...Organic Chemistry Laboratory CLASSIFICATION TESTS FOR HYDROXYL AND CARBONYL CONTAINING COMPOUNDS ABSTRACT Hydroxyl- and Carbonyl- containing samples were tasked to be distinguished and classified respectively; the three types of alcohols were to be differentiated along with aldehydes and ketones. Hydroxyl groups are functional groups containing OH- atoms acting as substituents in an organic compound, carbonyl- groups refer to a divalent group consisting of a carbon atom double-bonded to an oxygen atom. Hydroxyl groups are characteristic functional groups of alcohols and phenols, while carbonyl groups are characteristic functional groups of aldehydes and ketones. The samples include ethanol, n-butyl alcohol, sec-butyl alcohol, tert-butyl alcohol, benzyl alcohol, acetaldehyde, n-butyraldehyde, benzaldehyde, acetone, acetophenone, and isopropyl alcohol. The samples were analyzed through different tests including the solubility of alcohols in water, Lucas Tests, Chromic Acid Tests (Jones Oxidation), 2-4 Dinitrophenylhydrazone (2,4-DNP) Tests, Fehling’s Tests, Tollens’ Silver Mirror Tests, and Iodoform Tests. Lucas tests differentiate primary, secondary and tertiary alcohols. Chromic tests distinguish a sample’s capability to oxidize. 2,4-DNP tests differentiates aldehydes and ketones from other functional groups. Fehling’s tests and Tollens’ Silver Mirror tests distinguish aldehydes from other functional groups. Iodoform tests distinguish methyl carbinol and methylcarbonyl...
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...Classification Tests for Hydroxyl- and Carbonyl-containing Compounds Miguel, K.D., Moron, R.S.S., Pazon, A.D., Ramirez, C.V., Raquepo, T.M.R., Razon, D.N.A.Jr. 2B-PH, Group No. 6, Department of Pharmacy, Faculty of Pharmacy, University of Santo Tomas, España Boulevard, 1015 Manila, Philippines Abstract In organic chemistry it is very common to see molecules comprised mainly of a carbon backbone with functional groups attached to the chain. The functional group gives the molecule its properties, regardless of what molecule contains it.[1] Examples of functional groups are that of hydroxyl (-OH) which is usually seen in alcohols, and carbonyl (C=0) which is seen in aldehydes and ketones. In this experiment, several tests were conducted to distinguish and differentiate various sample compounds such as ethanol, n-butyl alcohol, sec-butyl alcohol, tert-butyl alcohol, benzyl alcohol, n-butyraldehyde, benzaldehyde, acetone, acetophenone, isopropyl alcohol, and acetaldehyde. The tests are the following: solubility test of alcohols in water, which gave a soluble result in ethanol, sec-butyl alcohol and tert-butyl alcohol. Next is the Lucas test, which is used to differentiate 1°, 2° & 3° alcohols. In Lucas test, tert-butyl alcohol gave an immediate turbid result; the rate of reaction was noted. Chromic Acid test (Jones Oxidation) which gave a positive result by producing a blue-green solution with the sample n-butyl alcohol, acetaldehyde, benzaldehyde, and isopropyl alcohol. 2...
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...CLASSIFICATION TESTS FOR HYDROXYL AND CARBONYL CONTAINING COMPOUNDS Margarita Ysabel S. Mangahas, Cara Camille M. Matute, Emilyn D. Millares, John Acener C. Padua and Kathryn Cheshire P. Pangilinan Group 5 2A Medical Technology Organic Chemistry Laboratory ABSTRACT Hydroxyl and Carbonyl containing samples were tested in this experiment. The samples were analyzed through tests involving the solubility of alcohols in water, Lucas test, Chromic Acid test, 2,4-Dinitrophenylhydrazone (2,4-DNP) test, Fehling’s test, Tollens’ Silver Mirror test, and Iodoform test. Lucas test differentiates primary, secondary and tertiary alcohols. Chromic test was performed to know if the sample is oxidizable. 2,4-Dinitrophenylhydrazone test was performed for aldehydes and ketones. Fehling’s Test and Tollens’ Silver Mirror Test are tests for aldehydes. Iodoform test is a test for methyl carbinol and methylcarbonyl groups. The samples are n-butyl alcohol, sec-butyl alcohol, tert-butyl alcohol, acetaldehyde, n-butylaldehyde, benzandehyde, acetone, and isopropyl alcohol. INTRODUCTION Hydroxyl group is used to describe the functional group –OH when it is a substituent in an organic compound. [4] Representative organic molecules containing a hydroxyl group are known as alcohols. Hydroxyl groups are especially important in biological chemistry because of their tendency to form hydrogen bonds both as donor and acceptor. This property is also related to their ability to increase hydrophilicity...
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...CLASSIFICATION TESTS FOR HYDROXYL- AND CARBONYL- CONTAINING ORGANIC COMPOUNDS Group 3 2H Medical Technology Organic Chemistry Laboratory ABSTRACT Classification of Hydroxyl and Carbonyl containing compounds was done through different tests. The samples were n-butyl alcohol, sec-butyl alcohol, tert-butyl alcohol, acetaldehyde, n-butyraldehyde, benzaldehyde, acetone, acetophenone, and isopropyl alcohol. Each of the samples were tested through solubility test of alcohols in water, Lucas test, Chromic acid test or the Jones oxidation test, 2,4-Dinitrophenylhydrazone (2,4-DNP) test, Fehling’s test, Tollens’ silver mirror test, and Iodoform test. Solubility test of alcohols in water was used to determine the amount of water needed for it to produce a homogenous dispersion and determine whether what kind of alcohol is soluble and insoluble in water. Lucas test was used to differentiate primary, secondary, and tertiary alcohols. Chromic acid test was used to determine if the sample is oxidized and can also be used to differentiate ketones from aldehydes. 2, 4-Dinitrophenylhydrazone test was used to differentiate aldehydes and ketones. Fehling’s test and Tollens’ silver mirror test was used to determine whether the sample is an aldehyde. Lastly, Iodoform test was used for classification of methyl ketones. INTRODUCTION Hydroxyl compounds are those containing the hydroxyl group –OH. They can be classified into primary(1o), secondary(2o), tertiary(3o) alcohols, and phenol...
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...Date: March 9, 2015 Introduction: Aldehydes and ketones are two of several types of compounds that contain the carbonyl group. Reactions that occur because of the presence of the carbonyl group include nucleophilic addition reactions and base catalysed condensations. Aldehydes are also easily oxidized, which provides a convenient means to distinguish them from ketones. The carbonyl group in aldehydes and ketones is highly polarized; the carbonyl carbon bears a substantial partial positive charge and is susceptible to nucleophilic attack. Further, since it is sp2 hybridized it is relatively open to attack. Because the carbonyl contains no good leaving group, addition occurs rather than substitution. Aldehydes and ketones are polar compounds; however, the pure compounds do not undergo hydrogen bonding as the alcohols do. Thus the boiling points of aledehydes and ketones are lower than alcohols, but higher than alkanes or ethers. Low molecular weight carbonyl compounds are water soluble. Tests used to classify aldehydes and ketones Question 1 Identify the tests used to classify aldehydes and ketones. For each test identify the reagent(s) used and tell what observations/ results are expected. Write equations to show reactions (where appropriate). There are various tests that can be used to identify aldehydes and ketones. Some tests can be used to identify the carbonyl group in compounds while others can be used to distinguish between and aldehyde and a ketone. 1)2,4-Dinitrophenylhydrazone...
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...reflect the relative sizes of the atoms and the way in which the atoms may interfere with each other when in close quarters (steric hindrance). Then we go on to further important aspects of structure-the functional group concept and position isomerism. Our aim is to have you become more familiar with the various kinds of organic compounds and begin to see how the practicing organic chemist visualizes molecules and correlates the diverse kinds of structures that he has to deal with in his work. 2-1 STRUCTURAL FORMULAS The building block of structural organic chemistry is the tetravalent carbon atom. With few exceptions, carbon compounds can be formulated with four 2-1 Structural Fbrmulas 31 covalent bonds to each carbon, regardless of whether the combination is with carbon or some other element. The two-electron bond, which is illustrated by the carbon-hydrogen bonds in methane or ethane and the carbon-carbon bond in ethane, is called a single bond. In these and many related substances, each carbon is attached to four other atoms: H:C:H .. H H:C:C:H .. .. H H methane ethane There exist, however, compounds such as ethene (ethylene), C,H,, in which two electrons from each of the carbon atoms are mutually shared, thereby producing two two-electron bonds, an arrangement which is called a double bond. Each carbon...
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...Organic Chemistry Second Edition The INSTANT NOTES series Series Editor: B.D. Hames School of Biochemistry and Molecular Biology, University of Leeds, Leeds, UK Animal Biology 2nd edition Biochemistry 2nd edition Bioinformatics Chemistry for Biologists 2nd edition Developmental Biology Ecology 2nd edition Immunology 2nd edition Genetics 2nd edition Microbiology 2nd edition Molecular Biology 2nd edition Neuroscience Plant Biology Chemistry series Consulting Editor: Howard Stanbury Analytical Chemistry Inorganic Chemistry 2nd edition Medicinal Chemistry Organic Chemistry 2nd edition Physical Chemistry Psychology series Sub-series Editor: Hugh Wagner Dept of Psychology, University of Central Lancashire, Preston, UK Psychology Forthcoming titles Cognitive Psychology Physiological Psychology Organic Chemistry Second Edition G. L. Patrick Department of Chemistry and Chemical Engineering, Paisley University, Paisley, Scotland This edition published in the Taylor & Francis e-Library, 2005. "To purchase your own copy of this or any of Taylor & Francis or Routledge's collection of thousands of eBooks please go to www.eBookstore. tandf.co.uk.” © Garland Science/BIOS Scientific Publishers, 2004 First published 2000 Second edition published 2004 All rights reserved. No part of this book may be reproduced or transmitted, in any form or by any means, without permission. A CIP catalogue record for this book is available from the British Library. ISBN 0-203-42761-0 Master e-book...
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...Benzanilide (French); N-Benzoylaniline; N-Phenylbenzamide | CLASSIFICATION | | PHYSICAL AND CHEMICAL PROPERTIES | PHYSICAL STATE | white to grey crystals | MELTING POINT | 163 C | BOILING POINT | | SPECIFIC GRAVITY | 1.315 | SOLUBILITY IN WATER | Insoluble (soluble in alcohol) | pH | | VAPOR DENSITY | | AUTOIGNITION | | NFPA RATINGS | Health: 1; Flammability: 0; Reactivity: 0 | REFRACTIVE INDEX | | FLASH POINT | 180 C | STABILITY | Stable under ordinary conditions. | GENERAL DESCRIPTION & APPLICATIONS | Amide is a group of organic chemicals with the general formula RCO-NH2 in which a carbon atom is attached to oxygen in solid bond and also attached to an hydroxyl group, where 'R' groups range from hydrogen to various linear and ring structures or a compound with a metal replacing hydrogen in ammonia such as sodium amide, NaNH2. Amides are divided into subclasses according to the number of substituents on nitrogen. The primary amide is formed from by replacement of the carboxylic hydroxyl group by the NH2, amino group. An example is acetamide (acetic acid + amide). Amide is obtained by reaction of an acid chloride, acid anhydride, or ester with an amine. Amides are named with adding '-ic acid' or '-oic acid' from the name of the parent carboxylic acid and replacing it with the suffix 'amide'. Amide can be formed from ammonia (NH3). The secondary and tertiary amides are the compounds which one or both hydrogens in primary amides are replaced...
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...Date of Sale Seal of Bank / Institution with Address Initial of authorized sale clerk CONTENTS Sl. No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Appendix I. II. III. IV . V . VI. VII. VIII. IX. List of Institutions participated in CCB(AIEEE) -2010-Counseling .......................................................... 007 Nomenclature of Disciplines in Degree Engineering & Technology/ Architecture/Town Planning (Approved by AICTE) ............................................................................... 009 Syllabus .................................................................................................................................................... 010 Addresses of selling centers from where Application Forms can be procured against Cash Payment only ....................................................................................................... 019 Instructions for completing and sending the Application Form By Post ................................................. 024 List of Cities where All India Engineering/Architecture Entrance Examination will be conducted ................................................................................................................. 027 List of cities where on line examination will be conducted ...................................................................... 029 A. Procedure to be followed in conduct of AIEEE ...............................................................................
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...1 UNIT 1 Living Things and Their Environment DRAFT April 29, 2014 Photo Credit: http://www.flyingfourchette.com/2013/05/25/around-ubud/ 2 UNIT 1: Living Things and Their Environment Introduction At this point, students have already learned in Grade 8 how the body breaks down food into forms that can be absorbed through the digestive system and then transported to each cell, which was on the other hand discussed in Grade 7 to be the basic unit of life. The learners have also discovered that cells divide to produce new cells by mitosis and meiosis. They have understood that meiosis is an early step in sexual reproduction that leads to variation. Students have been introduced to genetics to be able to appreciate evolutionary differences among species. Learners have also found out that biodiversity is the collective variety of species living in an ecosystem, and by studying the ecosystem; they have come across the various cycling of materials and energy transformation. DRAFT April 29, 2014 All modules in Grade 9 Unit 1-Living Things and Their Environment present student-centered activities that will allow the learners to discover and develop concepts that they may consider useful to their everyday life. At the end of each lesson, key concepts are provided for the students to grasp ideas and information that they will remember even after they have left school. Instructional activities are designed to build up the students’ knowledge, understanding, skills, and ability to transfer...
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...SEPERATION PROCESSES II DESIGN PROJECT COAGULATION & FLOCCULATION PROCESSES IN THE PRODUCTION OF POTABLE WATER SUBMISSION DATE: 14 August 2012 COURSE COORDINATOR : Dr. Netatollah Rahmanian GROUP MEMBERS’ NAMES: Derek Lai Chai Zern 14233 Derek Lai Chai Zern 14233 Sean Suraj Jeremiah 14286 Nabila Syahira Bt Azizuddin 14295 Hazwan Farid B Muhammad Puzi 14382 Karrthik S/O Subramaniam 15450 Kiveeyashini D/O Govindasamy 17252 INTRODUCTION Human settlements have always been centred around sources of clean drinking water. As the population increases and the quality of fresh water declines, it has become an engineering challenge to supply sufficient potable water to the meet demands. Of the many unit processes and operations used in water treatment, coagulation and flocculation required a unique combination of chemical and physical phenomena for producing water acceptable for human consumption. Aggregation of fine particulate matter into larger particulates by the use of coagulation and flocculation facilities permits cost-effective removal in subsequent solid separation processes. Particulates inorganic origin such as clay, silt, and mineral oxides generally enter surface water by natural erosion processes and can decrease the clarity of the water to an unacceptable level. Organic particulates, such as colloidal humic and fulvic acids are a product of decay and leaching of organic debris and litter which have fallen in the water...
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...Answers to Conceptual Integrated Science End-of-Chapter Questions Chapter 1: About Science Answers to Chapter 1 Review Questions 1 The era of modern science in the 16th century was launched when Galileo Galilei revived the Copernican view of the heliocentric universe, using experiments to study nature’s behavior. 2 In Conceptual Integrated Science, we believe that focusing on math too early is a poor substitute forconcepts. 3 We mean that it must be capable of being proved wrong. 4 Nonscientific hypotheses may be perfectly reasonable; they are nonscientific only because they are not falsifiable—there is no test for possible wrongness. 5 Galileo showed the falseness of Aristotle’s claim with a single experiment—dropping heavy and lightobjects from the Leaning Tower of Pisa. 6 A scientific fact is something that competent observers can observe and agree to be true; a hypothesis is an explanation or answer that is capable of being proved wrong; a law is a hypothesis that has been tested over and over and not contradicted; a theory is a synthesis of facts and well-tested hypotheses. 7 In everyday speech, a theory is the same as a hypothesis—a statement that hasn’t been tested. 8 Theories grow stronger and more precise as they evolve to include new information. 9 The term supernatural literally means “above nature.” Science works within nature, not above it. 10 They rely on subjective personal experience and do not lead to testable hypotheses. They lie outside...
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...ANALYSIS OF FOOD PRODUCTS FOOD SCIENCE 581 Instructor Prof. D. Julian McClements Room 238, Chenoweth Lab Tel: 545 1019 Email: mcclements@foodsci.umass.edu Course Description Food products are analyzed for a variety of reasons, e.g., compliance with legal and labeling requirements, assessment of product quality, determination of nutritive value, detection of adulteration, research and development. The lectures will cover the basic principles of analytical procedures and techniques commonly used to provide information about the chemical composition, structure and physical properties of food materials. The aim of the laboratory classes is to give students experience in performing food analysis experiments, analyzing data and reporting their findings. In addition, students are expected to work in teams on a special project where they will identify and critically assess the most appropriate analytical methods for analyzing the properties of a particular food product. [4 Credits]. Textbooks * Introduction to Food Analysis. S.S. Nielsen, 1998. Aspen Publishers - The best general overview of food analysis techniques currently available. (Required). * Food Analysis: Theory and Practice. Y. Pomeranz and C.E. Meloan, Chapman and Hall - General overview of food analysis techniques (Useful) * Food Analysis: Principles and Techniques. D.W. Gruenwedel and J.R. Whitaker, Marcel Dekker - General overview of food analysis techniques (Useful) * Analytical Chemistry of Foods...
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...1 1 Fundamentals of Semiconductor Electrochemistry and Photoelectrochemistry Krishnan Rajeshwar The University of Texas at Arlington, Arlington, Texas 1.1 1.2 1.3 1.3.1 1.3.2 1.3.3 1.3.4 1.4 1.4.1 1.4.2 1.4.3 1.5 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.6 1.7 1.7.1 1.7.2 1.7.3 1.7.4 1.7.5 Introduction and Scope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Electron Energy Levels in Semiconductors and Energy Band Model . The Semiconductor–Electrolyte Interface at Equilibrium . . . . . . . . The Equilibration Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Depletion Layer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mapping of the Semiconductor Band-edge Positions Relative to Solution Redox Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Surface States and Other Complications . . . . . . . . . . . . . . . . . . . Charge Transfer Processes in the Dark . . . . . . . . . . . . . . . . . . . . Current-potential Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dark Processes Mediated by Surface States or by Space Charge Layer Recombination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rate-limiting Steps in Charge Transfer Processes in the Dark . . . . . Light Absorption by the Semiconductor Electrode and Carrier Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Light Absorption...
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