Review of Chemiluminescence As an Optical Diagnostic Tool for High Pressure Unstable Rockets Tristan Latimer Fuller Purdue University
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Chemiluminescence Western Blotting Technical Guide and Protocols
TECH TIP Chemiluminescent substrates Chemiluminescence western blotting technical guide and protocols Introduction Types and considerations of chemiluminescence Western blotting is a powerful and commonly used tool western blotting to identify and quantify a specific protein in a complex HRP is the most popular enzyme used in western mixture. As originally conceived by Towbin et al., the blotting and will be discussed throughout this document technique enables indirect detection of protein samples as our example. The most suitable western blotting immobilized on a nitrocellulose or polyvinylidene fluoride substrates for HRP are luminol-based, and they produce (PVDF) membrane. In a conventional western blot, a chemiluminescent signal. Chemiluminescence is a protein samples are first resolved by sodium dodecyl chemical reaction that produces energy released in the sulfate–polyacrylamide gel electrophoresis (SDS-PAGE) form of light. In the presence of HRP and a peroxide buffer, and then electrophoretically transferred to the membrane. luminol oxidizes and forms an excited-state product that Following a blocking step, the membrane is probed emits light as it decays to the ground state. Light emission with a primary antibody (polyclonal or monoclonal) occurs only during the enzyme–substrate reaction and, that was raised against the antigen in question. After a therefore, once the substrate in proximity to the enzyme is subsequent washing step, the membrane is incubated with exhausted, signal output ceases. In contrast, colorimetric a secondary antibody conjugated to an enzyme that is substrates, such as diaminobenzidine (DAB), produce reactive toward the primary antibody. An enzyme such as precipitate that remains visible on the membrane even alkaline phosphatase (AP) or horseradish peroxidase (HRP) after the reaction has terminated. -
Copyrighted Material
PART I METHODS COPYRIGHTED MATERIAL CHAPTER 1 Overview of Thermochemistry and Its Application to Reaction Kinetics ELKE GOOS Institute of Combustion Technology, German Aerospace Center (DLR), Stuttgart, Germany ALEXANDER BURCAT Faculty of Aerospace Engineering, Technion - Israel Institute of Technology, Haifa, Israel 1.1 HISTORY OF THERMOCHEMISTRY Thermochemistry deals with energy and enthalpy changes accompanying chemical reactions and phase transformations and gives a first estimate of whether a given reaction can occur. To our knowledge, the field of thermochemistry started with the experiments done by Malhard and Le Chatelier [1] with gunpowder and explosives. The first of their two papers of 1883 starts with the sentence: “All combustion is accompanied by the release of heat that increases the temperature of the burned bodies.” In 1897, Berthelot [2], who also experimented with explosives, published his two-volume monograph Thermochimie in which he summed up 40 years of calori- metric studies. The first textbook, to our knowledge, that clearly explained the principles of thermochemical properties was authored by Lewis and Randall [3] in 1923. Thermochemical data, actually heats of formation, were gathered, evaluated, and published for the first time in the seven-volume book International Critical Tables of Numerical Data, Physics, Chemistry and Technology [4] during 1926–1930 (and the additional index in 1933). In 1932, the American Chemical Society (ACS) monograph No. 60 The Free Energy of Some Organic Compounds [5] appeared. Rate Constant Calculation for Thermal Reactions: Methods and Applications, Edited by Herbert DaCosta and Maohong Fan. Ó 2012 John Wiley & Sons, Inc. Published 2012 by John Wiley & Sons, Inc. 3 4 OVERVIEW OF THERMOCHEMISTRY AND ITS APPLICATION TO REACTION KINETICS In 1936 was published The Thermochemistry of the Chemical Substances [6] where the authors Bichowsky and Rossini attempted to standardize the available data and published them at a common temperature of 18C (291K) and pressure of 1 atm. -
Chem 257 Lecture for Exp. 8, 2004 1. Exp. 7 Report: to Be Handed in This Week, Along With: • Relevant Notebook Pages • Vial
Chem 257 Lecture for Exp. 8, 2004 1. Exp. 7 Report: To be handed in this week, along with: • Relevant notebook pages • Vial containing triphenyl carbinol labeled with your notebook code, i.e., JST-I-38a 2. Exp. 8 Quiz. Be prepared for Quiz. 3. Required Reading. Lab Manual 8.1-10. 4. Relevant Material in Wade (5th): Ultraviolet spectroscopy 15-13 (p 666-672), 16-15 p(711-713), 18-5E (p 785-6). Friedel Crafts Alkylation: 17-11 (p 746-748) & p 980. Exp. 8. Fluorescence and Chemiluminescence. Purpose of the experiment: 1. Synthetic Organic Chemistry • Acquaint you with Friedel-Crafts acylation chemistry 2. Physical Organic Chemistry • Introduce you to photophysics • Acquaint you with chemiluminescent reactions 1 Photochemical Terms and Principles. Useful to consider a ground and excited state energy diagram for an organic molecule. Energy Level Diagram ISC S = singlet S T = triplet 1 A = Absorption F = Fluorescence T IC 1 P = Phosphorescence A ISC = Intersystem crossing E F P IC = Internal Conversion ISC Absorption of a photon Emmission of a photon Vibrational energy loss So Singlet State (S) • Spin paired. • Ground state usually a singlet (So). • First excited singlet state = S1 So S1 • Nth excited singlet state = S n ground excited Triplet State (T) • Spin unpaired. • Lowest triplet state is usually an excited state (T1). • Nth excited triplet state = Tn T T Exceptions: 0 1 • Oxygen is a ground state Ground excited triplet! (O2) 2 Selection rules. • Spin allowed transitions do not involve a change in spin state (Sn → Sm, Tn → Tm). • Thus ground singlet states are most easily excited to their first excited singlet states (So → S1). -
Measuring Peroxyoxalate Chemiluminescence Using a Spectrofluorophotometer No.A493
LAAN-A-RF-E003 Application Spectrophotometric Analysis News Measuring Peroxyoxalate Chemiluminescence Using a Spectrofluorophotometer No.A493 Chemiluminescence is a phenomenon where molecules n Fluorescent Dyes Used in Glow Sticks are excited by a chemical reaction and then emit light Commercially marketed glow sticks are shown in Fig. 2. energy as they return to ground state. Chemiluminescence The oxalate ester and fluorescent dye solution are placed based on using oxalate esters features high-emission in a sealed thin-walled glass container and the glass efficiency and long emission time and provides container is placed inside a polyethylene tube together illumination for long periods without any electricity. with hydrogen peroxide solution to which a catalyst is Consequently, it is used for recreational, fishing, and many added. Bending the polyethylene tube breaks the glass other applications where it is commonly called glow sticks. container, which causes both solutions to mix together The following describes the luminescent process of and emit light. peroxyoxalate chemiluminescence and gives an example Examples of the fluorescent dyes used in glow sticks are of using an RF-6000 spectrofluorophotometer to measure shown in Fig. 3. Polycyclic aromatic fluorescent dyes are the emission spectra of glow sticks. used, which emit different colors based on the wavelength of light emitted when the fluorescent dyes change from excited to ground state. n Luminescent Process of Peroxyoxalate Chemiluminescence Peroxyoxalate chemiluminescence is caused by a chemical O RO O reaction between an oxalate ester and hydrogen peroxide O C within a fluorescent dye solution. As shown in Fig. 1, the C C + H2O2 2ROH + O C oxalate ester is oxidized by hydrogen peroxide to produce O OR O ROH and 1,2-dioxetanedione. -
Biofluorescence
Things That Glow In The Dark Classroom Activities That Explore Spectra and Fluorescence Linda Shore [email protected] “Hot Topics: Research Revelations from the Biotech Revolution” Saturday, April 19, 2008 Caltech-Exploratorium Learning Lab (CELL) Workshop Special Guest: Dr. Rusty Lansford, Senior Scientist and Instructor, Caltech Contents Exploring Spectra – Using a spectrascope to examine many different kinds of common continuous, emission, and absorption spectra. Luminescence – A complete description of many different examples of luminescence in the natural and engineered world. Exploratorium Teacher Institute Page 1 © 2008 Exploratorium, all rights reserved Exploring Spectra (by Paul Doherty and Linda Shore) Using a spectrometer The project Star spectrometer can be used to look at the spectra of many different sources. It is available from Learning Technologies, for under $20. Learning Technologies, Inc., 59 Walden St., Cambridge, MA 02140 You can also build your own spectroscope. http://www.exo.net/~pauld/activities/CDspectrometer/cdspectrometer.html Incandescent light An incandescent light has a continuous spectrum with all visible colors present. There are no bright lines and no dark lines in the spectrum. This is one of the most important spectra, a blackbody spectrum emitted by a hot object. The blackbody spectrum is a function of temperature, cooler objects emit redder light, hotter objects white or even bluish light. Fluorescent light The spectrum of a fluorescent light has bright lines and a continuous spectrum. The bright lines come from mercury gas inside the tube while the continuous spectrum comes from the phosphor coating lining the interior of the tube. Exploratorium Teacher Institute Page 2 © 2008 Exploratorium, all rights reserved CLF Light There is a new kind of fluorescent called a CFL (compact fluorescent lamp). -
Light Stick Chemiluminescence
High Touch High Tech® Science Experiences That Come To You Light Stick Chemiluminescence Supplies: 3 light sticks 3 clear plastic cups (9 oz.) water microwave ice Instructions: For this experiment, you will find out how temperature affects the chemical reaction that occurs in light sticks. The chemiluminescence depends on the mixing of the hydrogen peroxide with the catalyst chemical inside the light stick. Catalysts speed up and help chemical reactions! You will observe how the light sticks react when placed in three different temperatures of water. 1. Fill the first cup with ice-cold water. 2. Fill the second cup with room temperature water. 3. Fill the third cup with hot water. **Ask an adult to help you heat up the water in the microwave and pour it into the third cup.** 4. Do not break the light sticks, yet. Place one stick into each cup. 5. Allow the sticks to sit in the water for 3 minutes. This will allow the chemicals inside the light sticks to adjust to the temperature of the water. 6. Turn off the lights. 7. Bend the sticks to break the capsules inside. 8. Place the light sticks back into their designated cups. 9. Let them sit in the water, and watch the light sticks. 10. Notice how quickly or slowly the color changes. 11. Compare the brightness of each light stick. Which cup holds the brightest stick? Which light stick is the dimmest? How quickly did the light sticks glow? ScienceMadeFun.net • 800.444.4968 High Touch High Tech® Science Experiences That Come To You How long do the light sticks keep their glow? Why do you think the temperature of the water affects the light? The Science Behind It: Light produced by a chemical reaction is called chemiluminescence. -
Imagequant™ LAS 4000 User Manual
GE Healthcare ImageQuant™ LAS 4000 User Manual Table of Contents Table of Contents 1 Introduction ...................................................................................................................................................... 5 1.1 Important user information ............................................................................................................................................ 5 2 The ImageQuant LAS 4000 ............................................................................................................................. 10 2.1 The ImageQuant LAS 4000 exterior ........................................................................................................................... 10 2.2 Inside the ImageQuant LAS 4000 ................................................................................................................................ 11 2.3 Connections ........................................................................................................................................................................... 12 2.4 Parts and accessories ....................................................................................................................................................... 14 3 Exchanging accessory parts .......................................................................................................................... 17 3.1 Changing or installing a filter ........................................................................................................................................ -
3 & Fluoromax®-P
Fluoromax-3 v. 2.0 (1 Oct 2001) FluoroMax®-3 & FluoroMax®-P Operation Manual http://www.isainc.com Rev. 2 In the USA: Jobin Yvon Inc. 3880 Park Avenue, Edison, NJ 08820 In France: Japan: (81) 3/5823.0140 Tel: 1-732-494-8660 16-18, rue du Canal China: (86) 10/6836.6542 Fax: 1-732-549-5157 91165 Longjumeau cedex Germany: (49) 89/46.23.17-0 E-Mail: [email protected] Tel: (33) 1/64.54.13.00 Italy: (39) 2/57.60.47.62 1-800-533-5946 Fax: (33) 1/69.09.93.19 U.K.: (44) 208/2048142 i Fluoromax-3 v. 2.0 (1 Oct 2001) Copyright ©2001 by Jobin Yvon Inc. All rights reserved. No part of this work may be reproduced, stored, in a retrieval system, or transmitted in any form by any means, including electronic or mechanical, photocopying and recording, without prior written permission from Jobin Yvon Inc. Requests for permission should be requested in writing. Information in this manual is subject to change without notice, and does not represent a commitment on the part of the vendor. October 2001 Part Number 81038 ii Fluoromax-3 v. 2.0 (1 Oct 2001) Table of Contents 0: Introduction ................................................................................................ 0-1 About the FluoroMax®-3 and FluoroMax®-P........................................................................................... 0-1 Chapter overview.................................................................................................................................... 0-2 Symbols used in this manual................................................................................................................. -
The Power of Light! Light and Luminescence Science
The Power of Light! Light and Luminescence Science Friday Funday Laboratory Notebook Name: Team: Experiment #1: Chemiluminescence – Building a Glowstick Guess how glow sticks work before beginning the experiment. Background: During chemical reactions between substances energy may be released. In most cases, energy will be released in the form of heat. However, in some reactions, energy can instead be released in the form of light. In this experiment we’ll examine the phenomena known as chemiluminescence, wherein a reaction will release light but not heat. Procedure (Check off the circles as you complete): o Acquire 5 centrifuge tubes (10 mL) with caps. Label them A-E. o Acquire a small graduated cylinder. o Acquire the four dye packets, labeled: Eosin Y (Orange Dye) Rhodamine B (Red Dye) 9,10-bis(phenlethynl)anthracene (Green Dye) Fluorescein (Yellow Dye) o Measure 5 mL of Luminol into each of your 5 centrifuge tubes. o Pour the four dyes into individual centrifuge tubes; leave one centrifuge tube without dye. o Add 5 mL of 30% Hydrogen Peroxide into each centrifuge tube. o Cap the tubes tightly and shake. Safety Alert: Hydrogen Peroxide is toxic! Do not open the tube! Observations: Observe the different colors and intensities (bright, slightly bright, mostly dim, dim): Write your observations below in the tubes labeled A-E. A B C D E Compare the colors to the visible spectrum: What do the different wavelengths mean? Why are some of the reactions brighter than others? Do the tubes feel warm? Is there still energy being released? What kind of energy? Experiment #2: Fluorescence, Black Lights, and Sunscreen: Background: In the previous reaction, energy held in chemical bonds was converted to energy in the form of light. -
Guidance for Building Field Capabilities to Respond to Drinking Water Contamination
Guidance for Building Field Capabilities to Respond to Drinking Water Contamination Office of Water (AWBERC, MC-140) EPA 817-R-16-001 January 201 7 Disclaimer The Water Security Division of the Office of Ground Water and Drinking Water has reviewed and approved this document for publication. This document does not impose legally binding requirements on any party. The information in this document isintended solely to recommend or suggest and does not imply any requirements. Neither the U.S. Government nor any of its employees, contractors or their employees make any warranty, expressed or implied, or assume any legal liability or responsibility for any third party’s use of any information, product or process discussed in this document, or represent that its use by such party would not infringe on privately owned rights. Mention of trade names or commercial products does not constitute endorsement or recommendation for use. Questions concerning this document should be addressed to [email protected] or the following contact: Elizabeth Hedrick U.S. EPA Water Security Division 26 West Martin Luther King Drive Mail Code 140 Cincinnati, OH 45268 (513) 569-7296 [email protected] i Acknowledgements EPA’s Water Security Division developed this document with additional support provided under EPA contract EP-C-15-012. Jeremy Bishop, CH2M Elizabeth Hedrick, EPA, Water Security Division Darcy Shala, CSRA Kimberly Stokes, CH2M Additional input was provided by: Steve Allgeier, EPA, Water Security Division The following individuals provided -
Paper-Based Immunosensors with Bio-Chemiluminescence Detection
sensors Review Paper-Based Immunosensors with Bio-Chemiluminescence Detection Maria Maddalena Calabretta 1,2,† , Martina Zangheri 1,†, Donato Calabria 1 , Antonia Lopreside 1,2, Laura Montali 1,2, Elisa Marchegiani 1, Ilaria Trozzi 1, Massimo Guardigli 1,3, Mara Mirasoli 1,3,4,* and Elisa Michelini 1,2,4,5,* 1 Department of Chemistry “Giacomo Ciamician”, University of Bologna, 40126 Bologna, Italy; [email protected] (M.M.C.); [email protected] (M.Z.); [email protected] (D.C.); [email protected] (A.L.); [email protected] (L.M.); [email protected] (E.M.); [email protected] (I.T.); [email protected] (M.G.) 2 Center for Applied Biomedical Research (CRBA), University of Bologna, 40138 Bologna, Italy 3 Interdepartmental Centre for Renewable Sources, Environment, Sea and Energy (CIRI FRAME), Alma Mater Studiorum, University of Bologna, 48123 Ravenna, Italy 4 INBB, Istituto Nazionale di Biostrutture e Biosistemi, Via Medaglie d’Oro, 00136 Rome, Italy 5 Health Sciences and Technologies-Interdepartmental Center for Industrial Research (HST-ICIR), University of Bologna, 40126 Bologna, Italy * Correspondence: [email protected] (M.M.); [email protected] (E.M.) † These authors contributed equally. Abstract: Since the introduction of paper-based analytical devices as potential diagnostic platforms a few decades ago, huge efforts have been made in this field to develop systems suitable for meeting the requirements for the point-of-care (POC) approach. Considerable progress has been achieved in the adaptation of existing analysis methods to a paper-based format, especially considering the Citation: Calabretta, M.M.; Zangheri, chemiluminescent (CL)-immunoassays-based techniques. -
WHAT INFLUENCE WOULD a CLOUD BASED SEMANTIC LABORATORY NOTEBOOK HAVE on the DIGITISATION and MANAGEMENT of SCIENTIFIC RESEARCH? by Samantha Kanza
UNIVERSITY OF SOUTHAMPTON Faculty of Physical Sciences and Engineering School of Electronics and Computer Science What Influence would a Cloud Based Semantic Laboratory Notebook have on the Digitisation and Management of Scientific Research? by Samantha Kanza Thesis for the degree of Doctor of Philosophy 25th April 2018 UNIVERSITY OF SOUTHAMPTON ABSTRACT FACULTY OF PHYSICAL SCIENCES AND ENGINEERING SCHOOL OF ELECTRONICS AND COMPUTER SCIENCE Doctor of Philosophy WHAT INFLUENCE WOULD A CLOUD BASED SEMANTIC LABORATORY NOTEBOOK HAVE ON THE DIGITISATION AND MANAGEMENT OF SCIENTIFIC RESEARCH? by Samantha Kanza Electronic laboratory notebooks (ELNs) have been studied by the chemistry research community over the last two decades as a step towards a paper-free laboratory; sim- ilar work has also taken place in other laboratory science domains. However, despite the many available ELN platforms, their uptake in both the academic and commercial worlds remains limited. This thesis describes an investigation into the current ELN landscape, and its relationship with the requirements of laboratory scientists. Market and literature research was conducted around available ELN offerings to characterise their commonly incorporated features. Previous studies of laboratory scientists examined note-taking and record-keeping behaviours in laboratory environments; to complement and extend this, a series of user studies were conducted as part of this thesis, drawing upon the techniques of user-centred design, ethnography, and collaboration with domain experts. These user studies, combined with the characterisation of existing ELN features, in- formed the requirements and design of a proposed ELN environment which aims to bridge the gap between scientists' current practice using paper lab notebooks, and the necessity of publishing their results electronically, at any stage of the experiment life cycle.