Light and Color in the Sea by Bill Andrake
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Seeing Microbes from Space Remote Sensing Is Now a Critical Resource for Tracking Marine Microbial Ecosystem Dynamics and Their Impact on Global Biogeochemical Cycles
Seeing Microbes from Space Remote sensing is now a critical resource for tracking marine microbial ecosystem dynamics and their impact on global biogeochemical cycles Douglas G. Capone and Ajit Subramaniam icrobiologists studying aquatic oceans or other large bodies of water to mean environments are benefiting that they are clean, whereas the brown color of from their use of remote sensing rivers and streams mean they are carrying sus- M technologies. With access to data pended mud or other materials. gathered by remote sensors on This instinctive knowledge forms the basis of aircraft and satellites, microbiologists now can ocean color science. Sunlight that enters the analyze microbial population dynamics with ocean can either be absorbed or scattered back greater breadth and a novel perspective. (Fig. 1). Pure water absorbs most red light but Remote sensing instruments exploit electro- strongly scatters most blue light. Thus, open magnetic radiation to study surface processes on ocean waters with very little material in them earth. Passive sensors use reflected sunlight or appear deep blue, while waters carrying dis- heat being emitted by objects along the earth’s solved organic materials that absorb blue light surface, while active sensors transmit laser or strongly appear brown. Chlorophyll-containing microwaves that are then reflected back to and microalgal assemblages—phytoplankton—ab- recorded by the sensor. Many orbiting satellites sorb both blue and red light, making phyto- currently map ocean properties such as color, plankton-containing waters look green. In addi- surface temperature, height, wind velocities, tion, chlorophyll emits a small fraction of the roughness of the ocean surface, and wave absorbed light at a longer wavelength as red height. -
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. -
Programma Dal 22 Al 25 Giugno 2017
IL CORPO UMANO È COMPOSTO AL 70% DA ACQUA IL RESTO È CINEMA AQUA FILM FESTIVAL FILM FILM FILM FESTIVAL FESTIVAL FESTIVAL PROGRAMMA DAL 22 AL 25 GIUGNO 2017 www.aquafilmfestival.org [email protected] aquafilmfestival GIOVEDÌ 22 GIUGNO ORE 15.00 - Spiaggia “LA BIODOLA” - LEZIONE GRATUITA DI GINNASTICA IN ACQUA tenuta dalla Direttrice Artistica Eleonora Vallone, anche Master Trainer all’AQUANIENE e pioniera dell’AcquaGym in Italia, con l’istruttrice dell’Isola d’Elba Silvia Meiattini. CINEMA NELLO SANTI SALA GRANDE ORE 21.30 - ANTEPRIMA DEL FESTIVAL - OMAGGIO ALL’ISOLA D’ELBA Con gli alunni della Scuola Primaria “San Rocco” (Portoferraio) per il progetto “Mi impegno col mare” e “Come eravamo”. Realizzato grazie all’Insegnante Susanna Lemmi e al sostegno del Sindaco Mario Ferrari per le immagini di repertorio storiche. Montaggio di Angelo Del Mastro, testi di Senio Bonini e Michele Baldi. A SEGUIRE - Proiezione del film FUORI CONCORSO “IL BACIO AZZURRO” di P. Tordiglione (IT , 2015) - V.O. - 85 min. Alla presenza dell’attore Sebastiano Somma e dell’attrice Morgana Forcella. VENERDÌ 23 GIUGNO CINEMA NELLO SANTI SALA GRANDE ORE 10.00 - DESK ACCREDITI Distribuzione accrediti giornalisti ed accreditati sul sito di AquaFilmFestival. A SEGUIRE - Coffee Breck offerto da Caffè Corsini. ORE 11.00 - APERTURA FESTIVAL La Direttrice Artistica Eleonora Vallone presenta lo STAFF di AQUAFILMFESTIVAL e la Giuria di AFF composta da: Antonietta De Lillo (marechiarofilm),Simonetta Grechi (Legambiente), Enrico Magrelli (giornalista e critico cinematografico),Filippo Scicchitano (attore), Sara Serraiocco (attrice), Sebastiano Somma (attore) e Cinzia Th. Torrini (regista e scrittrice), alla presenza delle istituzioni di Portoferraio e dei rappresentanti di: Acqua dell’Elba, Visit Elba, Società Albergatori Isola d’Elba e Blue Navy. -
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. -
Red Tide Report, 1954
Explanatory Rots The series embodies results of i~vesti~ations,usually of restricted scope, intended to aid or direct mnnagm.ent or utilization practices and as !?ides for udministratiw or legislative action. It C is issued in limited quantities for the official use of Federal, Stnte or cooperating Agencies and in processed form for ecommy and to avoid delay in puhlioation. ? United States Department of the Interior, Douglas McKay, Secretary Fish and Wildlife Service, John L. Farley, Director RED TIDE Progress Report on the Investigations of the Cause of the Mortality of Fish Along the West Coast of Florida Conducted by the U. S. Fish and Wildlife Service and Cooperating Organizations Paul S. Galtsoff Fishery Biologist Fish and Wildlife Service special Scientific Report No. 46 Issued February 1948 Reissued October. 1954 Washington - 1954 I:This report was issued in a limited quantity in 1948, shortly eter the occurrence of red tides off the Florida gulf coast in late 1946 and in 1947. The original supply ras soon exhausted. Public interest in red tides has continued since the earlier outbreaks and has increased recently ag a result of new outbreak@in ths fgll md, winter of 1953-54. Because it contains infonna- tion of general interest, this report is reissued, pending preparation of reports on the latest findings of research on red tides. CONTENTS Page Redtide .............................. 1 Blooming of the sea ........................ 3 . A review of the literature ................... 3 The mortality of fish and the red tide ................9 First outbreak of red tidea November 19b6 .April 19b7 ..... 9 Fish mortality: June 19L7 .................. -
10 Comparing Colors LABORATORY 1 C L a S S S E S S I O N
10 Comparing Colors LABORATORY 1 CLASS SESSION ACTIVITY OVERVIEW NGSS RATIONALE In this activity, students first learn that visible light can be separated into different colors. Students then conduct an investigation to collect evidence that indicates that different colors of light carry different amounts of energy. From the results of their investigation, students conclude that higher frequencies of light carry more energy. In their final analysis, students apply the practice of analyzing and inter- preting data as they examine light transmission graphs for three different sunglass lenses. It is through this analysis that students engage with the crosscutting con- cept of structure and function as they determine which sunglass lens provides the best protection for the eyes. NGSS CORRELATION Disciplinary Core Ideas PS-4.B Wave Properties: When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light. PS-4.B Wave Properties: A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Science and Engineering Practices Planning and Carrying Out Investigations: Conduct an investigation to produce data to serve as the basis for evidence that meets the goals of an investigation. Crosscutting Concepts Structure and Function: Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. WAVES 3 ACTIVITY 10 COMPARING COLORS Common Core State Standards—ELA/Literacy RST.6-8.3 Follow precisely a multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks. -
A Beginner's Guide to Water Management — Color
A Beginner’s Guide to Water Management — Color Information Circular 108 Joe Richard Florida LAKEWATCH Department of Fisheries and Aquatic Sciences Institute of Food and Agricultural Sciences University of Florida Gainesville, Florida January 2004 1st Edition This publication was produced by: Florida LAKEWATCH © 2004 University of Florida / Institute of Food and Agricultural Sciences Department of Fisheries and Aquatic Sciences 7922 NW 71st Street Gainesville, FL 32653-3071 Phone: (352) 392-4817 Toll-Free Citizen Hotline: 1-800-LAKEWATch (1-800-525-3928) E-mail: [email protected] Web Address: http://lakewatch.ifas.ufl.edu/ Copies of this document and other information circulars are available for download from the Florida LAKEWATCH website: http://lakewatch.ifas.ufl.edu/LWcirc.html As always, we welcome your questions and comments. A Beginner’s Guide to Water Management — Color Information Circular 108 Florida LAKEWATCH Department of Fisheries and Aquatic Sciences Institute of Food and Agricultural Sciences University of Florida Gainesville, Florida January 2004 1st Edition This publication was produced by: Florida LAKEWATCH © 2004 University of Florida / Institute of Food and Agricultural Sciences Department of Fisheries and Aquatic Sciences 7922 NW 71st Street Gainesville, FL 32653-3071 Phone: (352) 392-4817 Toll-Free Citizen Hotline: 1-800-LAKEWATch (1-800-525-3928) E-mail: [email protected] Web Address: http://lakewatch.ifas.ufl.edu/ Copies of this document and other information circulars are available for download from the Florida LAKEWATCH website: http://lakewatch.ifas.ufl.edu/LWcirc.html As always, we welcome your questions and comments. A Listing of Florida LAKEWATCH Information Circulars Note: For more information related to color in lakes, we recommend that you read Circulars 101, 102 and 103. -
Why Is the Sky Purple?
A laboratory experiment from the Why is Little Shop of Physics at Colorado State University the sky CMMAP purple? Reach for the sky. Overview Necessary materials: Of course, you expect the question to be “why is the sky blue?” That’s the classic version. • 1 “sunset egg” • A white light flashlight And here’s the classic answer: scattering. We’ll talk about what this word means and how it leads to sky color, but we will also see that the The most crucial piece for this experiment is the light from the sky actually contains a bit more “sunset egg.” The small-scale structure of these violet than it does blue! So why do we see glori- glass “eggs” works well to demonstrate the differ- ous blue skies rather than a purple firmament ential scattering that leads to the color of the sky when we gaze up into Earth’s atmosphere? and the color of the sunset. Theory You can find them at rock and nature shops, or you can purchase them in bulk from Pelham Grayson The first person to correctly work out the de- (www.pelhamgrayson.com) under “Magic Feng tails of the process that gives rise to the color of Shui Eggs”. the sky was the English physicist, Lord John Rayleigh, working in the late 1800’s. Rayleigh correctly surmised that the blue color of the sky was a result of scattering. As light enters our atmosphere on its journey from the sun, it interacts with air molecules and is redirected. This redirection is more pronounced for shorter wavelengths toward the blue, or violet, end of the spectrum. -
The Electromagnetic Spectrum CESAR’S Booklet
The electromagnetic spectrum CESAR’s Booklet The electromagnetic spectrum The colours of light You have surely seen a rainbow, and you are probably familiar with the explanation to this phenomenon: In very basic terms, sunlight is refracted as it gets through water droplets suspended in the Earth’s atmosphere. Because white light is a mixture of six (or seven) different colours, and each colour is refracted a different angle, the result is that the colours get arranged in a given order, from violet to red through blue, green, yellow and orange. We can get the same effect in a laboratory by letting light go through a prism, as shown in Figure 1. This arrangement of colours is what we call a spectrum. Figure 1: White light passing through a prism creates a rainbow. (Credit: physics.stackexchange.com) Yet the spectrum of light is not only made of the colours we see with our eyes. There are other colours that are invisible, although they can be detected with the appropriate devices. Beyond the violet, we have ultraviolet, X-rays and gamma rays. On the other extreme, beyond the red, we have infrared and radio. Although we cannot see them, we are familiar with these other types of light: for example, we use radio waves to transmit music from one station to our car receiver, ultraviolet light from the Sun makes our skin get tanned, X-rays are used by radiography machines to check if we have a broken bone, or we change channel in our TV device by sending an infrared signal to it from the remote control. -
Multiphase Fluid Flow Through Porous Media Conductivity And
Multiphase Fluid Flow through Porous Media Conductivity and Geomechanics by Nariman Mahabadi A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Approved July 2016 by the Graduate Supervisory Committee: Jaewon Jang, Chair Claudia Zapata Edward Kavazanjian ARIZONA STATE UNIVERSITY August 2016 ABSTRACT The understanding of multiphase fluid flow in porous media is of great importance in many fields such as enhanced oil recovery, hydrology, CO2 sequestration, contaminants cleanup, and natural gas production from hydrate bearing sediments. In this study, first, the water retention curve (WRC) and relative permeability in hydrate bearing sediments are explored to obtain fitting parameters for semi-empirical equations. Second, immiscible fluid invasion into porous media is investigated to identify fluid displacement pattern and displacement efficiency that are affected by pore size distribution and connectivity. Finally, fluid flow through granular media is studied to obtain fluid-particle interaction. This study utilizes the combined techniques of discrete element method simulation, micro-focus X-ray computed tomography (CT), pore-network model simulation algorithms for gas invasion, gas expansion, and relative permeability calculation, transparent micromodels, and water retention curve measurement equipment modified for hydrate-bearing sediments. In addition, a photoelastic disk set-up is fabricated and the image processing technique to correlate the force chain to the applied contact forces is developed. The results show that the gas entry pressure and the capillary pressure increase with increasing hydrate saturation. Fitting parameters are suggested for different hydrate saturation conditions and morphologies. And, a new model for immiscible fluid invasion and displacement is suggested in which the boundaries of displacement patterns depend on the pore size distribution and connectivity. -
WHY IS BEAR LAKE SO BLUE? and Other Commonly Asked Questions
WHY IS BEAR LAKE SO BLUE? and other commonly asked questions by Jim Davis and Mark Milligan CONTENTS INTRODUCTION...................................................................................................................................2 WHERE IS BEAR LAKE? ...................................................................................................................4 WHY IS THERE A BIG, DEEP LAKE HERE? ..............................................................................6 WHY IS BEAR LAKE SO BLUE? ................................................................................................... 10 WHAT IS THE SHORELINE LIKE? ............................................................................................. 12 WHEN WAS BEAR LAKE DISCOVERED AND SETTLED? ................................................. 15 HOW OLD IS BEAR LAKE? ............................................................................................................16 WHEN DID THE BEAR RIVER AND BEAR LAKE MEET? ................................................ 17 WHAT LIVES IN BEAR LAKE? ..................................................................................................... 20 DOES BEAR LAKE FREEZE? .........................................................................................................24 WHAT IS THE WEATHER AT BEAR LAKE? .......................................................................... 26 WHAT DID BEAR LAKE LOOK LIKE DURING THE ICE AGE? .........................................28 WHAT IS KARST?............................................................................................................................. -
The Relationship Between Wavelength and Frequency in the Electromagnetic Spectrum
Name_______________________________________ The Relationship Between Wavelength and Frequency in the Electromagnetic Spectrum Purpose: To discover and verify the relationship between Wavelength and Frequency of the Electromagnetic Spectrum. Background Information: Visible light is Electromagnetic radiation at wavelengths which the human eye can see. We perceive this radiation as colors ranging from red (longer wavelengths; ~ 700 nanometers) to violet (shorter wavelengths; ~400 nanometers.) The visible light from the Sun is actually composed of the colors red, orange, yellow, green, blue, and violet, which can become distinguishable when sunlight passes through a prism. A good way to remember the order of the colors is to note that the first letters of the colors spell out the name ROY G. BV. We can think of light traveling in waves with properties of wavelength and frequency. Wavelength is the distance between identical locations on adjacent waves (see figure below). Frequency is the number of complete waves, or wavelengths, that pass a given point each second. All light travels at the same speed, but each color has a different wavelength and frequency. It is their different wavelengths that cause the different colors of light to separate and become visible when passing through a prism. Look at the illustration of the visible spectrum above. Can you guess which color has the longest wavelength? It's red! The wavelengths of the other colors decrease in order, with violet light having the shortest. Adapted from: http://imagine.gsfc.nasa.gov/docs/teachers/lessons/roygbiv/roygbiv.html Before you start: Summarize the graphic on the electromagnetic spectrum shown below. Think about the relationships in and among the various wavelengths and the position of each type of radiation in the electromagnetic spectrum.