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Rainbow reflections: Rainbows are not Vampires

How are rainbows made?

Physics Forums. January 5, 2016, written by anorlunda

For several years, I have been contemplating this beautiful picture by photographer Brian McPhee. I have a personal interest in the photograph because that boat is my year round home. I also have a scientific interest in the photograph because of what it teaches me about rainbow physics. The simplest explanation of rainbow physics is based on internal reflections in the near-spherical shape of a raindrop….

rainbow with apparent reflection

credit: Brian McPhee

Look carefully at the photo with the boat. You will see that the sky inside the arc is much brighter than the sky outside the arc. Some scientists claim that no such effect exists, but it’s pretty plain in the picture. The explanation is that raindrops inside the arc reflect sunlight toward me, while drops outside the arc reflect sunlight away from me. The colors appear in the transition region where only certain colors are reflected towards my eye.

More challenging physics comes from the image of the rainbow seen on the surface of the water. At first, I assumed that it was a reflection of the rainbow in the sky, just like reflections of blue sky and white clouds one sees on a calm day in a reflecting pool.

But then I came across Can Rainbows Cast Reflections? on the web site of noted astronomer Bob Berman. Paraphrasing Berman. “No, they do not. Rainbows are not 3D objects and they do not cast reflections. In the water you see a different rainbow, not a reflection.”

I spent a lot of time puzzling over that, because I didn’t understand Berman’s explanation. I also doubted its truth because I’m sure that I have seen rainbows in the rear view mirror as I drive. It sounds like the Hollywood version of vampires that don’t make reflections in mirrors.

At first, I thought that Berman meant that the image in the water was sunlight hitting the surface and creating a rainbow effect as it was refracted back to my eye. But no, that won’t work because water in the lake is not in the form of spherical droplets.

After much thinking, I think I’ve got it. No vampire magic is required. The colored light you see from a rainbow is not omnidirectional, it is a unidirectional beam aimed at your eye.

By analogy, imagine a man at the far end of a hall of mirrors holding a laser pointer pointed at your eye (assume a laser suitably attenuated for safety). The mirrors on the walls, ceiling and floor of this hall will show many images of the man, but they will not show the red dot of the laser because the laser beam doesn’t hit those mirrors.

However, if you turn your back, step to the side, and hold up a rear view mirror, you’ll see both the man and the red dot. That is because the rear view mirror is inside the cone of light from the laser pointer.

So, to say that the red dot (or the rainbow) does reflect, and that it does not reflect are both true statements depending on which mirror it refers to. Yet, the image of the man appears in all the mirrors. The man is a 3D object, but the red dot is not….

rainbow reflection optics

Read the rest of the article here: Rainbow reflections: rainbows are not vampires

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A related article with a good (and short) explanation:

Reflected Rainbows: Atmospheric Optics

And the original post which inspired this:

Can rainbows cast reflections? By SkyManBob

…Bob Berman

{regarding a reflection of a rainbow seen in a mirror} How can we tell if it’s the same rainbow?

First: Every rainbow is a set of refractions and reflections precisely beamed in one direction — the eye of the observer. The person next to you is at the apex of a different set of light rays emanating from different droplets, making it a separate rainbow on two counts.

Second, the rainbow seen in a mirror is coming from a different part of the sky where the raindrops may be smaller or bigger or incomplete, changing the appearance (larger drops makes the rainbow more vivid, while robbing it of blue.)

Third, try it with a nearby rainbow like from a lawn sprinkler a few feet away. Now have someone hold a mirror. You’ll see the spray but no rainbow at all in this reflection….

…A traffic light sends photons in all directions. But a rainbow sends its light only to your retina, and nowhere else.

A person next to you is receiving the photons from an entirely separate rainbow (meaning a different set of raindrops, which may have different properties from the ones you are seeing.)

Interactive lecture demonstrations

from Interactive Lecture Demonstrations:

Created by Dorothy Merritts, Robert Walter (Franklin & Marshall College), Bob MacKay (Clark College). Enhanced by Mark Maier with assistance from Rochelle Ruffer, Sue Stockly and Ronald Thornton

What is an Interactive Lecture Demonstration?

Interactive Lecture Demonstrations introduce a carefully scripted activity, creating a “time for telling” in a traditional lecture format. Because the activity causes students to confront their prior understanding of a core concept, students are ready to learn in a follow-up lecture. Interactive Lecture Demonstrations use three steps in which students:

  1. Predict the outcome of the demonstration. Individually, and then with a partner, students explain to each other which of a set of possible outcomes is most likely to occur.
  2. Experience the demonstration. Working in small groups, students conduct an experiment, take a survey, or work with data to determine whether their initial beliefs were confirmed (or not).
  3. Reflect on the outcome. Students think about why they held their initial belief and in what ways the demonstration confirmed or contradicted this belief. After comparing these thoughts with other students, students individually prepare a written product on what was learned.

Why Use Interactive Lecture Demonstrations

Research shows that students acquire significantly greater understanding of course material when traditional lectures are combined with interactive demonstrations. Each step in Interactive Demonstrations – Predict, Experience, Reflect – contributes to student learning.

Prediction links new learning to prior understanding. The experience engages the student with compelling evidence. Reflection helps students identify and consolidate that they have learned.

More on why use interactive demonstrations

How to Use Interactive Lecture Demonstrations in Class

Effective interactive lecture demonstrations require that instructors:

  • Identify a core concept that students will learn.
  • Chose a demonstration that will illustrate the core concept, ideally with an outcome different from student expectations.
  • Prepare written materials so that students can easily follow the prediction, experience and reflection steps.

More on how to use Interactive Demonstrations in class

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Using PhET interactive labs with interactive lecture demonstrations

Using PhET as an (Interactive) Lecture Demonstration

 

 

How to solve any physics problem

if-you-define-the-problem-correctly-steve-jobs

Baffled as to where to begin with a physics problem?

There is a logical process to solving any physics problem.

How to solve any physics problem

How to draw free body diagrams

How to solve kinematic equation problems

Half Atwood machine: cart on a frictionless track

When we do use conservation of momentum to solve a problem? When do we use Newton’s laws of motions?

Ferris wheel physics

Fun, imaginative physics discussion questions!

Learning Physics Knowing The Correct Answer

The Physics of Hollywood Movies

Don’t Try This At Home! The Physics of Hollywood Movies is a fresh look at the basics of physics through the filmmaker’s lens. It will deconstruct, demystify, and debunk popular Hollywood films through the scientific explanations of the action genre’s most dynamic and unforgettable scenes. Sample movie sequence and related physics concepts: In “Speed,” a city bus going over 50 mph jumps over a 50-foot chasm–successfully. An examination of force, acceleration, Newton’s Laws, impulse, momentum, and projectile motion follows.

Adam Weiner has been a teacher of physics and AP physics at the Bishop’s School, a highly academic college preparatory school in La Jolla, CA for the last 11 years. Prior to that he worked as a physics instructor at Green River Community College in Auburn, WA in a department very active in physics education research

To order the book at Amazon Don’t Try This At Home!: The Physics of Hollywood Movies

The author’s website Hollywood Movie Physics

His blog on Popular Science Pop Sci – Adam Weiner

How to Solve a Physics Problem Undergrads Usually Get Wrong

By Rhett Allain , 07.09.15

This is a classic introductory physics problem. Basically, you have a cart on a frictionless track (call this m1) with a string that runs over a pulley to another mass hanging below (call this m2). Here’s a diagram.
sketches_spring_2015_key8
Now suppose I want to find the acceleration of the cart, after it is let go.

The string that attaches the two carts does two things.

First, the string makes the magnitude of the acceleration for both carts is the same.

Second, the magnitude of the tension on cart 1 and cart 2 has the same value (since it’s the same string).

This means I can draw the following two force diagrams for the two masses.

sketches_spring_2015_key

So, how do you find the acceleration of cart 1? It seems clear, right?

You just need to find the tension in the string since that’s the only force in the horizontal direction. You could write:

1 eqs

If I know the tension, then I can calculate the acceleration. Simple, right?

Even simpler, the tension would just be equal to the gravitational force on the hanging mass (m2).

WRONG! This is not the correct way to solve this problem — I actually remember making this exact mistake when I was an undergraduate student. But why is it wrong?

Here’s the link to the full article:

How to Solve a Physics Problem Undergrads Usually Get Wrong

Why is the tension not the same as the weight of mass 2? The answer is simple — mass 2 is not in equilibrium but instead it is accelerating downward.

Since it’s accelerating, the net force is not equal to zero (vector). This means that the tension should be smaller than the weight of mass 2 — which it is.

if-you-define-the-problem-correctly-steve-jobs

Solution to the Half-Atwood Machine

The tension in the string depends on the weight of mass 2 as well as the acceleration of mass 2. However, the acceleration of mass 2 is the same as mass 1 — but the acceleration of mass 1 depends on the tension. Does this mean you can’t solve the problem? Of course not, it just means that it’s slightly more complicated.

Let’s say mass 2 is accelerating in the negative y-direction. This means that I can write the following force equation (in the y-direction).

Now I can do a similar thing for mass 1 with its acceleration in the x-direction. Since the magnitudes of these two accelerations are the same, I will use the same variable.

Half Atwood machine 2

With two equations and two variables (a and T), I can solve for both variables. If I substitute the expression for T for mass 1 into the equation for mass 2, I get:

Half Atwood machine 3

Instead of completely solving for the acceleration, let me leave it in the form above. Think of the problem like this: suppose you consider the system that consists of both mass 1 and mass 2 and it’s accelerating.

What force causes this whole system to accelerate? It’s just the weight of mass 2. So, that is exactly what this equation shows — there is only one force (m2g) and it accelerates the total mass (m1 + m2).

From this I can solve for the acceleration.

Half Atwood machine 4

Using the values of mass 1 = 1.207 kg and mass 2 = 0.145 kg, I get an acceleration of 1.05 m/s2. This is pretty close to the experimental value (seen above) at 1.109 m/s2. I’m happy.

With the value of the acceleration, I can plug back into the original equation to solve for the tension. With this, I get a tension of 1.267 N. This is fairly close to the experimental value of 1.285 N. Again, I’m happy. It seems physics still works.

Teaching physics with sci-fi films

It’s amazing how motivated students can be to do real, quantitative physics, with the right set-up 🙂

Teaching physics with films