Racemic Mixtures Lab Report

Salbutamol is sold in its sulphate form and is marketed as a racemic product. According pharmaceutical chemistry this means that in it, it has 50% of the R enantiomer and 50% of the S enantiomer. However, only the R enantiomer is active at the β receptors. It is thought that the S enantiomer is inactive or causes adverse effects. Because of this, the pure R enantiomer was marketed – levalbuterol.

Aim: The aim of the lab “Chemical Equilibrium” is to observe the effects of changes in concentrations of products and reactants on the position of the equilibrium of given chemical reactions.

There are millions of different organic compounds. Most of them are found in mixtures and in order to achieve a pure form they need to be separated, isolated, and purified. However, there are endless numbers of possible mixtures, which make it impossible to have a pre-designed procedure for every mixture. So chemists often have to make their own procedures. The purpose of this experiment was to prepare the student to the real world by them designing their own procedure which will help them understand the techniques of separation and purification better. The goal was to extract two of the components of the

The first TLC plate showed that the fractions collected during the experiment that appeared to be the purest were fractions 4 and 6. These two fractions and fractions number 5 were combined for the final product. The Rf values for the standard carvone, fraction 4, and fraction 6 were all 0.32 indicating that these compounds were

Someone hands you a container of a mysterious white mixture, and they give you the task to figure out what it is. What would you do to solve the problem at hand? Many scientists might find physical and chemical properties to figure it out. The scientists might look for, odor change, temperature change, fizzing, and bubbling for chemical properties. They also inspect the mixtures for physical properties before a chemical reaction occurs, including shape, size, color, texture, and smell. The Eighth grade thinks that the mystery mixture is C6H8O7(Citric Acid) and NaHCO3(Baking Soda).

From the results that were acquired from mixing the liquid reagents with each powder, it was determined that Unknown Mixture #1 consisted of baking soda and cornstarch. When individually testing the substances from Unknown Mixture #1 with the liquid reagents, a few noticeable reactions occurred. Mixing baking soda with vinegar caused bubbling to occur. This is because a neutralization reaction took place between the two reactants. In this reaction, sodium bicarbonate(baking soda) reacts with vinegar and produces sodium acetate, water, and carbon dioxide(HC2H3O2(aq) + NaHCO3(aq) NaC2H3O2(aq) + H2O(l) + CO2(g) ). The gaseous carbon dioxide most likely tried to escape into the atmosphere and caused the bubbling to occur. Another noticeable reaction

The purpose of this separation of a mixture lab is to give students the challenge of figuring out how to separate a provided mixture, and following through with their procedure. The mixture is composed of salt, sand, poppy seeds, and iron filings, and all of these components should be separated and dried as well as possible by the end of the lab.

The main objective is not only to reach the optimum ratio to generate the greatest amount of heat and temperature, but also to maintain a constant volume throughout the entire experiment.

: During each reaction, something happened. During reaction 1, after adding the nitric acid a red-brown gas was created. The copper first turned green after a few minutes turned into a blue solution. Reaction 2, When acid was added a blue precipitate formed. Reaction 3, when heated the solution turned into a black precipitate.

In this lab, students observed reactions, or lack thereof, between metals Mg, Cu, Zn, and Fe; when placed in solutions of Hydrochloric acid (HCl), Cu(NO3)2, Zn(NO3)2, Fe(NO3)3 and Mg(NO3)2. Students were tasked with observing whatever reaction took place and recording the characteristics of said reaction. To set up the lab, students placed a piece of each metal in a pocket on a spot plate. The plates had four pockets in a row, one for each metal, and 3 rows of pockets. Students would then put a solution in each of the rows and observe the effects of that particular solution on each metal.

The purpose of this experiment is to understand how two different reactions can lose mass in a chemical reaction, and to learn how to arrive to the results in an organized way of recording data. The two balanced equations that we worked with were:

Jack Zhou Eric Lonrenzo Chemistry section # Date Chemical Reactions Introduction: The purpose of the lab was to create and observe the 4 kinds of chemical equation, and to identify reactants and products of those reactions.

Ratio of the enantiomers in the mixture could be determined from the relation of the enantiomeric excess from the relation:

In this lab we are going to be working on chemistry and a chemical reaction. A chemical reaction is when two or more chemical meet each other causing a change or reaction to the chemicals being mixed. We are going to do a chemical reaction ourselves, we are going to Represent this chemical reaction with milk, food coloring and dish soap. When you see this chemical reaction known as a non-polar molecule, although this is not an explosion or an over flow due to gas and pressure causing a mess, it is still really interesting to see and it is simple. Well going through this experiment, I want you to ask and answer why the food coloring travels away from the dish soap and what role

3. McMurry, John C., Robert C. Fay, and Stephanie Dillon. Experiment 3: Separation of the components of a mixture. Chemistry: Laboratory Manual. 6th ed. Boston: Prentice Hall, 2012. 33-42.