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A Level · Cambridge (CIE) · 9701

Explain colour from d–d transitions and absorbed light

Relate ligand-field energy splitting to photon frequency and to the complementary colour observed.

Chemistry of transition elements · Cambridge International AS & A Level Chemistry 9701 · 28.3

A Level; Cambridge International Chemistry 9701, 2028–2030 syllabus, Topic 28. Use the first-row transition elements titanium to copper and the species explicitly named in the syllabus. Where redox potentials or stability constants are needed, use the values supplied in the question. Colour descriptions can depend on conditions and concentration. Written practice is self-checked

Before you begin

  • Use electron configurations, oxidation numbers, ionic equations, equilibrium expressions and the AS redox and bonding models.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

What happens when a d electron absorbs a photon matching ΔE?

What you will learn

  • Explain colour through promotion of an electron between non-degenerate d orbitals
  • Relate ΔE to the frequency of absorbed light
  • Infer that the observed colour is complementary to the absorbed colour

An electron can absorb light during promotion

When a complex absorbs light with energy matching ΔE, an electron can be promoted from a lower to a higher d-orbital energy level. The syllabus links the splitting of d orbitals with the frequency of the light absorbed.

Photon energy is related to frequency by E = hν. A larger ΔE requires higher-frequency, shorter-wavelength light; a smaller ΔE corresponds to lower-frequency, longer-wavelength light. Use this relation qualitatively unless data are supplied.

The observed colour is complementary to absorbed light

A solution appears the colour of the visible light that is transmitted or reflected rather than absorbed. Therefore, the observed colour is complementary to the absorbed colour in the syllabus model.

Different ligands can change ΔE, so they can change which frequency is absorbed and hence the complementary colour seen. Do not equate the absorbed colour directly with the colour named for the solution.

Pause and explain

If a complex absorbs green light, how is its observed colour related?

Put the idea to work

Worked example

A complex absorbs orange light. What can be said qualitatively about the colour observed?

Show the worked solution
  1. Some orange light is removed from the transmitted light.
  2. The observed colour is complementary to orange.
  3. Avoid naming a precise shade unless the colour chart or data are supplied.

Answer The complex appears a complementary colour to orange because orange light is absorbed; the observed colour is not the absorbed colour itself.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

State the relationship between ΔE and the frequency of light absorbed.

Give me a hint

Use photon energy E = hν.

Compare my reasoning
  1. The absorbed photon must supply the transition energy.
  2. E = hν.
  3. A larger ΔE means a higher required frequency.

ΔE = hν for the absorbed photon; a larger ΔE corresponds to a higher frequency of absorbed light.

Look for these in your work

  • Energy match stated
  • Equation used
  • Frequency direction correct
2 · Independent

A complex appears blue. Which colour relation should a student state about the absorbed light?

Give me a hint

Observed and absorbed colours are complementary in this model.

Compare my reasoning
  1. Blue is the observed colour.
  2. The absorbed visible colour is complementary to blue.
  3. Do not claim the solution absorbs blue simply because it appears blue.

The complex appears blue, so the absorbed visible light is complementary to blue, not necessarily blue itself.

Look for these in your work

  • Observed colour identified
  • Complementary relation stated
  • Absorption distinguished
3 · Transfer

Two complexes of the same metal have different ligands and show different colours. Give the syllabus-level chain connecting ligand identity to colour.

Give me a hint

Link ligand field, ΔE, frequency absorbed and complementary colour.

Compare my reasoning
  1. Different ligands can change the d-orbital energy gap ΔE.
  2. A different ΔE changes the frequency absorbed.
  3. The complementary transmitted/reflected colour can therefore differ.

Different ligands alter ΔE; the electron transition then absorbs a different light frequency, so the complementary colour observed can change.

Look for these in your work

  • Ligand effect on ΔE
  • Absorbed frequency linked
  • Observed colour derived

Common mistakes

  • Saying the solution appears the colour it absorbs
  • Claiming all transition-metal ions are coloured
  • Ignoring d-orbital splitting
  • Giving an exact wavelength without a supplied ΔE or spectrum
Recall without your notes

What can you explain now?

What happens when a d electron absorbs a photon matching ΔE?

Compare with the explanation

It can be promoted to the higher-energy d set

The absorbed photon supplies the energy gap.

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Make it stick

How does a ligand-dependent ΔE lead from absorption of light to the colour a complex appears?

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Chemistry

Course scope and assessment

Four hundred and forty-two original lessons map the published learning outcomes across AS Chemistry Topics 1–22 and A Level Topics 23–37, with guided, independent and transfer practice and explained answers. Every numbered subject-content topic and listed outcome tag now has a mapped lesson sequence. Topic 32 maps all 12 hydroxy-compound outcome tags in 11 lessons; Topic 33 maps all 15 carboxylic-acid and derivative outcome tags in 16 lessons; Topic 34 maps all 22 nitrogen-compound outcome tags in 20 lessons; Topic 35 maps all 12 polymerisation outcome tags in 16 lessons; Topic 36 maps all four organic-synthesis outcome tags in 14 lessons; Topic 37 maps all 22 chromatography and NMR outcome tags in 18 lessons. Cambridge's 2028–2030 Version 1 syllabus states that there are no significant changes which affect teaching from the preceding edition; the routes are aligned to that edition. This is 37 of the 37 numbered subject-content topics. Full cumulative exam assessment, Paper 3 laboratory competence, Paper 5 investigation practice and human subject-teacher review remain outstanding. Written practice is self-checked and does not certify exam readiness.

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