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Chapter 5:
Light
The Cosmic
Messenger
© 2015 Pearson Education, Inc.
What is light?
a) Light is a wave, like sound only much faster
b) Light is like little bullets. Each one is a photon
c) Light is the absence of dark
d) A kind of energy we model with some of the
properties of waves and some properties of particles
e) Light is the sensation you feel when hit by energy,
visible or invisible
© 2015 Pearson Education, Inc.
What is light?
a) Light is a wave, like sound only much faster
b) Light is like little bullets. Each one is a photon
c) Light is the absence of dark
d) A kind of energy we model with some of the
properties of waves and some properties of particles
e) Light is the sensation you feel when hit by energy,
visible or invisible
© 2015 Pearson Education, Inc.
How can light behave as both a wave and a
particle?
a) It really is both a wave and a particle.
b) Light and small objects such as atoms behave in
ways we never see in everyday objects, so we
can't describe them in everyday terms.
c) This is what quantum mechanics describes.
d) B and C.
© 2015 Pearson Education, Inc.
How can light behave as both a wave and a
particle?
a) It really is both a wave and a particle.
b) Light and small objects such as atoms behave in
ways we never see in everyday objects, so we
can't describe them in everyday terms.
c) This is what quantum mechanics describes.
d) B and C.
© 2015 Pearson Education, Inc.
Blue light has ________ compared to red light.
a) shorter wavelength
b) longer wavelength
c) higher energy photons
d) A and C
e) None of the above
© 2015 Pearson Education, Inc.
Blue light has ________ compared to red light.
a) shorter wavelength
b) longer wavelength
c) higher energy photons
d) A and C
e) None of the above
© 2015 Pearson Education, Inc.
Put the following kinds of light in order,
according to wavelength, short to long:
a) Visible light, ultraviolet (UV), infrared (IR), radio,
microwaves, X rays, gamma rays
b) Gamma rays, X rays, UV, visible, IR, radio
c) X rays, UV, visible, IR, radio, gamma rays
d) UV, visible light, IR, gamma rays, X rays
© 2015 Pearson Education, Inc.
Put the following kinds of light in order,
according to wavelength, short to long:
a) Visible light, ultraviolet (UV), infrared (IR), radio,
microwaves, X rays, gamma rays
b) Gamma rays, X rays, UV, visible, IR, radio
c) X rays, UV, visible, IR, radio, gamma rays
d) UV, visible light, IR, gamma rays, X rays
© 2015 Pearson Education, Inc.
Which travels fastest?
a) X rays
b) Ultraviolet
c) Visible
d) Radio waves
e) They all travel at the same speed.
© 2015 Pearson Education, Inc.
Which travels fastest?
a) X rays
b) Ultraviolet
c) Visible
d) Radio waves
e) They all travel at the same speed.
© 2015 Pearson Education, Inc.
Which carries the most energy?
a) Gamma rays
b) X rays
c) Ultraviolet
d) Visible
e) Radio waves
© 2015 Pearson Education, Inc.
Which carries the most energy?
a) Gamma rays
b) X rays
c) Ultraviolet
d) Visible
e) Radio waves
© 2015 Pearson Education, Inc.
What happens to thermal radiation from a
continuous source if you make the it hotter?
a) More energy comes out at all wavelengths
b) The peak of the spectrum-energy curve
(the wavelength at which most energy is emitted)
shifts redward
c) The peak of the spectrum-energy curve shifts
blueward
d) A and B
e) A and C
© 2015 Pearson Education, Inc.
What happens to thermal radiation from a
continuous source if you make the it hotter?
a) More energy comes out at all wavelengths
b) The peak of the spectrum-energy curve
(the wavelength at which most energy is emitted)
shifts redward
c) The peak of the spectrum-energy curve shifts
blueward
d) A and B
e) A and C
© 2015 Pearson Education, Inc.
What is found in the nucleus of atoms?
a) Protons with a + charge
b) Neutrons with no charge
c) Electrons with a – charge
d) All of the above
e) A and B
© 2015 Pearson Education, Inc.
What is found in the nucleus of atoms?
a) Protons with a + charge
b) Neutrons with no charge
c) Electrons with a – charge
d) All of the above
e) A and B
© 2015 Pearson Education, Inc.
In what ways is an electron orbiting the nucleus
of an atom like a planet orbiting the Sun?
a) Both are held in orbit by a force
b) The smallest orbits are the most tightly held
c) If you give an electron or a planet more energy it
will move to a bigger orbit
d) If you give an electron or a planet enough energy it
can break free
e) All of the above
© 2015 Pearson Education, Inc.
In what ways is an electron orbiting the nucleus
of an atom like a planet orbiting the Sun?
a) Both are held in orbit by a force
b) The smallest orbits are the most tightly held
c) If you give an electron or a planet more energy it
will move to a bigger orbit
d) If you give an electron or a planet enough energy it
can break free
e) All of the above
© 2015 Pearson Education, Inc.
In what ways is an electron orbiting the nucleus
of an atom different from a planet orbiting the
Sun?
a) The central force is electromagnetic
(+ and -charges attract), not gravity
b) Not all orbits are allowed–only certain sizes
(they are quantized)
c) Because atomic orbits behave differently from
"regular" orbits we call them orbitals
d) An electron can jump or make a transition from one
orbital to another
e) All of the above
© 2015 Pearson Education, Inc.
In what ways is an electron orbiting the nucleus
of an atom different from a planet orbiting the
Sun?
a) The central force is electromagnetic
(+ and -charges attract), not gravity
b) Not all orbits are allowed–only certain sizes
(they are quantized)
c) Because atomic orbits behave differently from
"regular" orbits we call them orbitals
d) An electron can jump or make a transition from one
orbital to another
e) All of the above
© 2015 Pearson Education, Inc.
When an electron jumps from a high-energy
orbital to a lower-energy one, what happens?
a) A photon of light is emitted
b) A photon of light is absorbed
c) The atom's temperature changes
d) The atom changes color
e) None of the above
© 2015 Pearson Education, Inc.
When an electron jumps from a high-energy
orbital to a lower-energy one, what happens?
a) A photon of light is emitted
b) A photon of light is absorbed
c) The atom's temperature changes
d) The atom changes color
e) None of the above
© 2015 Pearson Education, Inc.
What can cause an electron to jump from a
low-energy orbital to a higher-energy one?
a) A photon of light is emitted
b) A photon of light is absorbed
c) The atom's temperature changes
d) The atom changes color
e) None of the above
© 2015 Pearson Education, Inc.
What can cause an electron to jump from a
low-energy orbital to a higher-energy one?
a) A photon of light is emitted
b) A photon of light is absorbed
c) The atom's temperature changes
d) The atom changes color
e) None of the above
© 2015 Pearson Education, Inc.
Since each element has a different number of
protons and electrons and a different pattern of
orbitals,
a) Gasses made of different elements have different
patterns of emission and absorption lines
b) Each element's spectrum is unique
c) We can tell what a gas is made of from its
spectrum, even if it is billions of miles away
d) All of the above
e) A and B
© 2015 Pearson Education, Inc.
In a continuous spectrum, what controls how
much energy comes out in different colors
(more red or more blue light)?
a)
b)
c)
d)
What the object is made of
How hot the object is
A and B
None of the above
© 2015 Pearson Education, Inc.
In a continuous spectrum, what controls how
much energy comes out in different colors
(more red or more blue light)?
a)
b)
c)
d)
What the object is made of
How hot the object is
A and B
None of the above
© 2015 Pearson Education, Inc.
What determines the color that a star appears?
a)
b)
c)
d)
What the star is made of
How hot the star is
A and B
None of the above
© 2015 Pearson Education, Inc.
What determines the color that a star appears?
a)
b)
c)
d)
What the star is made of
How hot the star is
A and B
None of the above
© 2015 Pearson Education, Inc.
Which is the hottest star? One that appears:
a)
b)
c)
d)
e)
Orange
Red
Yellow
White, or bluish-white
They are all the same temperature-they just look
different colors
© 2015 Pearson Education, Inc.
Which is the hottest star? One that appears:
a)
b)
c)
d)
e)
Orange
Red
Yellow
White, or bluish-white
They are all the same temperature-they just look
different colors
© 2015 Pearson Education, Inc.
Consider different colored shirts. Which is
hottest? One that appears:
a)
b)
c)
d)
e)
Orange
Red
Yellow
White, or bluish-white
They are all the same temperature-they just look
different colors
© 2015 Pearson Education, Inc.
Consider different colored shirts. Which is
hottest? One that appears:
a)
b)
c)
d)
e)
Orange
Red
Yellow
White, or bluish-white
They are all the same temperature-they just
look different colors
© 2015 Pearson Education, Inc.
What controls the color of a shirt, a planet, or
anything that shines by reflecting light?
a)
b)
c)
d)
e)
Its temperature
How well it reflects light of different colors
The color of the light hitting it
B and C
A, B, and C
© 2015 Pearson Education, Inc.
What controls the color of a shirt, a planet, or
anything that shines by reflecting light?
a)
b)
c)
d)
e)
Its temperature
How well it reflects light of different colors
The color of the light hitting it
B and C
A, B, and C
© 2015 Pearson Education, Inc.
The spectrum of a hot solid does not tell you
anything about what it is made of.
a) True
b) False
© 2015 Pearson Education, Inc.
The spectrum of a hot solid does not tell you
anything about what it is made of.
a) True
b) False
© 2015 Pearson Education, Inc.
By looking at the light of a hot, solid object, you
can tell:
a)
b)
c)
d)
Its temperature
What it is made of
Both A and B
Neither A nor B, without some additional
information
© 2015 Pearson Education, Inc.
By looking at the light of a hot, solid object, you
can tell:
a)
b)
c)
d)
Its temperature
What it is made of
Both A and B
Neither A nor B, without some additional
information
© 2015 Pearson Education, Inc.
If a source of light is moving away from you, all
the wavelengths are:
a) Shifted to shorter wavelengths (Doppler shifted)
b) Shifted to longer wavelengths (Doppler shifted)
c) Neither of the above
© 2015 Pearson Education, Inc.
If a source of light is moving away from you, all
the wavelengths are:
a) Shifted to shorter wavelengths (Doppler shifted)
b) Shifted to longer wavelengths (Doppler shifted)
c) Neither of the above
© 2015 Pearson Education, Inc.
Can the idea of the Doppler shift be applied to
sound waves?
a) Yes
b) No
© 2015 Pearson Education, Inc.
Can the idea of the Doppler shift be applied to
sound waves?
a) Yes
b) No
© 2015 Pearson Education, Inc.
Can the Doppler shift be measured with
invisible light?
a) No
b) Yes
© 2015 Pearson Education, Inc.
Can the Doppler shift be measured with
invisible light?
a) No
b) Yes
© 2015 Pearson Education, Inc.
What is the primary reason for making
telescopes larger?
a) Make things look larger
b) See smaller details
c) Collect more light to make faint objects look
brighter
d) B and C
e) None of the above
© 2015 Pearson Education, Inc.
What is the primary reason for making
telescopes larger?
a) Make things look larger
b) See smaller details
c) Collect more light to make faint objects look
brighter
d) B and C
e) None of the above
© 2015 Pearson Education, Inc.
What advantages come from putting a
telescope in space?
a) All wavelengths can be seen, even those that don't
penetrate the atmosphere
b) The image may be sharper, without moving air to
blur it
c) You are closer to the stars, for a better view
d) All of the above
e) A and B
© 2015 Pearson Education, Inc.
What advantages come from putting a
telescope in space?
a) All wavelengths can be seen, even those that don't
penetrate the atmosphere
b) The image may be sharper, without moving air to
blur it
c) You are closer to the stars, for a better view
d) All of the above
e) A and B
© 2015 Pearson Education, Inc.
We should not expect to see an optical
emission line spectrum from a very cold cloud
of hydrogen gas because
a) Hydrogen gas does not have any optical emission
lines.
b) The gas is too cold for collisions to bump
electrons up from the ground state
(lowest energy level).
c) Hydrogen gas is transparent to optical light.
d) Emission lines are only found in hot objects.
e) Cold objects only produce absorption lines.
© 2015 Pearson Education, Inc.
We should not expect to see an optical
emission line spectrum from a very cold cloud
of hydrogen gas because
a) Hydrogen gas does not have any optical emission
lines.
b) The gas is too cold for collisions to bump
electrons up from the ground state
(lowest energy level).
c) Hydrogen gas is transparent to optical light.
d) Emission lines are only found in hot objects.
e) Cold objects only produce absorption lines.
© 2015 Pearson Education, Inc.
If you could view a spectrum of light reflecting
off a blue sweatshirt, you'd see an entire
rainbow of colors.
a) Yes, a reflected spectrum is exactly the same as a
transmitted spectrum.
b) Yes, but the reflected spectrum would be enhanced
in blue light compared to other colors.
c) No, only blue colors would be reflected and other
colors would pass through the sweatshirt.
d) No, only blue colors would be reflected and other
colors would be absorbed by the sweatshirt.
e) No, all the colors would reflect back as blue.
© 2015 Pearson Education, Inc.
If you could view a spectrum of light reflecting
off a blue sweatshirt, you'd see an entire
rainbow of colors.
a) Yes, a reflected spectrum is exactly the same as a
transmitted spectrum.
b) Yes, but the reflected spectrum would be enhanced
in blue light compared to other colors.
c) No, only blue colors would be reflected and other
colors would pass through the sweatshirt.
d) No, only blue colors would be reflected and
other colors would be absorbed by the
sweatshirt.
e) No, all the colors would reflect back as blue.
© 2015 Pearson Education, Inc.
If the Sun's surface became much hotter (while
the Sun's size remained the same), the Sun
would emit more ultraviolet light but less visible
light than it currently emits.
a) Yes, because the visible light would be absorbed by the Sun's
warmer surface.
b) Yes, because the Sun's warmer surface would emit more
ultraviolet light and less visible light.
c) No, the Sun's warmer surface would emit less light at all
wavelengths.
d) No, the Sun's warmer surface would emit more light at all
wavelengths.
e) No, because if the Sun's size remained the same, the amount
of light emitted would remain the same at all wavelengths.
© 2015 Pearson Education, Inc.
If the Sun's surface became much hotter (while
the Sun's size remained the same), the Sun
would emit more ultraviolet light but less visible
light than it currently emits.
a) Yes, because the visible light would be absorbed by the Sun's
warmer surface.
b) Yes, because the Sun's warmer surface would emit more
ultraviolet light and less visible light.
c) No, the Sun's warmer surface would emit less light at all
wavelengths.
d) No, the Sun's warmer surface would emit more light at all
wavelengths.
e) No, because if the Sun's size remained the same, the amount
of light emitted would remain the same at all wavelengths.
© 2015 Pearson Education, Inc.
If you had X-ray vision, then you could read an
entire book without turning any pages.
a) Yes, but you would not be able to differentiate
between different optical colors.
b) Yes, but all the pages would merge into one.
c) No, a book doesn't emit X-rays so you wouldn't see
anything.
d) No, the X-rays would be absorbed by the book and
you would not be able to read past the cover.
e) No, the words would not stand out so you would
just see blank pages.
© 2015 Pearson Education, Inc.
If you had X-ray vision, then you could read an
entire book without turning any pages.
a) Yes, but you would not be able to differentiate
between different optical colors.
b) Yes, but all the pages would merge into one.
c) No, a book doesn't emit X-rays so you wouldn't
see anything.
d) No, the X-rays would be absorbed by the book and
you would not be able to read past the cover.
e) No, the words would not stand out so you would
just see blank pages.
© 2015 Pearson Education, Inc.
If a distant galaxy has a substantial redshift
(as viewed from our galaxy), then anyone living
in that galaxy would see a substantial redshift
in a spectrum of the Milky Way Galaxy.
a) Yes, and the redshifts would be the same.
b) Yes, but we would measure a higher redshift than
they would.
c) Yes, but we would measure a lower redshift than
they would.
d) No, they would not measure a redshift toward us.
e) No, they would measure a blueshift.
© 2015 Pearson Education, Inc.
If a distant galaxy has a substantial redshift
(as viewed from our galaxy), then anyone living
in that galaxy would see a substantial redshift
in a spectrum of the Milky Way Galaxy.
a) Yes, and the redshifts would be the same.
b) Yes, but we would measure a higher redshift than
they would.
c) Yes, but we would measure a lower redshift than
they would.
d) No, they would not measure a redshift toward us.
e) No, they would measure a blueshift.
© 2015 Pearson Education, Inc.
The largest optical telescopes are designed to
have
a) High magnification, large collecting area, and high angular
resolution.
b) High magnification, large collecting area, and low angular
resolution.
c) Low magnification, large collecting area, and low angular
resolution.
d) Large collecting area and high angular resolution - the
magnification is of secondary importance.
e) Large collecting area and low angular resolution - the
magnification is of secondary importance.
© 2015 Pearson Education, Inc.
The largest optical telescopes are designed to
have
a) High magnification, large collecting area, and high angular
resolution.
b) High magnification, large collecting area, and low angular
resolution.
c) Low magnification, large collecting area, and low angular
resolution.
d) Large collecting area and high angular resolution - the
magnification is of secondary importance.
e) Large collecting area and low angular resolution - the
magnification is of secondary importance.
© 2015 Pearson Education, Inc.
New technologies will soon allow astronomers
to use X-ray telescopes on Earth's surface.
a) Yes, from the highest mountain tops such as
Mauna Kea, Hawaii.
b) Yes, but the resolution will be lower than from
space.
c) No, X-rays cannot be focused because of the
blurring effect of the atmosphere.
d) No, X-rays are absorbed by the atmosphere and
don't reach the Earth's surface.
e) No, no such technology exists.
© 2015 Pearson Education, Inc.
New technologies will soon allow astronomers
to use X-ray telescopes on Earth's surface.
a) Yes, from the highest mountain tops such as
Mauna Kea, Hawaii.
b) Yes, but the resolution will be lower than from
space.
c) No, X-rays cannot be focused because of the
blurring effect of the atmosphere.
d) No, X-rays are absorbed by the atmosphere and
don't reach the Earth's surface.
e) No, no such technology exists.
© 2015 Pearson Education, Inc.
Thanks to interferometry, a properly spaced set
of 10-meter radio telescopes can achieve the
angular resolution of a single, 100-kilometer
radio telescope.
a) Yes, but with much lower sensitivity than a single,
100-kilometer telescope.
b) Yes, and the resulting interferometer will have exactly the
same properties as a single, 100-kilometer telescope.
c) Yes in principle, but such an interferometer has never been
constructed.
d) No, interferometry only works over much smaller distances.
e) No, the blurring effects of the Earth's atmosphere limit the
achievable angular resolution.
© 2015 Pearson Education, Inc.
Thanks to interferometry, a properly spaced set
of 10-meter radio telescopes can achieve the
angular resolution of a single, 100-kilometer
radio telescope.
a) Yes, but with much lower sensitivity than a single,
100-kilometer telescope.
b) Yes, and the resulting interferometer will have exactly the
same properties as a single, 100-kilometer telescope.
c) Yes in principle, but such an interferometer has never been
constructed.
d) No, interferometry only works over much smaller distances.
e) No, the blurring effects of the Earth's atmosphere limit the
achievable angular resolution.
© 2015 Pearson Education, Inc.