The Spectroline MiniMAX series of battery operated lamps offer portability and versatility.
All lamps feature a unique "shadow box" design which blocks room light making materials glow brightly. Portable - Compact and lightweight units are easily carried for on-site or field inspections. This multi-purpose lamp can be used for countless applications, including quality control, sanitary inspection, mineralogy, readmission control, rodent contamination detection, UV curing, forensic inspection, document verification and much more. Avoiding Flawed, Problem Science Demonstrations -- Greenhouse Effect in a Bottle; Heating Carbon Dioxide vs. American education has been flooded with recommendations to choose demos of the type using incandescent light bulbs. With heavy promotion, teachers are being directed to focus their time and resources on demos such as these for hands-on learning. How are the demos being promoted which claim dramatic temperature differentials acheiving this with energy that CO2 essentially does not absorb?
Doesn't this encourage you to attempt to demonstrate something that doesn't actually happen in the real world? You could still get significant, consistent temperature differentials, but you'd have to fake them.
Recommendations to do so are best avoided, no matter how much funding is being offered to cash starved schools (or museums).
In many of the demos, materials are included which may ostensibly be there for this purpose: rocks, soil, water, little earth globes or black paper. If the honest intent were to demonstrate this particular sequence, wouldn't it be better to use fluorescent lamps?
No matter what is the intended to be demonstrated, shouldn't the presenter provide interpretation of what they claim is happening? Science demonstrations should never create the illusion that something is observably happening in a demo, when it is not. None of the demonstrations or experiments, that we are reviewing but not recommending in this special section, actually do this, in our findings. To successfully and authentically produce measurable readings requires demonstrations of this style that are far more difficult and complex to build and present.
There are many other demos where students and the public can accurately, authentically and with great joy experience and explore every step hands-on. It is not genuine, we feel, for the reviewed demos to continue to give the impression that they demonstrate things, that they do not.
In many of the demos reviewed here, materials are included which may ostensibly be there for this purpose: rocks, soil, water, little earth globes or black paper. This sequence is more on track, if it were actually being demonstrated: the sun and incandescent light bulbs emit short wave infrared radiation (1-3 microns).
Most everything on Earth's surface, both land and oceans -- including our bodies -- emits long wavelength infrared radiation (8-14 microns), or longer. Very roughly, objects in the 100 to 500 degrees Celsius range primarily emit mid wavelength IR (3-8 microns). In the full scale, real Earth system, the 14.99 centered band is where the action most occurs.

You need to know what you are doing to demonstrate scientifically and authentically that action on a table top.
Note: different fields of science, such as space studies and astronomy sometimes define the bands a bit differently.
There is a multitude or reasons why the faulty demos do not produce measurable temperature differentials by this mechanism.
In any case, interpretation should be provided that indicates clearly what a demonstration even intends to show.
Few of the demos give a feeling that it is long wavelength infrared energy that carbon dioxide is capable of absorbing, where warming occurs.
This happens every minute of every day -- in the Earth's atmosphere, on Venus, inside industrial gas monitoring equipment, and literally right in front of our noses. The American public has been largely denied the opportunity to see and experiment with it; demonstrations that by design do not work keep people blindfolded. Challenge 4 -- Light bulbs introduce vast amounts of noise; this is masking the faint signal students are looking for. It's a very cool thing to show, especially since this warming effect has been happening ever since Earth, Venus and Mars had atmospheres.
Without this effect, there would be no fish, no trees, no cities or industry, no radio, no internet, and no people to argue over whether global warming is real or not.
We're blasting the experiment with energy that is in the wrong wavelengths to bring to the surface the result we are looking for.
For those choosing to take this path with demos, it would be good to indicate to students the challenge that is being placed upon them. Most of all: this really wouldn't be a demonstration of the radiative greenhouse effect or how global warming is happening. If water vapor and carbon dioxide only absorbed infrared light that comes in from the sun, there would be no radiative greenhouse effect. It is carbon dioxide's, and the other greenhouse gases', ability to let sunlight enter, but absorb outgoing energy emitted by the Earth, that is what is being studied. Naturally, different people can and should develop different demonstrations as they choose -- focusing on various phenomena. Challenge 6 -- It is a challenge to demonstrate something that is NOT happening at the same time revealing what IS happening. None of the demonstration we reviewed do this -- from what we've read, in any presentations we have seen, or reports we have received. How will I demonstrate that CO2 DOES trap heat energy that is emitted by the Earth's surface? Are light bulbs the best source of energy to pull from my tool box for such a demonstration? Challenge 7 -- That demos like these have been promoted so heavily, but have not been widely questioned publically. This while billions of dollars have been spent debating matters around global warming and climate change.
We recommend: Ask people to interpret what is happening when they see one of these light bulb centered demos. That there is such lack of understanding over whether the greenhouse gases absorb incoming solar radiation, is one example.

Is not a big part of why America is having such a hard time on climate change, the lack of quality hands-on science? How can people take seriously that which they have little experience with, little involvement with, have not seen with their own eyes? Shouldn't the American people have the opportunity to explore the evidence, verify what is true and what is not? Most Americans have had no hands-on experience with even the very basics of climate change. It is one thing to make a Powerpoint presentation, or a video, or sit in a radio studio talking about global warming, climate change, or the greenhouse effect. It will be a challenge to move ahead, and break thru the obstacles in front of us, in doing great hands-on science. This is a science entertainment show -- in many respects a great one, for testing scientifically popular themes and urban legends. It is not discussed how the energy from the lights mainly passes right through the (well chosen) membranes and gases contained inside. The faulty demos reviewed do not even come close to doing the necessary steps to get authentic results. By contrast, where do claims of 9 degrees Celsius of differential temperature rise come from? There are lots of ways kids can have fun melting some Jamie's, and still get the science right. Note to colleagues involved in designing authentic strong demos: IR lamps indeed have attractive qualities -- low cost, widely available, producing longer wavelengths than ordinary incandescents. We are experimenting with filters which pass IR wavelengths in the 4-5 micron range, exploring designs that can bring the cost down and make these accessible.
For over ten years: we have been designing, developing and presenting hands-on science demonstrations for 100,000's of participants. These revolutionary lamps are three times brighter than competitive UV inspection lamps of this type making them ideal for use in microbiology, mutation studies, laboratory UV dosing, illumination and other life science applications. Small variations in distance, angles and thicknesses make for big differences in temperatures. It would be of less value, and would potentially be deceptive to only focus on that part of the spectrum.
The science which anyone can test hands-on, not that which only elite scientists have access to. Combination wavelength lamps are available extending the range of applications that are possible. Long wave and short wave models can be supplied in both self-filtered and unfiltered versions.

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