Science Fair Projects Ideas - Lambert's cosine law

All Science Fair Projects

      

Science Fair Project Encyclopedia for Schools!

  Search    Browse    Forum  Coach    Links    Editor    Help    Tell-a-Friend    Encyclopedia    Dictionary     

Science Fair Project Encyclopedia

For information on any area of science that interests you,
enter a keyword (eg. scientific method, molecule, cloud, carbohydrate etc.).
Or else, you can start by choosing any of the categories below.

Lambert's cosine law

Lambert's cosine law is the statement that the total power observed from a "Lambertian" surface is directly proportional to the cosine of the angle θ made by the observer's line of sight and the line normal to the surface. The law is also known as the cosine emission law or Lambert's emission law. It is named after Johann Heinrich Lambert, from his Photometria, published in 1760.

An important consequence of Lambert's cosine law is that when an area element on the surface is viewed from any angle, it has the same apparent brightness. This is because although the emitted intensity from an area element is reduced by the cosine of the emission angle, the observed size (solid angle) of the area element is also reduced by that same amount, so that while the area element appears smaller, its brightness is the same. For example, in the visible spectrum, the Sun is almost a Lambertian radiator, and as a result the brightness of the Sun is almost the same everywhere on an image of the solar disk. Also, a perfect black body is a perfect Lambertian radiator.

Lambertian reflectors

When an area element is radiating as a result of being illuminated by an external source, the flux (energy/time/area or photons/time/area) landing on that area element will be proportional to the cosine of the angle between the illuminating source and the normal. A Lambertian reflector will then reflect this light according to the same cosine law as a Lambertian emitter. This will mean that, although the apparent brightness of the surface will depend on the angle from the normal to the illuminating source, it will not depend on the angle from the normal to the observer. For example, if the moon were a Lambertian reflector, one would expect to see its reflected brightness appreciably diminish towards the outer edge, or limb. The fact that it does not illustrates that the moon is not a Lambertian reflector, and in fact tends to reflect more light into the oblique angles than a Lambertian reflector.

Explanation of equal brightness effect

This situation is illustrated in Figures 1 and 2, which illustrate the problem for two dimensions. For conceptual clarity we will think in terms of photons rather than energy. The wedges in the circle each represent an equal angle and the number of photons per second emitted into each wedge is proportional to the area of the wedge.

It can be seen that the height of each wedge is the diameter of the circle times cos(θ). It can also be seen that the maximum rate of photon emission per unit solid angle is along the normal and diminishes to zero for θ=90 degrees. In mathematical terms, the intensity along the normal is I photons/(s·cm2·sr) and the number of photons per second emitted into the vertical wedge is I dA. The number of photons per second emitted into the wedge at angle θ is I cos(θ) dA.

Figure 2 represents what an observer sees. The observer directly above the area element will be seeing the scene through an aperture of area dA0 and the area element dA will subtend a (solid) angle of 0. We can assume without loss of generality that the aperture happens to subtend solid angle when "viewed" from the emitting area element. This normal observer will then be recording I  dA photons per second and so will be measuring an intensity of

I_0=\frac{I d\Omega dA}{d\Omega_0 dA_0}

photons/(s·cm2·sr). The observer at angle θ to the normal will be seeing the scene through the same aperture of area dA0 and the area element dA will subtend a (solid) angle of 0 cos(θ). This observer will be recording I cos(θ)  dA photons per second, and so will be measuring an intensity of

I_0=\frac{I \cos(\theta) d\Omega dA}{d\Omega_0 \cos(\theta) dA_0} =\frac{I d\Omega dA}{d\Omega_0 dA_0}

photons/(s·cm2·sr), which is the same as the normal observer.

10-26-2009 08:16:03
The contents of this article is licensed from www.wikipedia.org under the GNU Free Documentation License. Click here to see the transparent copy and copyright details
Science kits, science lessons, science toys, maths toys, hobby kits, science games and books - these are some of many products that can help give your kid an edge in their science fair projects, and develop a tremendous interest in the study of science. When shopping for a science kit or other supplies, make sure that you carefully review the features and quality of the products. Compare prices by going to several online stores. Read product reviews online or refer to magazines.

Start by looking for your science kit review or science toy review. Compare prices but remember, Price $ is not everything. Quality does matter.
Science Fair Coach
What do science fair judges look out for?
ScienceHound
Science Fair Projects for students of all ages
All Science Fair Projects.com Site
All Science Fair Projects Homepage
Search | Browse | Links | From-our-Editor | Books | Help | Contact | Privacy | Disclaimer | Copyright Notice