Light and the Electromagnetic Spectrum

Total Page:16

File Type:pdf, Size:1020Kb

Light and the Electromagnetic Spectrum © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © JonesLight & Bartlett and Learning, LLCthe © Jones & Bartlett Learning, LLC NOTElectromagnetic FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION4 Spectrum © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALEJ AMESOR DISTRIBUTIONCLERK MAXWELL WAS BORN IN EDINBURGH, SCOTLANDNOT FOR IN 1831. SALE His ORgenius DISTRIBUTION was ap- The Milky Way seen parent early in his life, for at the age of 14 years, he published a paper in the at 10 wavelengths of Proceedings of the Royal Society of Edinburgh. One of his first major achievements the electromagnetic was the explanation for the rings of Saturn, in which he showed that they con- spectrum. Courtesy of Astrophysics Data Facility sist of small particles in orbit around the planet. In the 1860s, Maxwell began at the NASA Goddard a study of electricity© Jones and & magnetismBartlett Learning, and discovered LLC that it should be possible© Jones Space & Bartlett Flight Center. Learning, LLC to produce aNOT wave FORthat combines SALE OR electrical DISTRIBUTION and magnetic effects, a so-calledNOT FOR SALE OR DISTRIBUTION electromagnetic wave. His analysis of this hypothetical wave showed that its speed would be 300,000 kilometers/second. Because this is the speed of light, Maxwell concluded that he had discovered the nature of light: Light is an electromagnetic wave. © JonesIn 1888, & Bartlett 9 years afterLearning, Maxwell’s LLC death, radio waves were ©discovered Jones by& BartlettHeinrich Learning, LLC NOTHertz FOR and SALE were shown OR DISTRIBUTION to have properties similar to those of light.NOT This FOR verified SALE OR DISTRIBUTION Maxwell’s prediction. The importance of Maxwell’s work is indicated in the following quotation from the Nobel Prize winner Richard Feynman: From a long view of human history—seen from, say ten thousand years from now—there can be little doubt that the most significant event of the 19th century © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 95 © Jones & Bartlett Learning,4TH LLC. NOTPAGES FOR SALE OR DISTRIBUTION. 96 CHAPTER 4 Light and the Electromagnetic Spectrum u The Feynman Lectures on will be judged as Maxwell’s discovery of the laws of electrodynamics. The American Civil © JonesPhysics &. Vol. Bartlett 2 (Reading, MA: Learning, LLCWar will pale into provincial© Jones insignificance & Bartlett in comparison Learning, with this LLC important scientific NOT FORAddison-Wesley SALE Publishing OR DISTRIBUTIONevent of the same decade.NOT FOR SALE OR DISTRIBUTION Co., 1964). An important part of your study of astronomy is to learn about the objects in our uni- verse, but perhaps more important is to see how astronomy functions by learning how we know what we know about these objects. The only thing we obtain from them is the radia- tion© Jones they emit. & Bartlett This radiation, Learning, including LLC not only visible light but© many Jones other & typesBartlett of ra -Learning, LLC diation,NOT FOR carries SALE to us aOR tremendous DISTRIBUTION amount of information. To understandNOT FOR how SALE astronomers OR DISTRIBUTION analyze radiation to answer questions about celestial objects, it is necessary to learn some- thing about radiation itself. In this chapter, we examine the nature of light and show how we measure three major properties of stars: their temperatures, their compositions (that is, the chemical © Jones & Bartlett elements Learning, of which they LLC are made), and their speeds© Jones relative & toBartlett the Earth. Learning, Recall that LLC NOT FOR SALEwe have OR a DISTRIBUTION tool, in the form of Kepler’s third law,NOT which FOR allows SALE us to OR find DISTRIBUTION the total mass of a binary system. In addition, there are other tools, described elsewhere in this text which allow us to learn more about the stars (for example, how far away and how big they are). © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION4-1 The Kelvin TemperatureNOT FOR SALE Scale OR DISTRIBUTION Light transmits energy. We know this because we can clearly feel the warmth of sunshine. When we think of the Sun as an energy source (even though very different from other energy© Jones sources, & Bartlett such as aLearning, fireplace or LLCa very hot iron bar), an obvious© Jones question & Bartlett to ask Learning, LLC Kelvin temperature scale isNOT how FOR“hot” itSALE is. What OR is DISTRIBUTIONits temperature? Even more important,NOT what FOR do we SALE mean ORby DISTRIBUTION A temperature scale with the term “temperature,” and how do we measure it? It should not be surprising that we its zero point at the lowest started measuring temperatures long before we understood what temperature is. Check possible temperature (“absolute the accompanying Tools of Astronomy box where we describe the temperature scales zero”) and a degree that is the currently in use. same size (same© temperatureJones & BartlettThe commonlyLearning, used LLC temperature scale in science© Jones is the Kelvin & Bartlett scale; its Learning, zero point corLLC- difference) asNOT the Celsius FOR degree. SALEresponds OR toDISTRIBUTION the lowest temperature possible (absoluteNOT zero), FOR about SALE 2273°C. OR DISTRIBUTION The intervals on the Kelvin scale are the same size as on the Celsius scale and, thus, in Kelvin temperature, the TK 5 TC 1 273. freezing point of water is 273 K and the boiling point is 373 K. (No degree symbol is included; the latter temperature is stated as “373 kelvin.”) FIGURE B4-1 includes the Kelvin temperature scale on the right. © Jones & Bartlett Learning,We LLC now recognize that temperature© Jones is a fundamental& Bartlett Learning,quantity, as areLLC mass and time. As NOT FOR SALE OR DISTRIBUTIONsuch, it cannot be expressed in termsNOT of FORother quantities;SALE OR however, DISTRIBUTION it is a good approximation for us to say that given the temperature of an object, such as a pot of water on a stove, we can calculate the average speed of each of its constituent particles; that is, temperature is a mea- sure of their average kinetic energy. As the temperature of an object increases, each of its con- kinetic energy An object’s stituent particles moves faster, whereas as the temperature decreases, the particle speed also energy due to motion. For an decreases (although not in a linear fashion). At absolute zero, we have a state of minimum object of mass m and speed , © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC atomic motion. its kinetic energy is equal to NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION (1/2)m 2. EXAMPLE A star’s surface temperature is 6000 K. What is its temperature in degrees Celsius and Fahrenheit? © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION SOLUTION In degrees Celsius, the star’s temperature is 6000 2 273 5 5727°C. In degrees Fahrenheit, it is 9 5727 1 32 5 10,341°F. 5 © Jones & Bartlett Learning,For a largeLLC enough Kelvin temperature,© Joneswe can approximate & Bartlett its CelsiusLearning, equivalent LLC by the same number, NOT FOR SALE OR DISTRIBUTIONwhile its Fahrenheit equivalent is approximatelyNOT FOR twice SALE as large OR in DISTRIBUTIONvalue. © Jones & Bartlett Learning,4TH LLC. NOTPAGES FOR SALE OR DISTRIBUTION. 4-2 The Wave Nature of Light 97 © Jones &Tools Bartlett Learning, of Astronomy LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Temperature Scales Around 1592, Galileo invented the first device indicating temperatures up to the boiling point of water, but let’s think the “degree of hotness”© of Jonesan object. & The Bartlett invention Learning, of LLCfor a minute about what these© Jones temperature & Bartlett scales can andLearning, LLC the thermometer, in 1631, is credited to J. Rey, a French cannot tell us. What does it mean to say that object A is physician. The scale in NOTcommon FOR use inSALE the United OR StatesDISTRIBUTION is two (or a thousand) times hotterNOT than FOR object SALE B, which OR is DISTRIBUTION at the Fahrenheit scale, but most of us are at least somewhat fa- 0°F? What is then the temperature of object A? The obvious miliar with the Celsius temperature scale. The freezing point answer is 0°F, but we know there is something wrong with of water is defined as 0°C or 32°F, whereas the boiling point this. (We could ask a similar question using 0°C.) Neither of water© Jonesis defined & as Bartlett 100°C or 212°F.Learning, Because LLC 180 divisions scale—nor,© forJones that matter, & Bartlett any other Learning, scale that defines LLC its zero on the Fahrenheit scale correspond to 100 divisions on the mark arbitrarily—has anything to do with what temperature CelsiusNOT scale, FOR a Fahrenheit SALE degree OR DISTRIBUTION is smaller than a Celsius “is.” Clearly,NOT we FORwould likeSALE to have OR an DISTRIBUTION “absolute” tempera- degree by a factor of 180/100 5 9/5. Thus, the two scales are ture scale, one on which the zero mark is associated with related by the lowest temperature possible (absolute zero). Such a scale exists (Figure B4-1). It is called the Kelvin scale and is the one 9 5 T 5 32 1 T or T 5 (T 2 32).
Recommended publications
  • 1 LIGHT PHYSICS Light and Lighting Francesco Anselmo Light Intro Light Animates and Reveals Architecture
    1 LIGHT PHYSICS Light and Lighting Francesco Anselmo Light intro Light animates and reveals architecture. Architecture cannot fully exist without light, since without light there would be nothing to see. Yet in architectural design light is usually either expected from nature or developed as an add-on attachment very late in the design process. The course explores the symbiotic relationship between architecture and light. As much as light can reveal architecture, architecture can animate light, making it bounce, scatter, refract, altering its spectrum and colour perception, absorbing it or reflecting it, modulating its path and strength in both space and time. It aims at developing a sensibility and intuition to the qualities of light, whilst giving the physical and computational tools to explore and validate design ideas. 4 7 1 2 5 3 6 1 LIGHT PHYSICS 4 LIGHT ELECTRIC 7 LIGHT CONNECTED 2 LIGHT BIOLOGY 5 LIGHT ARCHITECTURE 3 LIGHT NATURAL 6 LIGHT VIRTUAL Reading list Books Free online resources Bachelard, Gaston. The poetics of space, Beacon Press 1992 • http://hyperphysics.phy-astr.gsu.edu/hbase/ligcon.html Banham, Reyner. The architecture of the well-tempered Environment, Chicago University Press 1984 • http://thedaylightsite.com/ Bazerman, Charles. The languages of Edison’s light, MIT Press 2002 Berger, John. Ways of seeing, Pearson Education, Limited, 2002 • http://issuu.com/lightonline/docs/handbook-of-lighting-design Berger, John. About looking, Bloomsbury Publishing 2009 • http://www.radiance-online.org/ Bluhm, Andreas. Light! The industrial age 1750-1900, Carnegie Museum of Art 2000 Boyce, Peter R. Human Factors in Lighting, Taylor & Francis 2003 Calvino, Italo.
    [Show full text]
  • Chapter 3 the Mechanisms of Electromagnetic Emissions
    BASICS OF RADIO ASTRONOMY Chapter 3 The Mechanisms of Electromagnetic Emissions Objectives: Upon completion of this chapter, you will be able to describe the difference between thermal and non-thermal radiation and give some examples of each. You will be able to distinguish between thermal and non-thermal radiation curves. You will be able to describe the significance of the 21-cm hydrogen line in radio astronomy. If the material in this chapter is unfamiliar to you, do not be discouraged if you don’t understand everything the first time through. Some of these concepts are a little complicated and few non- scientists have much awareness of them. However, having some familiarity with them will make your radio astronomy activities much more interesting and meaningful. What causes electromagnetic radiation to be emitted at different frequencies? Fortunately for us, these frequency differences, along with a few other properties we can observe, give us a lot of information about the source of the radiation, as well as the media through which it has traveled. Electromagnetic radiation is produced by either thermal mechanisms or non-thermal mechanisms. Examples of thermal radiation include • Continuous spectrum emissions related to the temperature of the object or material. • Specific frequency emissions from neutral hydrogen and other atoms and mol- ecules. Examples of non-thermal mechanisms include • Emissions due to synchrotron radiation. • Amplified emissions due to astrophysical masers. Thermal Radiation Did you know that any object that contains any heat energy at all emits radiation? When you’re camping, if you put a large rock in your campfire for a while, then pull it out, the rock will emit the energy it has absorbed as radiation, which you can feel as heat if you hold your hand a few inches away.
    [Show full text]
  • Download the DIA Color Chart
    DEMI-PERMANENT HAIRCOLOR 2 COMPLIMENTARY LINES OF HAIRCOLOR Each with its own benefit & expertise both provide maximum creativity & freedom ADVANCED ALKALINE TECHNOLOGY GENTLE ACID TECHNOLOGY HIGH PERFORMANCE HIGH PERFORMANCE • Demi-permanent crème • Luminous demi-permanent gel-crème • Rich tones, exceptional softness • Zero lift • Covers up to 70% grey • Intense care for the hair THE PROCESS THE PROCESS • Lifts (up to 1.5 Levels with 15-vol), then deposits • Zero lift, deposit only BEFORE COLOR DURING COLOR AFTER COLOR BEFORE COLOR DURING COLOR AFTER COLOR On natural hair, the cuticle The alkaline agents slightly open DIA Richesse has the ability to lighten up On color-treated & DIA Light has an acid The cationic polymers in scales are closed. the hair fiber allowing colorants to 1.5 levels, cover up to 70% white hair sensitized hair, the cuticle pH close to the natural pH of the hair. DIA Light have a resurfacing to penetrate the cuticle. & create rich, profound tones. scales are already open. effect on the cuticle, leaving There is no lift with gentle penetration the hair with amazing shine. of colorants for long lasting color. ADVANCED ALKALINE TECHNOLOGY ADVANCED ALKALINE TECHNOLOGY HIGH PERFORMANCE • Demi-permanent crème • Rich tones, exceptional softness • Covers up to 70% grey THE PROCESS • Lifts (up to 1.5 Levels with 15-vol), then deposits BEFORE COLOR DURING COLOR AFTER COLOR On natural hair, the cuticle The alkaline agents slightly open DIA Richesse has the ability to lighten scales are closed. the hair fiber allowing colorants up to 1.5 levels, cover up to 70% white to penetrate the cuticle.
    [Show full text]
  • The Protection of Frequencies for Radio Astronomy 1
    JOURNAL OF RESEARCH of the National Bureau of Standards-D. Radio Propagation Vol. 67D, No. 2, March- April 1963 b The Protection of Frequencies for Radio Astronomy 1 R. 1. Smith-Rose President, International Scientific Radio Union (R eceived November 5, 1962) The International T elecommunications Union in its Geneva, 1959 R adio R egulations r recognises the Radio Astronomy Service in t he two following definitions: N o. 74 Radio A st1" onomy: Astronomy based on t he reception of waves of cos mi c origin. No. 75 R adio A st1"onomy Se1"vice: A service involving the use of radio astronomy. This service differs, however, from other r adio services in two important respects. 1. It does not itself originate any radio waves, and therefore causes no interference to any other service. L 2. A large proportion of its activity is conducted by the use of reception techniques which are several orders of magnit ude )]).ore sensitive than those used in other ra dio services. In order to pursue his scientific r esearch successfully, t he radio astronomer seeks pro­ tection from interference first, in a number of bands of frequencies distributed t hroughout I t he s p ~ct run:; and secondly:. 1~10r e complete and s p ec i~c prote.ction fOl: t he exact frequency bands III whIch natural radIatIOn from, or absorptIOn lD, cosmIc gases IS known or expected to occur. The International R egulations referred to above give an exclusive all ocation to one freq uency band only- the emission line of h ydrogen at 1400 to 1427 Mc/s.
    [Show full text]
  • 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).
    [Show full text]
  • Absorption of Light Energy Light, Energy, and Electron Structure SCIENTIFIC
    Absorption of Light Energy Light, Energy, and Electron Structure SCIENTIFIC Introduction Why does the color of a copper chloride solution appear blue? As the white light hits the paint, which colors does the solution absorb and which colors does it transmit? In this activity students will observe the basic principles of absorption spectroscopy based on absorbance and transmittance of visible light. Concepts • Spectroscopy • Visible light spectrum • Absorbance and transmittance • Quantized electron energy levels Background The visible light spectrum (380−750 nm) is the light we are able to see. This spectrum is often referred to as “ROY G BIV” as a mnemonic device for the order of colors it produces. Violet has the shortest wavelength (about 400 nm) and red has the longest wavelength (about 650–700 nm). Many common chemical solutions can be used as filters to demonstrate the principles of absorption and transmittance of visible light in the electromagnetic spectrum. For example, copper(II) chloride (blue), ammonium dichromate (orange), iron(III) chloride (yellow), and potassium permanganate (red) are all different colors because they absorb different wave- lengths of visible light. In this demonstration, students will observe the principles of absorption spectroscopy using a variety of different colored solutions. Food coloring will be substituted for the orange and yellow chemical solutions mentioned above. Rare earth metal solutions, erbium and praseodymium chloride, will be used to illustrate line absorption spectra. Materials Copper(II) chloride solution, 1 M, 85 mL Diffraction grating, holographic, 14 cm × 14 cm Erbium chloride solution, 0.1 M, 50 mL Microchemistry solution bottle, 50 mL, 6 Potassium permanganate solution (KMnO4), 0.001 M, 275 mL Overhead projector and screen Praseodymium chloride solution, 0.1 M, 50 mL Red food dye Water, deionized Stir rod, glass Beaker, 250-mL Tape Black construction paper, 12 × 18, 2 sheets Yellow food dye Colored pencils Safety Precautions Copper(II) chloride solution is toxic by ingestion and inhalation.
    [Show full text]
  • Ludwig Boltzmann Was Born in Vienna, Austria. He Received His Early Education from a Private Tutor at Home
    Ludwig Boltzmann (1844-1906) Ludwig Boltzmann was born in Vienna, Austria. He received his early education from a private tutor at home. In 1863 he entered the University of Vienna, and was awarded his doctorate in 1866. His thesis was on the kinetic theory of gases under the supervision of Josef Stefan. Boltzmann moved to the University of Graz in 1869 where he was appointed chair of the department of theoretical physics. He would move six more times, occupying chairs in mathematics and experimental physics. Boltzmann was one of the most highly regarded scientists, and universities wishing to increase their prestige would lure him to their institutions with high salaries and prestigious posts. Boltzmann himself was subject to mood swings and he joked that this was due to his being born on the night between Shrove Tuesday and Ash Wednesday (or between Carnival and Lent). Traveling and relocating would temporarily provide relief from his depression. He married Henriette von Aigentler in 1876. They had three daughters and two sons. Boltzmann is best known for pioneering the field of statistical mechanics. This work was done independently of J. Willard Gibbs (who never moved from his home in Connecticut). Together their theories connected the seemingly wide gap between the macroscopic properties and behavior of substances with the microscopic properties and behavior of atoms and molecules. Interestingly, the history of statistical mechanics begins with a mathematical prize at Cambridge in 1855 on the subject of evaluating the motions of Saturn’s rings. (Laplace had developed a mechanical theory of the rings concluding that their stability was due to irregularities in mass distribution.) The prize was won by James Clerk Maxwell who then went on to develop the theory that, without knowing the individual motions of particles (or molecules), it was possible to use their statistical behavior to calculate properties of a gas such as viscosity, collision rate, diffusion rate and the ability to conduct heat.
    [Show full text]
  • Light, Color, and Atmospheric Optics
    Light, Color, and Atmospheric Optics GEOL 1350: Introduction To Meteorology 1 2 • During the scattering process, no energy is gained or lost, and therefore, no temperature changes occur. • Scattering depends on the size of objects, in particular on the ratio of object’s diameter vs wavelength: 1. Rayleigh scattering (D/ < 0.03) 2. Mie scattering (0.03 ≤ D/ < 32) 3. Geometric scattering (D/ ≥ 32) 3 4 • Gas scattering: redirection of radiation by a gas molecule without a net transfer of energy of the molecules • Rayleigh scattering: absorption extinction 4 coefficient s depends on 1/ . • Molecules scatter short (blue) wavelengths preferentially over long (red) wavelengths. • The longer pathway of light through the atmosphere the more shorter wavelengths are scattered. 5 • As sunlight enters the atmosphere, the shorter visible wavelengths of violet, blue and green are scattered more by atmospheric gases than are the longer wavelengths of yellow, orange, and especially red. • The scattered waves of violet, blue, and green strike the eye from all directions. • Because our eyes are more sensitive to blue light, these waves, viewed together, produce the sensation of blue coming from all around us. 6 • Rayleigh Scattering • The selective scattering of blue light by air molecules and very small particles can make distant mountains appear blue. The blue ridge mountains in Virginia. 7 • When small particles, such as fine dust and salt, become suspended in the atmosphere, the color of the sky begins to change from blue to milky white. • These particles are large enough to scatter all wavelengths of visible light fairly evenly in all directions.
    [Show full text]
  • The Electromagnetic Spectrum
    The Electromagnetic Spectrum Wavelength/frequency/energy MAP TAP 2003-2004 The Electromagnetic Spectrum 1 Teacher Page • Content: Physical Science—The Electromagnetic Spectrum • Grade Level: High School • Creator: Dorothy Walk • Curriculum Objectives: SC 1; Intro Phys/Chem IV.A (waves) MAP TAP 2003-2004 The Electromagnetic Spectrum 2 MAP TAP 2003-2004 The Electromagnetic Spectrum 3 What is it? • The electromagnetic spectrum is the complete spectrum or continuum of light including radio waves, infrared, visible light, ultraviolet light, X- rays and gamma rays • An electromagnetic wave consists of electric and magnetic fields which vibrates thus making waves. MAP TAP 2003-2004 The Electromagnetic Spectrum 4 Waves • Properties of waves include speed, frequency and wavelength • Speed (s), frequency (f) and wavelength (l) are related in the formula l x f = s • All light travels at a speed of 3 s 108 m/s in a vacuum MAP TAP 2003-2004 The Electromagnetic Spectrum 5 Wavelength, Frequency and Energy • Since all light travels at the same speed, wavelength and frequency have an indirect relationship. • Light with a short wavelength will have a high frequency and light with a long wavelength will have a low frequency. • Light with short wavelengths has high energy and long wavelength has low energy MAP TAP 2003-2004 The Electromagnetic Spectrum 6 MAP TAP 2003-2004 The Electromagnetic Spectrum 7 Radio waves • Low energy waves with long wavelengths • Includes FM, AM, radar and TV waves • Wavelengths of 10-1m and longer • Low frequency • Used in many
    [Show full text]
  • Including Far Red in an LED Lighting Spectrum
    technically speaking BY ERIK RUNKLE Including Far Red in an LED Lighting Spectrum Far red (FR) is a one of the radiation (or light) wavebands larger leaves can be desired for other crops. that regulates plant growth and development. Many people We have learned that blue light (and to a smaller extent, consider FR as radiation with wavelengths between 700 and total light intensity) can influence the effects of FR. When the 800 nm, although 700 to 750 nm is, by far, the most active. intensity of blue light is high, adding FR only slightly increases By definition, FR is just outside the photosynthetically active extension growth. Therefore, the utility of including FR in an radiation (PAR) waveband, but it can directly and indirectly indoor lighting spectrum is greater under lower intensities increase growth. In addition, it can accelerate of blue light. One compelling reason to deliver at least some flowering of some crops, especially long-day plants, FR light indoors is to induce early flowering of young plants, which are those that flower when the nights are short. especially long-day plants. As we learn more about the effects of FR on plants, growers sometimes wonder, is it beneficial to include FR in a light-emitting diode (LED) spectrum? "As the DLI increases, Not surprisingly, the answer is, it depends on the application and crop. In the May 2016 issue of GPN, I wrote about the the utility of FR in effects of FR on plant growth and flowering (https:// bit.ly/2YkxHCO). Briefly, leaf size and stem length photoperiodic lighting increase as the intensity of FR increases, although the magnitude depends on the crop and other characteristics of the light environment.
    [Show full text]
  • 1 Spectroscopic Study of Unique Line Broadening and Inversion in Low
    Spectroscopic study of unique line broadening and inversion in low pressure microwave generated water plasmas R. L. Mills,a) P. C. Ray, R. M. Mayo, M. Nansteel, B. Dhandapani BlackLight Power, Inc., 493 Old Trenton Road, Cranbury, NJ 08512 Jonathan Phillips University of New Mexico, Dept. of Chemical and Nuclear Engineering, 203 Farris Engineering, Albuquerque, NM 87131 It was demonstrated that low pressure (~ 0.2 Torr) water vapor plasmas generated in a 10 mm inner diameter quartz tube with an Evenson microwave cavity show at least two features which are not explained by conventional plasma models. First, significant (> 2.5 Å) hydrogen Balmer α line broadening, of constant width, up to 5 cm from the microwave coupler was recorded. Only hydrogen, and not oxygen, showed significant line broadening. This feature, observed previously in hydrogen-containing mixed gas plasmas generated with high voltage dc and rf discharges was explained by some researchers to result from acceleration of hydrogen ions near the cathode. This explanation cannot apply to the line broadening observed in the (electrodeless) microwave plasmas generated in this work, particularly at distances as great as 5 cm from the microwave coupler. Second, inversion of the line intensities of both the Lyman and Balmer series, again, at distances up to 5 cm from the coupler, were observed. The line inversion suggests the existence of a hitherto unknown source of pumping of the 1 optical power in plasmas. Finally, it is notable that other aspects of the plasma including the OH* rotational temperature and low electron concentrations are quite typical of plasmas of this type.
    [Show full text]
  • Electromagnetic Spectrum
    Electromagnetic Spectrum Why do some things have colors? What makes color? Why do fast food restaurants use red lights to keep food warm? Why don’t they use green or blue light? Why do X-rays pass through the body and let us see through the body? What has the radio to do with radiation? What are the night vision devices that the army uses in night time fighting? To find the answers to these questions we have to examine the electromagnetic spectrum. FASTER THAN A SPEEDING BULLET MORE POWERFUL THAN A LOCOMOTIVE These words were used to introduce a fictional superhero named Superman. These same words can be used to help describe Electromagnetic Radiation. Electromagnetic Radiation is like a two member team racing together at incredible speeds across the vast regions of space or flying from the clutches of a tiny atom. They travel together in packages called photons. Moving along as a wave with frequency and wavelength they travel at the velocity of 186,000 miles per second (300,000,000 meters per second) in a vacuum. The photons are so tiny they cannot be seen even with powerful microscopes. If the photon encounters any charged particles along its journey it pushes and pulls them at the same frequency that the wave had when it started. The waves can circle the earth more than seven times in one second! If the waves are arranged in order of their wavelength and frequency the waves form the Electromagnetic Spectrum. They are described as electromagnetic because they are both electric and magnetic in nature.
    [Show full text]