A Light Theory of Color
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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. -
American Beauty Rose
Oregon Chapter #49 A WELCOME WITH RED ROSES Welcome to the Worth Grand Matron & Worthy Grand Patron We are very happy to welcome you tonight to our Garden of Roses. These roses present a beautiful picture in shades of red, as they blend together to represent our love for you. When we view this beautiful garden we are reminded that as a garden grows, you are the gardeners that helped our order grow. Your love and fellowship have helped in making our beautiful garden. This morning we went to our garden, While the roses were wet with the dew, In the sunlight they glistened like diamonds, So we gathered a few just for you; Red roses we think are a favorite, For they always speak of true love, they are refreshed by the showers And sunshine that come from above. You will notice that each little petal, Blends together in colors so true And each one will bring its own greeting, And tell you that we welcome you. For the message that comes from the flowers, Tells of beauty, they are willing to share. American Beauty (dress like a beauty pagent contestant) Although this rose has lots of thorns, it is one of the most beautiful and has one of the most fantastic fragrances. We knew they were just right for someone Who through the year has been true, So we gathered a few from the garden, For we knew that someone was you. Robin Hood (dress like Robin Hood) Cherry Red Rose that deepens in color with age. Averages 4 feet tall. -
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. -
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). -
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. -
Light Energy
CURRICULUM GUIDE FOR Light Energy (This kit also includes the Catch it! CSDE Embedded Task) Additional Resources for this unit can be found on Wallingford’s W Drive: W:\SCIENCE - ELEMENTARY\Light Energy gr 5 Wallingford Public Schools 5th Grade Science The initial draft of this material was developed by the CT Center for Science Inquiry Teaching and Learning, is based upon work supported by the Connecticut State Department of Higher Education through the No Child Left Behind Act of 2001, Title II, Part A, Subpart 3, Improving Teacher Quality State Grant Funds; CFDA#84.367B This unit was developed based on the scope and sequence approved by Wallingford Board of Education June 13, 2007. Table of Contents Section 1 UNIT OBJECTIVES Stage one of Understanding by Design identifies the desired results of the unit including the related state science content standards and expected performances, enduring understandings, essential questions, knowledge and skills. What should students understand, know, and be able to do? The knowledge and skills in this section have been extracted from Wallingford’s K-5 Science Scope and Sequence. Page 3 Section 2 ASSESSMENTS Stage two of Understanding by Design identifies the acceptable evidence that students have acquired the understandings, knowledge, and skills identified in stage one. How will we know if students have achieved the desired results and met the content standards? How will we know that students really understand? Page 7 Section 3 LESSON IDEAS What will need to be taught and coached, and how should it best be taught, in light of the performance goals in stage one? How will we make learning both engaging and effective, given the goals (stage 1) and needed evidence (stage 2)? Stage 3 of Understanding by Design helps teachers plan learning experiences that align with stage one and enables students to be successful in stage two. -
Winter 1982-83
POETRY gJ NORTHWEST EDITOR David Wagoner VOLUSIE TsVENTY-THREE NUXIBEII FOL(R WINTER 1982883 EDITORIAL CONS ULTAXTs Nelson Bentley, TVIIBam H. Nlutchett, William hlattbews RODNEYJONES Four Poems . EDrronlst. AssoctATEs VVILLIASI STAFFoRD Joan Manzer, Robin Scyfried Two Poems CAROLYN REYN(ILDS MILLER Four Po(ms . 10 Jt! LIA MISHEIN COVER DEsiCN Two Poems Allen Auvil BRIAN SsvANN Su Shc Can See 16 PHILIP RAISON Coperfrnm 0 Fhnto nf Iree-(Ja(entraf/ic Tsvo Poems . 17 nn lnterstale.5. Seattle. SUSAN STE'(VART Three Poems JoYCE QUICK BOARD OF ADVISERS Poet's Holdup Lt(onie Adams, Robert Fitzgerald, Robert B. Heilman, WILLIAM CHAMBERLAIN Stanley Kunitz, Arnold Stein The IVife LANCE LEE What She Takes from Me POETRY NORTHWEST W INTER 1962-63 VOLUME XXIII, NUMBER 4 ALEX STEVENS Two Poems . 26 Published quarterly by the University uf AVushingtun. Subscriptiuus aud manas«ries should Ir«s«ut tu Poetry Blur(la«est. 404$ Bruukbn Av«(ui«NF., University uf SVssbing ROBERT FAR)(SWORTH tun,!iesttle, Washing(un 98105. Nut r«spuusibl« fur uasuli«it«d usunu«r(pts; sB submis Seven Stanzasin Praise of Patience sions umst he a(sun(psnicd lry s stamped sc If-addressed envelup«. Subscription rst«u EDWARD KLEINSCH>(IDT U. S.. $8.00 per year, sing)» ((spies $2.(g); Foreign»nd Canadian. $(BOO(U.S.) p«r yer(r, . 30 sing)««epics $2. 25 (U. S.). Fonr Poems . DANIEL HOFFMAN Twu Poems 33 Second class pustagc psirl at S«attic VVsshiagton Pos'rsmwmu Send sddrrss ci(sages to Pu«tr) Northwest, St!SAN DONNELLY 4048 Br««lian Asssue NF., Uui«crs i(y uf IVsd(iug(un,!i cur( i«, ')VA98105. -
Physics, Chapter 40: Light As a Wave Motion
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Robert Katz Publications Research Papers in Physics and Astronomy 1-1958 Physics, Chapter 40: Light as a Wave Motion Henry Semat City College of New York Robert Katz University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/physicskatz Part of the Physics Commons Semat, Henry and Katz, Robert, "Physics, Chapter 40: Light as a Wave Motion" (1958). Robert Katz Publications. 177. https://digitalcommons.unl.edu/physicskatz/177 This Article is brought to you for free and open access by the Research Papers in Physics and Astronomy at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Robert Katz Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. 40 Light as a Wave Motion 40-1 Wave Versus Particle Let us recount some of the characteristics of the motion of particles and the propagation of waves, with a view toward analyzing the behavior of light. In accordance with Newton's first law, a particle moves in a straight-line path in the absence of external forces. Thus we might infer, as Newton suggested, that light is composed of particles, and that, in a continuous medium, there is no deflecting force on the light particles. At the interface between two media, light may be propagated in a straight line parallel to the interface. Thus even at an interface there is no force on the particles of light unless the light passes through the interface, and in that event the force acting must be perpendicular to the interface. -
Color Matters
Color Matters Color plays a vitally important role in the world in which we live. Color can sway thinking, change actions, and cause reactions. It can irritate or soothe your eyes, raise your blood pressure or suppress your appetite. When used in the right ways, color can even save on energy consumption. As a powerful form of communication, color is irreplaceable. Red means "stop" and green means "go." Traffic lights send this universal message. Likewise, the colors used for a product, web site, business card, or logo cause powerful reactions. Color Matters! Basic Color Theory Color theory encompasses a multitude of definitions, concepts and design applications. There are enough to fill several encyclopedias. However, there are basic categories of color theory. They are the color wheel and the color harmony. Color theories create a logical structure for color. For example, if we have an assortment of fruits and vegetables, we can organize them by color and place them on a circle that shows the colors in relation to each other. The Color Wheel A color wheel is traditional in the field of art. Sir Isaac Newton developed the first color wheel in 1666. Since then, scientists and artists have studied a number of variations of this concept. Different opinions of one format of color wheel over another sparks debate. In reality, any color wheel which is logically arranged has merit. 1 The definitions of colors are based on the color wheel. There are primary colors, secondary colors, and tertiary colors. Primary Colors: Red, yellow and blue o In traditional color theory, primary colors are the 3 colors that cannot be mixed or formed by any combination of other colors. -
Liquicolor Permanente Shades 07-10-12.Pdf
LIQUICOLOR PERMANENTE INTENSE INTENSE INTENSE INTENSE GOLD RED NEUTRAL (RN) INTENSE RED (RR) RED VIOLET (RV) RED VIOLET (RRV) BASE INTENSE NEUTRAL (NN) NEUTRAL (N) ASH (A) ASH (A) ASH (AA) ASH (AA) NEUTRAL(GN) GOLD (G) REDPELIRROJO NEUTRAL (RN) RED (R) INTENSEPELIRROJO RED (RR) REDPELIRROJO VIOLET (RV) REDPELIRROJO VIOLET (RRV) NEUTRAL INTENSO NEUTRAL CENIZO CENIZO CENIZO INTENSO CENIZO INTENSO DORADO NEUTRAL GOLDDORADO (G) PELIRROJONEUTRAL PELIRROJORED (R) PELIRROJOINTENSO PELIRROJOVIOLETA VIOLETAPELIRROJO INTENSO LEVEL/NIVEL DORADO NEUTRAL PELIRROJO INTENSO VIOLETA VIOLETA INTENSO 12 HIGH-LIFT BLONDE 12N/HL-N 12A/HL-V 12AA-B/HL-B 12AA-BV 12G / HL-G HIGH LIFT HIGH LIFT HIGH LIFT ULTRA HIGH LIFT ULTRA HIGH LIFT GOLDEN BLONDE NEUTRAL BLONDE COOL BLONDE COOL BLONDE BLUE COOL BLONDE BLUE VIOLET 10 LIGHTEST BLONDE RUBIO CLARÍSIMO 10N/12B1 10GN/12G2 OUR FIRST NN 10G / 12G LIGHTEST NEUTRAL BLONDE LIGHTEST GOLD LIQUID COLOR LIGHTEST GOLDEN BLONDE blondest beige NEUTRAL BLONDE blondest blonde blondest gold 9 VERY LIGHT BLONDE RUBIO MUY CLARO 9NN 9N/89N 9A/26D 9A-N/40D 9AA/20D 9AA-BV/30D VERY LIGHT RICH VERY LIGHT VERY LIGHT VERY LIGHT COOL VERY LIGHT ULTRA VERY LIGHT ULTRA COOL NEUTRAL BLONDE NEUTRAL BLONDE COOL BLONDE NEUTRAL BLONDE COOL BLONDE BLONDE BLUE VIOLET lightest neutral blonde winter wheat topaz arctic blonde flaxen blonde 8 LIGHT BLONDE RUBIO CLARO 8NN 8N/88N 8A / 28D 8GN/27G 8RN / 71RG 8R / 29R LIGHT RICH LIGHT LIGHT COOL BLONDE LIGHT GOLD NEUTRAL LIGHT RED NEUTRAL LIGHT RED BLONDE NEUTRAL BLONDE NEUTRAL BLONDE autumn mist BLONDE -
Light Search and Rescue Operations
Light Search and Rescue Operations CERT Basic Training Unit 5 Search and Rescue ● Consists of three separate operations . Sizeup: Using 9-step, continual model . Search: Locating victims and documenting . Rescue: Extricating victims CERT Basic Training 5-1 Unit 5: Light Search and Rescue Operations Deciding to Attempt Rescue ● Decision based on three factors . The risks involved for the rescuer . Greatest good for the greatest number . Resources and manpower available CERT Basic Training 5-2 Unit 5: Light Search and Rescue Operations Goals of Search and Rescue ● Rescue greatest number in shortest amount of time ● Get walking wounded out first ● Rescue lightly trapped victims next ● Keep the rescuer safe CERT Basic Training 5-3 Unit 5: Light Search and Rescue Operations Effective Search and Rescue ● Depends on: . Effective sizeup . Rescuer safety . Victim safety CERT Basic Training 5-4 Unit 5: Light Search and Rescue Operations Unit Objectives ● Identify sizeup requirements ● Describe most common search techniques ● Use safe techniques for debris removal ● Use safe techniques for victim extrication ● Describe ways to protect rescuers CERT Basic Training 5-5 Unit 5: Light Search and Rescue Operations Unit Topics ● Safety During Search and Rescue Operations ● Conducting Interior and Exterior Searches ● Conducting Rescue Operations CERT Basic Training 5-6 Unit 5: Light Search and Rescue Operations CERT Sizeup 1. Gather Facts 2. Assess Damage 3. Consider Probabilities REMEMBER: 4. Assess Your Situation CERT SIZEUP IS A 5. Establish Priorities CONTINUAL PROCESS 6. Make Decisions 7. Develop Plan of Action 8. Take Action 9. Evaluate Progress CERT Basic Training 5-7 Unit 5: Light Search and Rescue Operations Sizeup: Step 1 Gather Facts ● Time of event and day of the week ● Construction type/terrain ● Occupancy ● Weather ● Hazards CERT Basic Training 5-8 Unit 5: Light Search and Rescue Operations Sizeup: Step 2 Assess and Communicate Damage The CERT mission changes if: . -
Miller's Waves
Miller’s Waves An Informal Scientific Biography William Fickinger Department of Physics Case Western Reserve University Copyright © 2011 by William Fickinger Library of Congress Control Number: 2011903312 ISBN: Hardcover 978-1-4568-7746-0 - 1 - Contents Preface ...........................................................................................................3 Acknowledgments ...........................................................................................4 Chapter 1-Youth ............................................................................................5 Chapter 2-Princeton ......................................................................................9 Chapter 3-His Own Comet ............................................................................12 Chapter 4-Revolutions in Physics..................................................................16 Chapter 5-Case Professor ............................................................................19 Chapter 6-Penetrating Rays ..........................................................................25 Chapter 7-The Physics of Music....................................................................31 Chapter 8-The Michelson-Morley Legacy......................................................34 Chapter 9-Paris, 1900 ...................................................................................41 Chapter 10-The Morley-Miller Experiment.....................................................46 Chapter 11-Professor and Chair ...................................................................51