Alternative flame test procedures

Barnes, Zexia K.

doi:10.1021/ed068p246

Cited by 7 publications

(6 citation statements)

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“…Literature Cited Several designs, suggestions, and apparatuses have been suggested in this Journal for flame tests {1-8). Of those cited, Barne's (2) technique can be modified slightly to include reviewing process variables (manipulated/independent, responding/dependent, and controlled) as well as attributing flame color to selected cations. By sandwiching a strip of paper towel between two metal scoopula (see figure) one is left with 2-3 cm of paper extending from the scoopulas.…”

Section: Resultsmentioning

confidence: 99%

Cryophori, Hot Molecules, and Frozen Nitrogen

Hunter¹,

Knoespel²

1994

J. Chem. Educ.

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Section: Resultsmentioning

confidence: 99%

Cryophori, Hot Molecules, and Frozen Nitrogen

Hunter¹,

Knoespel²

1994

J. Chem. Educ.

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“…The flame test is a longstanding demonstration in chemistry classrooms. From 1928 to 2015, the Journal has published 32 different procedures for conducting flame test demonstrations. − Flame tests are a colorful, visually interesting demonstration of the anchoring concept − that matter consists of atoms that have an internal structure that dictates their properties often as part of the evidence that led to the development of the quantum model. Despite the showy nature of this demonstration, there is scarce evidence that it promotes student learning: “students move on, graduate, and [when] I cross paths with them, they remember that flame test that I did for them; they may not remember the chemistry, but they remember the demo.” While limited research has been reported regarding students’ understandings of atomic line spectra, there are no reports published to date of investigations into student thinking about flame tests and atomic emission.…”

Section: Introductionmentioning

confidence: 99%

Development of the Flame Test Concept Inventory: Measuring Student Thinking about Atomic Emission

Bretz

Mayo

2017

J. Chem. Educ.

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This study reports the development of a 19-item Flame Test Concept Inventory, an assessment tool to measure students’ understanding of atomic emission. Fifty-two students enrolled in secondary and postsecondary chemistry courses were interviewed about atomic emission and explicitly asked to explain flame test demonstrations and energy level diagrams. Analysis of students’ explanations offered insight into students’ alternative conceptions and was used to design items and distractors for a 19-item Flame Test Concept Inventory about atomic emission. Results from a pilot study with first-year university chemistry and with upper-division chemistry students were analyzed to create a final version of the inventory that was administered to both secondary students (N = 459) and first-year university students (N = 100) who had completed formal instruction and course assessment about atomic emission. Analysis of student responses indicated the inventory generated valid and reliable data. Common alternative conceptions about atomic emission that remain postinstruction and their prevalence are discussed.

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“…Flame tests are inexpensive and spectacular classroom demonstrations. Numerous variations of different levels of complexity and elaboration have been described in this Journal (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)(11). In the demonstration presented in this paper an improvised alcohol burner, with a methanol solution of a salt as fuel, produces a long-lasting brightly colored flame.…”

mentioning

confidence: 99%