Chemistry | Subject content.Introduction to organic chemistry Organic chemistry is the study of the millions of covalent compounds of the element.These structurally diverse compounds vary from naturally occurring petroleum. Black Cat Costume here. DNA and the molecules in living systems.Organic compounds also demonstrate.
Many of. these compounds are used as drugs, medicines and plastics. Organic compounds are named using the International Union of Pure and Applied. Chemistry (IUPAC) system and the structure or formula of molecules can be represented in. Organic mechanisms are studied, which enable reactions to be. In the search for sustainable chemistry, for safer agrochemicals and for new materials to.
Chemistry plays the dominant role. Nomenclature Content. Opportunities for skills development. Organic compounds can be represented by: empirical formulamolecular formulageneral formulastructural formuladisplayed formulaskeletal formula. The characteristics of a homologous series, a series of compounds containing the same functional group.
IUPAC rules for nomenclature. Students should be able to: draw structural, displayed and skeletal formulas for given organic compoundsapply IUPAC rules for nomenclature to name organic compounds limited to chains and rings with up to six carbon atoms eachapply IUPAC rules for nomenclature to draw the structure of an organic compound from the IUPAC name limited to chains and rings with up to six carbon atoms each. 3.
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Reaction mechanisms Content. Opportunities for skills development.
Reactions of organic compounds can be explained using mechanisms. Free- radical mechanisms: the unpaired electron in a radical is represented by a dotthe use of curly arrows is not required for radical mechanisms. Students should be able to: write balanced equations for the steps in a free- radical. Other mechanisms: the formation of a covalent bond is shown by a curly arrow that starts from a lone. Students should be able to: outline mechanisms by drawing the structures of the species involved and curly arrows to represent the movement of electron pairs. 3. Isomerism Content.
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Opportunities for skills development. Structural isomerism. Stereoisomerism. E–Z isomerism is a form of stereoisomerism and occurs as a result of.
Cahn–Ingold–Prelog (CIP) priority rules. Students should be able to: define the term structural isomerdraw the structures of chain, position and.
Content. Opportunities for skills development. Cracking involves breaking C–C bonds in alkanes. Thermal cracking takes place at high pressure and high temperature.
E and. Z isomersapply the CIP priority rules to E and Z. MS 4. 2. Students could be given. Various representations could be used to give the opportunity to.
Atomic Structure Fundamental Particles. be able to describe the properties of protons, neutrons and electrons in terms of relative charge and relative mass. The Northwest Clean Air Agency takes an active role in making information available to the public. Please browse through our offered resources below including. Non-edible vegetable oils: A critical evaluation of oil extraction, fatty acid compositions, biodiesel production, characteristics, engine performance and emissions.
MS 4. 1. 4. 2 and 4. Students understand the. E–Z isomerism. Students draw different. Alkanes Alkanes are the main constituent of crude oil, which is an important raw.
Alkanes are also used as fuels and the environmental. Fractional distillation of crude oil Content. Opportunities for skills development.
Alkanes are saturated hydrocarbons.Petroleum is a mixture consisting mainly of alkane hydrocarbons that can be separated by fractional distillation.AT a, d and k. PS 1.Fractional distillation of a crude oil substitute.Modification of alkanes by cracking Content. Autocad 2008 64 Bit Crack Keygens . Opportunities for skills development.
Cracking involves breaking C–C bonds in alkanes. Thermal cracking takes place at high pressure and high temperature and produces a high percentage of alkenes (mechanism not required). Catalytic cracking takes place at a slight pressure, high temperature and in the presence of a zeolite catalyst and is used mainly to produce motor fuels and aromatic hydrocarbons (mechanism not required). Students should be able to: explain the economic reasons for cracking alkanes. 3. Combustion of alkanes Content. Opportunities for skills development. Alkanes are used as fuels.
Combustion of alkanes and other organic compounds can be complete or. The internal combustion engine produces a number of pollutants including.
NOx, CO, carbon and unburned hydrocarbons. These gaseous pollutants from internal combustion engines can be removed using catalytic converters. Combustion of hydrocarbons containing sulfur leads to sulfur dioxide that causes air pollution. Students should be able to: explain why sulfur dioxide can be removed from flue gases using calcium oxide or calcium carbonate. 3. Chlorination of alkanes Content.
Opportunities for skills development. The reaction of methane with chlorine. Students should be able to: explain this reaction as a free- radical substitution mechanism involving initiation, propagation and termination steps. 3. Halogenoalkanes Halogenoalkanes are much more reactive than alkanes. They have many uses, including as. The use of some halogenoalkanes has.
CFCs) on the atmosphere. Nucleophilic substitution Content. Opportunities for skills development. Halogenoalkanes contain polar bonds. Halogenoalkanes undergo substitution reactions with the nucleophiles.
OH–, CN– and NH3. Students should be able to: outline the nucleophilic substitution mechanisms of these reactionsexplain why the carbon–halogen bond enthalpy influences the rate of reaction. AT a, b and k. PS 4. Students could follow instructions when carrying out test- tube hydrolysis of. AT d, g and k. Students could prepare a chloroalkane, purifying the. Elimination Content. Opportunities for skills development.
The concurrent substitution and elimination reactions of a halogenoalkane (eg 2- bromopropane with potassium hydroxide). Students should be able to: explain the role of the reagent as both nucleophile and baseoutline the mechanisms of these reactions. 3. Ozone depletion Content. Opportunities for skills development.
Ozone, formed naturally in the upper atmosphere, is beneficial because it absorbs ultraviolet radiation. Chlorine atoms are formed in the upper atmosphere when ultraviolet radiation causes C–Cl bonds in chlorofluorocarbons (CFCs) to break. Chlorine atoms catalyse the decomposition of ozone and contribute to the hole in. Appreciate that results of research by different groups in the scientific. CFCs as solvents and refrigerants. Chemists have now developed alternative. Students should be able to: use equations, such as the following, to explain how chlorine atoms catalyse.
Cl• + O3 → Cl. O• + O2 and Cl. O• +. O3 → 2. O2 +.
Cl•Research opportunity. Students could investigate the role of chemists in the introduction of legislation. CFCs and in finding.
Alkenes In alkenes, the high electron density of the carbon–carbon double bond leads. This section also covers the. Structure, bonding and reactivity Content. Opportunities for skills development. Alkenes are unsaturated hydrocarbons. Bonding in alkenes involves a double covalent bond, a centre of high electron density. 3. Addition reactions of alkenes Content.
Opportunities for skills development. Electrophilic addition reactions of alkenes with HBr. H2. SO4 and. Br. 2The use of bromine to test for unsaturation. The formation of major and minor products in addition reactions of unsymmetrical alkenes. Students should be able to: outline the mechanisms for these reactionsexplain the formation of major and minor products by reference to the relative stabilities of primary, secondary and tertiary carbocation intermediates. AT d and k PS 4. 1 Students could test organic compounds for unsaturation using. Addition polymers Content.
Opportunities for skills development. Addition polymers are formed from alkenes and. The repeating unit of addition polymers. IUPAC rules for naming addition polymers. Addition polymers are unreactive.
Appreciate that knowledge and understanding of the. Typical uses of poly(chloroethene), commonly known as. PVC, and how its properties can be modified using. Students should be able to: draw the repeating unit from a monomer structure draw the repeating unit from a section of the. AT k. PS 1. 2. Making poly(phenylethene) from. Alcohols Alcohols have many scientific, medicinal and industrial uses. Ethanol is one. such alcohol and it is produced using different methods, which are.
Ethanol can be used as a biofuel. Alcohol production Content.
Opportunities for skills development. Alcohols are produced industrially by hydration of alkenes in the presence of an acid catalyst. Ethanol is produced industrially by fermentation of glucose.
The conditions for. Ethanol produced industrially by fermentation is separated by fractional distillation and can then be used as a biofuel. Students should be able to: explain the meaning of the term biofueljustify the conditions used in the production of ethanol by. AT a, d and k. PS 1. Students. could produce ethanol by fermentation, followed by purification by.