По хемилюминесценции вот сайт есть, но на немецком https://www.chem-page.de/experimente/ch ... lorit.html.
Для проведения опыта используйте абсолютно темную комнату, кладовка в помещении подойдет. Свечение не особо яркое, но есть.
Вот видео получения https://www.youtube.com/watch?v=DJdCWzwEfq8
Лофин как индикатор при титровании используют.

Вот упомянутая статья по синтезу люминола полностью:

Здравствуйте!

Из журнала "Химия и жизнь", какой номер и год?

ХиЖ - 1974 - №12 - С.82-73

Found some old TCPO on the shelf and tested it. It worked!

TCPO, or bis(2,4,6-trichlorophenyl) oxalate, is used in some types of glow sticks.

Preparation
TCPO can be prepared from a solution of 2,4,6-trichlorophenol in a solution of dry toluene by reaction with oxalyl chloride in the presence of a base such as triethylamine. This method produces crude TCPO with a by-product of triethylamine hydrochloride. The triethylamine hydrochloride can be dissolved in water, methanol or ethanol, so the product is more purified. After washing it can be recrystallized from ethyl acetate.

Abstract

Chemiluminescence is the emission of light that results from a chemical reaction, in which part of the energy produced is converted into light energy. These reactions can be difficult to visualize and control. In this article, we describe an experimental approach for demonstrating chemiluminescence to students and researchers. The main purpose of this study is to trigger chemical thinking skills and the spirit of inquiry in students by exploring the roles of oxidants and reaction mechanisms in luminol oxidation reactions. Chemiluminescence was observed when a drop of an ethanol solution containing potassium hydroxide was added into a luminol solution in dimethyl sulfoxide followed by shaking. Using dissolved oxygen as an oxidant, the experimental solution glowed upon shaking and gradually faded when left to stand, allowing repeated observation of chemiluminescence. The experimental demonstration of the proposed luminol oxidation reaction in the classroom helped students to directly experience chemiluminescence and deepen their interest in photochemistry. This exploratory activity of oxidants promoted independent learning among the students. The experimental approach presented in this study is of educational value and can be tailored according to the learning situation and level of understanding of the audience.

Abstract

Triboluminescence is a fascinating phenomenon that can engage students’ interest in chemistry. However, safe, cost-effective, and accessible laboratory experiments featuring highly triboluminescent substances are limited. To bridge this gap, we present a simple, rapid, semimicro test tube preparation of the visually engaging manganese complex [MnBr₂(Ph₃PO)₂], conducted by high school students. During the laboratory session, students practice various laboratory skills, including handling semimicro quantities of substances, ascertaining the melting point, and recrystallizing the synthesized complex. They also investigate the complex’s triboluminescent, fluorescent, and magnetic properties through straightforward and illustrative experiments. Furthermore, this laboratory activity has been successfully implemented in an undergraduate chemistry didactics course for chemistry educators. The experiment’s simplicity, combined with the safety of starting materials and use of nontoxic solvents, makes it an optimal choice for a variety of educational environments, such as high school and university laboratory sessions, science clubs, and public science outreach activities.

Abstract

A demonstration experiment of the synthesis of a novel tetrazole derivative via a multicomponent reaction (Ugi tetrazole four component reaction, UT-4CR) bearing a luminol moiety and a subsequent exploitation of its chemiluminescent properties is described. A complex product is generated in just one simple step, so simple that children can do it: “kinderleicht”, German for dead easy. Students are stimulated, inspired, and involved in a multilevel active learning process using the Steps to Inquiry framework as a metacognitive tool that raises student awareness regarding scientific process and prompts them to ask their own questions discussing the merits of a mechanism and evaluating its effectiveness before they start their own cycles of inquiry.

Abstract

Students encounter antioxidants in many areas of their daily life. Antioxidants play a crucial role in cosmetics, in nutritional or dietary supplements, as additives for the preservation of food, and as a natural component in fruit and vegetables. Accordingly, antioxidants are believed to promote health through the prevention of oxidative stress by scavenging free radicals. The underlying oxidation and reduction processes of antioxidants are a central topic of chemistry classes. Additionally, antioxidants can be linked to aspects of sustainability. In this paper, the model substance chosen to demonstrate these aspects of antioxidants is hydroxytyrosol. Hydroxytyrosol is a natural, highly effective antioxidant, which is produced, for example, in olive trees and can be found in high concentrations in olive mill wastewater, which is potentially hazardous to the environment. In the first experiment, WELL-plate experiments are used to show the principal properties of antioxidants, both as reducing agents and radical scavengers, for the example of hydroxytyrosol. The experiments are based on the oxygen radical absorbance capacity (ORAC) test, which is widely applied in the food industry. In a second experiment, the properties of antioxidants are demonstrated using alginate balls as reaction vessels to produce a luminous bubble tea. Furthermore, the school-student-friendly extraction of hydroxytyrosol is presented.

Abstract

Interdisciplinary outreach activities with easy-to-implement experiments have been developed to enhance high school students’ interest in chemistry and their inquisitive minds with active learning strategies. The synthesis of a model chromophore of the green fluorescent protein was employed as a key motif. Students simply enjoyed observing changes in the substances as well as witnessing a variety of fluorescent emissions. They gradually realized the importance of molecular design in the understanding and development of chemistry, biology, physics, and medicine.

Abstract

The oxamide of 1H-benzotriazole, identified with the guidance of Green Chemistry Principle no. 4, was successfully employed in chemilumiscence demontrations. Its synthesis is highly convenient, as it can work without sacrificial bases.

Abstract

A combination of the well-known luminol chemiluminescence with noble metal nanochemistry provides an easy, original, and appealing way to introduce nanotechnology topics via a classroom demonstration. Citrate-stabilized silver nanoparticles are used to enhance the emission of light from the luminol–hydrogen peroxide system. A proposed reaction mechanism, based on the effect of different reactive oxygen species scavengers on the course of the reaction, is described.

Abstract

Paired (simultaneous) electrochemical processes can increase energy savings in selected cases by using the reactions at both electrodes of an electrochemical cell to perform a desired process, as is the case in the commercially successful chlor-alkali process. In the demonstration described herein, simultaneous blue electrochemiluminescence (ECL) is obtained with luminol in a basic medium in a divided electrochemical cell. ECL is obtained in the anolyte through the direct oxidation of luminol, the reaction products of which interact with H2O2 in the vicinity of the electrode to yield an excited emitting species. ECL is also obtained in the catholyte through an indirect, mediated process involving the initial reduction of ClO^2– to ClO^–, which then reacts with luminol and H2O2 to produce the excited emitting species. The co-reactant (H2O2) is needed to complete the reaction sequences in both compartments of the cell. This ECL phenomenon is visible to the naked eye in a darkened room at a distance of up to 5 m.