Lambert's Cosine Law - Details of Equal Brightness Effect

Details of Equal Brightness Effect

The situation for a Lambertian surface (emitting or scattering) is illustrated in Figures 1 and 2. For conceptual clarity we will think in terms of photons rather than energy or luminous energy. The wedges in the circle each represent an equal angle dΩ, and for a Lambertian surface, the number of photons per second emitted into each wedge is proportional to the area of the wedge.

It can be seen that the length of each wedge is the product of the diameter of the circle and 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°. In mathematical terms, the radiance along the normal is I photons/(s·cm2·sr) and the number of photons per second emitted into the vertical wedge is I dΩ dA. The number of photons per second emitted into the wedge at angle θ is I cos(θ) dΩ 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 dΩ0. We can assume without loss of generality that the aperture happens to subtend solid angle dΩ when "viewed" from the emitting area element. This normal observer will then be recording I dΩ dA photons per second and so will be measuring a radiance 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 dΩ0 cos(θ). This observer will be recording I cos(θ) dΩ dA photons per second, and so will be measuring a radiance 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.

Read more about this topic:  Lambert's Cosine Law

Famous quotes containing the words details, equal, brightness and/or effect:

    “Anyone can see that to write Uncle Tom’s Cabin on the knee in the kitchen, with constant calls to cooking and other details of housework to punctuate the paragraphs, was a more difficult achievement than to write it at leisure in a quiet room.”
    —Anna Garlin Spencer (1851–1931)

    “The root of the discontent in American women is that they are too well educated.... There will be no real content among American women unless they are made and kept more ignorant or unless they are given equal opportunity with men to use what they have been taught. And American men will not be really happy until their women are.”
    —Pearl S. Buck (1892–1973)

    “Awareness of the stars and their light pervades the Koran, which reflects the brightness of the heavenly bodies in many verses. The blossoming of mathematics and astronomy was a natural consequence of this awareness. Understanding the cosmos and the movements of the stars means understanding the marvels created by Allah. There would be no persecuted Galileo in Islam, because Islam, unlike Christianity, did not force people to believe in a “fixed” heaven.”
    —Fatima Mernissi, Moroccan sociologist. Islam and Democracy, ch. 9, Addison-Wesley Publishing Co. (Trans. 1992)

    “At the heart of the educational process lies the child. No advances in policy, no acquisition of new equipment have their desired effect unless they are in harmony with the child, unless they are fundamentally acceptable to him.”
    —Central Advisory Council for Education. Children and Their Primary Schools (Plowden Report)