Flame Color Lab

This light is known as the spectrum emission color of an element which can also be used to identify an element as well as determine the energy that is given off. In this lab we used this information to identify three unknown substances and determine if the energy given off was high or low. In order to conduct this lab we had to take a known substance for example Copper Chloride (CuCl) and use a splint to put the substance over a bunsen burner. We then recorded the frequency, color of the flame, and the spectrum emission line by using spectroscopes, which diffracts light.

6. The wooden splint was moved to the smoke about 10 cm above the wick. 7. The candle was extinguished, the wax solidified and materials were cleaned up. Analysis:

Abstract The purpose of these experiments is to find how the molecular components are affecting the macroscopic color of the solutions by recording the emission and absorbance spectrums for each solution. These experiments will help specify characteristics of the solution: its molecular and/or compounded configuration. Knowledge about the emission and absorbance information for the molecular composition allows for an identification to be made about the molecules or compounds within the solution, which then can be used to narrow down the possibilities for the solutions. The experiments will be conducted by observing the burning of the solutions to create emission spectrums and analyzing the solutions with a spectrophotometer to create the absorbance spectrums.

The chemistry behind candles is fascinating because there is more to a burning candle than what meets the naked eye; the fire and chemical composition of candles exemplify chemistry in a basic object that is used all throughout the world. There is a fair amount of green chemistry that happens in the use of a candle. It is obvious that there is fire involved in the burning of candles, and there are multiple products that result from a burning candle wick. Two examples of products from this combustion reaction would be di-hydrogen oxide and carbon dioxide (Walker 12). This observation made by Walker in her work makes sense because according to (IUN.edu), hydrocarbons, which are present on the wick of the candle in paraffin wax candles (Walker 4), and oxygen are

The orange flame is at a temperature of 2,000℉ - 2,200℉. The white flame is at a temperature of 2,400℉ - 2,700℉. Last but not least, the blue flame is at a temperature of 2,600℉ - 3,000℉. The color of the flame depends on the material being used and the temperature. I am using nine different chemicals and all of them have different chemicals in them.

The appearance and physical features of the candle made the quantitative data very different. When the students were observing the fact that a candle needs oxygen to burn, they needed to place a 400mL beaker over the candle. One of the possible errors could be the beaker was wet or it was placed too fast over the candle and this made the flame to go out. When this process was repeated the candle flame lasted longer, this could have also

Flame Test Lab Report The purpose of this lab was to identify the colors of specific elements in there solid and liquid state when put into a flame. My theory was that when we put the element into the fire it would become excited and absorb the flame to make a different colored light appear. When it is in its ground state it is just plain and dull with no light coming off of the element. The element will absorb many stuff while getting into the excited state.

For copper, Cu+2, the flame turned turquoise while the element was being held over the bunsen burner. When Calcium, Ca2+, was put in the fire the flame turned a bright orange, and for

In a Chinese ritual, tubes made of bamboo filled with gunpowder were thrown into a fire for explosions. After this, gunpowder and tubes have been used for celebrations. As rockets became more advanced, these “fireworks” became more advanced, with more shapes and sizes.

When white light (which is made of all the colors of the rainbow) strikes a red object, its atoms specifically absorb and re-emit red light; all the other colors of light simply cause the object to get a bit warmer. At the point when a fire works blast, it conveys smoldering protuberances that contain, in addition to other things, metal salts. These metal salts are warmed and start sparkle in fabulous hues. Metal salts that are regularly utilized as a part of fireworks presentations include: strontium carbonate (red fireworks), calcium chloride (orange fireworks), sodium nitrate (yellow fireworks), barium chloride (green fireworks) and copper chloride (blue fireworks).

When we see fireworks explode, what we’re actually seeing is the explosion of components inside the aerial shell. The aerial shell is made up of gunpowder and stars, small lumps that are comprised of fuel, an oxidizing agent, a metal-containing colorant, and a binder. These stars are what give the fireworks their colors. (De Antonis, pg 8). The metal-containing colorant produces the color when it’s exposed to a flame (in this case, the ignition of the gunpowder) then the fuel and oxidizing agent combine to create a chemical reaction that yields powerful heat and gas (De Antonis, pg 8).The binder holds all these ingredients together when the firework explodes. When the fuse at the bottom of a firework is lit, the energy propels it upwards until

The light is listed on the visible spectrum. The visible spectrum is made up of violet. Indigo, blue, green, yellow, orange, and red. The spectrum goes in order from 380 mm to 680 mm. It gets higher when you go to the right and smaller when you go to the left.

I always look for candles to burn at dinner parties or to give a soft light into a room, I always felt that my white candles burned much quicker than those that are colored. I believe that the lighter color candles will burn quicker than the darker colored candles. During this experiment I plan to compare the difference in candles and the length of which they burn based on the color of the candle. Does the color of the candle make it burn at a different rate? To conduct this experiment I picked five different colored candles that were all the same brand, type, and length. (White, yellow, red, maroon, and a forest green) I set a timer for one hour and thirty minutes. With the help of friends,

When an atom is excited, the electrons it contains jump to a higher energy level. As they fall back to their base level, light energy is emitted (“Flame Tests”, 2005). Depending on the chemical the atoms are from, light energy looks different. For some chemicals it appears red, and for others, blue. The cooler the color, the shorter the wavelength and the higher the frequency and energy (Timberlake, 2014).

The first quote shows suspense by making the readers think that something very bad is going to happen. The readers are faced with increased feelings of suspense when the woman (Eunice) describes the killing of Mrs. Tabor who died one year before. He seems to have all the details including the man not haveing any “human-like form at all”, and “there was a scorched automobile roadmap under her body”. The second quote shows suspense by making the readers think that Madge is going to get hurt by Eunice because he is described as untrustworthy.