The Structure of the Atom and Colours

[cs_content][cs_section parallax=”false” separator_top_type=”none” separator_top_height=”50px” separator_top_angle_point=”50″ separator_bottom_type=”none” separator_bottom_height=”50px” separator_bottom_angle_point=”50″ style=”margin: 0px;padding: 45px 0px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][cs_text]The Chemistry of Art > The Structure of the Atom and Colours >[/cs_text][cs_text style=”color: #800000;font-family: “Oxygen”,sans-serif;”]By the twentieth century, chemists were using a range of technologies to study the spectra, leading to increased understanding about the origins of colours of different elements[/cs_text][/cs_column][/cs_row][/cs_section][cs_section parallax=”false” separator_top_type=”none” separator_top_height=”50px” separator_top_angle_point=”50″ separator_bottom_type=”none” separator_bottom_height=”50px” separator_bottom_angle_point=”50″ style=”margin: 0px;padding: 45px 0px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/2″ style=”padding: 0px;”][cs_text]Students learn to:

• identify Na⁺, K⁺, Ca²⁺, Ba²⁺, Sr²⁺, and Cu²⁺ by their flame colour
• explain the flame colour in terms of electrons releasing energy as they move to a lower energy level
• explain why excited atoms only emit certain frequencies of radiation
• distinguish between the terms spectral line, emission spectrum, absorption spectrum and reflectance spectrum
• describe the development of the Bohr model of the atom from the hydrogen spectra and relate energy levels to electron shells
• explain what is meant by n, the principal quantum number
• identify that, as electrons return to lower energy levels, they emit quanta of energy which humans may detect as a specific colour
• outline the use of infra-red and ultra-violet light in the analysis and identification of pigments and their chemical composition
• explain the relationship between absorption and reflectance spectra and the effect of infra-red and ultra-violet light on pigments including zinc oxide and those containing copper

[/cs_text][/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/2″ style=”padding: 0px;”][cs_text]Students:

• perform first-hand investigations to observe the flame colour of Na⁺, K⁺, Ca²⁺, Ba²⁺, Sr²⁺, and Cu²⁺
• gather and process information from secondary sources to analyse the emission spectra of sodium and present information by drawing energy level diagrams to represent these spectral lines
• gather, process and present information about a current analytical technology to:
  • describe the methodology involved
  • assess the importance of the technology in assisting identification of elements in samples and in compounds, and
  • provide examples of the technology’s use
• solve problems and use available evidence to discuss the merits and limitations of the Bohr model of the atom

[/cs_text][/cs_column][/cs_row][/cs_section][cs_section parallax=”false” separator_top_type=”none” separator_top_height=”50px” separator_top_angle_point=”50″ separator_bottom_type=”none” separator_bottom_height=”50px” separator_bottom_angle_point=”50″ style=”margin: 0px;padding: 45px 0px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][cs_text]Extract from Chemistry Stage 6 Syllabus (Amended October 2002). © 2009, Board of Studies NSW[/cs_text][/cs_column][/cs_row][/cs_section][/cs_content]