APPLICATION FOR COURSE APPROVAL FOR

GENERAL EDUCATION PROGRAM

 

Course Number: TMD 113

Course Title: Color Science

Check the general education core area for this course:*

_x Natural Sciences

Department(s) in which course will be taught: TMD

Faculty member(s) responsible for course: Bide

Office: Quinn 311

Office phone: 42276

Will non-tenure track faculty teach this course?

_x_Yes

__ No

If yes, approximately what percentage of sections will be taught by non tenure-track faculty? [Plan is only for one section per year. Occasional use of non-tt faculty is possible]

The integrated skills** that this course will focus on are:

__ Examine human differences

_x_Read complex texts

__ Speak effectively

__ Use of artistic activity

__ Use of qualitative data

_x_Use of quantitative data

__ Use of information technology

_x_Write effectively

*Note: At least three integrated skills are required.

Course description (as would be found in catalog):

 TMD 113. Color Science (II, 3) The science of color: light and its interaction with objects, and color vision. Color explained, mixed, measured, described. Color in the natural world, color reproduced (paints, dyes, photography, TV).

 

Faculty member's signature__________________________________________

Chairperson's signature_____________________________________________

Dean's signature___________________________________________________

PART I

This part consists of six questions designed to highlight fundamental aspects of the general education program. Only answer question 5 if it is relevant to your course.

 

1. If not stated in your syllabus, please indicate the primary learning objective(s) of your course.

The primary learning objectives of the course are listed within the syllabus. The most relevant is listed here:

ìSuccessful students will understand the way science works to develop ìlawsî, how those laws can explain colorful phenomena, and how the scientific principles inform the technologies of color measurement and color reproductionî

 

2. How does the proposed course meet the goals established for the general education program?

The proposed course meets the goals established for the Gen Ed program as follows:

 

• the ability to think critically in order to solve problems and question the nature and sources of authority

This will be met by the class discussion of the history of science (specifically the physics of light) and how ìfactsî have been reinterpreted in the light(!) of new understanding. Color is a popular subject, and in writing a successful paper, students will need to separate soundly based scholarship from a plethora of widely available tosh.

 

• the ability to use the methods and materials characteristic of each knowledge area with an understanding of the interrelationship among and the interconnectedness of the core areas

While this course is squarely based in the natural sciences, it deals with a common experience that other core areas discuss, and the course approaches and identifies the borders and connections with other color-based areas such as art, psychology, marketing. For example: to what extent was an artistís use of color propelled by the effort to communicate, versus the technological availability of a new pigment?

 

• a commitment to intellectual curiosity and lifelong learning

We are surrounded by color, and the simplest level of intellectual curiosity is often color based. In explaining these, the course will provide examples of the avenues that the curious can use to find answers as they explain to their children why grass is green., and why the sky is blue

 

• an openness to new ideas with the social skills necessary for both teamwork and leadership

 

 

3. How is the course suitable for the general education area you have requested it be classified:? Please refer to the criteria for the relevant division as described in Appendix A as well as to your course materials appended to this form

 Natural Sciences core area (N)

Definition

Natural Sciences - Courses that employ scientific methods to examine the physical nature of the world, the biological dimension of human life, and the nature of the environment and its various life forms.

Guidelines

Courses in Natural Sciences will:

1. Develop student understanding of how scientists collect and interpret data in one or more disciplines within the natural sciences

2. Provide a foundation of knowledge in one or more areas of a natural science

3. Create assignments designed to develop critical thinking skills necessary to understand and interpret scientific information

4. Develop student understanding of the importance of the natural sciences in resolving real life problems

TMD 113 includes details of how scientists collect and interpret data, especially in the context of light and color. It provides a foundation of knowledge in areas of physics and chemistry. By both example and in practical assignments it deals with the collection and interpretation of scientific data.

 

4. Explain how this course provides opportunities for practice in each of the integrated skills you have listed on the coversheet.

…       Read complex texts

…       Students read and interpret research papers or comprehensive review articles. Examples of review articles might be those found in Scientific American or American Scientist.

…       Students read and evaluate papers related to an area of current controversy within their discipline and then take and defend a position relative to that controversy

In TMD 113, students read complex texts by using an extensive reserve reading list (listed on syllabus) to answer questions on weekly homework assignments. They also use these and other sources to prepare a paper (details also in the syllabus).

 

a) The 10 assignments through the semester include items that require that students consult "deeper" sources than the class notes and textbook, and the reserve list is strongly suggested as a place where they will find them.

 

b) the writing assignment is structured in a way that students have to explain an apparently simple observation quoted in a news article. To provide that explanation they are told to use appropriately "deep" material, and once again the reserve list is a good place for them to find it.

 

It is both an opportunity and a frustration that "complex texts" for Color Science (for which I have a working definition of "material for which these undergraduates are not the primary audience") range from the trivial to the mathematically dense. The main journal in the field (Color Research and Application) is not part of URI's library subscriptions, and tends to the mathematically dense side. The use of a large reserve list of texts seems to be the best compromise in providing a sizeable class (50+) access to appropriately "complex texts".

 

 

…       Write Effectively:

…       Students submit a series of lab reports or short papers; instructor or TA feedback allows students to improve subsequent submissions

…       Course requires a term paper that may be reworked and resubmitted after instructors' evaluation.

The course requires a term paper that goes through three stages: initial reaction, first draft and final submission, with instructor feedback at each stage. Most weekly assignments include sections that require written responses.

 

…       Use of Quantitative Data:

…       Assignments require students to collect, analyze, and interpret data.

…       Assignments require the use of statistics, formulae and/or graphs and charts

One of the two lab experiences in the course requires students to collect and interpret data. The course otherwise is heavily based in graphical and numerical representations: spectral power distributions of light sources, reflectance curves of solid objects, 3-D color space diagrams and so on

 

5. Will your course sometimes be taught to groups of students larger than 60? If so, please explain what you will do to insure that each of the integrative skills will be achieved. Please explain how each integrative skill will be achieved.

 

The maximum number of students in the course will be around 50-55 (based on classroom and lab facilities)

 

6. If other instructors (including per course faculty or teaching assistants) teach the course, what will be done to ensure that the proposed content and skills will be maintained across sections and instructors?(To be completed by department chair.)

 

If this course is to be taught by other instructors, the proposer will work closely with the instructor to maintain consistency with previous offerings of the course.

 

PART II

Please provide documentation of the means by which your course attempts to reach the goals of the general education program courses described above. Please attach a syllabus (mandatory) and all relevant course materials (e.g., exams, homework and laboratory assignments, classroom exercises) that will demonstrate how your course does this. In addition, please feel free to include any explanation(s) necessary showing how the course materials are linked to both the goals of general education program and specifically to the integrated skills.

 

 

List of kinds of assignments that incorporate particular skills (not intended to preclude other assignments the meet the criteria):

 

Read complex texts

…       Students read and interpret research papers or comprehensive review articles. Examples of review articles might be those found in Scientific American or American Scientist.

…       Students read and evaluate papers related to an area of current controversy within their discipline and then take and defend a position relative to that controversy

In TMD 113, students read complex texts by using an extensive reserve reading list (listed on syllabus) to answer questions on weekly homeworks. They also use these and other sources to prepare a paper (details also in the syllabus)

 

Write Effectively:

…       Students submit a series of lab reports or short papers; instructor or TA feedback allows students to improve subsequent submissions

…       Course requires a term paper that may be reworked and resubmitted after instructors' evaluation.

The course requires a term paper that goes through three stages: initial reaction, first draft and final submission, with instructor feedback at each stage.

 

Use of Quantitative Data:

…       Assignments require students to collect, analyze, and interpret data.

…       Assignments require the use of statistics, formulae and/or graphs and charts

One of the two lab experiences in the course requires students to collect and interpret data. The course otherwise is heavily based in graphical and numerical representations: spectral power distributions of light sources, reflectance curves of solid objects, 3-D color space diagrams and so on

Appended areÖ

1.     The course syllabus for Spring 2003: This includes the instructions for the paper

2.     An edited list of hints for the 2003 paper topics

3.     Lab assignment 2

4.     Example weekly homeworks

 

 

UNIVERSITY OF RHODE ISLAND

College of Human Science and Services

Note this syllabus is also available at www.uri.edu/hss/tmd/113SYS03wb.htm

TMD 113: "COLOR SCIENCE" (3 credits)	SPRING 2003
INSTRUCTOR: Dr. Martin Bide	T R 2:00-3:15, Quinn 314
OFFICE: Quinn 311	PHONE: 874-2276, 874-4574 (Sec)
HOURS: Posted on office and by appointment	EMAIL: mbide@uri.edu

 

TEXT: "Colour: Why the World isn't Grey" Rossotti, Princeton (required)

Roy Berns ìBillmeyer and Saltzmannís Principles of Color Technologyî (3^rd Edition) Wiley, 2000 (recommended)

 

THE COURSE

is a general education science elective for undergraduate students. It has no prerequisites.

 

COURSE DESCRIPTION

This course is designed as an introduction to the general subject of color and examines color from as many points of view as possible. These include:

…       The components that create color (the object, light, and an observer),

…       How color can be specified, described and measured,

…       The control of color (in dyeing, printing, painting, photography, television etc.),

…       The ways in which color occurs in the natural world, animal vegetable and mineral,

…       Human interactions with color, color illusions, cultural implications, color in language, art, psychology etc.

 

Color science involves science, especially physics and chemistry. The basic concepts in those areas will be introduced within the course. Since there are no prerequisites the course can be viewed as using color as an excuse to look at some science, hence its role as a science elective. Successful students will understand the way science works to develop ìlawsî, how those laws explain colorful phenomena, and how the principles inform the technologies of color measurement and color reproduction. Students of Art, Textiles, Psychology and so on may find it useful within their majors. Others may merely find it interesting to examine something which is a part of everyday experience, yet often resists simple explanation.

 

CLASS FORMAT

The course consists of two class meetings per week. Some of the time will be spent in lecture and discussion. At other times colorful phenomena will be demonstrated. Four class periods will be devoted to hands-on (or eyes-on!) experiment.

 

Best 8 of 10 assignments @ 25 pts	..........	200
2 quizzes (based on assignment questions)		100
Paper first draft		25
Paper	..........	75
2 Lab exercises		100
Total	..........	500

Semester averages of 90% will earn A grades, 80-90% will earn B's, 70-80% will earn C's and 60-70% will earn D's. These limits may be reduced, but will not be increased.

 

POLICIES

Class attendance is essential. While your final grade does not include attendance, any sympathy you need for missing or late work will be based on how often you show up to class. The assignments (and the quizzes) are based on class material, and it is important to collect the regular assignments and to hand them in on time. Make-up exams will be given only on presentation of a really good reason, the value of which doubles by being presented before the exam being missed. Late assignments will be penalized 50%. (Work that is handed in after any graded versions of that assignment are returned is considered ìLateî). All written work presented for grading must represent an individual effort. Plagiarism will result in an F grade for the assignment, or even for the course as a whole. If you do not understand what plagiarism is, please ask, or contact URIís Writing Center.

 

ADDITIONAL REFERENCE MATERIAL.

1. Fred Billmeyer and Max Saltzmann "Principles of Color Technology" (2nd Edn.),Wiley 1981.

2. Keith McLaren "The Colour Science of Dyes and Pigments" (2nd Edn.) Adam Hilger, 1986.

3. Kurt Nassau "The Physics and Chemistry of Color", Wiley-Interscience 1983.

4. George Agoston "Color Theory and its Application in Art and Design". Springer-Verlag 1979

5. Roderick McDonald "Color Physics for Industry", The Society of Dyers and Colourists 1987.

6. Judd and Gunter Wyzsecki "Color in Business, Science and Industry" Wiley,

7. Robert Greenler, "Rainbows, Haloes and Glories", Cambridge University Press (paperback) 1989

8. Michael Sobel "Light" University of Chicago Press 1987

9. Trevor Lamb and Janine Bourriau (Eds) ìColour Art and Scienceî, Cambridge University Press 1995.

10.  David Lynch and William Livingstone. ìColor and Light in Natureî, Cambridge University Press 1995.

11.  Anni Berger-Schunn ìPractical Color Measurementî, Wiley Interscience 1994.

12.  Pat Murphy and Paul Doherty, ìThe Color of Natureî, Chronicle Books 1996

13.  Hunter and Harold, The measurement of appearance (In reference section of the library)

14. Faber Birren ìColor & Human Response: Aspects of Light and Color Bearing on the Reactions of Living Things and the Welfare of Human Beingsî Wiley 1984
15. Charles A. Riley II ìColor Codes: Modern Theories of Color in Philosophy, Painting and Architecture, Literature, Music, and Psychologyî University Press of New England 1996
16. C. L. Hardin(Editor), Luisa Maffi(Editor) ìColor Categories in Thought and Language Cambridge University Press 1997
17. John Gage ìColor and Meaning: Art, Science, and Symbolismî Univ California Press; 2000
18. Heinrich Zollinger ìColor: A Multidisciplinary Approachî) Vch Verlagsgesellschaft Mbh 1999
19. Cherie Fehrman, Kenneth R. Fehrman ìColor: The Secret Influenceî Prentice Hall; 1999
20. John Gage ìColor and Culture: Practice and Meaning from Antiquity to Abstractionî Univ California Press; 1999
21. Rudolf Mahnke, Frank Mahnke(Contributor) ìColor and Light in Man-Made Environmentsî John Wiley & Sons 1993
22. Kurt Nassau (editor) "Color for Science, Art and Technology" Elsevier, 1998
23. Rolf Kuehni "Color: an introduction to its practice and principles" Wiley 1997
24. Colour Blindness: Causes and Effects, Donald McIntyre

 

These (plus the recommended text listed at the top of the syllabus) are on reserve in the library and supplement the required text for the course. You may find these useful if you wish to read further into a subject, or see it from other viewpoints. Tests will be based on the class notes and the textbook for the course. You will usually find the best answers to some questions on the assignments from these extra sources.

 

 

 

SYLLABUS

 

Week of:	Topic:	Notes:
Jan 20	Introduction. Syllabus review. Science: how do we know what we know?. Who knows color? Color as a combination of light, an object, and an observer. Light. (Video).
Jan 27	Light: part of the ìelectromagnetic spectrumî. Historical view of light. The relation between light and energy. Sources of light, incandescent and fluorescent. Description of light and light quality.	Articles distributed
Feb 3	How do objects interact with light? Chemically (absorption) and physically (diffraction, refraction, scattering, reflection, interference)....all leading to light for......
Feb 10	The eye, and the vision of color. Structure and mechanism of vision, day and night vision (rods and cones), eye/brain connections. Color vision deficiency and color blindness tests.	Paper: first reactions
Feb 17	(Continued) (Monday classes on Feb 18th)
Feb 24	Lab work: color vision tests, the effect of light on color of objects, color memory...
Mar 3	Color mixing. Primaries: additive, subtractive and psychological. Description of color. How many colors are there anyway? Words: trivial, object related, specific. Samples, individual and sets, both logical and random	Test 1
Mar 10	(Spring Break)
Mar 17	Use of numbers to measure color, development of the CIE XYZ system. Color difference assessment. Words, samples, and numbers. Development of L a b systems, relation to Munsell, color spaces, and color difference equations.	Draft paper due
Mar 24	Lab work. Color specification/measurement using a range of sample sets and reflectance spectrophotometers. Color difference assessment
Mar 31	Color illusions and other weirdness. Afterimages, background color, Land's experiments, metamerism and color constancy, color rendering index, fluorescence, phosphorescence, triboluminescence etc.
Apr 7	Color technology. Paints, pigments, dyes. Application and properties. Color reproduction: color television, color photography and printing
Apr 14	(continued)	Final Paper due
Apr 21	Color in nature; lobsters and rainbows. Plants, animals, food, sea, sky, rocks......
Apr 28	... Color psychology, and color in language. Why is a blue room cooler? Why is a black box heavier?.....
May 5	Color and culture, Color and art, Color and healing, Synaesthesia
	Weds May 14th, 11:30	Final exam

 

 

 

 

ìInterpret an articleî Paper

 

Overview: You will be given an article on one area of color science. Your task is to write about it, and in doing so, demonstrate that you understand it. Your article may be an ordinary news clip that includes things that need to be explained in more depth. Alternatively, you may have a more complex piece that you will need to find simpler sources to understand. In either case you will need to read other articles about your topic to help your explanation.

 

The purposes of the exercise are

To let you become expert in one area of color science

To give you practice at writing

To help you become familiar with information resources

 

Some of the words that might be used to describe what you are doing include:

Interpret, Explain, Describe, Comment, Summarize, Critique, Abstract, Analyze,

However, donít just summarize what you have been given: the interpretation and explanation are important.

 

Steps in the Process

1. Distribution of articles.

These will be distributed to the class during the week of January 27th. There will be about ten different articles, so others in the class will have the same article as you. You may choose to work alone, or team up with others that have your article. You have one week to trade in your article with any spare ones that are available, or by mutual consent with another member of the class. You must keep me informed as you do any trading. On February 6^th hand in one page with your name, and the title/authors and citation of your article, and whether you will be cooperating with anyone else in the class.

 

2. Find some background information on your topic. The books on reserve might be a good place to start. Hand in 1 page with the title of your paper, one paragraph on your initial assessment of it, and at least 3 references that you will use to explain it, by February 18^th . You will be given feedback on this.

 

3. Based on the comments, and your further exploration, write a draft of your assessment of the article. This should be around 1000 words. Hand this in by March 18^th (Immediately after spring break! Submissions before spring break are welcome.)

 

4. Based on the feedback from part 3, revise and improve your draft and hand in two final copies by April 15^th and include the grading sheet (below) with one of them. The other will be retained for an archive.

Your final submission should include

1. A copy of the original article (however much youíve marked it)
2. Your interpretation of the paper. Around 1000 words. (Typically 2-3 pages). Break into sections as appropriate (Background, Authors, Significance etc. Your call!) Illustrations welcome
3. The graded March 18^th draft
4. Citations of the references you used to do your interpretation

The whole should be word-processed (make backup copies!!). Use subtitles to clearly separate the sections within the paper. ,

Do not plagiarize.

 

 

Note on the use of the web

Stuff thatís published in ìregularî hard copy, especially text books and journals, has gone through some kind of quality control process. Often this is extensive, with reviewers and editors all contributing to the final product. This material is therefore trustworthy (although still open to criticism/debate/discussion).

Private Eye, Issue 1068, 29 Nov 2002, p18.

While much web-based material is also reviewed, and is trustworthy, the quality control is far more lax. ANYONE can get a web site and say what they like, however inaccurate, misleading, or wrong it is. So: if you use web sites as information sources, you owe it to your readers to offer an explanation. DONíT just provide a long url (how meaningful is http://archive.newscientist.com/secure/article/article.jsp?rp=1&id=mg15721181.400 ? )

Explain what the site is for: who put it up, and why? What does the rest of the site deal with? When did you access it? For example, that long url comes from the web site of ìNew Scientistî a British weekly magazine covering a wide range of scientific developments. The particular page relates to the magazineís archive, and an article from New Scientist vol 157 issue 2118 ñ 24^th January 98, page 11 that deals with the effect of light on the back of the knee on the bodyís internal clock, and it was accessed on January 7^th 2003

 

 

Paper: Grading

 

Aspect:	Quality sought:	Points
Feb 23rd first reaction	On time? Realistic reaction?	5
March 16th First draft	On time? Good sources? Organization? Understanding?	20
April 9th Final submission
Sources:	Are they relevant? Appropriate? Balanced?	15
Introduction:	How well does it set up the topic and outline to follow? Is it a good overview?	10
Main paper:	How well does it combine ideas from articles, rather than list them separately? Does it flow well? Does it keep to the point, or does it wander excessively? Does it develop an idea logically?	25
Conclusion:	How well does it wind up the paper?	10
Writing quality:	Complete sentences? Excessively wordy? Vagueness? and so on......	15
Total:		100

 

 

TMD 113 Color Science: Spring 2003 ARTICLE HINTS (Excerpts)

 

1. Boston Globe, Sunday September 9^th 2001 ìColor Codeî

This article should lead you to sources that explain the colorful changes that occur in leaves in the fall. What happens to all the chlorophyll that is no longer present? Are all colors present in the leaves during summer, and revealed as the chlorophyll breaks down? If not, what benefit does the plant get from the creation of these dying colors?

 

2. Providence Journal, Thursday Dec 5^th 2002 ìBleached teeth require a brighter scale of whiteî.

How do you measure the color of teeth? Is there a way that doesnít involve using plastic color replicas? More generally, is there an ideal ìwhiteî? What different whiteness scales have been developed?

 

4. Chemical and Engineering News, Dec 24^th 2001 ìMail irradiation discolors gemsî

How does radiation affect the color of gems? Which gems? Does this ever happen naturally? How is it used deliberately? Is it reversible?

 

6. Boston Globe, Sunday November 9^th 1986 ìSistine restoration reveals startling colorsî

Why did this surprise anybody? What pigments did Michaelangelo use? Did some fade more than others? Can we ever know what he intended as the ìtrue colorsî of the Sistine ceiling? How do restorers know whatís original and whatís been added by some later touch up?

 

7. New Bedford Standard Times, Sunday 12^th October 1986 (Item) ìMinnesota State Patrol Cruisersî

What exactly went wrong here? What phenomena did the chief run into? How many different ways could he have avoided the problem?

 

8. New Bedford Standard Times (date unknown) ìLighter-colored juice troubles Floridaís giant orange industryî

Why are oranges orange? Why are some lighter than others? How do they measure the color of OJ? How do they tell if the color meets the ìgrade A government standardsî

 

10. Providence Journal 24 March 1999 ìStrange blue headlights ignite brightness controversyî

How do high intensity discharge lamps work? What else are they used for? What developments made them possible? Why do they appear to be blue or violet?

 

11. Good Five Cent Cigar Wednesday February 19 1997 ìDim future for halogen lamps in residence hallsî

How do these lamps work? How much hotter is the filament than a regular light bulb, and why are they a fire hazard? Why donít they burn out as fast as a regular filament bulb?

 

Tuesday

• Read the syllabus in groups. Each groups should come up with at least one question.
• Buy the textbook in the MU bookstore. Note the list of books on reserve.
• Fill out a 3x5 card with:
• Name, (local) phone, email, hometown, state
• Major
• Something about yourself unrelated to academics
• What you are most looking forward to in this course
• What you are least looking forward to in this course

(And by next week bring a photocopy of your ID)

• Later in the semester you will have to classify some colors. In the next couple of weeks you should find three ìcolorsî: colored fabric, card etc. The color should be smooth and even across each specimen. Avoid exceptionally brilliant or fluorescent colors. Each one should be opaque, and around 3inches by 3 inches.
• Specimens 1 and 2 should be close in color to each other
• Specimen 3 should be different from 1&2.

 

Thursday:

1. Watch the video ìMaking Wavesî Do assignment #1

 

 

TMD 113 Color Science

 

Assignment 1, Spring 2003

 

Watch the video ìmaking Wavesî, part of the series ìThe day the universe changedî, a history of scientific discovery. It deals with the subjects of electromagnetism, and the distinction between science and technology.

 

By next Thursday (31st January)

 

1. Name SIX scientists (not technologists!) in the video

 

2. Name two technologists in the video.

 

3. Give five examples of technology mentioned in the video

 

4. Write

a) a brief definition of science

b) a brief definition of technology

c) a sentence or two to indicate the difference between them

(Cite your sources for a) and b). c) should be your own!)

 

5. For two scientists in the video

Briefly describe their contribution to electromagnetism, light or color.

(Cite your sources!)

TMD 113 COLOR SCIENCE

Assignment 2, Spring 2003 Name______________________

 

 

2. [1 point each]

1.	What is the name of the units for ìfrequencyî of light?
2.	What is the symbol for frequency of light?
3.	What units are usually used for wavelength of light?
4.	Who first did the ìtwo-slit experimentî that showed light is a wave?
5.	Whose ìconstantî links the frequency of light and the energy of each photon?
6.	Who developed the ìuncertaintyî principle?
7.	Whose theory predicted the speed of electromagnetic waves?
8.	How fast does light travel? (Give the units)
9.	What name is given to ìparticlesî of light?
10.	Which has higher energy, microwaves or visible light?
11.	Which has shorter wavelength, infrared or ultraviolet?
12.	Which has lower frequency gamma rays, or TV waves?
13.	Which has higher energy green or red light?
14.	What is the wavelength (approx) of orange light? (Give the units)
15.	As the temperature increases, the wavelength at which most radiation is emitted.	increases/decreases/stays the same
16.	As the temperature of an object increases, the total energy emitted.	increases/decreases/stays the same
17.	What is the color temperature of a typical tungsten bulb?	1300K 2500K 6500K 9000K

 

3. [6 points]

Show your working at the bottom of the page. Include units with your answer

The speed of light (c) is 3 x 10⁸ m.s^-1 (meters per second).

Planckís constant (ħ) is 4.14 x 10^-15 eV.s (electron volt seconds)

c = λ.ν

E = ħ.ν

a)     If e/m radiation has wavelength of 2 microns (i.e. 2 x 10^-6 meters), what is its frequency?

b)     If e/m radiation has frequency of 630 KHz (i.e. 6.3 x 10⁵ Hz), what is its wavelength?

c)     If e/m radiation has a frequency of 6 x 10¹⁴ Hz, what is the energy per photon?

d)     If e/m radiation has a wavelength of 200nm (i.e. 200x10^-9 meters) what is the energy per photon?

[4] Bonus: indicate what kind of e/m radiation (e.g. radio? Infrared? Etc.) a-d are in each case. If you donít get the right answer, you cannot get the full bonus!

TMD 113 COLOR SCIENCE

 

Assignment 3, Spring 2003 Name: ____________________

 

1. [5] Are these light sources incandescent (I) or fluorescent (F)? Put the appropriate letter by each one

1.	ìCool Whiteî
2.	Carbon Arc
3.	Ultralume
4.	Sodium lamp
5.	Halogen lamp

 

2. [2] The Wien Displacement Law relates the temperature of a glowing body to the peak wavelength of the emitted radiation. The formula is lpeak x T = 2.9x10-3. (l is in meters, and T is Kelvins) What is the peak emission wavelength (in nanometers) of sources of 2500K and 6000K?

2500K _______nm   6000K _______nm

 

3. [3] Light quality can be measured by an energy/wavelength diagram (also known as a ìspectral power distributionî). Sketch one, and say which light it is. Label the axes appropriately

 

 

 

 

 

 

 

 

 

 

 

 

 

4. [2] Name the two other ways in which light	1.
quality can be described/measured	2.

 

 

5. [3] Fill in the blanks:

Light source	Color rendering index	Luminous efficiency
TL84
Mercury
Tungsten bulb

 

6. [2x5] Write briefly (about 100 words for each, and put both on one page) to answer, describe or explain two of the following:

 

[Try to give as much detail as you can in the space allowed. Some of the answers are in the class notes and textbook, but you will give much better answers if you explore further, especially among the reserve reading in the library. As always, cite your sources and make sure your answer is different from others in the class. Diagrams are allowed and count for as many words as you like.]

 

1.     Find a list of ìbond dissociation energiesî in a chemistry textbook. (They are usually listed ìKJ per moleî. To get ìeV per bondî divide the number by 96.5). Calculate (using E = hn and C = nl) the wavelength of the light that has the same energy as a typical one of these bonds. In which region of the spectrum does it lie?

2.     Find the names of some of the chemicals that are used to make a ìgas mantleî work (i.e. a camping lamp powered by propane). What kind of chemicals are they?

3. Find the electronic structure (the arrangement of electrons in orbitals) of two "transition metals"
4. Why did Bunsen invent his burner, and what does this have to do with the color of fireworks?
5. Why has the US government banned the production of the traditional ìcool white fluorescentî lamp?

6.     How does a quartz-halogen lamp work?

7. The efficiency of incandescent light bulbs
8. Old incandescent flash bulbs for photography.
9. Cosmic background radiation: "The echo of the big bangî
10. Why is tungsten used as a filament in light bulbs?
11. Red shifts and the expanding universe: open or closed?
12. The difference between high pressure and low pressure sodium lights.

 

TMD 113 COLOR SCIENCE

 

Assignment 7, Spring 2003 Name________________________

 

The answers to most of these questions will be found in the class notes, the text, and in the Minolta book on ìPrecise Color Communicationî. As always, a trip to the reserve reading in the library might be useful. The topics are covered in books by Berns, MacLaren, McDonald, Berger-Schunn and Agoston.

 

1. [6] On the back of this sheetÖ

a.	One more time? Draw a diagram that represents the spectral power distribution of a CIE Standard Illuminant. Say which one it is.
b.	Draw a reflectance curve for both a yellow color and a blue color
c.	Draw the diagram of the color matching functions that represents the CIE 1931 standard observer.

 

2. [2] X, Y and Z are		CIE____________________ _______________________
3. [2] A red color will tend to have a high value of X, Y or Z?
4. [2] x and y are	CIE .__________________ __________________

 

5. [2] What 3rd item is included with x and y to specify a color completely?

 

6. [2] Briefly, what is the difference between the 1931 and the 1964 CIE Standard Observers?

 

7. [2] If some one tells you ìthe color of this object is X=45, Y=35 and Z=20î, what information is missing?

 

8. [3] Calculate x and y for the color in Q7.

x = __________ y = __________

 

9. [2] If this color is seen in daylight (D65, with chromaticity coordinates x = 0.33, y = 0.33) what is its dominant wavelength?.

______nm

 

10. [2] Find the color on an x,y chromaticity diagram. Roughly what color is it?

 

11. [2] Below is information for three colors: which is the lightest of them, A, B or C?

 

 

TMD 113 Color Science

 

Lab 2, Spring 2003 Name:______________________

 

 

1. Specify these colors using at least three color specimen/sample systems.

(As before, keep the specimens in the books clean: donít handle the colored surfaces! Keep pens and pencils away!)

 

2. Measure these colors using a spectrophotometer or colorimeter

Note the Illuminant: _______ Observer (2^o or 10^o)_____

Fill data in below (even if you get a printout)

 

 

 

3. Plot the colors on the attached copy of the CIE chromaticity diagram.

 

4. Find the dominant wavelength (Assume Illuminant D65, coordinates x = 0.31, y = 0.31)	Color 1: ________ nm
	Color 2: ________ nm

 

5. Plot the colors on the attached a,b diagram.

 

6 Either:

View the reflectance curve of the two colors: sketch them on the back of this sheet, or

Collect the printout of the reflectance curves from the computer and attach it.

_______________________________________________________________________

 

 

 

7. Use words to describe the difference (both quality and quantity of difference)

(Does looking at the Lab/Lch data help you describe the difference?)

 

 

 

 

 

 

 

8. What is the numerical color difference (DE) between them? Measure the CMC difference using a spectrophotometer, and fill it in below. (You might also have L,a,b data for the two colors, in which case you could calculate the CIELab difference!)

 

Color Difference equation	DE
CIELab
CMC (2:1)

 

Note the Illuminant: _______ Observer _____

 

CIE 1931 2o x,y Chromaticity Diagram