Christopher W. Schruder, Christopher J. Barrett, William J. Pietro and Ozzy Mermut*,
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Geiger Mode Single Photon Counting: A Laboratory Experiment Exploring Delayed Fluorescence in Plants
The time-resolved detection of very low intensity light emission has become an essential capability in many areas of science including molecular biology, fluorimetry, DNA sequencing, virus detection, nanoparticle research, and optical materials development. Among the most basic techniques for the detection of rapidly fluctuating low-intensity light is photon counting. Despite its extensive applications in the physical and biological sciences and engineering, photon counting techniques have traditionally been left out of undergraduate curricula due to the prohibitive cost of the equipment and the complexity of its operation. However, the recent development of the low-cost silicon photomultiplier device, a solid-state single photon avalanche diode detector, has enabled the availability of easy-to-operate, low voltage, advanced timing performance, and highly sensitive photon counting systems well within the budget of undergraduate teaching laboratories. In this contribution, we provide a strategy to introduce undergraduate interdisciplinary chemistry and physics students to silicon-photomultiplier-based photon counting through the interesting phenomenon of delayed fluorescence from photosystem II in plants. This experiment is perhaps best suited for an upper-level undergraduate laboratory and should stimulate the interest of students across a wide variety of disciplines, from physical chemistry to molecular biophysics to photonics instrumental analysis.
期刊介绍:
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.