acts within the nuclei of atoms: 8.854E-12 [C2/Nm2] [F/m] 2 2 2 2 2 F = 1/(40) (e /d ) [(CC/m )(Nm /C )] = [N] , 3.14 [-] Weak F.: Manifests itself in special reactions among elementary e, 1.60210 E-19 [As] [C] particles, such as the reaction that occur in radioactive decay. -
Diffraction Grating Experiments Warning: Never Point Any Laser Into Your Own Or Other People’S Eyes
Diffraction grating experiments Warning: Never point any laser into your own or other people’s eyes. Materials and tools Diffraction glasses (diffraction grating 1000 lines/mm) Flashlight Laser pointers (red, green, blue) Other light sources (light bulbs, arc lamps, etc.) Rulers White paper for screen Binder clips Graphing paper or computer graphing tools Scientific calculator In these experiments you will use diffraction glasses to perform measurements of light diffraction. Diffraction is a phenomenon that is due to the wave-like nature of light. Predict 1. What do you think will happen when you shine white light through a prism and why? Draw a picture to show your predictions. When white light goes through a diffraction grating (diffraction glasses), different colors are bent a different angles, similar to how they are bent be a prism. 2. (a) What do you think will happen when you shine red laser light through the diffraction glasses? (b) What do you think will happen when you shine blue laser light through the diffraction glasses? (c) Draw a picture to show your predictions. Experiment setup 1. For a projection screen, use a white wall, or use binder clips to make a white screen out of paper. 2. Use binder clips to make your diffraction glasses stand up. 3. Secure a light source with tape as needed. 4. Insert a piece of colored plastic between the source and the diffraction grating as needed. Observation 1. Shine white light through the diffraction glasses and observe the pattern projected on a white screen. Adjust the angle between the beam of light and the glasses to get a symmetric pattern as in the figure above. -
Classical and Modern Diffraction Theory
Downloaded from http://pubs.geoscienceworld.org/books/book/chapter-pdf/3701993/frontmatter.pdf by guest on 29 September 2021 Classical and Modern Diffraction Theory Edited by Kamill Klem-Musatov Henning C. Hoeber Tijmen Jan Moser Michael A. Pelissier SEG Geophysics Reprint Series No. 29 Sergey Fomel, managing editor Evgeny Landa, volume editor Downloaded from http://pubs.geoscienceworld.org/books/book/chapter-pdf/3701993/frontmatter.pdf by guest on 29 September 2021 Society of Exploration Geophysicists 8801 S. Yale, Ste. 500 Tulsa, OK 74137-3575 U.S.A. # 2016 by Society of Exploration Geophysicists All rights reserved. This book or parts hereof may not be reproduced in any form without permission in writing from the publisher. Published 2016 Printed in the United States of America ISBN 978-1-931830-00-6 (Series) ISBN 978-1-56080-322-5 (Volume) Library of Congress Control Number: 2015951229 Downloaded from http://pubs.geoscienceworld.org/books/book/chapter-pdf/3701993/frontmatter.pdf by guest on 29 September 2021 Dedication We dedicate this volume to the memory Dr. Kamill Klem-Musatov. In reading this volume, you will find that the history of diffraction We worked with Kamill over a period of several years to compile theory was filled with many controversies and feuds as new theories this volume. This volume was virtually ready for publication when came to displace or revise previous ones. Kamill Klem-Musatov’s Kamill passed away. He is greatly missed. new theory also met opposition; he paid a great personal price in Kamill’s role in Classical and Modern Diffraction Theory goes putting forth his theory for the seismic diffraction forward problem. -
Intensity of Double-Slit Pattern • Three Or More Slits
• Intensity of double-slit pattern • Three or more slits Practice: Chapter 37, problems 13, 14, 17, 19, 21 Screen at ∞ θ d Path difference Δr = d sin θ zero intensity at d sinθ = (m ± ½ ) λ, m = 0, ± 1, ± 2, … max. intensity at d sinθ = m λ, m = 0, ± 1, ± 2, … 1 Questions: -what is the intensity of the double-slit pattern at an arbitrary position? -What about three slits? four? five? Find the intensity of the double-slit interference pattern as a function of position on the screen. Two waves: E1 = E0 sin(ωt) E2 = E0 sin(ωt + φ) where φ =2π (d sin θ )/λ , and θ gives the position. Steps: Find resultant amplitude, ER ; then intensities obey where I0 is the intensity of each individual wave. 2 Trigonometry: sin a + sin b = 2 cos [(a-b)/2] sin [(a+b)/2] E1 + E2 = E0 [sin(ωt) + sin(ωt + φ)] = 2 E0 cos (φ / 2) cos (ωt + φ / 2)] Resultant amplitude ER = 2 E0 cos (φ / 2) Resultant intensity, (a function of position θ on the screen) I position - fringes are wide, with fuzzy edges - equally spaced (in sin θ) - equal brightness (but we have ignored diffraction) 3 With only one slit open, the intensity in the centre of the screen is 100 W/m 2. With both (identical) slits open together, the intensity at locations of constructive interference will be a) zero b) 100 W/m2 c) 200 W/m2 d) 400 W/m2 How does this compare with shining two laser pointers on the same spot? θ θ sin d = d Δr1 d θ sin d = 2d θ Δr2 sin = 3d Δr3 Total, 4 The total field is where φ = 2π (d sinθ )/λ •When d sinθ = 0, λ , 2λ, .. -
Light and Matter Diffraction from the Unified Viewpoint of Feynman's
European J of Physics Education Volume 8 Issue 2 1309-7202 Arlego & Fanaro Light and Matter Diffraction from the Unified Viewpoint of Feynman’s Sum of All Paths Marcelo Arlego* Maria de los Angeles Fanaro** Universidad Nacional del Centro de la Provincia de Buenos Aires CONICET, Argentine *[email protected] **[email protected] (Received: 05.04.2018, Accepted: 22.05.2017) Abstract In this work, we present a pedagogical strategy to describe the diffraction phenomenon based on a didactic adaptation of the Feynman’s path integrals method, which uses only high school mathematics. The advantage of our approach is that it allows to describe the diffraction in a fully quantum context, where superposition and probabilistic aspects emerge naturally. Our method is based on a time-independent formulation, which allows modelling the phenomenon in geometric terms and trajectories in real space, which is an advantage from the didactic point of view. A distinctive aspect of our work is the description of the series of transformations and didactic transpositions of the fundamental equations that give rise to a common quantum framework for light and matter. This is something that is usually masked by the common use, and that to our knowledge has not been emphasized enough in a unified way. Finally, the role of the superposition of non-classical paths and their didactic potential are briefly mentioned. Keywords: quantum mechanics, light and matter diffraction, Feynman’s Sum of all Paths, high education INTRODUCTION This work promotes the teaching of quantum mechanics at the basic level of secondary school, where the students have not the necessary mathematics to deal with canonical models that uses Schrodinger equation. -
Lab 4: DIFFRACTION GRATINGS and PRISMS (3 Lab Periods)
revised version Lab 4: DIFFRACTION GRATINGS AND PRISMS (3 Lab Periods) Objectives Calibrate a diffraction grating using a spectral line of known wavelength. With the calibrated grating, determine the wavelengths of several other spectral lines. De- termine the chromatic resolving power of the grating. Determine the dispersion curve (refractive index as a function of wavelength) of a glass prism. References Hecht, sections 3.5, 5.5, 10.2.8; tables 3.3 and 6.2 (A) Basic Equations We will discuss diffraction gratings in greater detail later in the course. In this laboratory, you will need to use only two basic grating equations, and you will not need the details of the later discussion. The first equation should be familiar to you from an introductory Physics course and describes the angular positions of the principal maxima of order m for light of wavelength λ. (4.1) where a is the separation between adjacent grooves in the grating. The other, which may not be as familiar, is the equation for the chromatic resolving power Rm in the diffraction order m when N grooves in the grating are illuminated. (4.2) where (Δλ)min is the smallest wavelength difference for which two spectral lines, one of wave- length λ and the other of wavelength λ + Δλ, will just be resolved. The absolute value insures that R will be a positive quantity for either sign of Δλ. If Δλ is small, as it will be in this experiment, it does not matter whether you use λ, λ + Δλ, or the average value in the numerator. -
WHITE LIGHT and COLORED LIGHT Grades K–5
WHITE LIGHT AND COLORED LIGHT grades K–5 Objective This activity offers two simple ways to demonstrate that white light is made of different colors of light mixed together. The first uses special glasses to reveal the colors that make up white light. The second involves spinning a colorful top to blend different colors into white. Together, these activities can be thought of as taking white light apart and putting it back together again. Introduction The Sun, the stars, and a light bulb are all sources of “white” light. But what is white light? What we see as white light is actually a combination of all visible colors of light mixed together. Astronomers spread starlight into a rainbow or spectrum to study the specific colors of light it contains. The colors hidden in white starlight can reveal what the star is made of and how hot it is. The tool astronomers use to spread light into a spectrum is called a spectroscope. But many things, such as glass prisms and water droplets, can also separate white light into a rainbow of colors. After it rains, there are often lots of water droplets in the air. White sunlight passing through these droplets is spread apart into its component colors, creating a rainbow. In this activity, you will view the rainbow of colors contained in white light by using a pair of “Rainbow Glasses” that separate white light into a spectrum. ! SAFETY NOTE These glasses do NOT protect your eyes from the Sun. NEVER LOOK AT THE SUN! Background Reading for Educators Light: Its Secrets Revealed, available at http://www.amnh.org/education/resources/rfl/pdf/du_x01_light.pdf Developed with the generous support of The Charles Hayden Foundation WHITE LIGHT AND COLORED LIGHT Materials Rainbow Glasses Possible white light sources: (paper glasses containing a Incandescent light bulb diffraction grating). -
Diffraction Grating and the Spectrum of Light
DIFFRACTION GRATING OBJECTIVE: To use the diffraction grating in the formation of spectra and in the measurement of wavelengths. THEORY: The operation of the grating is depicted in Fig. 1 on page 3. Lens 1 produces a parallel beam of light from the single slit source A to the diffraction grating. The grating itself consists of a large number of very narrow transparent slits equally spaced with a distance D between adjacent slits. The light rays numbered 1, 2, 3, etc. represent those rays which are diffracted at an angle by the grating. Lens 2 is used to focus these rays to a line image at B. Notice that ray 2 travels a distance x = D sin more than 1, ray 3 travels x more than 2, etc. When the extra distance traveled is one wavelength, two wavelengths, or N wavelengths, constructive interference occurs. Thus, bright images of a monochromatic (single color) source of wavelength will occur at position B at a diffraction angle if Sin(N) = N / D where N = 0, 1, 2, 3, ... (1) The images generally are brightest for N=0 (0 = 0), and become corresponding less bright for higher N. Since, for a given value of N, the angle at which constructive interference occurs depends on , a polychromatic light source will produce a SERIES of single color bright images. There will be an image for each wavelength radiated by the source. Each image will have a color corresponding to its wavelength, and each image will be formed at a different angle. In this manner a spectrum of the light source is formed by the grating. -
Linear Elastodynamics and Waves
Linear Elastodynamics and Waves M. Destradea, G. Saccomandib aSchool of Electrical, Electronic, and Mechanical Engineering, University College Dublin, Belfield, Dublin 4, Ireland; bDipartimento di Ingegneria Industriale, Universit`adegli Studi di Perugia, 06125 Perugia, Italy. Contents 1 Introduction 3 2 Bulk waves 6 2.1 Homogeneous waves in isotropic solids . 8 2.2 Homogeneous waves in anisotropic solids . 10 2.3 Slowness surface and wavefronts . 12 2.4 Inhomogeneous waves in isotropic solids . 13 3 Surface waves 15 3.1 Shear horizontal homogeneous surface waves . 15 3.2 Rayleigh waves . 17 3.3 Love waves . 22 3.4 Other surface waves . 25 3.5 Surface waves in anisotropic media . 25 4 Interface waves 27 4.1 Stoneley waves . 27 4.2 Slip waves . 29 4.3 Scholte waves . 32 4.4 Interface waves in anisotropic solids . 32 5 Concluding remarks 33 1 Abstract We provide a simple introduction to wave propagation in the frame- work of linear elastodynamics. We discuss bulk waves in isotropic and anisotropic linear elastic materials and we survey several families of surface and interface waves. We conclude by suggesting a list of books for a more detailed study of the topic. Keywords: linear elastodynamics, anisotropy, plane homogeneous waves, bulk waves, interface waves, surface waves. 1 Introduction In elastostatics we study the equilibria of elastic solids; when its equilib- rium is disturbed, a solid is set into motion, which constitutes the subject of elastodynamics. Early efforts in the study of elastodynamics were mainly aimed at modeling seismic wave propagation. With the advent of electron- ics, many applications have been found in the industrial world. -
The Path Integral Approach to Quantum Mechanics Lecture Notes for Quantum Mechanics IV
The Path Integral approach to Quantum Mechanics Lecture Notes for Quantum Mechanics IV Riccardo Rattazzi May 25, 2009 2 Contents 1 The path integral formalism 5 1.1 Introducingthepathintegrals. 5 1.1.1 Thedoubleslitexperiment . 5 1.1.2 An intuitive approach to the path integral formalism . .. 6 1.1.3 Thepathintegralformulation. 8 1.1.4 From the Schr¨oedinger approach to the path integral . .. 12 1.2 Thepropertiesofthepathintegrals . 14 1.2.1 Pathintegralsandstateevolution . 14 1.2.2 The path integral computation for a free particle . 17 1.3 Pathintegralsasdeterminants . 19 1.3.1 Gaussianintegrals . 19 1.3.2 GaussianPathIntegrals . 20 1.3.3 O(ℏ) corrections to Gaussian approximation . 22 1.3.4 Quadratic lagrangians and the harmonic oscillator . .. 23 1.4 Operatormatrixelements . 27 1.4.1 Thetime-orderedproductofoperators . 27 2 Functional and Euclidean methods 31 2.1 Functionalmethod .......................... 31 2.2 EuclideanPathIntegral . 32 2.2.1 Statisticalmechanics. 34 2.3 Perturbationtheory . .. .. .. .. .. .. .. .. .. .. 35 2.3.1 Euclidean n-pointcorrelators . 35 2.3.2 Thermal n-pointcorrelators. 36 2.3.3 Euclidean correlators by functional derivatives . ... 38 0 0 2.3.4 Computing KE[J] and Z [J] ................ 39 2.3.5 Free n-pointcorrelators . 41 2.3.6 The anharmonic oscillator and Feynman diagrams . 43 3 The semiclassical approximation 49 3.1 Thesemiclassicalpropagator . 50 3.1.1 VanVleck-Pauli-Morette formula . 54 3.1.2 MathematicalAppendix1 . 56 3.1.3 MathematicalAppendix2 . 56 3.2 Thefixedenergypropagator. 57 3.2.1 General properties of the fixed energy propagator . 57 3.2.2 Semiclassical computation of K(E)............. 61 3.2.3 Two applications: reflection and tunneling through a barrier 64 3 4 CONTENTS 3.2.4 On the phase of the prefactor of K(xf ,tf ; xi,ti) .... -
1 Fundamental Solutions to the Wave Equation 2 the Pulsating Sphere
1 Fundamental Solutions to the Wave Equation Physical insight in the sound generation mechanism can be gained by considering simple analytical solutions to the wave equation. One example is to consider acoustic radiation with spherical symmetry about a point ~y = fyig, which without loss of generality can be taken as the origin of coordinates. If t stands for time and ~x = fxig represent the observation point, such solutions of the wave equation, @2 ( − c2r2)φ = 0; (1) @t2 o will depend only on the r = j~x − ~yj. It is readily shown that in this case (1) can be cast in the form of a one-dimensional wave equation @2 @2 ( − c2 )(rφ) = 0: (2) @t2 o @r2 The general solution to (2) can be written as f(t − r ) g(t + r ) φ = co + co : (3) r r The functions f and g are arbitrary functions of the single variables τ = t± r , respectively. ± co They determine the pattern or the phase variation of the wave, while the factor 1=r affects only the wave magnitude and represents the spreading of the wave energy over larger surface as it propagates away from the source. The function f(t − r ) represents an outwardly co going wave propagating with the speed c . The function g(t + r ) represents an inwardly o co propagating wave propagating with the speed co. 2 The Pulsating Sphere Consider a sphere centered at the origin and having a small pulsating motion so that the equation of its surface is r = a(t) = a0 + a1(t); (4) where ja1(t)j << a0. -
25-2 the Diffraction Grating
Answer to Essential Question 25.1 (a) The only points for which changing the wavelength has no impact on the interference of the waves are points for which the path-length difference is zero. Thus, the point in question must lie on the perpendicular bisector of the line joining the sources. (b) If we re-arrange Equation 25.3 to solve for the sine of the angle, we get . Thus, decreasing the wavelength decreases sin θ, so the pattern gets tighter. Decreasing d, the distance between the sources, has the opposite effect, with the pattern spreading out. We can understand the wavelength effect conceptually in that, when the wavelength decreases, we don’t have to go as far from the perpendicular bisector to locate points that are half a wavelength (or a full wavelength) farther from one source than the other. Figure 25.3 shows the effect of decreasing the wavelength, or of decreasing the distance between the sources. Figure 25.3: The top diagram shows the interference pattern produced by two sources. The middle diagram shows the effect of decreasing the wavelength of the waves produced by the sources, while the bottom diagram shows the effect of decreasing the distance between the sources. 25-2 The Diffraction Grating Now that we understand what happens when we have two sources emitting waves that interfere, let’s see if we can understand what happens when we add additional sources. The distance d between neighboring sources is the same as the distance between the original two sources, and the sources are arranged in a line.