Patty: "Oh, hi!"Okay, I give up. What is Sheldon supposed to be?
Patty: "So, what are you supposed to be?"
Sheldon: "Me?" (Beat.) "I'll give you a hint. Neeeeooooowwwww!"
Let's start the picto-quiz, where you'll look at different sources of light, and identify the type of spectrum it will produce (and describe the characteristics of the spectrum, as well).
Here's a question for all you fanboys and fangirls out there--who do you think is the "hottest" character from The Lord of the Rings?
Student: "Alright. We're uh, we're going to come up this road...when I hit the speed that I'm shooting for, I'm going to light on the horn, and you can, uh, hear what the effect is. Here's the frequency of the horn..."
(Presses on horn.)
Here, arrows denote the expected absorption line wavelength values for a stationary star. For a star that is moving towards us, the light gets "squished," such that each absorption line has slightly shorter wavelengths than expected, moving towards the left side of the spectrum--this is a "blueshift," but this effect is very subtle, and does not mean the lines all move entirely over to the blue end of the spectrum!
For a star that is moving away from us, the light gets "stretched," such that each absorption line has slightly longer wavelengths than expected, moving towards the right side of the spectrum--this is a "redshift," but this effect is very subtle, and does not mean the lines all move entirely over to the red end of the spectrum!
In the subsequent in-class activity you will be working in groups to analyze emission and absorption spectra, and the Doppler effect. (Continuous spectra from blackbodies will be covered in a later in-class activity.)