F L E X I B L E L E A R N I N G A P P R O A C H T O P H Y S I C S

Module P8.2 Atomic spectra and the hydrogen atom

1 Opening items 4 Bohr’s model for the hydrogen atom
1.1 Module introduction 4.1 The four postulates
1.2 Fast track questions 4.2 Derivation of the allowed orbital radii
1.3 Ready to study? 4.3 Derivation of the electron’s orbital peed
4.4 Derivation of the kinetic, potential and total
2 The production of atomic spectra
energies of an electron
2.1 Characteristic emission spectra
4.5 The energy level diagram for atomic hydrogen;
2.2 Continuous emission spectra; the black-body unbound states and ionization
spectrum 4.6 Transitions, spectral lines and Balmer’s formula
2.3 Absorption spectra 4.7 Bohr’s model for the other series in the hydrogen
2.4 Summary of Section 2 spectrum
3 The emission spectrum of atomic hydrogen 5 Production of spectra; excitation by heating and by
3.1 The visible spectrum of atomic hydrogen; collisions
Balmer’s formula 6 Closing items
3.2 The ultraviolet and infrared series of spectral 6.1 Module summary
lines for hydrogen 6.2 Achievements
3.3 Summary of Section 3 6.3 Exit test
Exit module

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1 Opening items
1.1 Module introduction
The hundred or so different kinds of atom are the basic building blocks of all of the familiar forms of matter.
A typical atom has a diameter of about 10 − 10 m and consists of one or more negatively charged electrons
1 1
1

moving under the electrical attraction of a small, dense, positively charged nucleus. The centrally located
nucleus has a diameter of about 10 − 14 m and occupies less than one trillionth (10 − 12) of an atom’s volume, yet it
1 1
1
1 1

contains more than 99.9% of its mass.

The presence of a nucleus at the heart of every atom was proposed in 1911 by Ernest (later Lord) Rutherford
(1871–1937) on the basis of experiments in which α-particles (i.e. the nuclei of helium atoms) were observed to
rebound or scatter from gold atoms in thin metal foils. The concept of the atomic nucleus quickly gained
widespread acceptance, but some of Rutherford’s other ideas about the structure of atoms did not fare so well.
In particular, his suggestion that each atom was like a miniature Solar System, in which the electrical force held
the electrons in orbit around the nucleus in much the same way that gravitational forces bind the planets to the
Sun, was soon shown to be inconsistent with the laws of physics as they were then known. The overthrow of this
‘planetary model’ of the atom — still the most advanced model that most non-physicists meet — raised the
1 1 1 1

problem of understanding the internal structure of atoms to one of crucial importance and opened the way for the
development of other models of atomic structure that called on ideas from the new field of quantum physics.

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This module describes the first important ‘quantum model’ of the atom and some of the evidence that supported
it. Under appropriate conditions, atoms can emit or absorb light; Section 2 describes the way in which the light
emitted or absorbed by any particular type of atom can be used to characterize that atom and provide insight into
its internal structure. It introduces the concept of an atomic spectrum and defines some of the main kinds of
spectra that can be observed. Section 3 concentrates on the simplest atomic spectrum — that of the hydrogen
1 1

atom. With just a single electron bound to its nucleus, hydrogen is the simplest of atoms and represents a natural
starting point for efforts to understand the structure of atoms in general. Section 4 provides a detailed account of
the model of the hydrogen atom put forward in 1913 by the Danish physicist Niels Bohr (1885–1962).
Although now known to be fundamentally flawed, just like Rutherford’s model, Bohr’s model gives real insights
into atomic structure and is an excellent starting point from which to discuss more modern theories of the atom.
Bohr’s theory is of great historical importance since it prepared the way for Werner Heisenberg (1901–1976),
Erwin Schrödinger (1887–1961) and others who set down the basic principles of our current quantum theory of
atomic structure in the mid-1920s.
Study comment Having read the introduction you may feel that you are already familiar with the material covered by this
module and that you do not need to study it. If so, try the Fast track questions given in Subsection 1.2. If not, proceed
directly to Ready to study? in Subsection 1.3.

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1.2 Fast track questions
Study comment Can you answer the following Fast track questions?. If you answer the questions successfully you need
only glance through the module before looking at the Module summary (Subsection 5.1) and the Achievements listed in
Subsection 5.2. If you are sure that you can meet each of these achievements, try the Exit test in Subsection 5.3. If you have
difficulty with only one or two of the questions you should follow the guidance given in the answers and read the relevant
parts of the module. However, if you have difficulty with more than two of the Exit questions you are strongly advised to
study the whole module.

Question F1
Explain how and why the absorption spectrum of an element differs from its emission spectrum, as observed in
the laboratory. Briefly describe an experimental arrangement that will allow the absorption spectrum of a gas to
be observed.

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Question F2
Given the following expression for the energy levels of atomic hydrogen
 m e4  1
En = −  e2 2   2  = −  2  eV
13. 6
8 ε
 0 h  n   n 

evaluate the atom’s ionization energy and the wavelength of the first (lowest frequency) line in the Lyman
series.

Study comment Having seen the Fast track questions you may feel that it would be wiser to follow the normal route
through the module and to proceed directly to Ready to study? in Subsection 1.3.

Alternatively, you may still be sufficiently comfortable with the material covered by the module to proceed directly to the
Closing items.

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1.3 Ready to study?
Study comment To study this module you will need to understand the following terms: absolute temperature, angular
momentum, angular frequency, atom, Boltzmann’s constant, centripetal force, circular motion, Coulomb’s law, diffraction
grating, dispersion, electric potential energy, electromagnetic radiation, electromagnetic spectrum (including ultraviolet and
infrared), electronvolt, energy conservation, force, frequency, the grating relation (nλ = d sin θn ), kinetic energy, molecule,
2 2 1 1

momentum, momentum conservation, Newton’s laws of motion, orders of diffraction, wavelength. In addition, some
familiarity with the use of basic algebra, exponentials, graph plotting, logarithms and trigonometric functions will be
assumed.

If you are uncertain about any of these terms, review them now by reference to the Glossary, which will also indicate where
in FLAP they are developed. The following Ready to study questions will allow you to establish whether you need to review
some of the topics before embarking on this module.

Question R1
A beam of light of wavelength λ = 541 nm is normally incident on a diffraction grating which has
2 2 1

600 lines mm − 1 . Determine the angle θ2 at which the second order diffracted beam is seen.
1 1
1 1

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Question R2
An electron is emitted from a heated metal surface and is accelerated through a potential difference of +5 V.
1

Determine the potential energy change and the kinetic energy change for the electron; express your answer both
in electronvolts (eV) and in basic SI units.

Question R3
Describe the distinction between an atom and a molecule.

Question R4
Visible light constitutes one small part of the electromagnetic spectrum. Write down an expression which shows
how the wavelengths and frequencies of light relate to the speed of light in a vacuum.

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Question R5
A constant force F acts on a particle of mass m. Write down an expression for the acceleration a of the particle.

Question R6
A particle of mass m is moving with speed v along a circular path of radius r and has an angular frequency ω.
Write down expressions for:
(a) the magnitude of the momentum of the particle;
(b) the kinetic energy of the particle;
(c) the magnitude and direction of the centripetal force acting on the particle;
(d) the magnitude of the angular momentum of the particle about the origin.

Question R7
Two electric charges, each of 1 µC, are 10 mm apart. Write down Coulomb’s law and calculate the magnitude of
1 1

the force acting on each of the charges, given that the permittivity of free space is
ε0 = 8.85 × 10 − 12 C 2 N − 1 1m − 2 .
2
2 2 2
1 1
1
1 1 1 1 1 1

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2 The production of atomic spectra
2.1 Characteristic emission spectra
When chemical substances are vaporized in a flame they emit light. This light typically covers a range of
wavelengths and, when appropriately dispersed, so that different wavelengths travel in different directions, it
reveals what is known as the emission spectrum of the substance. The spectrum emitted by each of the
chemical elements is of particular interest and is known as the characteristic emission spectrum of the
element. Spectroscopy is the branch of science that is concerned with the study of spectra; it originated in the
early nineteenth century and had developed considerably by the end of the 1850s.

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A simple experimental light
arrangement for the source
observation of an emission
spectrum is shown in θ
Figure 1. collimator
The instrument used to
measure wavelength is a diffraction
grating
spectrometer.
A spectrometer usually telescope
contains a c o l l i m a t o r,
which produces a parallel Figure 1 Experimental arrangement for the observation of an emission spectrum. The
3

beam of light from a slit, a general requirements are a source of the light to be studied, a means of splitting (dispersing)
dispersion device (usually the light into its constituent wavelengths and a detector. The source of light may be a flame,
a hot body or a purpose-made spectral lamp.
a diffraction grating or a
triangular glass prism) and a telescope. As the beam of light from the collimator passes through the dispersion
device the constituent wavelengths in the beam to travel in different directions, so they appear at different angles
when viewed through the telescope.

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If the dispersion device is a diffraction grating, light of a given wavelength λ will be observed at particular
angles θ1, θ2, θ3, etc. as given by the grating relation nλ = d sin θn, where n is the order of diffraction and d is
2 2 1 1

the grating spacing (i.e. the distance between adjacent slits on the grating).
This simple method of determining wavelengths can be used to analyse the yellow light emitted by sodium when
it is heated in a flame.

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Consider what happens when a
collimated beam of this yellow light
falls on a diffraction grating as
shown in Figure 2a. If this yellow
diffraction
light consisted of all wavelengths in
grating
the yellow part (580– 600 nm) of the
1 1

visible electromagnetic spectrum, the

light would produce several
separated but continuous bands on ? n=2 n=2
either side of the straight-through
beam with each band corresponding (a)
n=1 n=1
to a different order of diffraction for
(b) n=0
light in this wavelength range.
Figure 2 (a) What happens when a parallel beam of yellow sodium light is shone on to a diffraction grating? When the
3

light emerges from the grating it does not produce broad bands of light in each order, corresponding to the full range of
yellow light (580 nm to 600 nm), but rather lines at definite angles corresponding to particular wavelengths as in (b). In fact it
1 1

is found that the yellow sodium light consists of two separate wavelengths at 589.0 nm and 589.6 nm and the spectrum
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appears as pairs of narrowly separated yellow lines — a doublet — in each order of diffraction (except n = 0), as is shown in
1 1 1 1 2 2

(b). In each of the four doublet images the separation has been exaggerated.

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But this does not happen. Instead,
the yellow light is diffracted only at
certain, definite angles. This implies
that the yellow sodium light contains
only certain narrowly defined ranges diffraction
of wavelength — so narrow that they
1 1
grating
appear as ‘lines’ rather than ‘bands’
when viewed with the spectrometer.
Such lines, seen in an emission
spectrum, are known as
? n=2 n=2
emission lines. (a)
n=1 n=1
(b) n=0
Figure 2 (a) What happens when a
3

parallel beam of yellow sodium light is shone on to a diffraction grating? When the light emerges from the grating it does not
produce broad bands of light in each order, corresponding to the full range of yellow light (580 nm to 600 nm), but rather
1 1

lines at definite angles corresponding to particular wavelengths as in (b). In fact it is found that the yellow sodium light
consists of two separate wavelengths at 589.0 nm and 589.6 nm and the spectrum appears as pairs of narrowly separated
1 1

yellow lines — a doublet — in each order of diffraction (except n = 0), as is shown in (b). In each of the four doublet images
1 1 1 1 2 2

the separation has been exaggerated.

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The sodium light consists mainly of
two emission lines, one at 589.0 nm 1

and the other, very nearby, at

589.6 nm. Both are in the yellow part
1

of the spectrum, so what is seen diffraction

through the spectrometer is a pair of grating
narrowly separated yellow lines 1

— a doublet — in each order of

1 1 1

diffraction (except n = 0), as is

shown in Figure 2b.
2 2
? n=2 n=2
(a)
n=1 n=1
(b) n=0

Figure 2 (a) What happens when a parallel beam of yellow sodium light is shone on to a diffraction grating? When the
3

light emerges from the grating it does not produce broad bands of light in each order, corresponding to the full range of
yellow light (580 nm to 600 nm), but rather lines at definite angles corresponding to particular wavelengths as in (b). In fact it
1 1

is found that the yellow sodium light consists of two separate wavelengths at 589.0 nm and 589.6 nm and the spectrum
1 1

appears as pairs of narrowly separated yellow lines — a doublet — in each order of diffraction (except n = 0), as is shown in
1 1 1 1 2 2

(b). In each of the four doublet images the separation has been exaggerated.

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Each element has its own 589 nm
characteristic emission spectrum,
that is, its own individual pattern
of emission lines. Sometimes this
pattern is called the emission (a) sodium
line spectrum of the element.
The characteristic emission
spectra, or line spectra, of various
elements are shown schematically
in Figure 3. ☞
(b) helium

Figure 3(i) Schematic diagram

3

illustrating the characteristic emission

spectra or line spectra of (a) sodium,
(b) helium, (c) iron, Only the brightest
spectral lines have been shown, (c) iron
especially in the case of sodium. blue red
wavelength

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The fact that each element has its
own characteristic line spectrum is
the basis of an important
technique of chemical analysis. If (d) neon
the line spectrum of an element is
410 nm 434 nm 486 nm 656 nm
identified within the emission
spectrum of a chemical sample, it
can be concluded that the sample
contains that particular element.
This principle is also used in (e) hydrogen
astrophysics to identify the
blue red
elements present in the emitting wavelength
regions of astronomical bodies.

Figure 3(ii) Schematic diagram illustrating the characteristic emission spectra or line spectra of (d) neon and
3

(e) hydrogen. Only the brightest spectral lines have been shown, especially in the case of sodium.

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Direct heating is not the most common method used for the production of line spectra in the laboratory.
The most popular method, which is also used in spectral lamps such as street lamps and advertising signs, is to
pass a beam of electrons through a gas or vapour. If the kinetic energy of each electron in the beam is above a
few electronvolts, collisions with atoms in the gas result in the transfer of energy to the atoms. The energy is
then re-emitted by the atoms, producing the line spectrum.
This method is used where the material is either gaseous at room temperature or can be vaporized by moderate
heating. Line spectra from materials that are difficult to vaporize, such as iron or tungsten, can be produced by
placing them on electrodes across which there is an electric discharge.

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2.2 Continuous emission spectra; the black-body spectrum
Although the line spectrum of a vaporized element can be produced as described above, if the element remains
solid or liquid, even when heated to a high temperature, the emitted spectrum does not generally consist of
characteristic emission lines. Rather, all possible wavelengths within a wide continuous range are present.
Because of its unbroken nature, such a spectrum is called a continuous emission spectrum.
Ordinary white light provides one example of this, since it can be dispersed by a diffraction grating or a prism
into all the colours of the rainbow.

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The experimental light
arrangement shown in source
Figure 1 can be used to
study this when the light θ
source is a hot body, such collimator
as the tungsten filament of
an electric light bulb. diffraction
grating
When the spectra from hot
bodies are examined and telescope
the power emitted per unit
area of the source per unit Figure 1 Experimental arrangement for the observation of an emission spectrum. The
3

wavelength range (often general requirements are a source of the light to be studied, a means of splitting (dispersing)
referred to as spectral the light into its constituent wavelengths and a detector. The source of light may be a flame,
brightness) is plotted as a a hot body or a purpose-made spectral lamp.
function of wavelength, it is found that the graphs all approximate, to a greater or lesser extent, the same
idealized shape. This idealized shape is achieved most closely when the surface of the emitter is black; a black
surface absorbs all of the radiation which falls on to it and reflects none. For this reason, an idealized emitter is
known as a black body and the idealized spectrum it produces is known as a black-body spectrum ☞.

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A very close approximation to a black body can be made by cutting a T2
small hole in a hollow body. The radiation coming from the hole when

spectral brightness
the body is hot approximates very closely to a black-body spectrum.
Since the hole absorbs any radiation falling on to it from outside the
body, the hole can be considered to be perfectly black. The shape of the T1
black-body spectrum, the wave-length for peak emission, and the total
radiated power per unit area of the surface are all determined entirely
by the temperature of the body. ☞ Examples of black-body spectra,
from a body at two different temperatures, are shown in Figure 4.
wavelength
Figure 4 shows that the hotter the black body the shorter the
wavelength for peak emission — it moves from the red to the blue end Figure 4 Black-body spectra from an
1 1
3

of the spectrum as the temperature increases. Even though non-black idealized hot body at two different
bodies generally emit less power per unit area in a given wavelength temperatures (T2 > T1 ). 2 2

interval than a true black body, this general shift in the peak emission
wavelength with temperature is familiar to anyone who has observed an electric fire heating up or a tungsten
filament light bulb as the current through it is controlled by a dimmer switch. The observed spectrum from the
Sun and other stars conforms quite closely to that of a black body, and in astrophysics the surface temperature of
a star is often estimated from its colour. Red stars are relatively cool and blue stars are very hot; our own yellow
star, the Sun, is intermediate between these extremes and has a surface temperature of around 6 000 K. 1 1

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2.3 Absorption spectra
When a vapour of atoms or molecules is illuminated by a source having a continuous spectrum (e.g. white light),
the atoms or molecules selectively absorb certain wavelengths. The pattern of absorbed wavelengths is known as
the absorption spectrum of the atoms or molecules. Often the absorption spectrum consists of a set of
characteristic absorption lines and the spectrum is then often referred to as the absorption line spectrum.
The observed spectrum therefore consists of the original continuous spectrum of the source, interrupted by dark
lines which are the characteristic absorption lines of the atoms or molecules in the vapour.

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The experimental light
arrangement to study an source
absorption spectrum is
very similar to that shown θ
in Figure 1. However, to collimator
observe an absorption
spectrum, an absorption diffraction
cell containing a gas or grating
vapour of the atoms to be
studied is placed between telescope
the collimator and
diffraction grating. Since Figure 3 1 Experimental arrangement for the observation of an emission spectrum. The
general requirements are a source of the light to be studied, a means of splitting (dispersing)
atoms only absorb their the light into its constituent wavelengths and a detector. The source of light may be a flame,
own c h a r a c t e r i s t i c a hot body or a purpose-made spectral lamp.
wavelengths, these precise
wavelengths must be provided in order to study the absorption. In practice, this usually requires either a source
containing identical atoms or one which provides a continuous spectrum.

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If the wavelengths of the lines seen in absorption are measured it is found that these same wavelengths are also
seen in the emission spectrum of the element. However, the emission spectrum includes many additional lines
which are not normally seen in absorption. We shall consider the reason for this in Section 5.

2.4 Summary of Section 2

This section has introduced emission spectra and absorption spectra. Atoms of each element are capable of
emitting or absorbing light. In emission an atom loses energy which is carried away by the light that it emits and
in absorption an atom gains energy from the incoming light which it absorbs. Only a restricted number of
definite wavelengths are involved in the emission and absorption from atoms of any particular element.
These particular wavelengths, or lines, are specific to atoms of that particular element and the set of these lines
constitutes the characteristic spectrum of that element. Once the characteristic spectrum of an element is known
the observed spectral lines from an unknown source are usually sufficient to indicate the presence or absence of
that element in the unknown source.
In addition to the characteristic emission and absorption lines from each element it is possible to observe light
emission from hot bodies. The continuous spectrum from a hot body consists of a continuous range of
wavelengths. An idealized hot-body emitter is called a black body and the associated continuous spectrum is
known as a black-body spectrum. A black body has a surface which is totally absorbing of any radiation which
falls on to it; real emitters approximate this to some extent.

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For black-body sources, the variation in relative brightness with wavelength, the wavelength for peak brightness
and the total radiated power per unit area of the surface all depend on the temperature alone; as the temperature
is increased, the peak emission shifts to shorter wavelengths and the total radiated power increases.
The observation of an absorption spectrum usually requires the vapour or gas to be illuminated by a continuous
spectrum; the absorption lines then appear as dark lines against the bright background of the continuous
spectrum.

Question T1
Explain in your own words how the absorption and emission spectra of an atom can be observed and describe
how their appearance differs. ❏ 3

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Question T2 T2

spectral brightness
Give, in your own words, three major differences between the two
black-body spectra shown in Figure 4. ❏ 3

T1

By 1860, spectroscopists had determined the characteristic emission

and absorption spectra of many elements. That was a significant
achievement, but the really difficult problem was to interpret those
spectra. What could be concluded about atoms from their patterns of wavelength
spectral lines?
So far, we have mentioned the spectra of complicated elements such as Figure 4 Black-body spectra from an
3

idealized hot body at two different

sodium, helium, iron and neon. But what about the spectrum of temperatures (T > T ). 2 2
2 1
hydrogen, the element that contains the lightest (and simplest?) atoms
of all? The spectrum of atomic hydrogen turns out to be the key to the quantitative understanding of all spectra;
you have seen part of this spectrum already, in Figure 3e.

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3 The emission spectrum of atomic hydrogen
The interpretation of spectra from multi-electron atoms is extremely complicated, even by today’s standards.
The understanding of atomic spectra must begin with the simplest atom of all — hydrogen. Hydrogen does not
1 1

occur naturally as single atoms but rather as diatomic molecules, H2. ☞ The spectrum of molecular hydrogen is
similar to, but more complicated than, that of atomic hydrogen. To observe the spectrum of atomic hydrogen
requires the hydrogen molecules to be broken into individual atoms, a process known as dissociation.
Fortunately the conditions existing within a spectral lamp, as described in Section 2, cause dissociation of many
of the H2 molecules and so the atomic hydrogen spectrum is quite easy to produce. It consists of a set of
characteristic lines in the visible part of the electromagnetic spectrum, one set in the ultraviolet region and
several sets in the infrared region. The visible spectrum, shown in Figure 3e, was well known by the latter part
of the nineteenth century, but observations of the ultraviolet and infrared lines required more sophisticated
spectrometers and therefore came later.

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3.1 The visible spectrum of atomic hydrogen; Balmer’s formula
In 1885 Johann Balmer (1825 –1898), a Swiss mathematics teacher, found an interesting mathematical
1

relationship which described the wavelengths of the known visible lines in the spectrum of atomic hydrogen.
The observed lines have wavelengths 656.21 nm (red), 486.07 nm (blue/green), 434.01 nm (blue/violet) and
1 1 1

410.12 nm (violet). ☞
1

Balmer discovered that these wavelengths were given to an extraordinary accuracy by the expression

 n2 
λ = 364. 56  2  nanometres (Balmer’s formula) (1)
 n − 4

This expression has become known as Balmer’s formula and the spectral lines whose wavelengths fit this
formula became known as the Balmer series. The number n is an integer (a whole number) with values 3 (red
line), 4 (blue/green line), 5 (blue/violet line) and 6 (violet line) ☞. The precision of this fit is remarkable and it
was surmised that there must be some fundamental physical reason for this. In particular, the variation of
wavelength with n2 and the appearance of the integer 4 (= 22) raised interesting questions.
2

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Question T3
Calculate the discrepancies in the wavelengths for the four visible lines in the spectrum of atomic hydrogen, as
observed and as predicted by Balmer’s formula using the values of n given above. ❏
3

The significance of Balmer’s formula was increased following experimental confirmation of his prediction of
new lines, having shorter wavelengths, and corresponding to larger values of n. All these fall in the visible or
near ultraviolet region of the electromagnetic spectrum.

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From Figure 3e and from your
calculations in Question T3 it
should be apparent that as we
move to shorter wavelengths, the (d) neon
successive members of the Balmer 410 nm 434 nm 486 nm 656 nm
series become closer and closer
together in wavelength.
The line wavelengths are
converging to the Balmer series (e) hydrogen
limit, which corresponds to the
shortest possible wavelength for a blue red
wavelength
member of the Balmer series. ☞
Figure 3(ii) Schematic diagram illustrating the characteristic emission spectra or
3

line spectra of (d) neon and (e) hydrogen. Only the brightest spectral lines have
been shown, especially in the case of sodium.

✦ What value of n in Balmer’s formula corresponds to the Balmer series limit? Use this to find the series limit.

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3.2 The ultraviolet and infrared series of spectral lines for hydrogen
There are other series of atomic hydrogen spectral lines which are known today but which were not known to
Balmer. One series of lines in the far ultraviolet (UV), the Lyman series, has its first (longest wavelength)
member at 121.57 nm. Several other series in the infrared (IR) are also known, for example the Paschen series,
1

with its first member at 1 875.1 nm. The remarkable fact is that all of these other lines can be predicted on the
1 1

basis of simple modifications to Balmer’s formula.

For example, the Lyman series of lines fit a modified Balmer’s formula with the integer 4 in the denominator
replaced by the integer 1, and with the integer n ranging upwards from 2, 3, 4, etc. ☞ The Paschen series has 9
replacing 4 in the denominator with n running upwards from 4, 5, 6, etc ☞ . For each of these other series the
numerical coefficient in the expression for λ also has to be modified from that needed for the Balmer series.
An atomic model which allows interpretation of Balmer’s formula in physical and mathematical terms was
developed later by Neils Bohr. This model is discussed in the next section but you may already see some of the
pattern emerging.

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Question T4
Try to identify what characterizes membership of a particular series and what the rule is for the range of
variation in n for a particular series. ❏3

Aside Don’t worry if you don’t see a pattern, it will be discussed in the next section.

3.3 Summary of Section 3

The spectrum of hydrogen, the simplest atom, is fundamental to the understanding of atomic structure.
The emission spectrum of atomic hydrogen consists of several series of characteristic lines spread through the
ultraviolet, visible and infrared regions of the electromagnetic spectrum. A particularly simple numerical
relationship which describes the wavelengths of the visible lines in the spectrum of atomic hydrogen was
discovered by Balmer, and this series became known as the Balmer series. Similar formulae have been
constructed to describe the other series.

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4 Bohr’s model for the hydrogen atom
4.1 The four postulates
In 1913, Niels Bohr opened up new vistas for atomic physics by formulating a new and extremely powerful
model for the simplest atom of all — the hydrogen atom. Bohr’s model contained all the new ingredients
1 1

required to derive many important features of the hydrogen atom, including Balmer’s formula. Bohr’s model
also accurately predicted the wavelengths of all the other lines in the infrared and ultraviolet.

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The model formulated by Bohr
looks at first sight very similar to v
Rutherford’s model since in both
of them the hydrogen atom
consists of an electron orbiting a
nucleus (Figure 5). Bohr’s
innovation was to make some r
specific assumptions about the
behaviour of the orbiting electron,
and this made possible new
insights into the properties of
hydrogen. In this section, we
define Bohr’s model of the
hydrogen atom in terms of four
postulates, that is, four statements (b)
(a)
that are assumed to be true for the
purposes of developing the model. Figure 5 (a) Rutherford’s model of an atom, in which negatively charged
electrons orbit a tiny, positively charged nucleus. (b) Bohr’s model of an atom,
in which the electron moves with speed v in a circular orbit of radius r around
the nucleus.

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Postulate 1 The electron in the atom moves in a circular orbit centred on the nucleus; the electric force
3

between them is described by Coulomb’s law.

In this postulate, the nucleus is supposed to be so massive, compared with the electron, that it remains stationary
while the electron is held in a circular orbit by the electrical attraction. This assumption is surely the simplest
that could have been made. Let us now move on to consider the second postulate.
Postulate 2 The motion of the electron is described by Newton’s laws of motion in all but one respect — the
3 1 1

magnitude L of the electron’s angular momentum is quantized in units of Planck’s constant h ☞ divided by
2π, i.e.
nh
L = (2) ☞
2π
where the number n, known as Bohr’s quantum number, can have any of the positive integer values, so n = 1 2 2

or 2 or 3, etc.
Equation 2 is known as Bohr’s quantization condition. In making this assumption, Bohr was asserting a
remarkable new idea. He claimed that not only was the angular momentum of the orbiting electron about the
nucleus constant but also that its magnitude was quantized, i.e. that it could take only certain definite values.
When n = 1, L = h/2π, when n = 2, L = 2h/2π, and so on. This suggestion was extraordinary because it
2 2 2 2 2 2 2 2

contradicted the assumption of Rutherford’s model (based on Newton’s laws of classical mechanics) that the
electron should, in principle, have been able to have any value of angular momentum.

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According to classical mechanics the magnitude of the electron’s angular momentum L, about the nucleus, is
given by
L = me r v
1 1 (3)
To see the implications of Bohr’s second postulate consider the quantities on the right-hand side of Equation 3.
The mass m e of the electron is fixed, although its speed v and the radius r of its orbit are not. According to
classical physics the speed and radius could vary continuously. Thus classical physics predicts that the electron’s
angular momentum should, in principle, be able to take any value. Bohr’s assertion that L could not take any
value, and that its possible values were restricted to those given by the quantization condition (Equation 2)
implied corresponding restrictions on the orbital radius r and orbital speed v of the electron.

Question T5
Confirm that the right-hand sides of Equations 2
nh
L = (Eqn 2)
2π
and 3 can be measured in the same SI units. 3 ❏

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Equating the general expression for L (Equation 3)
L = me r v
1 1 (Eqn 3)
and the restricted values allowed for that quantity by the quantization condition (Equation 2)
nh
L = (Eqn 2)
2π
gives
nh
L = me rv =
2π
nh
and therefore r = (4)
2 πme v
You will see shortly that the first two postulates imply that for each value of n there is only one possible value
for the orbital radius r and for the orbital speed v. Thus, to each value of n there corresponds a single well-
defined orbit, called the nth Bohr orbit. You will also see that the greater the value of n that characterizes an
orbit, the greater is that orbit’s radius. However, before proving these results, two more postulates are needed to
define the model completely.

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Postulate 3 Despite its acceleration, the electron does not continuously radiate electromagnetic energy, so its
3

total energy (in each of its possible orbits) remains constant.

Classical physics forbids the stability of the Bohr atom, as it did for its predecessor, the Rutherford atom.
Although the analogy between Bohr’s model of hydrogen and the planetary model of the Solar System is
appealing, there is one fundamental distinction between them which is all important for the stability of the
system. The problem is simply that, unlike the Earth in its orbit around the Sun, the electron is a charged
particle. Classical Newtonian mechanics tells us that an orbiting particle accelerates towards the centre of the
orbit and classical electromagnetism tells us that accelerating charges must emit electromagnetic radiation,
which carries away energy.

In classical terms there is no escape from the conclusion that an orbiting electron will lose energy.☞
Since the hydrogen atom is stable this poses an insurmountable problem for classical physics.
Bohr’s postulate that the orbiting electron would not continuously emit electromagnetic radiation implied that
the electron did not gradually lose its energy, which in turn implied that the total energy of the orbiting electron
remained constant in each of the allowed orbits. ☞

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 continuum of positive
This suggestion by Bohr introduced energy states (En > 0)
the idea that each orbit corresponded En = 0 eV
to a specific bound state for the n =4 En = –0.9 eV
electron in the atom, with each bound excited n =3 En = –1.5 eV
state having an associated states
energy level for the electron. The set
n =2 En = –3.4 eV
of bound states, each with its
particular energy level, can be
depicted on an energy level diagram.
You can see such a diagram if you
glance ahead now at Figure 6 .
Figure 6 shows each bound state,
characterized by the integer value of n
which determines the angular
momentum of the electron via the
nh
quantization condition L = .
2π
Figure 6 The energy level diagram for
3

atomic hydrogen, extended to include the ground

continuum. n =1 En = –13.6 eV
state
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 continuum of positive
The energy levels for these bound energy states (En > 0)
states are written as En , with the En = 0 eV
bound state of lowest energy and n =4 En = –0.9 eV
lowest angular momentum (n = 1) 2 2 excited n =3 En = –1.5 eV
referred to as the ground state and its states
energy as the ground level. Bound
n =2 En = –3.4 eV
sta te s of highe r e nergies,
corresponding to n = 2, 3, 4, 5, etc.,
2 2

are referred to as excited states and

their energies as excited levels.
When we return to Figure 6 next, you
will be able to calculate the energy
levels for all these bound states and to
appreciate the other features of that
figure, to which we have not yet
referred.
Figure 6 The energy level diagram for
3

atomic hydrogen, extended to include the

continuum.
ground
n =1 En = –13.6 eV
state
FLAP P8.2 Atomic spectra and the hydrogen atom
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The prediction that the energy of the electron was quantized was quite revolutionary. It used the developing
ideas of quantum theory to provide a degree of stability for the atom that was not provided by purely classical
models such as Rutherford’s. Although other cracks were appearing in classical physics at the time, the new
quantum physics was not yet developed and Bohr sought to proceed by postulating that there was no radiation
for those orbits in which the electron has the quantized values of angular momentum specified in Equation 2.
nh
L = (Eqn 2)
2π
This postulate was a working hypothesis rather than a justifiable claim, to be judged according to whether
predictions of the model agreed with experiment. Bohr’s model should only be considered as an interim one in
which Bohr introduced quantization of angular momentum as the new quantum idea. Later, this basic idea was
to prove to be a key feature in the development of the much more sophisticated quantum model of the atom.
In today’s physics, the belief in the quantization of angular momentum for an electron in an atom lives on, long
after the demise of Bohr’s model.
One question which I have yet to address is ‘What is the mechanism by which the hydrogen atom emits or
absorbs its characteristic spectral lines?’ This question is answered by Bohr’s fourth and final postulate.

FLAP P8.2 Atomic spectra and the hydrogen atom

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Postulate 4 When an electron that has energy Ei initially, in the orbit characterized by the Bohr quantum
3

number ni, makes a transition to a new final orbit characterized by the Bohr quantum number nf , in which it has
a lower energy E f, a single quantum of electromagnetic radiation (a photon) is emitted ☞ . This process is
called an emission transition.
The frequency f of the associated radiation is given by the Planck–Einstein formula
E − Ef
f = i (5a)
h
This postulate identifies transitions between two bound states as corresponding to one definite emitted frequency
or wavelength of light in the spectrum. It provides the vital link between the structure of the hydrogen atom and
the quantum theory of electromagnetic radiation, as developed by Max Planck (1858–1947) and
Albert Einstein (1879–1953). In this theory light interacts with atoms via the emission or absorption of photons,
each of which carries a discrete amount of energy E = h f, where f is the frequency of the light and h is Planck’s
2 2 1

constant. Bohr identified the photon energy as the difference between the two energy levels of the electron
between which the transition occurs. According to Bohr, when an electron loses energy (E i − Ef ) by making a
2 2

transition from the energy level Ei to the lower energy level Ef this energy is carried away by a single photon of
electromagnetic radiation, the frequency of which is given by the Planck–Einstein formula.

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Similarly, there are processes in which radiation is absorbed and the electron gains energy, making a transition
from an initial energy level Ei to a higher final energy level Ef. This process is called an absorption transition.

For emission or absorption, the frequency of the radiation is given by

E − Ef
f = i (5b) ☞
h
and the wavelength λ of the radiation (λ = c/f ) is given by
2 2 1

hc
λ = (6)
Ei − Ef
where c is the speed of light in a vacuum.

Since the energies Ei and E f of the electron can take only certain definite values (Postulate 3), it follows from
Equations 5b and 6 that the wavelengths of electromagnetic radiation emitted or absorbed when the electron
makes transitions between these energy levels also have only certain, definite values. This, according to Bohr’s
theory, is why spectral lines are observed in emission or absorption. If energy is transferred to individual
hydrogen atoms in a spectral lamp, many different emission transitions become possible and many different
wavelengths of radiation (spectral lines) will be seen.

FLAP P8.2 Atomic spectra and the hydrogen atom

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This concludes our discussion of the assumptions Bohr made in formulating his model of the hydrogen atom;
they are summarized in Table 1.

Table 1a 3 Summary of the postulates in Bohr’s model of atomic hydrogen.

Formal statement of the postulate Informal comments on the postulate and its
implications
Postulate 1 The electron in the atom moves in a circular orbit This postulate asserts that Coulomb’s (classical) law
centred on the nucleus; the electric force between applies to the orbiting electron. It also says that Bohr’s
them is described by Coulomb’s law. model resembles Rutherford’s model.
Postulate 2 The motion of the electron is described by Newton’s Contrary to the expectations of classical physics, the
laws of motion in all but one respect —the
1 angular momentum of the orbiting electron is
magnitude L of the electron’s angular momentum is quantized. You will see shortly that this implies that
quantized in units of Planck’s constant divided by only certain circular orbit radii with definite orbital
2π. So L = nh/(2π) where the number n (known as
2 2
speeds are allowed.
Bohr’s quantum number) can have the integer values
n = 1 or 2 or 3, etc.
2 2

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Table 1b 3 Summary of the postulates in Bohr’s model of atomic hydrogen.
Postulate 3 Despite its acceleration, the electron does not Contrary to the expectations of classical physics, the
continuously radiate electromagnetic energy, so its orbiting (accelerating) electron does not continuously
total energy (in each of its possible orbits) remains emit electromagnetic radiation when it is in one of the
constant. Bohr orbits. For this reason, the total energy (kinetic +
potential) of the electron is constant in each orbit. In
other words, each orbit corresponds to a bound state
with a definite energy level.
Postulate 4 When an electron that has total energy Ei, in the With this postulate, the idea of radiation quanta, or
orbit characterized by the Bohr quantum number ni, photons, is incorporated into the model. Since,
makes a transition to the orbit characterized by the according to Postulate 3, the electron in the hydrogen
Bohr quantum number nf, in which it has a lower atom has energy levels, Postulate 4 allows an
energy Ef, a single quantum of electromagnetic understanding of why hydrogen atoms emit spectral
radiation is emitted with a frequency f given by the lines (electromagnetic radiation of only certain
Planck–Einstein formula: wavelengths).

f = (Ei − Ef)/h
2 2

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What is your reaction to the postulates? The most favourable view of them might be that they appear to
constitute a plausible mixture of intuitively reasonable, classical ideas with the revolutionary quantum ideas of
Planck and Einstein. On the other hand, you may think that the model is an artificial and illogical attempt to mix
the unmixable — classical and quantum physics. Both of these attitudes are reasonable and justifiable, but it
1 1

would be premature to pass final judgement on the model before its predictions have been compared with
experiment. This will be done in the remainder of this section, but before you move on try Questions T6 and T7.

Question T6
State the four postulates that define Bohr’s model of the hydrogen atom. (Try to do this without looking them
up! It doesn’t matter if you cannot quote the postulates word for word, but you should be able to recall their
essential content.) ❏ 3

Question T7
I said that Bohr’s model might be regarded as an ‘attempt to mix the unmixable — classical and quantum
1 1

physics’. For each of the four postulates that define the model, state whether it is based on purely classical
physics, or on purely quantum physics, or on a mixture of the two. ❏ 3

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4.2 Derivation of the allowed orbital radii
The discussions in Subsection 4.1, concerning the quantization of an electron’s orbital angular momentum, led
us to the conclusion that
nh
L = me rv = ☞
2π
nh
and therefore r = (Eqn 4)
2 πme v
nh
i.e. v = (7)
2 πme r
Equation 4 and Equation 7 both express the relationship between the radius r and the electron’s speed v in any
allowed orbit. We can arrive at another relationship between r and v by considering the mechanics of circular
motion under an electric force. In Bohr’s model of the atom the centripetal force, required to hold the electron in
its circular orbit, is provided by the electrical attraction of the electron (charge −e) to the proton (charge +e).

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Equating the magnitude of the centripetal force with that of the electric force from Coulomb’s law gives
me v2 e2
=
r 4 πε 0 r 2
where ε0 is the permittivity of free space.
Multiplying both sides of this equation by r gives
e2
me v2 = (8)
4 πε 0 r
and substitution of v from Equation 7
nh
v= (Eqn 7)
2 πme r
into Equation 8 gives
2
 nh  e2
me   =
 2 πme r  4 πε 0 r

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Multiplying both sides of this equation
2
 nh  e2
me   =
 2 πme r  4 πε 0 r
by 4πr leads to
n2h2 e2
=
πme r ε0

 ε h2 
so r = n 2  0 2  = n 2 a0 (9) ☞
 πme e 

 ε h2 
where the constant quantity  0 2  has been written as a0.
 πme e 
Let us pause here for a while and explore this result. Try the next two questions before you proceed further.

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Question T8
Determine the units of the quantity in the brackets in Equation 9.
 ε h2 
r = n 2  0 2  = n 2 a0 (Eqn 9)
 πme e 
Does this agree with the units you would expect for a0 on the basis that Equation 9 also claims that r = n2 a0 ?
2 2

(Use the data given in the margin.) ☞ ❏ 3

Question T9
Determine the magnitude (in SI units) of a0. What is the physical significance of this quantity? ❏
3

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The radius of the n = 1 orbit is usually called the Bohr radius and is
2 2 Table 2 The radii of the first four
3

denoted by a0 . As pointed out in Answer T9 it represents the radius of the Bohr orbits for the electron in atomic
n = 1 orbit in Bohr’s model of the hydrogen atom. Table 2 shows the radii
2 2
hydrogen.
of the first four Bohr orbits for the electron in atomic hydrogen. Bohr orbit Radius of orbit
Notice how quickly the radii increase with n. /10 − 10 m
1 1
1

n=1 a 0 = 0.53
n=2 r = 2.1
n=3 r = 4.8
n=4 r = 8.5

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4.3 Derivation of the electron’s orbital speed
In Subsection 4.2 we arrived at an expression for the allowed radii of the Bohr orbits. We already know that in a
Bohr orbit the electron’s speed v and the orbital radius r are connected through
nh
v= (Eqn 7)
2 πme r
Substituting for r, using
 ε h2 
r = n2  0 2  (Eqn 9) ☞
 πme e 
 nh   πme e 2  e2  1 
produces v=  2  = (10)
 2 πme   n ε 0 h 2  2 ε 0h  n 

✦ In which Bohr orbit does the electron have the largest kinetic energy?

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4.4 Derivation of the kinetic, potential and total energies of an electron
Our purpose in this subsection is to determine the total energy of the electron in each of the bound states of the
hydrogen atom, according to Bohr’s model. Since the total energy involves the sum of the kinetic energy and the
electric potential energy, we must now calculate both of these for each Bohr orbit. The kinetic energy depends
on the speed of the electron in the orbit and we have an expression for v in Equation 10.
 nh   πme e 2  e2  1 
v=  2  = (Eqn 10)
 2 πme   n ε 0 h 2  2 ε 0h  n 
The electric potential energy depends on the distance r of the electron from the nucleus and we have an
expression for this distance in Equation 9.
 ε h2 
r = n2  0 2  (Eqn 9)
 πme e 

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The kinetic energy E kin is given by the expression
2
1 1  e2  me e 4  1 
Ekin = me v2 = me   = (11)
2 2  2 ε 0 hn  8 ε 02 h 2  n 2 
The potential energy Epot is given by the expression
e2 e 2  πme e 2  me e 4  1 
Epot = − = −   = − 2 2  2 (12)
4 πε 0 r 4 πε 0  ε 0 h n 
2 2 4ε0 h n
The total energy in the nth Bohr orbit En is the sum of Equations 11 and 12 and is given by

En = Ekin + Epot = e2 2  2  (1 − 2 )
m e4 1
8ε0 h  n 

me e 4  1 
En = − (13)
8 ε 02 h 2  n 2 

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Before we look at the details of these results it is important to appreciate some general features.
1 Both kinetic and potential energy depend on n in the same way — they are proportional to 1/n2 .
1 1

2 Although kinetic energy (which depends on v2 ) can only be positive, the potential energy (which involves
the attraction of opposite charges) is negative. This is a consequence of the zero of potential energy being
taken to be where the two charges are infinitely separated; the potential energy then becomes more negative
as the two attracting charges approach each other.
3 For any bound state (Bohr orbit) the magnitude of the potential energy is twice that of the kinetic energy.
☞
4 Because Epot = −2Ekin the total energy in a bound state is always negative, with the ground state (innermost
2 2

orbit) having the largest negative energy. The zero of total energy corresponds to n = ∞, with the electron at
2 2

rest (Ekin = 0) at an infinite distance from the nucleus (Epot = 0).

2 2 2 2

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✦

me e 4
What would you expect to be the units of the coefficient in Equation 13?
8 ε 02 h 2
me e 4  1 
En = − (Eqn 13)
8 ε 02 h 2  n 2 

Question T10
me e 4
Determine the magnitude (in SI units) of .
8 ε 02 h 2
Calculate its value in electronvolts (eV).
What is the physical significance of this quantity? ❏
3

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4.5 The energy level diagram for atomic hydrogen; unbound states and ionization
If we combine the result of Question T10 with Equation 13

me e 4  1 
En = − (Eqn 13)
8 ε 02 h 2  n 2 
we arrive at a very important expression for the energy levels for the bound states of atomic hydrogen, expressed
either in terms of fundamental constants or in electronvolts (in a form that is easier to recall). This is given in
Equation 14.

 m e4  1
En = −  e2 2   2  = −  2  eV
13. 6
  
(14) ☞
8 ε
 0 h n n 

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The Bohr orbits represent bound states of the electron in the hydrogen atom. Bound states always have a total
energy which is negative. This signals that energy must be added to the electron to remove it from the atom.
When the electron is removed, a positively charged hydrogen ion is left and the atom is said to have been
ionized. The minimum energy required to just remove a ground state electron is called the ionization energy or
the ionization potential of the atom. This minimum energy will leave the electron at rest at infinity — with zero
1 1

kinetic energy, zero potential energy and total energy En = 0. Equation 14

2 2

 m e4  1
En = −  e2 2   2  = −  2  eV
13. 6
(Eqn 14)
 8ε0 h   n   n 

can describe this electron energy if we take the limiting case as n approaches ∞ (n → ∞).
The energy level corresponding to the limit where En → 0 as n → ∞ is called the ionization level. Equation 14
2 2 2 2

identifies the ionization potential of atomic hydrogen as 13.6 eV. 1

If the electron is given more energy than is required to reach the ionization level then it will escape from the
atom and have net kinetic energy, but its potential energy remains at zero since it is still outside the influence of
the nucleus. In this situation the electron moves freely with speed v and it is now said to be in an
unbound state. In such a state its kinetic energy mv2/2 may have any positive value.

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 continuum of positive
Thus discrete or quantized energy energy states (En > 0)
levels are characteristic of bound En = 0 eV
states whereas unbound ‘states’ can n =4 En = –0.9 eV
have any positive energy; unbound excited n =3 En = –1.5 eV
states are said to be states lying in the states
continuum, which is a continuous
n =2 En = –3.4 eV
range of states of all possible positive
energies which lie above the ionization
level at E n = 0. This situation is
2 2

depicted on the extended energy level

diagram shown in Figure 6.

Figure 6 The energy level diagram for

3

atomic hydrogen, extended to include the

continuum.
ground
n =1 En = –13.6 eV
state
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 continuum of positive
Equation 14, energy states (En > 0)
En = 0 eV
 m e4  1
En = −  e2 2   2  = −  2  eV
13. 6 n =4 En = –0.9 eV
 8ε0 h   n   n  excited n =3 En = –1.5 eV
states
(Eqn 14)
n =2 En = –3.4 eV
together with its illustration in Figure 6,
is extremely important since it gives the
Bohr model’s prediction for the bound
state energy levels of the electron in a
hydrogen atom.
Look carefully at Figure 6 — it has a
1 1

number of important features which we

can appreciate qualitatively, even
before we make detailed calculations:

Figure 6 The energy level diagram for

3

atomic hydrogen, extended to include the

continuum.
ground
n =1 En = –13.6 eV
state
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 continuum of positive
1 From Equations 5b and 6 energy states (En > 0)
E − Ef En = 0 eV
f = i (Eqn 5b) n =4 En = –0.9 eV
h n =3 En = –1.5 eV
excited
hc
λ = (Eqn 6) states
Ei − Ef
n =2 En = –3.4 eV
we know that transitions between
pairs of bound states will give rise
to spectral lines; the larger the
energy difference between these
bound states the higher will be the
frequency of light emitted or
absorbed. It is the energy gaps
between pairs of energy levels in
Figure 6 that are important,

Figure 6 The energy level diagram for

3

atomic hydrogen, extended to include the

continuum.
ground
n =1 En = –13.6 eV
state
FLAP P8.2 Atomic spectra and the hydrogen atom
COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
 continuum of positive
though transitions are not, of energy states (En > 0)
course, confined to being between En = 0 eV
adjacent levels. We will examine n =4 En = –0.9 eV
these transitions in detail in the excited n =3 En = –1.5 eV
next subsection. states
2 As n → ∞ the energy levels
2 2
n =2 En = –3.4 eV
become closer and closer together,
with the energy difference between
adjacent levels shrinking to zero as
the levels converge to the
ionization level at En = 0.
2 2

Figure 6 The energy level diagram for

3

atomic hydrogen, extended to include the

continuum.
ground
n =1 En = –13.6 eV
state
FLAP P8.2 Atomic spectra and the hydrogen atom
COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
 continuum of positive
3 Equation 9 energy states (En > 0)
 ε h2  En = 0 eV
r = n 2  0 2  = n 2 a0 (Eqn 9) n =4 En = –0.9 eV
 πme e  excited n =3 En = –1.5 eV
shows that as n → ∞ the orbits states
2 2

themselves become further and n =2 En = –3.4 eV

further apart, with both the radii of
the Bohr orbits and the differences
between the radii of adjacent orbits
increasing without limit.

Figure 6 The energy level diagram for

3

atomic hydrogen, extended to include the

continuum.

ground
n =1 En = –13.6 eV
state
FLAP P8.2 Atomic spectra and the hydrogen atom
COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
 continuum of positive
4 Because the energies are energy states (En > 0)
proportional to 1/n2 , the En = 0 eV
convergence of the energy levels is n =4 En = –0.9 eV
quite rapid. If we sit at any excited n =3 En = –1.5 eV
particular level, then the energy states
gap between this level and the next
n =2 En = –3.4 eV
highest level forms a substantial
fraction of the energy gap to the
ionization level — you can see this
1 1

quite strikingly if you look at the

gap between n = 1 and n = 2 and
2 2 2 2

compare it with the gap between

the n = 1 level and the ionization
2 2

level.

Figure 6 The energy level diagram for

3

atomic hydrogen, extended to include the

continuum.

ground
n =1 En = –13.6 eV
state
FLAP P8.2 Atomic spectra and the hydrogen atom
COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
 continuum of positive
5 Above the ionization level the energy states (En > 0)
hatching in the diagram indicates a En = 0 eV
continuous range of available n =4 En = –0.9 eV
energies (the continuum); in this excited n =3 En = –1.5 eV
region, the positive energy states
corresponds to an unbound
n =2 En = –3.4 eV
electron which is free to leave the
atom, carrying with it some excess
kinetic energy.

Figure 6 The energy level diagram for

3

atomic hydrogen, extended to include the

continuum.

ground
n =1 En = –13.6 eV
state
FLAP P8.2 Atomic spectra and the hydrogen atom
COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
6 It is interesting to note that bound states can exist, in principle, for very large values of n and that atoms of
hydrogen in such states could have quite large radii; such atoms are referred to as Rydberg atoms, named
after the Swedish physicist Johannes Rydberg (1854 –1919). Rydberg atoms have been detected in space, on
1

the basis of their spectra. It is possible, in principle, to imagine a hydrogen atom with an orbit radius of
several metres! The story of Rydberg atoms is a fascinating one but unfortunately we have no time here to
take it further.

Question T11

(a) Is it correct to say that the total energy of an unbound electron is quantized? Explain your answer.

(b) What would happen if 4 eV of energy were transferred to an electron in the n = 2 energy level of a hydrogen
1 2 2

atom? ❏ 3

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
4.6 Transitions, spectral lines and Balmer’s formula
Bohr’s model implies that each line seen in the hydrogen spectrum should be identified with a transition from
one energy level to another. Emission lines are the result of transitions in which the electron loses energy by
moving from states of relatively high energy to states of lower energy. Absorption lines are the result of
transitions in which the electron gains energy by moving from states of relatively low energy to states of higher
energy.

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
 n =3 n =3
n =2 photon with n =2
energy E4 − E2

photon with
energy E3 − E1

n =1 n=1
(a) (b)
Figure 7 Emission and absorption transitions in atomic hydrogen, shown on the energy level diagram. (a) An emission
3

process is one in which the electron makes a transition to a lower energy level, with the energy difference carried away by an
emitted photon. (b) An absorption process is one in which the electron absorbs sufficient energy from an incident photon to
move to a higher energy level.
Both emission and absorption transitions can be shown on the energy level diagram by vertical arrows
connecting the two energy levels, as in Figure 7, with an arrowhead indicating the direction of the energy change
for the electron.

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
The strong convergence of the energies with 1/n 2 suggests a
convenient way of grouping the possible transitions into several n=3
separate series of lines, where all members of a given series have the

3
4

6
5
same lower level for their transitions. The region of the

2
2
2
2
electromagnetic spectrum in which a particular series lies is set n=2
primarily by the energy of the lowest energy transition in the series. Balmer series
Figure 8 shows an example of such a series, in this case consisting of
all transitions terminating on the n = 2 level. This series is in fact the
2 2

Balmer series. Similar sets of transitions down to the n = 1 level

2 2

produce the Lyman series in the far UV. Transitions down to the
n = 3 level produce the Paschen series in the IR and there are many
2 2

other series in the IR which are characterized by transitions down to

lower levels which have n > 3. (The Lyman and Paschen series were
1 1

introduced in Subsection 3.2.)

Figure 8 The set of all emission transitions down to the n = 2 level

3 2 2

produces the Balmer series of lines in the visible part of the spectrum.
n=1

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
We can predict the wavelengths of the spectral lines of atomic hydrogen by using Equations 14, 5b and 6.
For convenience we have collected them together
 m e4  1
En = −  e2 2   2  = −  2  eV
13. 6
(Eqn 14)
8 ε
 0 h  n   n 

For emission or absorption, the frequency and wavelength of the radiation are given by
Ei − Ef hc
f = and λ = (Eqns 5b and 6)
h Ei − Ef
where c is the speed of light in a vacuum, Ei is the energy of the initial level with n = ni and E f is that of the final
2 2

level with n = nf. From Equation 14 we can see that

2 2

1 1  me e 4  1 1
Ei − Ef = 13. 6 − eV =  8 ε 2h2  n2 − n2 (15)
nf2 ni2  0  f i

We can now write down the frequency, fi → f , and wavelength, λ i → f, for the i → f transition. In order that
1 1 1 1

frequencies and wavelengths are correct in SI units, the energies must be expressed in joules not electronvolts.

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
 Ei − Ef  m e4  1 1
Thus f i→f = =  e2 3  2 − 2 (16)
h  8 ε 0 h  nf ni

−1
c  8 ε 2 h 3c   1 1   8 ε 2 h 3c   n 2 n 2 
and λ i→f = =  0 4   2 − 2 =  0 4  2i f 2  (17)
f i→f  me e   nf ni   me e   ni − nf 

Spectroscopic measurements of wavelengths are among the most precise measurements in science. Equation 17
relates measured wavelengths to the fundamental constants of nature, me, e, ε 0 , h and c, using known integers, ni
1

and nf, in which there are no experimental uncertainties. The attraction then is to use spectroscopy to measure
precisely the particular combination of fundamental constants which appears in Equation 17. This result can then
be combined with the results of other precise experiments depending on these same fundamental constants to
obtain precise values for the fundamental constants themselves. This is exactly what has been done to determine
our present ‘best values’ for the fundamental constants.

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
Spectroscopy has played a vital part in this process and a convenient stepping stone in this is the measurement of
Rydberg’s constant, which is a convenient combination of the fundamental constants, defined as
me e 4
R= (18)
8 ε 02 h 3c
The current value for Rydberg’s constant is R = 1.097 37 × 107 m − 1 . The number of significant figures here
2 2 1 2 2 1
1 1

underlines the precision of spectroscopy. ☞

It is now time to test Bohr’s model in terms of the known Balmer lines and to see whether we can derive the
‘mysterious’ formula of Balmer. This is so important that it is appropriate that you do it yourself. Here’s your
chance!

Question T12
Use Bohr’s model, with the value of the Rydberg’s constant just given, to calculate the wavelengths of the first
four members of the Balmer series. Compare these with the experimental values from Subsection 3.1
[wavelengths 656.21 nm (red), 486.07 nm (blue/green), 434.01 nm (blue/violet) and 410.12 nm (violet).]
1 1 1 1

and those calculated in Question T3.

[wavelengths 656.21 nm (red), 486.08 nm (blue/green), 434.00 nm (blue/violet) and 410.13 nm (violet).] ❏
1 1 1 1 3

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
Question T13
Use the Bohr model results to derive Balmer’s formula. 3 ❏

An interpretation of the mysterious number n in Balmer’s formula can now be given — according to Bohr’s
1 1

model, it denotes the Bohr quantum number, ni, of the upper energy level from which the electron makes its
transition to the lower energy level, characterized by the Bohr quantum number nf = 2. You may already have
2 2

anticipated some of this in Subsection 3.2, in your answer to Question T4.

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
4.7 Bohr’s model for the other series in the hydrogen spectrum
Without further discussion we can now explain all the other lines in the hydrogen spectrum (IR and UV) by
appropriate choices of ni and nf in Bohr’s model. We note that the Balmer series appears in the visible because
of the size of the dominant energy level spacing involved (n = 3 to n = 2). Similarly, the first member of the
2 2 2 2

Lyman series (n = 2 to n = 1) puts this series into the far UV and the first member of the Paschen series
2 2 2 2

(n = 4 to n = 3) puts this series into the IR. In Subsection 3.2 we gave the wavelengths of the first member of
2 2 2 2

each of the Lyman and Paschen series. It is important now to test whether Bohr’s model is able to predict the
wavelengths of these lines and of some other members of these series.

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
Question T14
In 1908, five years before Bohr developed his model, the German n=3

3
4

6
5
physicist Friedrich Paschen (1865–1947) observed two IR lines with
wavelengths of 1 875.1 nm and 1 281.8 nm. Use Bohr’s model to

2
2
2
2
1 1 1 1

show that these lines are the first two members of the series due to n=2
Balmer series
transitions down to the level with n = 3. Mark these transitions on
2 2

Figure 8. ❏
3

Figure 8 The set of all emission transitions down to the n = 2 level

3 2 2

produces the Balmer series of lines in the visible part of the spectrum.
n=1

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
Now that you have done Question T14, Figure 8 should show two
series of lines that were accounted for by Bohr’s model. With these n=3
successes behind him, Bohr confidently predicted the wavelengths of

3
4

6
5
other series that he suggested should be detectable. For example, he

2
2
2
2
predicted that there should be a series of lines corresponding to n=2
transitions to the ground state, n = 1. It was the physicist Theodore
2 2 Balmer series
Lyman (1874 –1954) who detected the first two lines in this series.
1

Question T15
Use Bohr’s model to find the first three lines in the far UV series
(Lyman series). Mark these transitions on Figure 8. ❏ 3

Your Figure 8 now should show a fairly comprehensive amount of

information about the spectrum of atomic hydrogen.

Figure 8 The set of all emission transitions down to the n = 2 level

3 2 2

produces the Balmer series of lines in the visible part of the spectrum.
n=1

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
 continuum of positive
energy states (En > 0)
5 Production of spectra;
En = 0 eV
excitation by heating and n =4 En = –0.9 eV
by collisions ☞ excited n =3 En = –1.5 eV
states
At the end of Subsection 2.3 it was
n =2 En = –3.4 eV
pointed out that a striking difference
between the emission and absorption
spectra of an element was that the
emission spectrum contains many
more lines, including all the lines
which are seen in absorption. The
energy scale of Figure 6 allows us to
understand this observation, at least in
relation to atomic hydrogen.

Figure 6 The energy level diagram for

3

atomic hydrogen, extended to include the ground

continuum. n =1 En = –13.6 eV
state
FLAP P8.2 Atomic spectra and the hydrogen atom
COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
Hydrogen atoms will be in their ground states unless energy is transferred to them from some external source.
The process of transferring energy to the atom is called excitation and will result in the atom making a transition
from the ground state to one of the available excited states, from which it can then emit radiation in a transition
to a lower level. Absorption of radiation is one such excitation process, but this is only effective if the photon
energy is matched to the energy difference between the two energy levels concerned. Heating is another method
of excitation; when a gas is heated the random molecular motion becomes more energetic and energy can be
transferred to excitation of the atoms via collisions between them. Another excitation process involves collisions
of the atoms with electrons in a beam.

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
 continuum of positive
Figure 6 shows that for a hydrogen energy states (En > 0)
atom to be excited out of its ground En = 0 eV
state, it must receive additional energy n =4 En = –0.9 eV
to reach at least the first excited state. excited n =3 En = –1.5 eV
This minimum energy is (E2 − E1) and
2 2 states
in collisions this energy must come
n =2 En = –3.4 eV
from the kinetic energies of the
colliding partners. If the total kinetic
energy available is less than (E2 − E1) 2 2

then excitation cannot occur and the

atoms remain in their ground state
after the collision. To assess the
chances of excitation in collisions we
need to estimate the kinetic energies
of the colliding partners and compare
their sum with (E2 − E1).
2 2

Figure 6 The energy level diagram for

3

atomic hydrogen, extended to include the ground

continuum. n =1 En = –13.6 eV
state
FLAP P8.2 Atomic spectra and the hydrogen atom
COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
Atoms or molecules in a gas are in random motion, with a range of speeds and kinetic energies. The average
kinetic energy per particle is determined by the temperature of the gas, and is of the order of kT, where k is a
fundamental physical constant known as Boltzmann’s constant ☞ and T is the absolute temperature. Unless kT
is comparable with (E2 − E1), excitation via collisions between atoms is very unlikely. So only when the
2 2

temperature T of the gas is comparable with (E 2 − E1)/k will significant excitation via collisions between the
2 2

particles occur. Let us investigate the temperatures required for this.

Question T16
Calculate the minimum energy (E2 − E1) (in electronvolts and in SI units) needed to excite a hydrogen atom
2 2

from its ground state to its first excited state. If Boltzmann’s constant k = 1.38 × 10 − 23 J K −1 , calculate the ratio
2 2 2 2
1 1
1 1
1 1

(E2 − E1)/kT when the gas is at 2 000 °C. ❏

2 2 1 1 3

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
To be a little more quantitative we can draw on a result from statistical mechanics, ☞ which tells us the ratio of
the numbers of particles, N2 / N1 , having energies E2 and E1 when the temperature of the gas is T ( T is measured
1 1
1

in kelvin) is given by
N2  − ( E2 − E1 ) 
= exp   (19)
N1  kT 

Question T17
Use Equation 19 to calculate the relative numbers of hydrogen atoms in the first excited state and the ground
state, when the gas is at 2 000 °C. Comment on this result. ❏
1 1 3

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
Although our calculations here have concerned hydrogen, the scale of the energy level diagrams for other atoms
is similar, and typical excitation energies required are of the order of a few electronvolts. It is thus generally true
that excitation of atoms by simple heating of the gas requires extremely high temperatures. Fortunately there is a
much simpler method available.
Unlike neutral atoms, charged electrons can be accelerated up to large kinetic energies rather easily. A beam of
electrons emitted from a heated filament can be accelerated through a potential difference of a few volts to
produce electron kinetic energies which are able to excite atoms via collisions. This method does not require the
atomic vapour to be heated to high temperatures and is the preferred method used in most spectral lamps.
This justifies the assertions concerning spectral lamps, made at the end of Subsection 2.1.
We can now understand also why the absorption spectrum normally contains far fewer lines than the emission
spectrum of the same element (as stated in Subsection 2.3). The explanation is simply that at all reasonable
temperatures, almost all the atoms are in the ground state and absorption transitions therefore generally must
start from the ground state. In contrast, in a spectral lamp, the excitation of atoms via electron collisions
populates all available excited states and allows all possible emission transitions to lower levels.

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
This restriction on absorption lines no longer applies when the temperature is sufficiently high. As the
temperature rises above 10 5 K, the plasma state of matter begins to be produced. In a plasma, electrons and ions
1
1

coexist in a gas-like state of charged particles; this state occurs around and within stars and has also been
produced, with difficulty, in the laboratory. A plasma is often not hot enough to be fully ionized and so it also
contains large numbers of neutral atoms in all possible excited states. This allows absorption transitions from all
states and the absorption spectrum then becomes as rich as the emission spectrum.

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
6 Closing items
6.1 Module summary
1 The spectrum of a sample of electromagnetic radiation shows the way in which the energy carried by that
radiation is distributed with respect to wavelength (or frequency).
2 Spectra may be observed by means of a spectrometer in which a diffraction grating or some other optical
device is used to disperse the radiation, sending the different constituent wavelengths in different directions.
Such spectra may be displayed as bands of light of varying intensity (Figure 3) or plotted as graphs of
spectral brightness against wavelength (or frequency).
3 Continuous spectra consist of unbroken bands of emission (or absorption) covering a wide range of
wavelengths.
4 The continuous spectrum from a hot body consists of a continuous range of wavelengths. An idealized hot-
body emitter is called a black body and the associated continuous spectrum is known as a
black-body spectrum.
5 There are two different kinds of line spectra:
Emission spectra, consisting of patterns of bright narrow lines at specific wavelengths.
Absorption spectra, consisting of patterns of dark narrow lines seen against the background of an otherwise
unbroken continuous spectrum.

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
6 Each element has a characteristic line spectrum which may be seen in emission or absorption.
7 The spectrum of atomic hydrogen is especially simple and important. It consists of several series of lines.
The lines of shortest wavelength are in the far ultraviolet and are part of the Lyman series.
The Balmer series contains a number of prominent lines in the visible part of the spectrum. Other series are
mainly confined to the infrared and include the Paschen series.
8 The wavelengths of the lines in the Balmer series are given by Balmer’s formula
 n2 
λ = 364. 56  2  nanometres
 n − 4
9 The wavelengths of the lines in the Lyman and Paschen series are given by modifications to
Balmer’s formula.
10 Bohr’s model of the hydrogen atom is a flawed but nonetheless important attempt to describe the internal
structure of the hydrogen atom and to explain the observed features of the spectrum of atomic hydrogen. It
can be defined in terms of four postulates that blend together classical and quantum physics.
11 Non-classical aspects of Bohr’s model include the assumption that the magnitude of the orbital angular
momentum of the electron is quantized, the assertion that electrons in any one of the allowed orbits do not
radiate energy, and the claim that electrons do radiate (in accordance with the Planck–Einstein formula)
when they make transitions from one allowed orbit to another.

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
12 As a consequence of the four postulates, the electron in the Bohr atom has allowed states, each with its
associated energy level, and each state corresponds to one of the allowed orbits. The lowest energy state is
the ground state and other higher states are said to be excited states. The electron may make emission or
absorption transitions between these states such that the energy difference is taken away (emission) or
brought in (absorption) by a photon. These transitions give rise to the spectral lines and can be represented
on an energy level diagram.
13 Bohr’s model is successful in accounting for all the observed spectral lines of atomic hydrogen and in
permitting the derivation of Balmer’s formula.
14 Atoms normally exist in their ground states unless they have been excited by an external source of energy.
Such excitation processes include heating or collisions with electrons. Collisions with electrons produce
excitation to all available excited states and thereby allow the emission spectrum to be produced; this is the
favoured method used in spectral lamps. In contrast, heating alone is unable to produce significant
excitation out of the ground state, except at very high temperatures. Absorption transitions, therefore,
usually originate from the ground state and the observed absorption spectrum from an element contains far
fewer lines than the corresponding emission spectrum.

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
6.2 Achievements
Having completed this module, you should be able to:
A1 Define the terms that are emboldened and flagged in the margins of the module.
A2 Describe excitation processes used for the production of emission spectra.
A3 Explain why atoms have characteristic spectra and how this is useful in chemical analysis.
A4 Distinguish between emission and absorption spectra and describe how each may be observed.
A5 Describe and explain the differences between the characteristic emission and absorption spectra of an
atom.
A6 Describe the spectrum emitted by a hot body in terms of the black-body spectrum, and describe the effects
of temperature on this spectrum.
A7 Use Balmer’s formula for the visible lines of atomic hydrogen.
A8 Recall the basic ideas within the four postulates used in Bohr’s model for atomic hydrogen and relate these
to classical and quantum physics.
A9 Use the Bohr postulates to derive expressions for the radii of the Bohr orbits for atomic hydrogen and
recall how these depend on the Bohr quantum number, n.

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
A10 Use the Bohr postulates to derive expressions for the energy levels of atomic hydrogen and recall how
these depend on the Bohr quantum number, n.
A11 Use the expression for the energy levels of atomic hydrogen to calculate the ionization energy and the
wavelengths or frequencies of spectral lines.
A12 Use the expression for the energy levels of atomic hydrogen to derive Balmer’s formula.
A13 Sketch the energy level diagram of atomic hydrogen, identify its main features and interpret them in terms
of the spectrum of atomic hydrogen.

Study comment You may now wish to take the Exit test for this module which tests these Achievements.
If you prefer to study the module further before taking this test then return to the Module contents to review some of the
topics.

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
6.3 Exit test
Study comment Having completed this module, you should be able to answer the following questions each of which tests
one or more of the Achievements.

Question E1
(A2 and A3) Describe briefly two methods used to produce emission spectra. Explain in general terms how
3

atoms can produce spectral lines and why such lines are characteristic of the element. In what ways is
spectroscopy useful?

Question E2
(A6) Sketch the shape of the continuous spectrum emitted by a black body. Show on the sketch how the
3

spectrum changes if the temperature is then increased. Describe in your own words how these two spectra differ.

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
Question E3
(A7) 3Use Balmer’s formula
 n2 
λ = 364. 56  2  nanometres
 n − 4
to predict the wavelength of the fifth line in the Balmer series of atomic hydrogen.

Question E4
(A8) Identify the assumptions made in Bohr’s model of the hydrogen atom. Which of these involve classical
3

concepts and which involve quantum concepts?

Question E5
(A8) Calculate the magnitude of the angular momentum (in SI units) for an electron in the ground state of
3

atomic hydrogen according to Bohr’s model.

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
Question E6
(A9) If the radius of the ground state orbit of a hydrogen atom is 5.3 × 10 − 111m, what is the radius, according
3 2 2
1 1

to Bohr’s model, of the orbit corresponding to the third excited state?

Question E7
(A5 and A11) According to statistical mechanics the relative number of atoms in two different energy states Ei
3

and Ej in a gas at temperature T is given by the expression

Ni  − ( Ei − E j ) 
= exp  
Nj  kT 

where N i and Nj are the populations in the two states i and j. For a vapour of atomic hydrogen, calculate the
temperature needed to produce a population in the first excited state which is 1% of that in the ground state.
You will need to use the Bohr model result, that the energy levels are given by: En = (−13.6 eV)/n2 .
2 2 1

Comment on your conclusion.

FLAP P8.2 Atomic spectra and the hydrogen atom

COPYRIGHT © 1998 THE OPEN UNIVERSITY S570 V1.1
Question E8
(A12) 3 Use the Bohr model result, as given in Question E7,
En = (−13.6 eV)/n2
2 2 1

to derive Balmer’s formula, as given in Question E3.

 n2 
λ = 364. 56  2  nanometres
 n − 4

Study comment This is the final Exit test question. When you have completed the Exit test go back to Subsection 1.2 and
try the Fast track questions if you have not already done so.

If you have completed both the Fast track questions and the Exit test, then you have finished the module and may leave it
here.

FLAP P8.2 Atomic spectra and the hydrogen atom

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