[PDF] [PDF] Organic Chemistry - Manitoba Education

[PDF] Short Summary of IUPAC Nomenclature of Organic Compounds

IUPAC nomenclature is based on naming a molecule's longest chain of carbons atoms other than carbon and hydrogen, are indicated by prefixes or suffixes according to a specific set of priorities II of steps, as indicated on the examples below: of chain) (Notes: 1 An “e” is dropped if the letter following it is a vowel:  

[PDF] Chemistry 1110 – Organic Chemistry IUPAC Nomenclature

various functional classes organic compounds, as well as the relationship between compounds that have The next page contains examples of compounds containing the thirteen common compounds for the same formula C6H11BrO

[PDF] ORGANIC CHEMISTRY - NCERT

IUPAC system of nomenclature and also derive their structures from the given ( ii) Various ways of representing 2-bromo examples of various types of aromatic Table 12 4 Some Functional Groups and Classes of Organic Compounds 

[PDF] NOMENCLATURE IN ORGANIC CHEMISTRY

(ii) Naming Various Classes of Organic Compounds 14 A Ethers and The following example gives the name of an alkane having a branched side chain:

[PDF] Organic Chemistry - Nomenclature - Bansal Classes

11 Nomenclature of Spiro compounds 42 12 Exercise - 1 46 Exercise - 2 53 Exercise - 3 58 Mainly three systems are adopted for naming an organic compound : – (i) Common Names or Acrylic anhydride SOLVED EXAMPLE Q 1

[PDF] Nomenclature of Organic compounds - KEA

h d h i ffi hil attached to the primary suffix while writing the IUPAC name Page 12 Class of functional secondary compounds group suffix

[PDF] Principles of Chemical Nomenclature - iupac

Sequence of citation of symbols, 11 Functional class nomenclature, 96 5 Examples 9 C(CH3) 10 CH3-[CH2]5-CH3 11 CaCl 12 [{Fe(CO)3}3(CO)2]2

[PDF] Nomenclature

What is IUPAC nomenclature? • A systematic method of naming organic chemical compounds as recommended by the International Union of Pure and Applied 

[PDF] Organic Chemistry - Manitoba Education

Examples: polychlorinated biphenyls, caffeine, steroids, organic solvents ( toluene, xylene) C11-5- Include: up to 6-C alcohols and 6-C organic acids, IUPAC nomenclature C11-5- GRADE 11 CHEMISTRY • Topic 5: Organic Chemistry Microscale Chemistry Laboratory Manual (Slater and Rayner- Canham 82—ester

[PDF] ORGANIC NOMENCLATURE - Caltech Authors

In this chapter, we consolidate the nomenclature of a number of classes Examples are given below CW:,-CH2 CH3 I I 4-ethyl-3-methyl heptane

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TOPIC5:

RGANICCHEMISTRY

Topic 5: Organic Chemistry

CC1111--55--0011Compare and contrast inorganic and organic chemistry. CC1111--55--0022Identify the origins and major sources of hydrocarbons and other organic compounds.

Include: natural and synthetic sources

CC1111--55--0033Describe the structural characteristics of carbon. Include: bonding characteristics of the carbon atom in hydrocarbons (single, double, triple bonds) CC1111--55--0044Compare and contrast the molecular structures of alkanes, alkenes, and alkynes. Include: trends in melting points and boiling points of alkanes only CC1111--55--0055 Name, draw, and construct structural models of the first 10 alkanes.

Include: IUPAC nomenclature, structural formulas, condensed structural formulas, molecular formulas, general

formula C (2n+2) CC1111--55--0066Name, draw, and construct structural models of branched alkanes. Include: six-carbon parent chain, methyl and ethyl substituent groups, IUPAC nomenclature

CC1111--55--0077Name, draw, and construct structural models of isomers for alkanes up to six-carbon atoms.

Include: condensed structural formulas

CC1111--55--0088 Outline the transformation of alkanes to alkenes and vice versa. Include: dehydrogenation/hydrogenation, molecular models CC1111--55--0099Name, draw, and construct molecular models of alkenes and branched alkenes.

Include: six-carbon parent chain, methyl and ethyl substituent groups, IUPAC nomenclature, structural formulas,

condensed structural formulas, molecular formulas, general formula C CC1111--55--1100 Differentiate between saturated and unsaturated hydrocarbons. CC1111--55--1111Outline the transformation of alkenes to alkynes and vice versa. Include: dehydrogenation/hydrogenation, molecular models CC1111--55--1122Name, draw, and construct structural models of alkynes and branched alkynes.

Include: six-carbon parent chain, methyl and ethyl substituent groups, IUPAC nomenclature, structural formulas,

condensed structural formulas, molecular formulas, general formula C 2n-2 CC1111--55--1133 Compare and contrast the structure of aromatic and aliphatic hydrocarbons. Include: molecular models, condensed structural formulas CC1111--55--1144Describe uses of aromatic hydrocarbons. Examples: polychlorinated biphenyls, caffeine, steroids, organic solvents (toluene, xylene)... CC1111--55--1155 Write condensed structural formulas for and name common alcohols. Include: maximum of six-carbon parent chain, IUPAC nomenclature CC1111--55--1166 Describe uses of methyl, ethyl, and isopropyl alcohols. CC1111--55--1177Write condensed structural formulas for and name organic acids. Include: maximum of six-carbon parent chain, IUPAC nomenclature CC1111--55--1188Describe uses or functions of common organic acids. Examples: acetic, ascorbic, citric, formic, acetylsalicylic (ASA), lactic...

CC1111--55--1199Perform a lab involving the formation of esters, and examine the process of esterification.

CC1111--55--2200Write condensed structural formulas for and name esters. Include: up to 6-C alcohols and 6-C organic acids, IUPAC nomenclature

CC1111--55--2211Describe uses of common esters.

Examples: pheromones, artificial flavourings...

CC1111--55--2222Describe the process of polymerization and identify important natural and synthetic polymers.

Examples: polyethylene, polypropylene, polystyrene, polytetrafluoroethylene (Teflon CC1111--55--2233 Describe how the products of organic chemistry have influenced quality of life. Examples: synthetic rubber, nylon, medicines, polytetrafluoroethylene (Teflon

CC1111--55--2244Use the decision-making process to investigate an issue related to organic chemistry.

Examples: gasohol production, alternative energy sources, recycling of plastics...

Suggested Time: 17.0 hours

4 - Topic 5: Organic Chemistry

GRADE11 CHEMISTRY€ Topic 5: Organic Chemistry

SUGGESTIONS FORINSTRUCTION

Entry-Level Knowledge

Students should know many organic compounds but they may not know that these substances fall under the general category of organic. Students may say that organic means grown without the aid of fertilizers or chemical enhancements.

TEACHERNOTES

During the 1950s, plant splicing occurred to improve resistance to diseases, such as rust. M.S. Joseph Murachy, from Shoal Lake, Manitoba, is credited with the development of a wheat strain that was resistant to rust 15B. He then crossed this variety of wheat with Exchange and Redman varieties to create a strongly resistant form of wheat that became famous. The new strain was commonly called Selkirk wheat. The following website can be used to collect information concerning the history of the introduction of resistant strains of cereal grains into the Prairie region. Agriculture and Agri-Food Canada. Cereal Research Centre, Winnipeg:

Activating Activity

Provide students with a definition of an organic compound and then have them list as many compounds as they can. Ask students to write, in their journals, how their life would change if suddenly all the organic compounds they presently use ceased to exist. Students could sketch a picture of a world without organic materials. C1111--55--0011::Compare and contrast inorganic and organic chemistry. vitalism ((11..00 hhoouurr)) GGeenneerraall LLeeaarrnniinngg OOuuttccoommee CCoonnnneeccttiioonnss

GLLOOAA22::Recognize that scientific knowledge is based on evidence, models, and explanations, and evolves as new

evidence appears and new conceptualizations develop.

GGLLOO AA44::Identify and appreciate contributions made by women and men from many societies and cultural

backgrounds that have increased our understanding of the world and brought about technological innovations.

GGLLOOBB11::Describe scientific and technological developments-past and present-and appreciate their impact on

individuals, societies, and the environment, both locally and globally.

GGLLOO BB22::Recognize that scientific and technological endeavours have been and continue to be influenced by

human needs and the societal context of the time.

SSLLOO:: CC1111--55--0011

Topic 5: Organic Chemistry - 5

GRADE11 CHEMISTRY€ Topic 5: Organic Chemistry

Laboratory Activity/Demonstration

Appendix 3.8: Indications of Chemical Reactions outlines a demonstration on the typical reaction of concentrated sulphuric acid with sugar to produce solid carbon and a number of other products that are toxic. This demonstration should be done in a fume hood, with all the necessary safety precautions noted in Appendix 3.8. The Material Safety Data Sheet for concentrated sulphuric acid should be available before the lab activity/demonstration occurs.

TEACHERNOTES

By 1800, chemistry had firmly become established as a science, and for the next decade scientists became keenly interested in studying the composition of substances and the manner in which they could be changed. As a result of investigations, scientists began to distinguish two types of compounds. Those derived from plant or animal sources became known as organic compoundsand those obtained from mineral constituents of the Earth were called inorganic compounds. Chemists were aware of a very large number of organic compounds (such as dyes, soaps, vinegars, sugars, perfumes, gums, and rubber, to mention a few) but were unable to explain how so many compounds could be made from only a few inorganic compounds as being formed by oppositely charged atoms. However, this did not explain organic compounds such as C , C , C , C , and so on. It was common knowledge that Cl could be substituted for H in C to produce . This meant, however, that a negative Cl could be substituted for a positivequotesdbs_dbs7.pdfusesText_5