Teaching reaction kinetics with chemiluminescence

Macey, Andrew; Gurguis, Nicola; Tebboth, Michael; Shah, Parth; Chesi, Claudio; Shah, Umang V.; Brechtelsbauer, Clemens

doi:10.1016/j.ece.2017.12.001

Cited by 13 publications

(8 citation statements)

References 23 publications

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“…Plotting ln r t versus ln[Y] t and calculating a linear regression of the best fit yielded the reaction order ( n ) as the slope and the natural logarithm of the rate constant as the intercept with the y‐axis . The calculated order of reaction with respect to 3‐APA and rate constant at experimental temperature were 0.7575 and −5.9572 (ln k ) (Figure ), and showed similarity with that of luminol.…”

Section: Resultsmentioning

confidence: 87%

Chemiluminescence of 3‐aminophthalic acid anion–hydrogen peroxide–cobalt (II)

Huang

Sun

Liu³

et al. 2020

Luminescence

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The 3-aminophthalic acid anion is a light emitter in luminol chemiluminescence. In the present study, the chemiluminescence of the 3-aminophthalic acid anion itself in the presence of hydrogen peroxide-cobalt (II) was studied. The results indicated that 3-aminophthalic acid anion is highly chemiluminescent in the typical hydrogen peroxide-cobalt (II) system. The peak wavelength of this chemiluminescence and the kinetic profile of the 3-aminophthalic acid anion-hydrogen peroxide-cobalt (II) reaction showed similarity with that of luminol, but the chemiluminescence of 3-aminophthalic acid anion had a much lower background signal. In addition, the chemiluminescence mechanism of 3-aminophthalic acid anion-hydrogen peroxidecobalt (II) was also discussed and speculated as the interaction between 3-aminophthalic acid anion and singlet oxygen. K E Y W O R D S3-aminophthalic acid anion, chemiluminescence, singlet oxygen

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Section: Resultsmentioning

confidence: 87%

Chemiluminescence of 3‐aminophthalic acid anion–hydrogen peroxide–cobalt (II)

Huang

Sun

Liu³

et al. 2020

Luminescence

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“…This demonstration is intended as an easily performed qualitative demonstration of the effect of temperature on reaction rate. The effect of temperature is one aspect of reaction kinetics (an important topic in chemistry 1,2 ) comprising the interrelated topics of collision theory, 3 transition state theory, 4 activation energy, 5 potential-energy diagrams, 6 the Arrhenius equation, 7 -9 and the Maxwell-Boltzmann distribution. 10 -12 The elephant's toothpaste demonstration and the iodide-catalyzed decomposition of hydrogen peroxide, which drives it, are widely used to illustrate or study a variety of topics 13 including catalysis, 14,15 rate laws, 14,16,17 heat of reaction, 6,16 and activation energy, 14,18,19 among others.…”

Section: Introductionmentioning

confidence: 99%

Elephant’s Toothpaste Used as a Qualitative Demonstration of Rate versus Temperature

Ruekberg

Freeman

2020

J. Chem. Educ.

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The popular elephant's toothpaste demonstration can be used to demonstrate the effect of temperature on reaction rate qualitatively. Our version is designed for simplicity of execution and to require little class time. Two runs of the reaction are performed at easily achieved temperatures (ice and ambient), the latter being approximately three times as fast. The reaction behind the demonstration, the iodide-catalyzed decomposition of hydrogen peroxide (along with some complicating side-reactions), are discussed in some detail.

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“…They are considered to be a standard in every area of knowledge of chemical engineering degrees, not only at the University of Porto, but also at other well-ranked universities. From Fluid Mechanics, Heat Transfer [11,12], Separation Processes [13], Reaction Engineering [14], and Heterogeneous Catalysis [15] to Corrosion and Materials Science [16], just to mention a few, the commitment to developing and implementing well-designed educational experiments is critical to providing the conditions to develop hands-on skills. This is not only often reflected by well-ranked student marks, but also by the student response to pedagogical surveys, or even by the feedback given by future employers and professional internship supervisors.…”

Section: Introductionmentioning

confidence: 99%

Project and Implementation of an Educational Large-Scale Water Distillation Unit with a Closed-Circuit Condenser

et al. 2020

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Water is one of the scarcest resources in the world, and it is becoming rarer fast, year after year. Chemical engineers are particularly suited to addressing the challenges of saving water and producing more fresh water. Proper education is then critical to prepare them for the upcoming decades. All student laboratories need distilled water, which is typically produced using commercial distillation units, which consume up to 70 L of fresh water per liter of distillated water. This work reports the design, construction, optimization, and operation of a water distillation unit that produces 10 liters per hour at 4 µS∙cm−1 and wastes no fresh water. Developed by a committed team made up of students, lab technicians, and instructors, this unit saves ca. 550 m3 of fresh water annually while spending less electrical power.

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Teaching reaction kinetics with chemiluminescence

Cited by 13 publications

References 23 publications

Chemiluminescence of 3‐aminophthalic acid anion–hydrogen peroxide–cobalt (II)

Chemiluminescence of 3‐aminophthalic acid anion–hydrogen peroxide–cobalt (II)

Elephant’s Toothpaste Used as a Qualitative Demonstration of Rate versus Temperature

Project and Implementation of an Educational Large-Scale Water Distillation Unit with a Closed-Circuit Condenser

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