Atomic Spectra

Objectives
• Students will examine atomic emission spectra and how light relates to the internal
structure of an atom.

• Students will practice recording detailed observations directly into the notebook.

Equipment and Materials

Handheld spectroscope Spot plate
Assorted colored pencils Bunsen burner and striker
Nichrome wire loop Wash bottle of DI water
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Bunsen burner: Prior to using Bunsen burners: examine gas tubing to ensure
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it’s free of large cracks and holes, ensure gas line is clear of any objects, pull
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hair away from face, place hot items on a safe surface, NEVER LEAVE LIT
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BUNSEN BURNER UNATTENDED.

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Strong acid caution: WEAR GLOVES, spills must be neutralized, splashes on

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skin or in eyes must be flushed immediately with cold tap water for a minimum
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of 15 minutes.
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Introduction
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In the past century scientists have developed several different models of the atom, each
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attempting to describe its internal structure. The Bohr model of the atom is, perhaps, the easiest
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to visualize. Proposed by Niels Bohr in 1913, this

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model provides a simplified picture of the energy

levels in an atom. Although it is not entirely
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correct, this model is sufficient for studying some

of the most important properties of an atom.

According to the Bohr model (shown in Figure 1),

protons and neutrons occupy the central core of the
atom known as the nucleus, while electrons occupy
different energy levels around the nucleus. The
energy of an electron is that of its orbital. An atom
that has its electrons distributed into its lowest energy
electron configuration is in the ground state. Any
other configuration is an excited state. Electrons may
only move from one energy level to another through Figure 1 Bohr model of atom
the processes of excitation or emission.

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 Atomic Spectra

Excitation occurs when an electron jumps from a lower energy level to a higher energy level by
absorbing energy from light or electricity. Emission occurs when an electron relaxes from a higher
energy level to a lower energy level, and it results in the release of energy as a photon (quantity of
electromagnetic radiation, or light).

Figure 2 depicts the helium atom going

through each phase of an electron transition.
Helium begins in its ground state in Diagram
A. In Diagram B, the atom absorbs enough
energy to cause an electron to jump from the
1s orbital to the 2s orbital. Eventually all
excited electrons lose the extra energy and
relax back to ground state, as shown in Fig. 2,
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whereupon the atom will emit a photon with a

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wavelength unique to the precise change in

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Figure 2 Electron excitation and emission in He energy levels. An excited electron would emit
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more energy if it falls from a higher level; for

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example, a Helium 1s electron could jump to n = 2, 3, 4, 5 or 6. In each case a different

wavelength of light would be emitted as the electron falls back to 1s.
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The energy of absorbed or emitted photons will exactly match the difference in energy between
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the two levels of the electron transition. For example, the difference in energy between orbitals
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1s and 2s is a specific quantity. Any electron jumping from 1s to 2s must absorb that exact
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quantity of energy and any electron relaxing from 2s to 1s will emit that exact quantity of energy.
The photon absorbed or emitted by the electron will be of a wavelength having this energy. Thus,
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the larger the gap between orbitals, the greater the amount of energy that is absorbed or emitted
by the electron.
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In this experiment, students will use the method of spectroscopy to examine the emission spectra
of different elements from the periodic table. An emission spectrum is the collection of all
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emitted wavelengths for an atom or molecule. Parts A and B will utilize a spectroscope, which is
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an instrument that separates light into its component wavelengths, as does a prism. With each
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spectrum students will determine the individual wavelengths of light being emitted by the atom,
seen as distinct colored bands.

Every atom has different electron transitions that are possible, given the number of electrons and
orbitals around it. The set of transitions an atom has is unique to that particular atom and,
therefore, acts as a “fingerprint” for the atom. This is a very important characteristic that allows
scientists to identify the elements present in an unknown substance, such as determining the
atomic composition of stars and planets in galaxies too far away to analyze by any other method.
Since data in this experiment will only be obtained in the visible region of light, students may
observe very similar spectra coming from different elements. (Bands of energy in the ultraviolet
region are not detected by our spectroscope.)

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 Atomic Spectra

The energy (E) of each observed wavelength (λ) may be calculated using the following
relationship:
ℎ𝑐𝑐
𝐸𝐸 = 𝜆𝜆
Equation 1

where h is Planck’s constant, 6.626 x 10–34 J∙s, and c is the speed of light, 2.998 x 108 m/s.

Because every wavelength (or color of light) has a specific energy associated with it (as discussed
above), it also refers to a specific electron transition occurring in the atom.

The electromagnetic spectrum of energy includes many kinds of energy, of which visible light is only
a small portion. Figure 3 shows the relation between wavelengths and energy in this spectrum, as
well as the other kinds of energy waves.
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Figure 3. The relation between wavelength and energy

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 Atomic Spectra

Procedure

In order to avoid an equipment bottleneck, your instructor will divide the class in
half such that one group continues through Part B while the other group works
through Part C; positions will then swap.

Part A – Using a Spectroscope (performed with a partner)

Looking at your handheld spectroscope, locate each
of the labeled parts. Notice the grating has a small
window through which you will look to see the
spectrum created by each light source.
On the other end of the scope is a narrow slit.
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Position the slit so it is lined up with the light

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source. It is important that you center the slit

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squarely with the source so no stray radiation enters

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the scope, since stray radiation will confuse your

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data.
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Beginning with the overhead FLUORESCENT light,

Figure 4. Handheld spectroscope
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look through the window of the spectroscope. You

should be able to see the slit at the other end and a scale to the right of the slit that looks like a
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ruler.
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NOTE: the scale does not start at 0.0 and it does not give a unit of measure.
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Along the scale you should also be able to see a series of separate colored bands. Draw a sketch
of the emission spectrum on your report sheet that clearly shows the relative positions of each
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band on the scale, and label the color of each band. Using the scale, estimate the wavelength of
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each color band.

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NOTE: One student should use the spectroscope to collect data on fluorescent
light; the other should collect data on incandescent light so that each gains
skill in BOTH reading the instrument and in recording the results.

Now use the spectroscope to examine the INCANDESCENT light in the desk lamp provided. You
should notice a very different looking spectrum from that of the fluorescent lamp; this is because
you are looking at “white” light which contains every possible wavelength of the visible range.
Using colored pencils provided, draw a sketch of the emission spectrum on your report sheet that
clearly describes what you see.

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 Atomic Spectra

Part – B Spectroscope Analysis of Atomic Gases (performed individually)

Use the spectroscope to view the emission spectrum for each of the gas discharge tubes located
in the hoods. Each one contains a different atomic gas that is being excited by electricity. Lamps
may be viewed in any order.
There are three discharge lamps: HELIUM (He), NEON (Ne), KRYPTON (Kr).
On your report sheet, clearly record the scale position (±0.1) and color of ALL bands observed
for each lamp.
Describe the appearance of each lamp as you view it naturally without the scope. In other words,
what color(s) does each one give off as you look at it? Be descriptive.

Part C – Flame Tests of Metal Ions (performed individually)

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Thoroughly clean and rinse a well plate. Do not spend time drying it. Place it on a paper towel
and label the towel for each of these solutions: LiCl; NaCl; KCl; CaCl2; SrCl2. Place ~20 drops
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of the corresponding 5% solutions into each labeled well. In a sixth well, add a pea-sized portion
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of activated charcoal. Last, label a well for HCl and add ~2 mL of 1 M HCl to it. This solution
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will be used for cleaning the nichrome wire in flame tests.

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Obtain a Bunsen burner from the cupboard and a striker. Follow all safety
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protocols prior to igniting the burner.

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Adjust the burner appropriately until you obtain a sharp blue flame.
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It may be helpful to reduce the lighting in the lab while students are doing the
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flame tests. This will make colored emissions more visible.

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**Dip the looped end of a nichrome wire into your HCl solution; then pull it out
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of solution and heat in the flame to clean it as shown in Figure 3. Repeat this
process until the flame burns faintly yellow when the wire is introduced; other
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colors indicate the presence of impurities.

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Allow the wire to cool briefly after it is cleaned; dip the loop into your solution Figure 3 Flame test
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labeled LiCl. with nichrome wire

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Bring the loop into the tip of the inner cone (from the side) and carefully
observe what happens. On your Report Sheet, record everything you see, especially noting any
color changes. Be as descriptive as possible.
Repeat from the ** above for each of the remaining solutions and the activated charcoal, being
careful to completely clean the nichrome loop with HCl between test solutions. When testing the
charcoal, wet the loop first with DI water then dip/swirl the wet loop in the charcoal powder.
When you are finished with last solution, clean the nichrome wire once more with HCl and
return it to its storage location. Dispose of all solutions properly.

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 Atomic Spectra

Waste Disposal

To dispose of the test solutions, use an RO water squirt bottle to rinse the well plate into a
large beaker. Rinse the well plate several times. Then pour the contents of the beaker into
the proper waste container in the hood. Wash the well plate and return it to the storage bin.
Waste containers are in the hood; pay attention to the contents listed on each label!

Material Disposal

Flame test solutions Container labeled “Part C – All Waste”

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Data Analysis
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Part B
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The known values for Helium electron transitions are:

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447 nm violet
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471 nm blue
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501 nm green
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587 nm yellow
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668 nm red
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Calculate the theoretical energies of each wavelength determined for the helium lamp only,
using Equation 1. Pay attention to the units! Show your calculations on this page and submit it
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with your report sheet.

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 Atomic Spectra Report Sheet

Name ____________________________

Prelab Questions
1. Define excitation and emission as they pertain to electrons.
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2. What is a spectroscope?
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3. List the 5 safety items you should know when using a Bunsen burner.
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4. What type of chemical will you be working with in this experiment that requires you to
wear gloves due to the potential for extreme skin irritation? (Note: if spilled, this chemical
needs to be neutralized and cleaned up immediately and if it splashes in your eyes or on your skin
you should flush the affected area with cold water for 15 min.)

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 Atomic Spectra Report Sheet

Name ____________________________

Atomic Spectra Report Sheet

Part A Data Analysis

Draw the observed spectra for fluorescent and incandescent light in the spaces provided. Use
colored pencils to estimate the wavelengths of light that you see.

Fluorescent Light
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Incandescent Light
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Q.1 Compare the two observed spectra above. How are they similar? WHY are they different?
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 Atomic Spectra Report Sheet

Name ____________________________

Part B Data Analysis

Helium Lamp

Description:
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Neon Lamp
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Description:
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Krypton Lamp
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Description:
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Q.2 Calculate the theoretical energy value of each wavelength of light in the Helium spectrum to
complete the following chart.

Theoretical energy (J) Wavelength (nm) Color

447 violet

471 blue

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 Atomic Spectra Report Sheet

Name ____________________________

Theoretical energy (J) Wavelength (nm) Color

501 green

587 yellow

668 red

Part C Data Analysis

LiCl ___________________________________________________________________
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NaCl ___________________________________________________________________
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KCl ___________________________________________________________________
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CaCl2 ___________________________________________________________________
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SrCl2 ___________________________________________________________________
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Activated charcoal _________________________________________________________

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Questions
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Q.3 Based on your understanding of color’s relationship to wavelength, identify the approximate
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wavelength of light (nm) emitted by strontium when it was burned in Part C. (No
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quantitative data was collected for this; you are giving an approximate value only, based on
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what you observed.)

Strontium emission = _________________nm

Explain your reasoning in full, making sure to cite specific data and observations to support
your answer.

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 Atomic Spectra Report Sheet

Name ____________________________

Q.4 While boiling potatoes for dinner in salted water, the pot boils over and you notice that the
flame on your gas burner turns to bright yellow-orange. How would you explain the
appearance of a color in the previously blue flame?
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Q.5 What would you conclude about chloride based on your results in the flame tests in Part C?
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Q.6 Place the metal solutions you tested in order of increasing energy based on the colors
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observed in the flame test; i.e., A < B < C.

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