FLAME TESTS AND SPECTRUM ANALYSIS NAME: _______________

Have you ever wondered why a candle flame is yellow? The characteristic yellow of a candle flame comes from
the glow of burning carbon fragments. The carbon fragments are produced by the incomplete combustion
reaction of the wick and candle wax. When elements, such as the carbon fragments, are heated to high
temperatures, some of their electrons are excited to higher energy levels. These excited electrons then fall back
to lower energy levels, releasing excess energy in packages of energy called photons, or light quanta. The color
of the emitted light depends on its energy. Blue light is more energetic than red light, for example. When
heated, each element emits a characteristic pattern of light energies, which is useful for identifying the element.
The characteristic colors of light produced when substances are heated in the flame of a gas burner are the basis
of flame tests for several elements.

OBJECTIVE: After observing specific flame test colors, the data can be compared to a spectrum chart to
determine the wavelength of the light energy released.

PRELAB DATA AND CALCULATIONS

Three elements were flame tested in a laboratory. Element #1 (atomic # a) produced a red flame test.
Element #2 (atomic #b) produced a yellow flame test. Element #3 (atomic #c) produced a green flame test.
Use this information to complete the data table.

DATA TABLE
Element Flame Test Color Atomic Number γ (Wavelength) m

Using a spectrum chart, we can plot atomic number vs. wavelength (γ) in chart above.
*SPECTRUM CHART*
COLOR Red → Orange → Yellow → Green → Blue → Violet
γ 7x10-7m 6x10-7m 5x10-7m 4.5x10-7m 4x10-7m 3x10-7m

CALCULATIONS
1. Construct a line graph by plotting atomic number on the x-axis and wavelength (γ) on the y-axis. Plot
the points using the data table.

7.0x10-7
WAVELENGTH (m)

6.0x10-7
5.0x10-7
4.0x10-7
3.0x10-7
2.0x10-7
1.0x10-7
a b c d
ATOMIC NUMBER (Represented by letter)

2. We were unable to test element #4 which has an atomic #d. Using your graph from #1, predict the color
that would be produced by element #4. You will have to extend your line following the pattern or curve
that was established by the line. Find the wavelength that occurs on the line at atomic #d. Look at the
spectrum chart to determine the color of that wavelength.
OBJECTIVE

The purpose of this investigation is to:

1. flame test solutions of several ions
2. use the color of the flame test and a spectrum chart on table to determine the wavelength of light given
off by each element
3. graph wavelength data to determine periodic trends

MATERIALS
1 – spectrum chart Ionic Salts
1 – 250mL beaker 1 – Bunsen burner
multiple wood splints in water

SAFETY STATEMENT: Use symbols to write your detailed safety statement

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PROCEDURE: Use cobalt glass when observing color of Na and K
1. READ instructions carefully!
2. OBTAIN ALL LABORATORY MATERIALS AS DIRECTED BY THE TEACHER.
3. Fill a beaker approximately ¾ full with tap water.
4. Note the chemical names and record the metal portion of the compound on chart.
5. Take a wooden splint soaking in water and dip into the first ionic salt. JUST A LITTLE!
6. Use tongs to hold wood splint and place directly in open flame. DO NOT LET POWDER FALL INTO
FLAME!
7. Observe the color of the flame and record.
8. Place the used wood-splint in beaker with water.
9. Select another clean wood-splint and continue same procedure with rest of ionic salts.
10. Locate the color produced in the flame on the spectrum chart. Using the spectrum chart, determine the
wavelength of the color and record.
11. THROW AWAY ALL WOOD SPLINTS INTO TRASHCAN.
12. CLEAN ALL GLASSWARE AND EQUIPMENT/WASH OFF YOUR LABORATORY TABLE.
WASH YOUR HANDS THOROUGHLY WITH SOAP AND WATER BEFORE LEAVING THE
LAB ROOM.
Highlight first element in Atomic number Flame test color given off Wavelength (nm)
ionic salt formula for first element (γ)

SnCl2 50
CALCULATIONS
1. Place the atomic number of these elements on the x-axis (number from 0 – 60) and the wavelength on
the y-axis (range from 300 – 800 nm). Note
2. Plot a line graph using the information on the data table for the ion solutions of Li+, Na+, and K+ ONLY.
Complete the graph by extending the line to the end of the graph following the same curve.
3. Plot a second line on the same graph using the data for the ion solutions of Ca2+, Sr2+, and Ba2+.
Complete the graph by extending this second line to the edges of the graph by following the same curve.
4. Plot points for the copper (Cu) and tin (Sn) ions.

INFERENCES AND RELATED QUESTIONS

1. Why do we only care to know the first element of each solution? Are these elements cations or anions?

2. From your results which substances were more difficult to distinguish from one another? Explain why it
was so.

3. Find the elements Li, Na, and K on the periodic table. What is the name of this family. What
characteristics are unique to this family?

4. Find the elements Mg, Ca, Sr, and Ba on the periodic table. What is the name of this family. What
characteristics are unique to this family?

5. Address why copper or tin are not on either line.

6. If the following colors for the following ions are provides, where would you plot them?
(SHOW ON GRAPH)
7. What happens when you place cobalt glass in front of classroom lightbulbs? Based on this, we know that
cobalt can be useful for…

8. The energy of colored light increases in the order red, orange, yellow, green, blue, violet. List the tested
metallic elements used in the flame tests in increasing order of the energy of the light emitted.

9. Which element’s wave would you expect to have the shortest frequency?
Calculate the frequency for that substance. (SHOW YOUR MATH WORK)

10. What happens when electrons in ground state absorb energy?

11. Will an electron stay in an excited state without outside energy?

12. What happens when excited electrons lose the absorbed energy and fall back to ground state?

13. What color sodium sulfate would produce? How did you predict?

14. How could you tell the following three white artificial sweetener powders apart using flame tests? You
have: Equal® (C14H18N2O5, a non-ionic compound that doesn’t produce a metal ion), Ace-K
(KC3H4NO4S), and Sweet ‘N Low (Ca(C7H4NO3S)2).

15. How do you think different colors are created in fireworks?

REFERENCE