Сложность в том, что светиться только узкий слой раствора возле диодов (или лампы) - возбуждающий ультрафиолет (или видимое излучение) быстро поглощается и уже не вызывает свечение следующих слоев раствора. Ту же струю фонтана можно подсветить разве что извне.

Я бы еще пустил диоды по кромке емкости с раствором - чтобы подсветить струю. А чтобы они не отвлекали, от наблюдателя их можно закрыть отражателем.

Каждый год на выходных, ближайших к дню Святого Патрика, 40 фунтов порошкообразного растительного красителя [на самом деле - флуоресцеин] сбрасываются в реку, чтобы получить такой результат.

Забавно, слова quinone (хинон) и quinine (хинин) созвучны.

Abstract

2-Chloro-2-methylpropane slowly hydrolyzes in water, releasing hydrochloric acid. Therefore, the addition of 2-chloro-2-methylpropane to an aqueous solution of sodium hydroxide containing an acid–base indicator causes a color change when the solution becomes acidic. Here we report the use of fluorescein, a fluorescent dye, as an indicator for the completion of the above-mentioned reaction. Under blacklight radiation, completion of the reaction is marked by the disappearance of fluorescence. Compared with the other clock reactions, this fluorescent reaction is more advantageous because it requires inexpensive reagents and involves milder conditions, and it is expected to be utilized in chemistry outreach events. Furthermore, the demonstration can be easily understood by high school students since the reaction mechanism can be explained well by changing the pH, and it is suitable for practice in the classroom.

Abstract

Teaching fluorescence aims to deeply communicate light–matter interactions. The main fluorescence concepts are covered in undergraduate courses and are difficult to comprehend as the proper lighting conditions for seeing it by the naked eye are rarely found in daily life. Here, we present a lab activity to explore fluorescence using homemade equipment in order to complement the teaching of the basics of fluorescence and perform typical experiments. This device consists of a cardboard box as fluorometer with a flashlight as an excitation source and a smartphone camera with an application for color analysis as a detector. The presented assays can be used in diverse teaching environments to reinforce the universal concepts of fluorescence, Stokes shifts, quenching, and the inner filter effect. The assays are based on common products (such as green leaves, turmeric, tonic water, and salt), so access to the materials and waste generation are not a problem. The results, robustness, and reliability of this setup were discussed after evaluating the comments of teachers and students who perform the lab experiences. Furthermore, the performance of the students was assessed using a survey, which demonstrates this is an excellent approach to increase their interest and motivation for learning.

Abstract

A three-pot synthesis oriented for an undergraduate organic chemistry laboratory was developed to construct a fluorescent acridone molecule. This laboratory experiment utilizes Grignard addition to an aldehyde, alcohol oxidation, and iterative nucleophilic aromatic substitution steps to produce the final product. Each of the intermediates and the acridone product of the synthesis are analyzed by common techniques available in most undergraduate chemistry laboratories such as melting point, thin-layer chromatography, infrared spectroscopy, UV–vis spectroscopy, and fluorescence spectroscopy. Yields for each transformation in the synthesis are generally moderately low to good (20–90%), and nearly all of the students (>90%) who attempted the synthesis were able to produce the final acridone product.