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Scientists have observed that shorter wavelength light has more energy than longer wavelength light. From this we can conclude that (A) red light will exert more energy when it hits the surface of the earth than will blue light. (B) lightning is caused by the collision of blue light with particles in the air. (C) red light will travel faster than blue light. (D) blue light has more energy than red light. (E) blue light has less energy than red light.

Short Answer

Expert verified
(D) blue light has more energy than red light.

Step by step solution

01

Understand Wavelength and Energy Relationship

Light energy is inversely related to its wavelength; shorter wavelengths have more energy. This means that colors with shorter wavelengths, like blue and violet, have more energy compared to colors with longer wavelengths, such as red.
02

Analyze Options Based on Wavelength Understanding

Let's go through the options: - (A) This option incorrectly suggests red light has more energy. Since red has a longer wavelength, it actually has less energy. - (B) This is irrelevant to the wavelength-energy relationship. - (C) The speed of light in vacuum is constant for all wavelengths and colors; it doesn't travel faster based on wavelength. - (D) This is consistent with the fact that blue light, having a shorter wavelength, indeed has more energy than red light. - (E) This option contradicts the known energy relationship based on wavelength.
03

Determine the Correct Answer

Based on the examination of the options and understanding that blue light has a shorter wavelength and therefore more energy compared to red light, the correct choice is (D) blue light has more energy than red light.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

light spectrum
The light spectrum encompasses all the different kinds of light formed by electromagnetic waves. This includes both visible light and invisible spectrums such as ultraviolet and infrared.
  • Visible Spectrum: This is the part of the light spectrum that can be seen by the human eye. It is made up of different colors, ranging from violet to red, each corresponding to different wavelengths.
  • Invisible Spectrum: Wavelengths beyond the visible range are not detectable by the human eye, such as ultraviolet (shorter wavelengths) and infrared (longer wavelengths).
The order of colors in the visible spectrum follows the acronym ROYGBIV, standing for Red, Orange, Yellow, Green, Blue, Indigo, and Violet. As you move from red to violet, the wavelength becomes shorter and the energy of the light increases.
energy levels
Energy levels refer to the different quantities of energy that light waves can possess. Shorter wavelengths are associated with higher energy levels, while longer wavelengths correspond to lower energy levels. This is because energy is inversely proportional to wavelength.
  • High Energy Levels: Shorter wavelengths, like ultraviolet and blue, correspond to high energy levels and have more penetrating power.
  • Low Energy Levels: Longer wavelengths, such as those in red or infrared light, correspond to lower energy levels.
When light interacts with matter, the energy level can influence its behavior, such as generating heat or causing chemical reactions, which is why blue light has more energy than red.
color wavelength
Every color in the visible spectrum has a distinct wavelength. Wavelength is a measure of the distance between two peaks in a wave of light. Different colors have different wavelengths and thus possess different amounts of energy.
  • Short Wavelengths: These include violet and blue light. They carry more energy because their waves are more frequent.
  • Long Wavelengths: These include red and orange light. They have less energy since their waves are less frequent.
Understanding color wavelength helps us make sense of why some lights can be more intense or seem brighter even if their colors are softer. Blue light, for instance, can appear very vibrant because of its short wavelengths and high energy.
LSAT logical reasoning
Logical reasoning is a skill used in tests such as the LSAT to evaluate the capacity to understand and apply principles of logic. When studying physics concepts like wavelength and energy, logical reasoning helps us draw accurate conclusions from scientific facts.
  • Analyzing Arguments: In logical reasoning, each argument or proposition must be carefully examined to determine its validity.
  • Evaluating Evidence: Evidence is used to support conclusions. For instance, knowing blue light has shorter wavelengths supports the conclusion that it has more energy.
Applying logical reasoning to science helps in making correct inferences, such as understanding that because blue light has a shorter wavelength, it therefore has more energy than red light. This way of thinking is essential not only in exams but also in understanding scientific principles effectively.

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Most popular questions from this chapter

A scientist makes new observations and learns that water waves of shorter wavelengths spread in all directions not only because they scatter off piers but also because they interact with previously scattered short water waves. Drawing upon the analogy between water waves and light waves, we might hypothesize which of the following? (A) Blue light waves act like ripples that other blue light waves meet and scatter from. (B) Red light waves will be scattered by blue light waves like incoming long water waves are scattered by outgoing ripples. (C) Red light waves can scatter blue light waves, but blue light waves cannot scatter red. (D) The analogy between water and light waves cannot be extended to include the way in which short water waves become ripples and scatter one another. (E) The scattering effect of blue light waves is canceled by that of red.

The passage suggests that each of the following contributed to Congress's enacting the War Powers Resolution of 1973 EXCEPT (A) a change in the attitude in Congress toward exercising its role in the use of armed forces (B) the failure of Presidents to uphold commitments specified in defense treaties (C) Congress's desire to be consulted concerning United States military actions instigated by the President (D) the amount of money spent on recent conflicts waged without a declaration of war (E) the number of lives lost in Vietnam

If the species Homo logicus was determined to be viviparous and to have extremely low fecundity rates on land, we might expect that (A) Homo logicus could overpopulate its niche and should be controlled. (B) Homo logicus might be declared an endangered species. (C) Homo logicus would pose no danger to other species and would itself be in no danger. (D) Homo logicus would soon become extinct. (E) None of these events would be expected with certainty.

If students were asked to write essays on the different concepts of tragedy as exemplified by Cordelia and Antigone, and they all responded by showing how each character exemplified a traditional definition of tragedy, we could, according to the passage, hypothesize which one of the following about these students? (A) The students were locked into the relativist stage. (B) The students had not advanced beyond the dualist stage. (C) The students had at least achieved the multiplicity stage. (D) The students had reached the commitment stage. (E) We have no indication of which cognitive stage the students were in.

Students who are "dualistic" thinkers may not be able to support their beliefs convincingly because (A) most of their beliefs cannot be supported by arguments. (B) they have accepted their "truths" simply because authorities have said these things are "true." (C) they half-believe and half-disbelieve just about everything. (D) their teachers almost always think that "dualistic" thinkers are wrong. (E) they are enslaved by their authorities.

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