Measuring the color spectrums of different metals in solutions to support the evidence of the Bohr model of the atom

By: Marley Gabel Introduction: To understand the Bohr atom model, students from Animas High School participated in a spectroscopic investigation of metals. Chemical solutions with metals were excited under different conditions to observe the atomic spectra of the metal, which allowed students to further their understanding of the model. In 1913, physicist Niels Bohr created the Bohr model of the atom which aims to explain how the electron in an atom moves. He created the model for the hydrogen atom, but has been used to examine the spectrum of many other elements atoms. This model shows the atom as a nucleus and orbital rings around the nucleus. In the Bohr model, the electron can jump from inner orbital rings to outer orbital rings. When the electron receives enough energy, from either a UV light or loose electrons, it will jump to one of the outer rings. How far the electron jumps depends on the amount of energy absorbs when it is displaced. When the electron releases the energy, it falls a particular distance down to the innermost orbital ring. The release of energy results in the discharge of a specific frequency of light. Each color has energy and the energy the electron absorbs to jump correlates to the output energy of the electron which results in the emission of a particular color. Specific colors have different frequencies. For example, reds have long wavelengths which correspond to less energy whereas violets and blues have higher frequencies, meaning tighter wavelengths and more energy. Another way to describe the movement of electrons in an atom is the Quantum Mechanical model of the atom. This is the most recent hypothesis of the electrons movement in an atom. The Quantum Mechanical model discards the idea of orbits and instead proposes the concept of a large area where electrons could orbit called a cloud. This cloud would have restraints depending on the maximum energy for that atom, and the electrons would be excited to float further away from the nucleus of the atom depending on the amount of energy absorbed by the electron. This model of the atom expands upon the Bohr model and signifies deeper understanding of the atom that the Bohr model does, making it the widely accepted model for understanding electron movement within an atom. Spectroscopy is the study of how spectra is produced when matter reacts to, or produces, radiation. This simply means it is the study and measurement of how certain elements react to light or radiation. The spectrum that is produces is measured through a spectroscope. A spectroscope is a tool used to examine the spectra produced by a particular element. The spectroscope has a hole that you point towards the element you are examining and you look through the lenses on the opposite side. When looking into the spectroscope, you can see the light that shines through the slit on your right, and then, on the left you see the visible spectrum of emission lines produced by the element you are examining. Traditionally, spectroscopes used a prism to split the light to view the spectra, however, the prism has been replaced by diffraction grating which allows for the light to split and produce the emission lines studied in the experiment as well as providing numbers to use in the analysis of the results. Spectroscopy can be used to identify different elements. Every element has a specific spectroscopic emission because of the varying number of electrons in each element and the separate energies for each element. The elements can be tested multiple times to find a

known spectrum for that particular element. Then, when unknown elements are tested, the spectrum produced by the unknown element can be compared to the established accepted spectrums for specific elements to identify the unknown. John Herschel and William H. F. Talbot both made observations of light emissions using flame spectroscopy in 1820. Animas students used flame spectroscopy by dipping a slip of paper into the solution and burning the paper while observing the color emitted. Their results are recorded in Table 1. Then, in 1835, Charles Wheatstone experimented with different metals and found that particular metals release different atomic spectra when heated. In this experiment, students accepted the information discovered by Herschel, Talbot and Wheatstone to be true and observed each of these findings through their procedures. Section 1-Results: Solution BaCl2 LiCl KCl CaCl2 RbCl2 NaCl Unknown 1 Unknown 2 Flame Color Yellow-Green with some milky white Dark Red-Maroon Blue-Violet Orange-Red Violet Yellow Yellow-Green Orange-Red Solution color Clear-colorless Clear-colorless Clear-colorless Clear-colorless Clear-colorless Clear-colorless Clear-colorless Clear-colorless

Table 1: Metal solutions and the color emitted by each solution when in contact with a flame

Section 1-Discussion: Students at Animas High School were given a list of chemical compounds, each containing a metal. These solutions were exposed to the flame and each solution emitted a different color of light. By measuring the light and recording the color, the students deepened their understanding of the Bohr atom model and the process of spectroscopy. Each of these chemical compounds, when observed in the liquid form, is transparent and colorless. The flame produced by each of the solutions resulted in a flame. In Table 1, the clear BaCl2 solution emitted a yellow-green flame when burned. The second solution of LiCl was also clear and resulted in a dark red/maroon flame as recorded in Table 1. Each solution was transparent and colorless, but the flame resulting from each solution produced a unique color, indicating no direct relationship between the color of the solution and the color of the resulting flame. In the experiment, six different known solutions were tested. The solutions were chemical compounds of metals and non-metals. The anion, or non-metal, of each solution was the chlorine component as seen in Table 1. The cations, metals, of each solution defined the liquids as different solutions. When burned, the different solutions produced different flames. For example, the solution of LiCl burned a dark red/maroon color and the KCl burned a blueviolet color although they both contained chlorine. Chlorine does not produce a color when burned which indicates that the cations determine the flame color because the only difference between the solutions was the specific cation of the solution.

Two unknowns were also tested in the experiment measuring light spectrums of specific metal solutions. The first unknown burned a yellow-green color which matched the flame of BaCl2. By comparing these two flames emitted by BaCl2 and the unknown, the unknown can be identified. Because the two flames are identical in yellow-green coloration, the possibility of the unknown being BaCl2 is very likely. In this experiment, not every metal or element was tested, so the unknown solution could contain a different element. Additionally, the BaCl2 solution and the unknown solution have many more variables such as boiling point or freezing point, which would have to be tested to completely verify the unknown solutions element. The second unknown emitted an orange-red light similar to the CaCl2 solution that was tested in the experiment. Because their flames were the same color, the two solutions could be the same solution as well. With the data from multiple solutions, students were able to identify the unknowns by observing the emitted color spectrum. Due to lack of evidence, I feel that the unknowns could be a different solution as well. There are many more factors to the unknown besides just the color and these variables would need to be tested to confirm the unknowns as BaCl2 and CaCl2. Section 2-Results: Figure 1: Spectrometer image of intensity vs. wavelength for KCl (potassium chloride) Peak wavelength: 773.5 nm. Figure 2: Spectrometer image of intensity vs. wavelength for LiCl (lithium chloride) Peak wavelength: 670.3 nm.

Figure 3: Spectrometer image of intensity vs. wavelength for NaCl (sodium chloride) Peak wavelength: 588.9 nm.

Figure 4: Spectrometer image of intensity vs. wavelength for SrCl2 (strontium chloride) Peak wavelengths: 682.2 nm, 669.6 nm and ~613.4 nm

Figure 5: Spectrometer image of intensity vs. wavelength for unknown solution. Peak wavelength: 775.1 nm.

Section 2-Discussion: Through the spectrometer images, the wavelengths and intensities of each solutions atomic emission spectra was measured. For every solution, the spectrometer displayed a different wavelength and peak intensity. This suggests that every metal has specific and unique emission color lines. Using the spectrometer images, the unknown can be identified. Looking at Figure 5, unknown solution, and Figure 1, potassium chloride, the unknowns peak falls in the same region as the solution of KCl. Through simple observation, the peak of the unknown appears to be much less than the peak of KCl, but through the comparison of peak wavelengths these two solutions are virtually identical. The wavelength peaks of each of these solutions can be compared. Table 2 shows that the peak wavelength for KCl was 773.5 nanometers and the unknown had a peak wavelength of 775.1 nanometers. Based on the image and the wavelength

measurements, it can be concluded that the unknown solution contains potassium because it correlates to the known potassium and chlorine solution. This conclusion is supported through the information given in the images as well as in the wavelength values documented in Table 2. However, I was informed by my teacher that there are two compounds in the unknown. Although this may be true, from the spectrometer graphs that I have been provided I am unable to identify another potential compound in the unknown because the peak wavelengths of KCl in Figure 1 correlate directly to the peak wavelength in Figure I am confident that the unknown contained potassium in the solution, causing the spectrometer to have similar results for the unknown as the KCl solution because many sources of data support my conclusion. Intensity vs. Wavelength graphs are effective markers for identifying elements. Intensity vs. Wavelength graphs can be used to compare solutions spectrum of released wavelengths to that of known elements. Every element releases a specific spectrum and the intensity vs. wavelength graph documents the wavelengths released. Using the graphs of known elements, solutions containing unknown elements can be identified. Table 2: Specific solutions tested and their intensity and wavelength values Solution Intensity (relative intensity) Wavelength (nanometers) Figure1: NCl 0.281 773.5 Figure 2: LiCl 0.133 670.3 Figure 3: NaCl 0.129 588.9 Figure 4: SrCl2 0.030 682.2 Figure 5: Unknown 0.108 775.1 In an Intensity vs. Wavelength graph, there is direct connection to the emission lines of the element. An element will release a specific set of colors at specific energies due to the energy absorbed and released by the electron in the element. This set of colors is known as emission lines and the emission lines vary depending on the element. The Intensity vs. Wavelength graph record the color emitted from the element. In Figure 2, lithium chloride, the peak of the graph occurs in the color zone of red. This is also the color that was observed when the LiCl solution was burned. The peak indicates that the majority of the emission lines were within that energy level which means they emitted that specific color. An Intensity vs. Wavelength graph shows which colors were released by the electron and how many times the electron released that color. The wavelength is the x-axis and relates to the specific color that was released by the electron. The intensity is the y-axis and this indicates how many times the electron released that particular wavelength. This graph is similar to a Visible Spectrum graph, but represents the data in fashion that allows us to see the brightness of the emission lines when observed through a spectroscope.

Section 3-Results: Figure 6a: Visible spectrum and emission lines of Unknown B as seen through a spectroscope

Figure 6b: Known visible spectrum of lithium

Figure 7a: Visible spectrum and emission lines of Unknown C as seen through a spectroscope

Figure 7b: Known visible spectrum of helium

Figure 8a: Visible spectrum and emission lines of Unknown D as seen through a spectroscope

Figure 8b: Known visible spectrum of Neon

Section 3-Discussion: In the visible spectrum graphs of three unknown elements, the emission lines of each element can be seen. By comparing these emission lines to the emission lines of known elements, the unknown elements can be identified. In Figure 6a, unknown B, there are five distinct different emission lines of the colors violet, blue, blue-green, green and red. Using the Atomic Spectra sheet as reference, I found visible spectrums of known elements that had few distinct emission lines. Then, I went through the specific elements that had few, clear emission lines and compared the nanometers of my unknown to the nanometers of the known elements. I started with the red line which was at 650 nm. The visible spectrum of Lithium, (Li), had a red line at about 660 nm. In Figure 6a, the green line was measured at 540 nm and the spectrum for Li in Figure 6b recorded the green emission line at 500 nm. Then I compared the violet emission line of each of the solutions. In the unknown, the violet emission line was 420n nm and the spectrum for Li was recorded at 425 nm. Through these measurements and visual comparison of the two spectrums, I can presume that the unknown B is the element of Lithium. The specific measurements of emission lines in the unknown B and Lithium are similar but still varied. From the information given, I believe that I made the best possible match but I am not completely confident with my answer because the values differed from each other by more than 10 nanometers and Lithium had one wavelength at 610 nm and there is no line that correlates to the unknown in Figure 8a. The second visible spectrum graph in Figure 7a shows four distinct emission lines. Again, these were compared to the Atomic Spectra reference sheet and matched with a known element. In the unknown, the red wavelength was measured at 660 nm and on the Atomic Spectra guide, or Figure 7b, the red wavelength of Helium was recorded at 667 nm. Then, the yellow wavelength of the unknown was compared to the known elements. In Helium, the yellow wavelength was 587 nm and the unknown was 590 nm. Lastly, I looked at the indigo emissions. The unknown had indigo emissions that measured 435 nm to 450 nm. Helium had one distinct indigo emission line that was measured at 447 nm. Using these measurements and observations of the visuals for the unknown in Figure 7a and the spectrum for Helium, data suggests that the unknown C is the element Helium. With the information given, Helium is the only possible match to unknown C. I

am confident that the unknown in Figure 7a is Helium because the wavelengths matched each other within 5 nanometers. This small difference gives me confidence that the unknown C can only be identified as Helium. In Figure 8a, the emission lines of unknown D were documented. Using the same comparison process to classify unknown B and unknown C, the identity of unknown D was concluded to be Neon. In the Atomic Spectra guide, the known element of Neon had wavelengths dispersed from 540 nm to about 710 nm, also shown in Figure 8b. The visible spectrum of the unknown D in Figure 8a had wavelengths from about 520 nm to 660 nm. To determine the unknown element, I took two measurements from the middle of the unknown spectrum and compared them to the known. The orange colored wavelength in the unknown had a measurement of about 600 nm and the known of Neon had a distinct emission line colored orange also measured at 600 nm. In the spectrum of neon, the yellow emission line was about 590 nm and the yellow line in the unknown was approximately 580 nm. I am confident that unknown D is Neon because through the comparison of the appearance of the lines and the measurements of the wavelengths, the two solutions are nearly identical. On the Atomic Spectra guide, there is no other element that matches Figure 8, and so by qualitative and quantitative data as well as basic elimination, the unknown D in Figure 8 can only be identified as Neon. Using Durkheim mineral water, the new element or Cesium was discovered in 1860. With a spectroscope, emission lines of sodium, potassium, lithium, calcium, and strontium were found in the mineral water. These metals were chemically removed and as they were taken away from the solution, two light blue lines came into focus. These new lines suggested the discovery of a new element. Through spectroscopy, emission lines were observed of multiple metals and as these metals were removed, the spectroscope revealed two new lines which were observed and declared a new element. This new element was named after the sky blue color of the emission lines observed. The Latin word for sky blue is coesius, resulting in the new element called Cesium. Cesium is the softest metal and looks similar to Mercury, having the second lowest melting point next to Mercury. Often, Cesium is found with Rubidium and the separation process requires a multi-stepped process to isolate Cesium due to the shared properties of the two elements.

Honors: Atomic absorption spectroscopy and atomic emission spectroscopy are two different ways to observe and measure metals in solutions. Atomic emission spectroscopy relates to the observation of the emission lines of a particular element to determine the element used in the solution. Atomic absorption spectroscopy is the measure of the concentration of the particular metal in each of the solutions. Both of these forms of spectroscopy can be observed by measuring a color spectrum. As seen in the experimentation in class, the atomic emission spectroscopy is measured by the wavelengths that are released by the electrons. However, atomic absorption is measured by the colors that are absorbed by the atoms. These two graphs then look like opposites of each other. Where the atomic emission graph looks like bold lines of color on a black background, the atomic absorption graph looks like black lines on a colorful back ground as demonstrated in Figure 9. Figure 9: Comparison of continuous, emission and absorption spectrums. Taken from http://web.viu.ca/krogh/chem122/chem_122_handouts.htm

The process of atomic absorption requires having a base concentration of metal to compare the results to. Electrons of atoms can be triggered to excited states (higher levels of energy) resulting in a flux of wavelength for the time that the electron is excited for. The flux is measured with no sample and then with a sample of the specific element you are testing. The ratio between the two values can then be converted into a concentration using the Beer-Lambert Law. Atomic absorption has been used to study many things including toxicology which is useful for determining different elements in the blood stream of patients.