CHEM 151 Project 3 v3.

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How do we explore chemical changes?

Projects 1 and 2 were concerned only with physical properties of

chemical compounds. Such properties do not involve altering the
composition of the
compound. That is,
physical properties do
not involve breaking or
making chemical bonds Activated Glow Stick Chemistry
between atoms, a
process that changes a compound’s identity. We refer to
changes in which chemical bonds between atoms are
broken and/or made as chemical changes with such
changes based on the chemical properties of the
compound(s) involved. Chemical processes in which one
set of chemical substances are transformed into another are called chemical reactions. Chemical reactions thus
involve the movement of electrons between atoms as chemical bonds are broken and formed between those
atoms. When we describe chemical reactions, the starting materials are referred to as reactants and the resulting
substances, products. So, in chemical changes reactants react to produce products. Characterization of the change
reactants undergo and the properties of the products formed are critical in understanding how to control and
apply chemical processes.
In Project 2 you employed spectrophotometry to quantify substances of interest. As you recall, this form of
spectroscopy is based on the selective absorption of electromagnetic radiation (light). It turns out that substances
can also emit different types of electromagnetic radiation when excited by some source of energy. This is the basis
of emission spectroscopy. The measurement of emission intensity and the analysis of emission spectra (emission
intensity vs. wavelength) can help us detect, understand and control chemical and physical changes.
Chemical thinking allows us to make predictions about chemical properties of substances based on experimental
trends and enables us to build a conceptual understanding of how chemical transformations occur. To better grasp
how trends are identified and how an understanding of chemical change is built, in this two-session project you will
a) explore qualitatively the effect of select variables on the amount and kind of light generated by the chemistry of
glow sticks, and b) design and implement a quantitative study to investigate in depth the influence that one or
more select variables have on chemical change.

P3-1 Background
As you know from lecture, atoms consist of a nucleus surrounded by a number of electrons. Although the
electrons are normally described as occupying their “ground state” energy levels, they can also occupy higher
levels. For an electron to move from any given level to a higher level, it must absorb energy equal to the difference
in the energy levels. Likewise, to move to a lower level, the electron must emit (give up) energy equal to the
difference. Because there are a limited number of discrete levels the electron can occupy, there are limited,
discrete amounts of energy it can absorb or emit.

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As alluded to previously, emission spectra can allow us to characterize substances and follow chemical and
physical changes. To produce an emission spectrum, energy must be supplied to excite electrons in the atom or
molecule to higher energy states. Using an emission spectrometer, we can then measure the photons emitted as
the electrons move back to a lower state. This measurement is the emission intensity, and when graphed as a
function of wavelength, a characteristic emission spectra for the substance or system results.
Chemiluminescence is light emission induced by a chemical reaction. In this process, a chemical reaction provides
the energy to raise electrons to higher energy levels. For most molecules there are many possible paths by which
an electron can be excited and return to a lower state. From this you might anticipate an emission spectrum
consisting of many sharp, discrete peaks. But, chemiluminescent reactions are carried out in a solvent, and the
innumerable collisions between solvent and the excited molecules result in energies being spread out, and so the
observed emission spectrum consists of smooth, wide peaks with one characteristic wavelength maximum (λmax).
Commercial glow (light) sticks are based on chemiluminescence. Glow sticks are composed of two parts; a tough,
flexible outer plastic body and a fragile inner glass vial. The glass vial contains a solution of oxalate ester and
fluorescent dye; while an activator (hydrogen peroxide solution, H2O2) fills the void between the glass vial and
plastic body. When the stick is flexed, the rigid inner glass vial is broken, bringing the two solutions into contact.
The resulting chemical reaction generates an unstable intermediate:

Oxalate ester + H2O2 Unstable Intermediate

When this intermediate collides with a fluorescent dye molecule and decomposes, electrons in the fluorescent dye
absorb the energy released from the decomposition and move to a higher energy state - this is noted as
fluorescent dye*, were the “*” signifies “excited” or a higher energy state:
h This is what is
observed

Oxalate ester + H2O2 Unstable Intermediate Fluorescent Dye

Glow Stick Chemistry

Decomposed Intermediate Fluorescent Dye*

When the electrons move to a lower level, energy in the form of light (hv) is released. The fluorescent dye, now in
a lower state, is ready to absorb energy from the decomposition of another unstable intermediate molecule.
Because the light emitted is in the visible range, we can observe the emission with the unaided eye. However, to
quantitate the output, an emission spectrometer is required. Note two points. First, in this system visible light only
results from electrons in the fluorescent dye moving from higher to lower energy states. No other chemical
species in the glow stick system generates visible light. Second, while the fluorescent dye is recycled, the oxalate
ester and H2O2 are consumed. Hence, the amount of light a glow stick can produce is finite.
All the glow sticks available in lab have the same oxalate ester + hydrogen peroxide chemistry and so generate the
same unstable intermediate. What differs is the fluorescent dye; the color of light emitted is dependent on the
particular fluorescent dye used.
From the above material, you should be able to answer several important questions. What controls the intensity of
the glow stick emission? What controls the λmax in the observed emission spectrum? What controls the duration of
light production? These are important questions to consider.

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P3-2 Your Challenge

The overall goal of this project is to quantitatively investigate the behavior of a chemical system with the
objective of identifying trends that permit predictions. Glow sticks will serve as the system under
investigation with emission spectroscopy being a quantitative characterization tool. The objective then, is
to control in small increments the amount of light generated by an activated glow stick solution, using an
emission spectrometer to measure the light intensity, so that a trend or trends can be revealed and
predictions for the glow stick system made.

Task 1

In actual research you want to have a general idea of a system’s behavior under a variety of conditions
before engaging in controlled quantitative studies that focus on one or more details. In practice this is
usually accomplished by exploring the system qualitatively. In Task 1 you are to work with your lab
partner to qualitatively explore the effect temperature, sodium salicylate, acidity and alkalinity have on
the light output of glow sticks.
Goal: With your lab partner, you are expected to design and implement experimental procedures to
qualitatively explore the effect temperature, sodium salicylate, acidity and alkalinity has on the light
emitted by commercial glow sticks. The two of you will share your findings with the class.
Expected outcomes: You should be able to find patterns in the pooled class results that will serve as the
basis of a more detailed, finely controlled quantitative study.
Resources:
• Emission spectrometer set-up (spectrometer + fiber optic cable + vial block)
• Two red and two green 6” glow sticks (limit 2 each per group per session)
• 0.05 M Sodium salicylate in ethanol (a catalyst; small bottle on the island)
• 0.1 M Potassium hydroxide in ethanol (a base; small bottle on the island)
• 0.01 M Hydrochloric acid in ethanol (an acid; small bottle on the island)
• Ethanol (in one of the hoods)
• Plastic tubing cutter (on the islands or bench)
• Aluminum foil (on the reagent bench)
• Plastic transfer pipettes (on the reagent bench)
• Battery powered digital thermometer (attached to support arms – does NOT require Logger Pro)
• Ice (ice machine is located in the main central hallway)
• Hotplate stirrer (on the side bench)
• Hotplate stirrer power cord (located in a labeled side bench drawer)
• Equipment in your locker (see the locker inventory on D2L)
It is important that you develop a clear plan of action before starting any experimental work. The two of
you will be responsible for monitoring time.

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Task 2
Pooling the class results is important for two reasons. First, different groups will likely take different
approaches in their qualitative explorations, thus enriching the pooled data set. Second, when identical
approaches yield dissimilar results, this can serve as a starting point for further investigation. In Task 2,
you will write a preliminary proposal for a quantitative study. This will be done in lab with your lab
partner and should afford some insight into how future proposals might be constructed.

Goal: Develop a proposal to quantitatively characterize and control the light emitted from glow stick
chemistry in fine increments with the objective of identifying one or more trends that will enable
predictions. Your study may investigate one or more, or a combination of the following:

• Different temperatures.
• Varying amounts of sodium salicylate.
• Different acidities and alkalinities.
• Duration of light output under one of more of the above conditions.

Expected outcomes: You should have a well thought-out proposal for a detailed, finely controlled
quantitative study of some aspect of glow stick chemistry using emission spectroscopy.

You will have one lab session to complete Tasks 1 and 2.

Task 3
Goal: Implement your proposal to quantitatively characterize and finely control in small increments the
light emitted from glow stick chemistry with the objective of identifying one or more trends that will
enable predictions.
Expected outcomes: You should be able to analyze the results to find a trend or trends that will enable a
prediction beyond the conditions tested. Think graphs! How many points will it take to reveal the system
behavior, especially if it’s non-linear (not a straight line)?
Resources: (in addition to the items listed for Task 1):
 Up to four 6” glow sticks per group of two (colors available: red and green)
 20 - 200 µL Micropipette (hanging on the micropipette station attached to the islands)
 100 - 1000 µL Micropipette (hanging on the micropipette station attached to the islands)
 200 µL Micropipette tips (box on the micropipette station)
 1000 µL Micropipette tips (box on the micropipette station)

Organization will be very important!

You will have one lab session (the second session of this two period lab) to complete Task 3. The two of
you will be responsible for monitoring time and completing the work within the lab period. To this end, it
is very important to develop a clear plan of action before starting any experimental work. While you are
not expected to personally conduct every experiment, you must be able to independently capture and
analyze an emission spectrum from a light source. Thus, you should personally perform enough
experimental work to ensure this happens.

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P3-3 Preparatory Work

You will interact with your lab partner to design and implement experiments that will help you meet the goals of
this project. You will also work on a proposal for a quantitative study. You should come prepared with ideas
about the types of experiments that will help you meet your goals given the resources available.
In this investigation you will employ a number of novel analytical techniques/procedures. Before arriving to lab
it is very important to:
 Understand how to work with glow sticks and use an emission spectrometer to generate emission spectra
(D2L Emission Spec of Glow Sticks technical guide).
 For Task 3, review how to use a micropipette (D2L Micropipette technical guide).

Make sure that you:

 Summarize in your notebook your ideas and proposed steps before coming to lab. You will be
expected to have a clear idea of how work with the emission spectrometer and glow sticks without
too much reliance on your TA. You must read Emission Spec of Glow Sticks!
 Complete and submit BEFORE lab the appropriate P3 Pre-Lab Worksheet for each session. (P3 S1
Pre-Lab Worksheet for session 1, P3 S2 Pre-Lab Worksheet for session 2).
Things to bring to lab:
 A digital or hard copy of this Project 3 Guide.
 A digital or hard copy of the Emission Spec of Glow Sticks technical guide.
 A digital or hard copy of the Micropipette technical guide.
 A hard or digital copy (your TA will specify which) of each P3 In-Lab Worksheet as needed for each
session (P3 S1 In-Lab Worksheet for session 1, P3 S2 In-Lab Worksheet for session 2).
 A laptop with Excel and Logger Pro (to directly collect data from a spectrometer).
 Gloves – you will need gloves. These are not provided in lab.
 Don’t forget to wear full-length, loose-fitting pants and closed shoes.

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