Exploring Diffraction with a Spectroscope
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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. -
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, .. -
Violet-Green Swallow
Breeding Habitat Use Profile Habitats Used in Arizona Primary: Montane Riparian Secondary: Montane Forests, locally Upper Sonoran Desert Key Habitat Parameters Plant Composition Most montane forest types, often with some element of riparian, wetland, open water or 8 other moist habitat types Plant Density and Unknown Size Violet-green Swallow, photo by ©George Andrejko Microhabitat Snags, live trees, or cliffs for nesting, mesic Features areas with high insect productivity for forag- Conservation Profile ing 8; in wooded landscapes, often noted foraging and nesting near forest clearings Species Concerns and edges. Climate Change (Droughts) Increasing Fire Frequency Landscape Largely unknown, but must include some Timber Harvesting Practices old-growth forests or cliffs Conservation Status Lists Elevation Range in Arizona USFWS 1 No 3,200 – 10,500 feet, locally to 1,200 feet 9 AZGFD 2 No Density Estimate DoD 3 No Territory Size: Unknown BLM 4 No Density: Unknown, sometimes occurs in loose colonies 8 PIF Watch List 5b No PIF Regional Concern 5a No Migratory Bird Treaty Act Natural History Profile Covered Seasonal Distribution in Arizona PIF Breeding Population Size Estimates 6 Breeding April – early August, desert nesting may Arizona 710,000 ◑ begin in March 9 Global 7,200,000 ◑ Migration February – April; August – mid-October 9 9.93% Percent in Arizona Winter Rare, very small numbers 5b PIF Population Goal Nest and Nesting Habits Maintain 8 Type of Nest Cavity or crevice Trends in Arizona Nest Substrate Tree, rock, or cliff; also artificial -
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. -
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. -
Rainbow Phytochemicals
Yellow and Orange Yellow and orange produce contains carotenoids and bioflavonoids, antioxidants that protect against heart disease and cancer, promote healthy vision and a strong immune system. Acorn Squash Cantaloupe Carrots Apricots Golden Raisins Butternut Squash Grapefruit Lemon Mangoes Nectarines Oranges Papayas Peaches Persimmons Pineapples Tangerines Pumpkin Rutabagas Spaghetti Summer Sweet Yams Yellow beets Yellow Tomatoes Squash Squash Potatoes Delicata Kabocha Yukon Gold Yellow Bell Squash Squash Potatoes Peppers Green Green produce contains varying amounts of phytochemicals such as flavonoids, carotenoids, lutein, zeaxanthin, and indoles, all of which are associated with vision health, promoting strong bones and teeth, and a lower risk of developing certain cancers. Arugula Artichokes Asparagus Broccoli Basil Beet Greens Brussels Bok Choy Green Beans Collard Greens Celery Chinese Cabbage Sprouts Green Dandelion Endive Green Onion Green Grapes Cucumbers Cabbage Greens Green Bell Green Peas Green Apples Kiwi Honeydew Melon Peppers Kale Leeks Limes Leafy Greens Oka Lettuce Mustard Snow and Parsley Romaine Lettuce Swiss Chard Watercress Greens Snap Peas Spinach Zucchini Purple/Blue These fruits and vegetables contain varying amounts of health promoting phytochemicals such as anthocyanins, resveratrol, flavonols, ellagic acid, and phenolics, which are associated with improved blood vessel health, reduced risk of some cancers, urinary tract health, memory function and healthy aging. Beets Blackberries Black Grapes Blueberries Blackcurrants Concord Grapes Dried Concord Grape Dried Plums Elderberries Purple Figs Purple Grapes Blueberries juice Purple Purple Purple Belgian Plums Purple Carrots Eggplant Cabbage Cauliflower Endive Purple- Purple Bell fleshed Raisins Peppers potatoes Red Red fruits and vegetables contain phytochemicals such as iycopene, anthocyanins, resveratrol and flavonols, which are associated with heart health, memory function, urinary tract health, and a lower risk of some cancers, including prostate cancer. -
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). -
Color Mixing Ratios
Colour Mixing: Ratios Color Theory with Tracy Moreau Learn more at DecoArt’s Art For Everyone Learning Center www.tracymoreau.net Primary Colours In painting, the three primary colours are yellow, red, and blue. These colors cannot be created by mixing other colours. They are called primary because all other colours are derived from them. Mixing Primary Colours Creates Secondary Colours If you combine two primary colours you get a secondary colour. For example, red and blue make violet, yellow and red make orange, and blue and yellow make green. If you mix all of the primary colours together you get black. The Mixing Ratio for Primary Colours To get orange, you mix the primary colours red and yellow. The mixing ratio of these two colours determines which shade of orange you will get after mixing. For example, if you use more red than yellow you will get a reddish-orange. If you add more yellow than red you will get a yellowish-orange. Experiment with the shades you have to see what you can create. Try out different combinations and mixing ratios and keep a written record of your results so that you can mix the colours again for future paintings. www.tracymoreau.net Tertiary Colours By mixing a primary and a secondary colour or two secondary colours you get a tertiary colour. Tertiary colours such as blue-lilac, yellow-green, green-blue, orange-yellow, red-orange, and violet-red are all created by combining a primary and a secondary colour. The Mixing Ratios of Light and Dark Colours If you want to darken a colour, you only need to add a small amount of black or another dark colour. -
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.