CHE101

EXPERIMENT #1: Flame Test

Light exhibits wave properties. Each particular colour has a unique wavelength and frequency associated with it.
Wavelength (measured in centimeters) and frequency (measured in cycles per second) are related to the speed of light
(in centimeters per second) by the following equation:

=c

Where:
 = wavelength
 = frequency
c = speed of light in a vacuum

The energy in light is related to wavelength and frequency in the following manner:

hc
𝐸 = ℎ =

Where:
E = the energy in one photon (particle) of light
h = Planck’s constant, a universal natural constant = 6.63 x 10-34 Js
 = wavelength
 = frequency
c = speed of light in a vacuum = 2.997 x 108 ms-1

Put simply, this means that the energy in light increases with increasing frequency and decreases with increasing
wavelength. For example, blue light has a wavelength of about 480 nanometers (nm). Red light has a wavelength of
about 650 nm. Therefore, blue light has more energy than red light.

Quantum theory tells us that electrons around a nucleus are located in discrete energy levels. When energy is supplied
to the atom, for instance by heating the substance, the electrons absorb part of the energy and jump from a low-energy
ground state to a different, higher energy level. The electron now moves faster and is at a greater distance from the
nucleus. The electron is said to be in an excited state. The excited state is not stable, however, so the electron will return
to the original, lower-energy ground state. As the electron falls back to its ground state, energy is released. This energy
may be released in the form of light of that particular energy level. This release of light is called fluorescence.

Because different atoms have different orbitals (electron energy levels) available, they emit unique and identifiable
spectral patterns when heated. These can be analyzed using a spectroscope (which splits the emitted light into its
component wavelengths) or by observing the colour of the flame providing the heat.

The characteristic flame colours of the salts provided in this experiment are:

Metal Flame Colour

Potassium Violet-purple
Calcium Red-orange
Lithium Carmine (a vivid red)
Strontium Red
Sodium Yellow
Copper Green

These characteristic flame colours can help to identify a particular element.

1
Procedure
1. Use the lit Bunsen burner provided. Clean the nichrome loop before each use. Do this by heating the loop in the
flame of the Bunsen burner. Dip the nichrome loop into a beaker of distilled water. Repeat this procedure until
the flame is no longer affected by the previous chemical.
2. Note that because of the persistence of the sodium influence, you should observe the sodium salt last, after you
have tested the other metal salts.
3. For each metal salt:
a. Dip the nichrome loop into the salt that is to be tested. You will only need a few crystals. If you collect
too many crystals, they could fall into the burner and contaminate your results.
b. Place the nichrome loop into the flame, and note the colour of the flame. The colour will rapidly
disappear, so you may need to perform the test more than once. Using a suitable table, record the
colour of the flame that you observe.
4. Repeat the procedure in step 3 for the Unknown sample.

Discussion
1. Why do elements emit different flame colours?
2. Based on your results, identify the unknown.
3. Based on similar colours displayed, which two metal ions might have been difficult to distinguish between to
identify an unknown?
4. Based on observations of the different flames, if a sample contained a mixture of potassium and sodium salts,
why might it be difficult to identify potassium as being present using a flame test?
5. Describe another technique based on electron transitions that would allow for the cations in 3) and 4) to be
more easily identified.
6. If a copper atom emits light with a wavelength of 535 nm, calculate the frequency of the emitted light and the
energy change involved in the associated electronic transition.