UNIT 1: INTRODUCTION TO ORGANIC CHEMISTRY Objectives: At the end of this unit‚ the students should be able to: 1. Learn the Types of Structures a. Sawhorse Structures b. Newman Projections 2. Learn to draw the different Isomers a. Sawhorse Structures b. Newman Projections Types of Structures 1. Two-dimensional structural formula 4. Three-dimensional structural formula 2. Condensed structural formula 5. Sawhorse structures 3. Bond-line structural formula
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Being able to extract a compound or substance from a product or object will encourage us in being able to do the same in a similar manner with a tea solution. Extracting compounds is an important step in any kind of organic chemistry lab and will help us be better at accomplishing the experiment in a much faster and accurate rate than from before. Experimental To begin the experiment‚ a tea solution must be made by incorporating a tea bag into a beaker filled with almost boiling water and the
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VI. Results and Discussion In this exercise‚ the goal was to produce acetylsalicylic acid through the organic synthesis from the reaction of salicylic acid to acetic anhydride‚ the starting materials. Instead of using acetic acid‚ acetic anhydride was used as solvent since the anhydride reacting with water to form acetic acid tends to drive the reaction to the right. It results from the elimination of a molecule of water from two molecules of acetic acid (see Fig. 11.2). Figure 11.3 below
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Organic Chemistry II Laboratory (ABCT357) Although studying fundamental theories of chemistry in the class is important to understand the concept of chemistry‚ carrying out experiments to corroborate the theories is also important. It is very important for students to get used to experiments in order to speed up their experiments. Expt.1. Acetylation of α-D-glucopyranose Add slowly 2.5 g (0.014 mol) of powdered D-glucose in small portions (roughly in 7-10 portions and 5 min for each addition)
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Part 1. Hydrocarbon Nomenclature From International Union of Pure and Applied Chemistry (IUPAC) General Form of IUPAC Nomenclature [branching substituent(s)] Root [Suffix] Rules: 1. Identify the longest continuous chain of carbon atoms. This chain determines the parent name (root) of the alkane. The parent suffix for alkanes is‚ not surprisingly‚ -ane. For chains of equal length‚ pick the one with the most substituents. (Note: I number all possibilities going from left to right
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relieve stuffy nose symptoms. H HO OH H N CH3 . HCl What is the configuration at this chirality center? R or S ? www.primaryrx.com/pdf/C-PHEN%20DM%20DROPS.pdf 1 Chapter 15: Benzene and Aromaticity Introduction: • All organic compounds can be derived into two broad classes 1. Aliphatic compounds Nonaromatic hydrocarbons such as alkanes‚ alkenes or alkynes 2. Aromatic compounds A series of cyclic unsaturated compounds with unusually high stability • The properties
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groups Structure determination (Unit 1) Structure determination (Unit 2) Structure determination (Unit 3) Structure determination (Unit 4) Organic synthesis Organic Laboratory Technique (Unit 1) Organic Laboratory Technique (Unit 2) Organic Laboratory Technique (Unit 3) Organic Laboratory Technique (Unit 4) Reference Reading from Solomons‚ Organic Chemistry 6th edition 90-93‚ 96-101 102-118‚ 320‚ 433-434‚ 795-796‚ 903-905‚ 970-972 59-61 178-185‚ 188‚ 193-198‚ 200 41-47‚ 65-75‚ 128-137‚ 284-286
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Joshua Krank Principles of Organic Chemistry Laboratory‚ Department of Chemistry and Biochemistry North Dakota State University‚ Fargo‚ ND 58102 Introduction: The purpose of this experiment was to synthesize tetraphenylcyclopentadienone using a reaction of dibenzyl ketone (1‚3-diphenyl-2-propanone) with benzil in the presence of base. The reaction then proceeded with an aldol condensation reaction.5 This product was obtained using extraction (reflux)‚ recrystallization and vacuum filtration to
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took my first chemistry class I became mesmerized with the field of chemistry. The idea that I could start with one molecule and change it into a completely different compound both fascinated and thrilled me. I was at a predicament‚ on one hand I wanted to study medicine to help people‚ but I was far more interested in and passionate about the chemical processes and reactions. This changed when I took my first organic chemistry class. I want to make a career by applying chemistry to medicine and
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rocks that I like to collect. As I went through high school‚ I settle and wanted to be a doctor due to my strong duty in helping people and my interest in human anatomy and chemistry. But‚ like most pre-med students
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