The aspirin project. Laboratory experiments for introductory chemistry

Brown, David B.; Friedman, Lawrence B.

doi:10.1021/ed050p214

Cited by 15 publications

(13 citation statements)

References 4 publications

(6 reference statements)

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“…Budner et al provided a comparison of three active learning modalities: problem-based learning (PBL), project-based learning (PJBL), and curriculum-based undergraduate research experiences (CURE), with evidence supporting increased student engagement and learning. PBL, pioneered by McMaster University, , is favored by chemistry educators although inquiry-based instruction was used before PBL/PJBL became “household” terms. − Wenzel observed improvements in students’ communication and problem-solving skills and propensity for teamwork as a result of PBL, while not sacrificing content or coverage. − PBL experiments have been developed from first-year to Masters level − chemistry courses including forensic and high school , chemistry. The call for training educators in PBL/PJBL is growing. , …”

Section: Pedagogymentioning

confidence: 99%

An Interdisciplinary, Project-Based Inquiry into the Chemistry and Geology of Alkaline Surface Lake Waters in the General Chemistry Laboratory

Bopegedera

Coughenour

2020

J. Chem. Educ.

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A new project-based laboratory (PJBL) was developed for general chemistry students to tackle the steps involved in chemical water quality analysis using an accessible, real-world hydrologic system (the lakes of the Lower Grand Coulee, Washington). This PJBL was developed in a joint general chemistry and environmental geology course by a chemist–geologist teaching team, and it emphasized an interdisciplinary approach for a more complete understanding of the geochemistry of the lake system. Students worked through the project following industry protocols for sample collection in the field, chemical laboratory determination of dissolved solids, alkalinity, and dissolved metals, and interpretation of the results within the unique geological context of the lakes. Foundational concepts in solution chemistry, such as solubility product, pH, and alkalinity, were essential in the discussion of the lake water trends and broader geologic processes. In particular, students could relate chemical weathering of basaltic bedrock to the measured lake water constituents and could observe how the groundwater- and evaporation-controlled fluxes of water in the closed basin produced a downstream increase in alkalinity and dissolved load. Collectively, the steps involved in the project meet the essential criteria (as defined by other authors) for a complete chemistry PJBL. This PJBL can be readily adapted to a wide range of groundwater or surface water systems and can be framed in a more or less interdisciplinary context. Many students, without prompting and on confidential evaluations, rated this as the most valuable learning experience in the year-long academic coursework.

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Section: Pedagogymentioning

confidence: 99%

An Interdisciplinary, Project-Based Inquiry into the Chemistry and Geology of Alkaline Surface Lake Waters in the General Chemistry Laboratory

Bopegedera

Coughenour

2020

J. Chem. Educ.

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“…Each experiment was adapted from published protocols and modified for safe use at home. Standard laboratory techniques were supported through the following four experiments: Recrystallization of Aspirin: , Students recrystallized aspirin tablets using 91% isopropyl alcohol and water. The recrystallization process removes the binding agents included with aspirin tablets and produces purified acetylsalicylic acid crystals.…”

Section: Identification Of Learning Outcomesmentioning

confidence: 99%

“…Recrystallization of Aspirin: , Students recrystallized aspirin tablets using 91% isopropyl alcohol and water. The recrystallization process removes the binding agents included with aspirin tablets and produces purified acetylsalicylic acid crystals.…”

Section: Identification Of Learning Outcomesmentioning

confidence: 99%

Development of an at-Home Chemistry Lab Experience for Survey of Organic Chemistry Students

2021

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Educators at Mississippi State University developed an at-home, kitchen chemistry style laboratory to accompany the Survey of Organic Chemistry lecture course. The course featured 12 lab activities; eight hands-on experiences that focused primarily on important organic concepts including acid strength, extraction techniques, chromatographic separation, recrystallization, and selected organic reactions. Four online modeling experiences used ChemSketch and three-dimensional visualization to support student understanding of stereochemistry, isomer configurations, and important reaction mechanisms. A unique component of this laboratory course was that students uploaded photo diaries of their experiments to demonstrate completion. The developed course was implemented and taught for three semesters at Mississippi State University with 119 students successfully completing the at-home, self-paced laboratory course. The authors share this at-home laboratory experience as an option for programs exploring novel, off-campus approaches to laboratory experiences.

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“…ASA is commercially synthesized by Kolbe-Schmidtt reaction 43 or esterification of salicylic acid (SA) with acetic anhydride (AA) using an acid catalyst, mainly concentrated H 2 SO 4 and H 3 PO 4 . [44][45][46] Aspirin is an effective and common nonsteroidal analgesic, anti-rheumatism, antipyretic, anti-inflammatory drug and as well is well established for secondary stroke prevention, because it has anti-thrombotic function, which can effectively inhibit the aggregation of blood platelets. 43 There are very few reports to replace conventional H 2 SO 4 and H 3 PO 4 in the synthesis of ASA.…”

mentioning

confidence: 99%

Zirconium Phosphate Nanoparticles for Solvent Free Acetylation of Phenols and Salicylic Acid: An Efficient and Eco‐friendly Solid Acid Catalyst for Synthesis of Acetyl Salicylic Acid (Aspirin)

Hajipour

Karimi

2014

J Chinese Chemical Soc

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A facile synthesis of zirconium phosphate (ZP) nanoparticles as an effective, eco‐friendly and recyclable solid acid catalyst were studied. PVA was used as the organic matrix which is the dispersing agent and acted as a template for the nanoparticle. It seems H‐bonds between ZP and PVA along polymer chains play an important role in the better dispersion of in situ formed ZP. The catalyst was characterized by several instrumental techniques such as BET, ICP‐OES, XRD, FT‐IR, SEM and TEM. The TPD‐NH3 analysis suggests the presence of reasonable amount of Brönsted acid sites. The acidic properties of catalyst were studied in acetylation of phenols by acetic anhydride (AA), specifically synthesis of acetylsalicylic acid (ASA), commonly known as Aspirin, from salicylic acid (SA). The effects of reaction time, reaction temperature, mole ratio of reactants, as well as amount of catalysts on the synthesis of ASA were investigated, and the reaction conditions were therefore optimized. The excellent yield (96%) of the ASA was obtained under optimized reaction conditions. The catalyst was recovered from reaction media and reused for 4 times after that with a consistent high yield.

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The aspirin project. Laboratory experiments for introductory chemistry

Cited by 15 publications

References 4 publications

An Interdisciplinary, Project-Based Inquiry into the Chemistry and Geology of Alkaline Surface Lake Waters in the General Chemistry Laboratory

An Interdisciplinary, Project-Based Inquiry into the Chemistry and Geology of Alkaline Surface Lake Waters in the General Chemistry Laboratory

Development of an at-Home Chemistry Lab Experience for Survey of Organic Chemistry Students

Zirconium Phosphate Nanoparticles for Solvent Free Acetylation of Phenols and Salicylic Acid: An Efficient and Eco‐friendly Solid Acid Catalyst for Synthesis of Acetyl Salicylic Acid (Aspirin)

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