Fellow: Hugh Broome
Teacher: Mark Holcomb
Fragrance Lab
Concept Statement
Educate the students about how intermolecular forces and how they play a role in solubility, extraction,
and entrapment of molecules.
2010 Mississippi Science Frameworks
Demonstrate an understanding of the atomic model of matter by explaining atomic structure and
chemical bonding.
Objectives
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Compare the properties of compounds according to their type of bonding. (DOK 1)
Analyze patterns and trends in the organization of elements in the periodic table and compare
their relationship to position in the periodic table. (DOK 2)
Compare different types of intermolecular forces and explain the relationship between
intermolecular forces, boiling points, and vapor pressure when comparing differences in
properties of pure substances (DOK 1)
Describe and identify factors affecting the solution process, rates of reaction, and equilibrium.
(DOK 2)
Effects of temperature changes on the solubility of substances (DOK 1)
Solubility in water of various solids to activities (e.g., heating, stirring, shaking, crushing) on the
rate of solution (DOK 2)
Use current technologies such as CD-ROM, DVD, Internet, and on-line data search to explore
current research related to a specific topic. (DOK 3)
Formulate and revise scientific explanations and models using logic and evidence (data analysis).
(DOK 3)
Materials
For rose absolute preparation:
Roses
Hexane
Ethanol
Scintillation vials
Sample vials
Essential oils
For perfume formulation:
Scintillation vials
Various Essential oils
Fractionated coconut oil
Non-scented Febreze
Engage
There will be a short discussion based around the pre-lab questions. Then, students will be
shown a perfume commercial to set the topic and stimulate their interest in fragrances and
essential oils. They will be questioned about the origins of fragrances in order to highlight the
coexistence of biology and chemistry. They will be informed that the first meeting they will
prepare rose absolute in order to formulate their own perfume the subsequent meeting.
Explore
This is designed to teach the students the processes that are involved in essential oil production. This is
done the first meeting.
Part 1: Fragrance Extraction
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Obtain a sample vial and select a rose.
Carefully pluck the petals off. (beware of thorns)
Tear and mush the petals and pack them into the scintillation vial.
Fill the vial with extracting solvent (ethanol).
Allow to sit for 24 hours.
After 24 hours, filter into a scintillation vial and leave open to allow the extracting solvent to
mostly evaporate in the fume hood.
Part 2: Perfume Formulation
1. Obtain a scintillation vial
2. Measure out 5 mL of a perfume base of your choice (ethanol or coconut oil) and pour into your
scintillation vial.
3. You may look up a recipe for a perfume or formulate one of your own. (Make sure your formula
includes some essentials oils that are top, middle, and base notes)
4. NO MORE THAN 10 TOTAL DROPS may be in your formula.
5. You must have your formula approved by Mr. Holcomb or Mr. Broome
6. Record your formula in the space below.
7. Dab some of your perfume on a piece of paper.
8. Spray the paper with unscented Febreze® and record your observations.
Explain
This lab is designed to build on concepts that are taught at the high school level. Those concepts are:
Intermolecular Forces
Polarity
Solubility
The explanation is designed to stimulate the auditory learners, and it involves the use of a
PowerPoint with graphical aids for visual learners. The PowerPoint is delivered along with a class
discussion. The discussion begins by distinguishing two types of molecular bonds: covalent and ionic.
The point was made that the molecules one smells are covalent in nature. The discussion then took a
tangent to discuss intermolecular forces and polarity. The kids were asked to discuss if they thought the
fragrant molecules experienced strong intermolecular forces or weak ones. Then, boiling point and
volatility was related to the nature of intermolecular forces experienced by the fragrant molecules.
Solubility is related to the discussion via intermolecular forces by highlighting the concept “like dissolves
like.” This is ultimately explained by our choice of utilizing non-polar hexanes during the solvent
extraction, because the fragrant molecules have high volatility and experience weak intermolecular
forces, like the extracting solvent, hexane.
Elaborate
A discussion is held about how Febreze works. We discuss how cyclodextrins can encapsulate odors
utilizing intermolecular forces.
Evaluate
Before the lab, students were asked one question:
1. When you smell a scent, what do you think is happening?
After the lab, students were asked the following questions to evaluate their understanding of the lab.
1.
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Name the 2 types of intermolecular forces.
How do intermolecular forces influence boiling point of a molecule?
What is meant by “like dissolves like?”
Name a solvent that would be unsuitable for the extraction of the rose absolute.
Name:________________________________________
Fragrance Lab Worksheet
Pre-lab Question
1. When you smell something, what do you think is happening?
Perfume Formulation
List the number of drops of each essential oil that you utilized in your formulation.
Post-lab Questions
1. Name the 2 types of intermolecular forces.
2. How do intermolecular forces influence boiling point of a molecule?
3. What is meant by “like dissolves like?”
4. Name a solvent that would be unsuitable for the extraction of the rose absolute.
5. How does Febreze work?