Part I

The Container Labeler should label seven clear cups, one with each of the following labels:

1. Coated brand name aspirin
   
2. Generic aspirin
   
3. Generic coated aspirin
   
4. Generic enteric coated aspirin (time release for arthritis pain)
   
5. Children's orange chewable aspirin, either Bayer or generic
   
6. Generic acetaminophen white caplet
   
7. Salicylic acid

Student Supply Manager should assemble the cups in a row, and place one whole tablet of each of the required six pain relievers listed above in the correct, labeled large clear cup. In the seventh large cup, place a very small amount of salicylic acid powder about the size of a match head.

The Reporter should print out the Part I Datasheet and use it to record the visual appearance of each substance.

Into each cup, the Tester should carefully pour approximately 60–75 ml of water (one fourth of the cup height for the large 9-ounce clear cup. This is a water depth of approximately 2.0 cm in the cup.) Try to have the water levels approximately equal in each of the cups.

Observe every few minutes. The Reporter should record observations for any changes and the approximate time of the changes using the Part I Datasheet. Discuss with your group what you think might be happening. Try not to disturb the containers as you observe them. These cups and their contents will be used later in Part IV after you complete Parts II and III.

Keep observing these cups and contents while you do the next parts of this lab.

Note that there is a major difference in the term "clear" (everything dissolves and the water is transparent like glass with no visible solid particles present), and "colorless" (complete absence of color). Ordinary window glass is both clear and colorless. Stained glass can be clear and have a beautiful color. Stained glass can also be cloudy or opaque in addition to having a color. Use these terms correctly!

When the Reporter has finished recording your observations, use the data recorded in Part I Datasheet, to write a one or two paragraph report describing what happened in Part I.

Part II

The Container Labeler should label seven white 3 ounce cups as follows:

1. Coated brand name aspirin
2. Generic aspirin
3. Generic coated aspirin
4. Generic enteric coated aspirin (time release for arthritis pain)
5. Children's orange chewable aspirin, either Bayer or generic
6. Generic acetaminophen white caplet
7. Salicylic acid

The Tester should place a piece of the appropriate tablet in a labeled white 3 ounce cup. Required to test first are pieces of the first six pills and salicylic acid powder used in Part I.

Next, the Tester should select a Beral^® pipette from the cassette rack. These pipettes contain the iron(III) chloride solution. The Tester should squirt approximately 2–3 ml of the solution onto the piece of the pill or white powder in the cup. Observe what happens. The Reporter should record your observations using the Part II Datasheet. Can you explain your observations?

Next, if your teacher gives the okay, the Supply Manager should select three other commercial pain relievers. The Tester should test pieces with a 2–3 ml portion of the iron(III) chloride. Again, observe what happens. The Reporter should record your observations using the Part II Datasheet. Analyze the results.

When the Reporter has finished recording your observations, use the data recorded in Part II Datasheet to write a one or two paragraph report describing what happened in Part II.

Part III

This section tests possible additives to aspirin tablets. These will be white powders or crystals. Some will be water soluble. Some will not be water soluble. All will be substances readily available in 1900.

The Supply Manager should select five different substances, choosing at least one from each of the three different group categories that follow below, and should transfer a very small amount of each white powder (equal in quantity approximately to the size of one fourth of an aspirin tablet) into the correctly labeled salad dressing cup.

Group 1:

White powders safe for human consumption, which were often used in making the “fake aspirin.” Listed below are two substances found in the kitchen and available in 1900. Both are similar in appearance and water solubility to salicylic acid. These are:

• Cornstarch
  
• Flour
  

Group 2:

Other white additive possibilities were:

• Table salt (sodium chloride)
  
• Sugar (refined table sugar)
  
• Powdered sugar (very finely ground refined sugar with small amount of cornstarch added to prevent caking or lumping when exposed to moisture)

Additional white powders that physically look like salicylic acid that could be used:

• Alum (aluminum potassium sulfate dodecahydrate)
  
• Baking powder (mixture: check container label for components)
  
• Baking soda (sodium hydrogen carbonate)
  
• Cream of tartar (potassium hydrogen tartarate)

The Tester should check each of the five white substances selected to see if they react with iron(III) chloride. If necessary, the Beral^® pipettes may be refilled at the Central Supply Station. The Reporter should record all color changes and other observations using the Part III Datasheet.

Part IV

Switch back to the whole tablets that were covered with water in Part I. The Reporter should record any additional changes noted at this time on your Part I Datasheet.

Now the Tester should carefully add several milliliters of FeCl₃ to each cup, and should gently swirl the cups to mix contents.

The Reporter should record what happens immediately using the Part IV Datasheet. Wait a few minutes and record any additional changes.

Before you clean up, check for any more color changes. The Reporter should record your observations using the Part IV Datasheet

Can you explain all your observations? Write a one or two paragraph report describing what happened in Part IV.

Part V

Your team will be paired with another team. Your instructor will assign each new team a role.

One team will have to make a white powder mixture and then present it to the second team to test. While the second team is working, the first team will design both a paper to contain the "aspirin pain powder" and a small box or envelope to contain several of the folded paper "doses."

The second team will test the powder to determine if there is excess unreacted salicylic acid in the powder. This team will also design paper to contain the powder and a small box or envelope to contain several folded paper "doses" of the "manufactured product."

NO TASTING WILL BE ALLOWED by either the makers or the testers. The designs should be suitable for the market in the early twentieth century in the United States.

Part VI

This is the teacher's "mystery challenge" to setup and begin after all other group activities are completed. It will unfold over several days. Observe, question, think, and enjoy!

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This activity was developed by Professor Johnnie-Marie Whitfield, Millsaps College.