SOUTHEAST

DEPARTMENT OF TEXTILE
UNIVERSITY
ENGINEERING
ASSIGNMENT

Course Code : STEX4015

Course Title : Special Wet Processing Technology

SUBMITTED TO :
Mr. A.B.M Foisal
Senior Lecturer

Topic : Light, Color and their interaction.

SUBMITTED BY :
Name : Md. Shohidujjaman Shuvo
ID : 2018000400012
Batch : 37th
Section : 02
Date : 02.05.21
Introduction :
Light:
Light or visible light is electromagnetic radiation within the
portion of the electromagnetic spectrum that can be perceived by
the human eye. Visible light is usually defined as having
wavelengths in the range of 400–700 nm, between the infrared
(with longer wavelengths) and the ultraviolet (with shorter
wavelengths).This wavelength means a frequency range of
roughly 430–750 terahertz (THz).

A triangular prism dispersing a beam of white light. The longer

wavelengths (red) and the shorter wavelengths (blue) are
separated.

Type Of Lights:
There are two types of light: natural light or artificial light.
Natural light:
The most important source of natural light is the sun.
The sun gives the earth light and energy.
Artificial light:
Artificial light is light that is made by people, or man-made.
E.g.-candles, kerosene lamps, flashlights, and light bulbs.

Energy conservation is becoming more and more of a concern.

One solution is to use more
energy efficient bulbs at home, schools, businesses and public
places. This document will
introduce key terms to use when talking about lighting as well as
types of light bulbs in use.
Key Terms:
• Watt (abbreviated W) is the unit corresponding to the rate of
energy consumption (or power)
in an electric circuit needed in this case to light a light bulb.
• Lumens are the unit describing the amount of light (energy) as
seen by the human eye that is
given off by the light bulb.
• Lux is defined as being equivalent to one lumen spread over an
area of one square meter. To
put it another way, a measurement of lux (light intensity) tells you
how many lumens are
needed for the area being illuminated.
• Efficiency is the amount of light that comes out of a light bulb
compared to the electrical
energy that goes into it. Energy efficient bulbs waste less energy
in producing light than less
efficient bulbs. Efficiency is an output over an input.
• Efficacy is related to the efficiency of the light bulb. It is also an
output over an input. The
output is the lumens of light and the input in power in watts. So,
the expression we use to
describe the efficacy of our light is “Lumens Per Watt” or lumens
divided by watts. Keep in
mind, the bigger the efficacy, the more efficient the bulb.
• Some bulbs make things they are illuminating look a different
color than they really are. This
property is called Color Rendition. Generally, bulbs with good
color rendition are used.
Color rendition can be measured by the Color Rendering Index1
(CRI), which is a scale
ranging from 0 (very poor color rendition) to 100 (nearly perfect
color rendition). In cases of
extremely poor color rendition, that bulb’s CRI value can be
negative. Incandescent bulbs are
defined to have perfect color rendition.
Properties of Light :
Transparent
 An object that lets all light pass through it is called
transparent.
 These objects are transparent: clear glass, eyeglasses,
window, fish tank, clear plastics, and transparent tape.

Translucent
 An object that lets some light pass through it is called
translucent.
 These objects are translucent: waxed paper, sunglasses,
frosted glass, and thin fabrics.

Opaque
 not able to be seen through; not transparent.
 These objects are opaque: rock, metal, wood, fog, aluminum
foil, thick paper, and brick.
Shadows
Shadows are caused by opaque objects blocking the path of light.
Long shad owns are seen in early morning and late afternoon.
Shorter shadows are seen at noon.

Reflect
 Reflect is when light or an image bounces back off an object's
surface. Light can bounce back off an opaque object.
 An image can bounce back off an object such as, a mirror,
pond or lake, or shiny metal.

Lightning
 Light travels faster than sound.
 That is why the lightning is seen before the thunder is heard.

Rainbow
 A rainbow appears in the sky when the sun shines
through droplets of water in the air, creating a
spectrum of color.
 The white light is broken up into many colors.
Spectrum Of Color
When you look at a light, it appears to be white.
Light is made up of many colors. These colors can be seen when
light is broken up.
There are seven colors of Lighten a spectrum: red, orange, yellow,
green, blue, purple, and violet.
These colors are always seen in the same order.

Light-Matter Interactions:
The term “spectroscopy” comes from the Latin “spectron” for
spirit or ghost and the Greek "σκοπιεν" for to see. These roots are
telling because in molecular spectroscopy you use light to
interrogate matter, but you actually never see the molecules, only
their influence on the light. Different types of spectroscopy give
you different perspectives. This indirect contact with the
microscopic targets means that the interpretation of spectroscopy
requires a model, whether it is stated or not. Modeling and
laboratory practice of spectroscopy are dependent on one
another, and spectroscopy is only as useful as its ability to
distinguish different models. This makes an accurate theoretical
description of the underlying physical process governing the
interaction of light and matter important.
Quantum mechanically, we will treat spectroscopy as a
perturbation induced by the light which acts to couple quantum
states of the charged particles in the matter, as we have discussed
earlier. Our starting point is to write a Hamiltonian for the light–
matter interaction, which in the most general sense would be of
the form

H=HM+HL+HLM(7.1.1)
Although the Hamiltonian for the matter may be time-dependent,
we will treat the Hamiltonian for the matter HM as time-
independent, whereas the electromagnetic field HL and its
interaction with the matter HLM are time-dependent. A
quantum mechanical treatment of the light would describe the
light in terms of photons for different modes of electromagnetic
radiation, which we will describe later. We begin with a semi
classical treatment of the problem, which describes the matter
quantum mechanically and the light field classically. We assume
that a light field described by a time-dependent vector potential
acts on the matter, but the matter does not influence the light.
(Strictly, energy conservation requires that any change in energy
of the matter be matched with an equal and opposite change in
the light field.) For the moment, we are just interested in the
effect that the light has on the matter. In that case, we can really
ignore HL , and we have a Hamiltonian for the system that is
H≈HM+HLM(t)=H0+V(t)

which we can solve in the interaction picture. We will derive an

explicit expression for the Hamiltonian HLM in the Electric Dipole
Approximation. Here, we will derive a Hamiltonian for the light–
matter interaction, starting with the force experienced by a
charged particle in an electromagnetic field, developing a classical
Hamiltonian for this interaction, and then substituting quantum
operators for the matter:

p→−iℏ∇^x→x^
In order to get the classical Hamiltonian, we need to work through
two steps:

describe electromagnetic fields, specifically in terms of a vector

potential, and
describe how the electromagnetic field interacts with charged
particles.

Volume scattering:

Out-scattering and attenuation The third basic light interaction in

participating media is scattering. As a ray passes through a
medium, it may collide with particles and be scattered in different
directions. This has two effects on the total radiance that the
beam carries. It reduces the radiance exiting a differential region
of the beam because some of it is deflected to different
directions. This effect is called out-scattering (Figure 11.6) and is

the topic of this section. However, radiance from other rays may
be scattered into the path of the current ray; this in-scattering
process is the subject of the next section.

Figure: Like absorption, out-scattering also reduces the radiance

along a ray. Light that hits particles may be scattered in another
direction such that the radiance exiting the region in the original
direction is reduced.

The probability of an out-scattering event occurring per unit

distance is given by the scattering coefficient, σs. As with
absorption, the reduction in radiance along a differential length dt
due to out-scattering is given
The total reduction in radiance due to absorption and out-
scattering is given by the sum O, +Os. This combined effect of
absorption and out-scattering is called attenuation or extinction.
For convenience the sum of these two coefficients is denoted by
the attenuation coefticient O
ot (p, w)= Oa (p, w)+o, (p, w).

Two values related to the attenuation coefficient will be useful in

the following. The first is the albedo, which is defined as The
albedo is always between 0 and 1; it describes the probability of
scattering (versus absorption) at a scattering event. Thesecond is
the mean free path, 1/0, which gives the average distance that a
ray travels in the medium before interacting with a particle. Given
the attenuation coefficient Ot, the differential equation describing
overall attenuation.

Conclusion:
In conclusion there are a lot of topics that relate to light and EM
waves. By now you should understand:
Light is a form of EM radiation. Visible light is a small range in the
EM spectrum. The wavelength, frequency, and energy of light are
intimately connected. How light interacts with matter depends on
its energy and the complexity of its target's structure. What an
absorption spectrum is and how to read it. Light can be used in a
variety of medical applications. We hope that you realize the
future of applications of light is very bright and that you have
absorbed all this information!
Introduction :
Color:
Color is the characteristic of visual perception described through
color categories, with names such as red, orange, yellow, green,
blue, or purple. This perception of color derives from the
stimulation of photoreceptor cells (in particular cone cells in the
human eye and other vertebrate eyes) by electromagnetic
radiation (in the visible spectrum in the case of humans). Color
categories and physical specifications of color are associated with
objects through the wavelengths of the light that is reflected from
them and their intensities. This reflection is governed by the
object's physical properties such as light absorption, emission
spectra, etc.
Colored pencils

Colors can appear different depending on their surrounding colors

and shapes. In this optical illusion, the two small squares have
exactly the same color, but the right one looks slightly darker.
Rods and Cones in the Retina:
The cones are red. green. and blue some animals. Perceptions of
color is a complex neurophysiological. The science of color is
sometimes called chromatics, calorimetry, or simply color science.
Color education:
Color is generally defined as the characteristic of any object that’s
described in terms of hue, lightness, and saturation. In 1666 Sir
Isaac Newton, (Mr. Gravity) through experiments with a prism,
laid a scientific foundation for understanding color. Newton
showed that a prism could break up white light into a range of
colors, which he called the spectrum.

There are three categories for color types. First, primary

colors consist of red, blue, and yellow. Combinations (or as
Newton put it “compounds”) of these fall into the other two
categories: secondary colors and tertiary colors (Color
Harmony 16).
 Color Wheel

Figure 1.2
Color Wheel 2

Primary Colors

Figure 1.3
Primary Colors

Secondary Colors
 Figure 1.4
Secondary Colors

Tertiary Colors

Figure 1.5
Tertiary Colors

Britannica Online notes that there are three attributes that

sufficiently distinguish one color from all other perceived
colors. First, the hue is that aspect of color usually
associated with terms such as red, orange, yellow, and so
on. Second, saturation (also known as chroma, or tone)
refers to relative purity. When a pure, vivid, strong shade of
blue is mixed with a variable amount of white, weaker or
paler blues are produced, each having the same hue but a
different saturation. Lastly, light of any given combination
of hue and saturation can have a variable brightness or
intensity, which is dependent on the level of energy
present (Britannica: “color“).

Chromatic, nonchromatic, and achromatic colors are visible

to the human eye. Chromatic colors are the ones defined by
Newton (e.g. red, indigo, yellow). Examples of nonchromatic
colors are brown, pink, and magenta. Achromatic colors are
applied to black, grey, and white. Britannica Online states
that according to some reports, humans can distinguish
some 10 million colors, all of which derive from two types
of light mixture: additive and subtractive. Additive mixture
involves the addition of spectral components and
subtractive mixture concerns the subtraction (or
absorption) of parts of the spectrum (Britannica: “color“).

Figure 1.6 – Color Mixture

The three additive colors are red, green, and blue. By

additively mixing these colors in varying amounts almost all
other colors can be produced. Moreover, when the three
primary colors are mixed together in equal amounts white is
produced.

Subtractive color mixing involves the absorption and

selective transmission or reflection of light. This usually
happens when mixing colorants like pigments or dyes or
when colored filters are used to cover a beam of
light (Britannica: “color“).

Measuring color:
The measurement of color is known as calorimetry. It is
difficult to describe the color of a specific spectral energy
distribution because the eye perceives only a single color for
any given energy distribution. So, to measure color it is
necessary to express color measurements using a
perception-related method. One method is called the
tristimulus system. This system is based on visually
matching a color under standardized conditions against the
three primary colors (red, yellow, and blue). The three results
(called tristimulus values) are expressed as X, Y, and Z
respectively. Such data can be graphically represented on a
chromaticity diagram (see figure 1.7)(Britannica: “color“).
 Figure 1.7 – Chromaticity Diagram

This diagram is based on the values of x, y, and z (where x =

X/(X+Y+Z), y = Y/(X+Y+Z), and z = Z/(X+Y+Z)). Furthermore,
because x + y + z = 1, if two values are known, the third can
always be calculated and the z value is usually omitted. The
x and y values together constitute the chromaticity of a
sample (Britannica: “color“).

Color:
Color is the perceptual quality of light.
The human eye can distinguish almost ten million colors
Color of Objects White light is the presence of ALL the colors of
the visible spectrum.
Black objects absorb ALL the colors and no light is reflected back.
Type Of Color Theories :
1. Subtractive Theory
The subtractive, or pigment theory deals with how white light is
absorbed and reflected off of colored surfaces.
2. Additive Theory
The Additive, or light theory deals with radiated and filtered
light.

Subtractive Theory
Black absorbs most light
*White reflects most light
*The primary colors in Subtractive Theory are
*Cyan (C)
*Magenta (M)
*Yellow (Y)
*Black (K)
*Subtractive or Pigment Theory is used in printing and
painting.

Additive Theory :
*Black radiates no light
*White (sun) radiates all light.
*The primary colors in Additive Theory are
*Red (R)
* Green (G)
*Blue (B)
The primary colors add together to make white
Light Theory is also called Additive Theory.
Light Theory is used in Television, theater
lighting, computer monitors, and video production.
Color Schemes/Arrangement
Systematic ways of selecting colors
* Monochromatic
*Complimentary Analogous
*Warm
*Cool
 *Achromatic
*Chromatic Grays
Color Interaction :
Interaction of Color is a handbook and teaching resource
for artists and designers that shares Albers’ theory of
color. Originally printed in 1963, the text outlines a set of
principles and teaching methods for understanding and
perceiving color in different ways. At its time of
publication, the text created much controversy around its
proposition of how people understand and interact with
color. The book is not so much a theoretical framework
but an experimental approach that looks at how color can
be studied in art and design.

Some of the key principles that Albers presents in

Interaction of Color include:

Colors are in a continuous state of flux and can only be

understood in relation to the other colors that surround
them. Albers makes the provocative statement in the
book that ‘colour is the most relative medium in art.’
How people see color is highly subjective and varies
dramatically between individuals;
All colors have two key elements – brightness (which can
be understood as the color intensity) and lightness (a
light’s intensity). Albers practically elaborates on this
point in the second half of the book through sharing a
fascinating series of exercises and optical illusions that
explore brightness and lightness;
Experience is the greatest teacher of color (i.e. an artist
or designer exploring color in their practice is much more
important than studying color theory by itself). Albers
believed that practice precedes theory in the study of
color. This is to say that through doing and practically
experimenting with color, theories are produced:
“Naturally, practice is not preceded but followed by
theory. Such study promotes a more lasting teaching and
learning through experience. Its aim is development of
creativeness realized in discovery and invention – the
criteria of creativity, or flexibility, being imagination and
fantasy. Altogether it promotes “thinking in situations,” a
new educational concept unfortunately little known and
less cultivated, so far” (p.68).

Albers’ pedagogical approach of allowing students to

‘think in situations’ can be understood as a form of
experiential learning. The roots of this educational
approach can be found in the work of John Dewey
(1938).

In all, Albers constructs a pioneering way of seeing,

learning, teaching and studying color by drawing new
 attention to how it is perceived and understood in
people’s lives.

My two cents…
What I find most intriguing about Interaction of Color is
Albers’ discussion of the practice of teaching art and
design.

I really connect with Albers’ discussion of progressive

education teaching methods and how these can be
intertwined with technical and theoretical knowledge that is
specific to design. His ability to acknowledge the
significance of combining technical skill with creative
exploration underscores his pioneering vision for 20th-
century design education. It is worthy to reiterate that
Albers was a fully trained primary school teacher before
entering the art world and his expertise as an educator
becomes clear in his ability to bring together experiential
learning teaching methods with his technical knowledge of
art and design. Albers advocates for educators to construct
the pedagogical conditions for students to question
themselves and their learning processes. Again, this
teaching method is grounded in practice and the student’s
applied processes of experiencing color through making.
Finally, the point he makes around the necessity to
approach theory as something that emerges from practice is
revolutionary in stepping away from a dogmatic approach
to the theorization of art, design, and education.

principles of color interaction:

1.Light/Dark Value Contrast
2. Complementary Reaction or Effect
3. Subtraction
Conclusion :
You have learned about color theory, you understand
that using color is a structured process. People who
work with color (artists, architects, interior decorators)
do not just use color randomly, they use color wheels
and color theory to help create a piece that conveys
meaning and emotion. Color has a powerful way of
creating "mood," especially when used in a cool,
warm, or a monochromatic color scheme. You now
know terms involved in color theory, and can
recognize color schemes that are used in the world
around you. After competing this assignment you will
recognize artwork from the artists that you researched
today.