Today is Monday,September 29th, 2014

Pre-Class: [choose one]

What is white light?How are fireworks made to be

different colors?How are neon signs made to be

different colors?

In This Lesson:Atomic Emissions

(Lesson 2 of 4)

Stuff You Need:Calculator

Today’s Agenda

• Atomic Emissions• Flame Tests• The Light Spectrum• Calculations

• Where is this in my book?– P. 138 and following…

By the end of this lesson…

• You should be able to explain what happens when energy is applied to an atom.

• You should be able to describe and calculate the relationships between wavelength, frequency, and energy.

Emission Spectra

• Fireworks are exciting because of:– The noise they make.– The variety of color

they display.• We’re going to focus

on the color.

Identification

• The multicolored lights created by fireworks occur because of the different elements that comprise the powder in fireworks.

• Scientists have found that each element, when heated, gives off its own specific set of colors.

• The element’s colors are its “fingerprints” and can be used to identify the element.

Identification

Element ColorsElement Flame ColorSodium Yellow

Potassium VioletRubidium Pinkish-RedCalcium Orange-Red

Strontium RedBarium GreenCopper Blue-Green

Cesium

• Blue

Calcium

• Deep Orange

Sodium

• Orange

Potassium

• Violet

Copper

• Jade Green

Flame Tests

Strontium Sodium Lithium Potassium Copper

Many elements give off characteristic light which can be used to help identify them.

Electron Energy State• Electrons absorb energy from the flame.• When a certain amount is reached (a

quantum), they jump to a higher energy level: the “excited state.”

• Eventually, the electrons lose the energy in the form of light and fall back to the lowest, most stable energy level: the “ground state.”

Atomic Emission Spectrum of Barium using a Spectrometer

Electromagnetic Spectrum

Lyman, Balmer, Paschen Series• Electrons moving down to n=1

emit light along a series of frequencies in the ultraviolet range.– The Lyman series of emissions.

• Electrons moving down to n=2 emit light along a series of frequencies in the visible range.– The Balmer series of emissions.

• Electrons moving down to n=3 emit light along a series of frequencies in the infrared range.– The Paschen series of emissions.

http://1.bp.blogspot.com/_nxSb3loAy3A/TGedfwHgN8I/AAAAAAAAAN8/JhEss5aeCE8/s1600/h-atom.gif

Lyman, Balmer, Paschen Series

Sources of Energy

• Where do electrons get energy to “jump” to the next higher energy level?– Collisions from other particles– Heat – Electricity– Light

Loss of Light?

• As we learned, when electrons fall back to the ground state, they release energy in the form of light.

• It’s complicated, but light can behave as a wave or a particle.

• As a particle, a “unit” of light is called a photon.– Additionally, a quantum (plural: quanta) is the

amount of energy needed to move an electron into an excited state.

– A quantum of light is called a photon.

Particle-Wave Duality

Wave Statistics

• Amplitude: The “height” of the wave from zero to crest (peak).

• Wavelength: Distance between peaks in nanometers (nm) or meters (m).– Given by Greek letter λ (lambda).

• Frequency: The number of cycles (wave peaks) that occur in a unit of time (per second or Hertz; Hz)– Given by Greek letter v (nu).

Wave Equation

• There is a relationship between wavelength and frequency.

• Wavelength times frequency always equals the speed of light, given by c and equal to 2.998 x 108 m/s.• c = λv

• Sample Problem:– Wave Statistics Worksheet: #9

Wavelength, Frequency, and EnergyLong

Wavelength=

Low Frequency=

Low Energy

Short Wavelength

=High Frequency

=High Energy

How to remember?

• How can you remember “high frequency = high energy?”

• Imagine riding a bike over the wave peaks!

Takes less energy to do these hills…

…than to do these hills.-Litz, 2014

Planck’s Constant• In addition to the speed of light

constant c, there is also Planck’s Constant, named for the particularly dour-looking Max Planck.

• Planck’s Constant, given by h, relates the energy of one photon and the frequency of the corresponding wave.

• Energy (E) is in Joules (J).• E = hν (for one photon)• h = 6.626 x 10-34 Js

• Sample Problem:– Wave Statistics Worksheet: #1

http://adam.humanisti.sk/wp-content/2007/10/max_planck.jpg

Max Planck

Summary

• Electrons can move between energy levels.– Ground state: stable state; an electron is at the

lowest energy level.– Excited state: unstable state; an electron is at a

higher energy level.– Quantum: the amount of energy needed to move

an electron from the ground to excited state.– Photon: a quantum of light.

Summary

• Wavelength and frequency are inversely related:– When wavelength increases, frequency decreases.

• Frequency and energy are directly related:– When frequency increases, energy increases.

• We only see a small part of all possible wavelengths/frequencies.– The visible spectrum.

Summary

• Variables:• λ (lambda) – measure of wavelength.• v (nu) – measure of frequency in Hz (cycles/sec).• c – speed of electromagnetic waves

• 2.998 x 108 m/s in a vacuum.

• h – Planck’s Constant• 6.626 x 10-34 Js

• Equations:• c = λv• E = hv

Other Equations?

• Related equations not covered directly in this course:• E=mc2

• Energy = mass * speed of light 2

• De Broglie’s Equation: λ = h/mv• Allows us to relate Planck’s Constant, mass, and velocity

to wavelength.– Also illustrates the particle-wave duality of matter.

Summary: Emissions in Real Life

• The reason most streetlights look a little “orange” is because they pass an electric current through sodium vapor.– Remember how sodium burns in orange color?

• Compare LED light to Na vapor:

http://ledlightreviews.files.wordpress.com/2009/08/led-vs-hps-betaled1.jpg?w=460&h=179

So now then…

• Let’s try some flame tests!• At each of your lab tables is one of seven

different kinds of salt solutions.– This isn’t table salt.

• In the salt solution is a wooden splint that has been soaking in it overnight.

• You should take out your Bunsen burner (if it’s not already out) and light it.

Flame Tests

• I will turn off the lights.• At that point, each group will put ONE of the

splints into the flame and record the color that is emitted.

• The lights will come back on, and groups will rotate clockwise until all solutions have been tested.

• There will be time for answering the questions that follow.

What NOT to do…

• Don’t let the splint burn.• Don’t place more than one splint into the

flame.

Closure

• Which has higher energy, long or short wavelength?– Short wavelength (high frequency).

• Exactly what is burning?– The various salt solutions (NOT the splint)

• Did the electrons get closer to the nucleus or further away?– Further

• What could we say happened to the electrons in terms of their Principal Quantum Number?– They briefly entered a higher energy shell (or principal

quantum number) before falling back into their ground levels.