Development of a Multiple-Element Flame Emission Spectrometer Using CCD Detection

Seney, Caryn S.; Sinclair, Karen V.; Bright, Robin; Momoh, Paul O.; Bozeman, Amelia D.

doi:10.1021/ed082p1826

Cited by 8 publications

(10 citation statements)

References 25 publications

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“…At the next level of complexity, low-cost flame atomic emission instruments can detect alkali metals, ,,,,, since these elements are excited at relatively low temperatures . Home-built instruments have been used to quantify potassium in beer, sodium in sports drinks, seawater and coconut water, and standard salt solutions. ,, A sample nebulizer may be scavenged from a commercial instrument, constructed from common laboratory glassware (Figure c) or plasticware, 3D-printed, or replaced with a perfume atomizer . Excitation occurs via a Bunsen burner, ,, a propane camp burner (Figure d), or a salvaged slot burner .…”

Section: Fluorescence and Atomic Emission Instrumentsmentioning

confidence: 99%

“…Home-built instruments have been used to quantify potassium in beer, sodium in sports drinks, seawater and coconut water, and standard salt solutions. ,, A sample nebulizer may be scavenged from a commercial instrument, constructed from common laboratory glassware (Figure c) or plasticware, 3D-printed, or replaced with a perfume atomizer . Excitation occurs via a Bunsen burner, ,, a propane camp burner (Figure d), or a salvaged slot burner . Because a hotter flame yields more intense emission, a propane camp burner (2250 K) produces more signal than a Bunsen burner (1400 K) does, and an acetylene flame (2700–3300 K) should result in even higher emission .…”

Section: Fluorescence and Atomic Emission Instrumentsmentioning

confidence: 99%

“…Wavelength selection is required to reject stray light from the flame. To this end, students can extract the most relevant RGB color channel from cellphone videos, place a filter between the flame and a point detector, such as a photoresistor or photodiode, , or include a monochromator or commercial spectrometer (cost-permitting). ,, …”

Section: Fluorescence and Atomic Emission Instrumentsmentioning

confidence: 99%

“…5 For a slightly higher cost, a fluorescence microscope with 2× magnification may be used to view Lawson-stained fingerprints (Figure 5b). 81 At the next level of complexity, low-cost flame atomic emission instruments can detect alkali metals, 25,109,115,125,131,132 since these elements are excited at relatively low temperatures. 130 Home-built instruments have been used to quantify potassium in beer, 131 sodium in sports drinks, 109 seawater and coconut water, 25 and standard salt solutions.…”

Section: Common Samples and Experimentsmentioning

confidence: 99%

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Review of Student-Built Spectroscopy Instrumentation Projects

2020

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One challenge of teaching chemical analysis is the proliferation of sophisticated, but often impenetrable, instrumentation in the modern laboratory. Complex instruments, and the software that runs them, distance students from the physical and chemical processes that generate the analytical signal. A solution to this challenge is the introduction of a student-driven instrument-building project. Visible absorbance spectroscopy is well-suited to such a project due to its relative simplicity and the ubiquity of absorbance measurements. This Article reviews simple instructor- and student-built instruments for spectroscopy, providing an overview of common designs, components, and applications. This comprehensive summary includes options that are suitable for in-person or remote learning with K–12 students and undergraduates in general chemistry, analytical chemistry, instrumental analysis, and electronics courses.

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Section: Fluorescence and Atomic Emission Instrumentsmentioning

confidence: 99%

Section: Fluorescence and Atomic Emission Instrumentsmentioning

confidence: 99%

Section: Fluorescence and Atomic Emission Instrumentsmentioning

confidence: 99%

Section: Common Samples and Experimentsmentioning

confidence: 99%

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Review of Student-Built Spectroscopy Instrumentation Projects

2020

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“…Historically, experiments studying emission spectroscopy in large enrollment general chemistry courses have often been carried out utilizing handheld spectrographs or spectroscopes. − For upper level, lower enrollment courses, many quantitative absorption and emission studies requiring the use of sophisticated instrumental techniques such as atomic absorption spectroscopy (AAS) or inductively coupled plasma atomic emission spectroscopy (ICP-AES) have been published in the chemical education literature. − While AAS and ICP-AES are highly sensitive and accurate techniques, they are often not used in general chemistry courses due to cost and availability. Technological advances have made devices like emission and absorption spectrometers more portable and affordable, providing opportunities to incorporate these techniques into large classes which would not have been previously feasible.…”

Section: Introductionmentioning

confidence: 99%

Exploring Emission and Absorption Spectroscopy in the First-Year General Chemistry Laboratory

et al. 2020

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In the first-year general chemistry laboratory course, instrumental data collection involving sample quantification has often been limited to absorption spectroscopy due to the inaccessibility of emission techniques suitable for large enrollments and novice users. In this laboratory experiment, students explore the complementary techniques of emission and absorption spectroscopy, in which sample quantification respectively occurs via the measurement of light emitted or absorbed by the sample. Calibration curves are constructed for both techniques. Eschewing atomic absorption spectroscopy (AAS) and inductively coupled plasma atomic emission spectroscopy (ICP-AES), instrumentation not typically available for large general chemistry courses, quantitative data is instead collected using a series of carefully implemented flame tests. Students perform flame tests on alkali, alkaline earth, and transition metal compounds using the emitted light to gain a thorough understanding of emission spectroscopy. In Week 1, students are introduced to emission spectroscopy through the identification of unknown components in air, lamps, and contaminated soil samples. In Week 2, students carry out quantitative emission and absorption characterization of Na and Cu solutions, comparing the two techniques through experimental observations and analyzed results. Calibration curves with high linear regressions (r 2 > 0.992) are prepared and used to determine the concentrations of provided reference samples, with averaged student data resulting in reasonably low percent errors (<12% for Na emission, <11% for Cu emission, and <2% for Cu absorption) when compared to the known concentrations. Students then compare experimental flame emission results to provided ICP data to gain experience with a sensitive, quantitative emission technique.

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Digital Tool for the Analysis of UV–Vis Spectra of Olive Oils and Educational Activities with High School and Undergraduate Students

Jurinovich

Domenici

2022

J. Chem. Educ.

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UV−vis absorption spectroscopy is one of the most accessible spectroscopic techniques at the high school educational level, and it is usually introduced in analytical chemistry courses due to its high versatility and to the wide range of applications in many fields of chemistry. Within this framework, we have developed an easy-to-use "simulation tool" to identify and quantify the main pigments in a relatively complex food matrix, such as olive oil and seeds' oils. This digital software, freely available, can be used by high school students and first-year undergraduate students to analyze the UV−vis absorption spectrum of olive oils recorded in the bulk without any chemical treatment. In this paper, we are reporting the basic principles of the spectroscopic method and the way to use the "simulation tool" with several examples and explanations that are useful for students and teachers. In the second part of the paper, several examples of activities about the chemistry of olive oil, realized with the fifth classes' students of a high school technical institute (K−12 level) and undergraduate students of an introductory course in spectroscopy in the second year of the Chemistry Degree Course, are reported. These activities were performed partially face-to-face and partially in distance learning mode during the COVID-19 pandemic. The main learning outcomes, methodological issues, and students' feedback resulting from these experiences are reported and commented on, showing the potential of the simulation tool for educational purposes.

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Development of a Multiple-Element Flame Emission Spectrometer Using CCD Detection

Cited by 8 publications

References 25 publications

Review of Student-Built Spectroscopy Instrumentation Projects

Review of Student-Built Spectroscopy Instrumentation Projects

Exploring Emission and Absorption Spectroscopy in the First-Year General Chemistry Laboratory

Digital Tool for the Analysis of UV–Vis Spectra of Olive Oils and Educational Activities with High School and Undergraduate Students

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