Organic Chemical Reactions - Alessandro Abbotto
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Chemistry Grade Level 10 Units 1-15
COPPELL ISD SUBJECT YEAR AT A GLANCE GRADE HEMISTRY UNITS C LEVEL 1-15 10 Program Transfer Goals ● Ask questions, recognize and define problems, and propose solutions. ● Safely and ethically collect, analyze, and evaluate appropriate data. ● Utilize, create, and analyze models to understand the world. ● Make valid claims and informed decisions based on scientific evidence. ● Effectively communicate scientific reasoning to a target audience. PACING 1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit Unit Unit Unit Unit Unit Unit Unit Unit 7 8 9 10 11 12 13 14 15 1.5 wks 2 wks 1.5 wks 2 wks 3 wks 5.5 wks 1.5 2 2.5 2 wks 2 2 2 wks 1.5 1.5 wks wks wks wks wks wks wks Assurances for a Guaranteed and Viable Curriculum Adherence to this scope and sequence affords every member of the learning community clarity on the knowledge and skills on which each learner should demonstrate proficiency. In order to deliver a guaranteed and viable curriculum, our team commits to and ensures the following understandings: Shared Accountability: Responding -
Prebiological Evolution and the Metabolic Origins of Life
Prebiological Evolution and the Andrew J. Pratt* Metabolic Origins of Life University of Canterbury Keywords Abiogenesis, origin of life, metabolism, hydrothermal, iron Abstract The chemoton model of cells posits three subsystems: metabolism, compartmentalization, and information. A specific model for the prebiological evolution of a reproducing system with rudimentary versions of these three interdependent subsystems is presented. This is based on the initial emergence and reproduction of autocatalytic networks in hydrothermal microcompartments containing iron sulfide. The driving force for life was catalysis of the dissipation of the intrinsic redox gradient of the planet. The codependence of life on iron and phosphate provides chemical constraints on the ordering of prebiological evolution. The initial protometabolism was based on positive feedback loops associated with in situ carbon fixation in which the initial protometabolites modified the catalytic capacity and mobility of metal-based catalysts, especially iron-sulfur centers. A number of selection mechanisms, including catalytic efficiency and specificity, hydrolytic stability, and selective solubilization, are proposed as key determinants for autocatalytic reproduction exploited in protometabolic evolution. This evolutionary process led from autocatalytic networks within preexisting compartments to discrete, reproducing, mobile vesicular protocells with the capacity to use soluble sugar phosphates and hence the opportunity to develop nucleic acids. Fidelity of information transfer in the reproduction of these increasingly complex autocatalytic networks is a key selection pressure in prebiological evolution that eventually leads to the selection of nucleic acids as a digital information subsystem and hence the emergence of fully functional chemotons capable of Darwinian evolution. 1 Introduction: Chemoton Subsystems and Evolutionary Pathways Living cells are autocatalytic entities that harness redox energy via the selective catalysis of biochemical transformations. -
The Practice of Chemistry Education (Paper)
CHEMISTRY EDUCATION: THE PRACTICE OF CHEMISTRY EDUCATION RESEARCH AND PRACTICE (PAPER) 2004, Vol. 5, No. 1, pp. 69-87 Concept teaching and learning/ History and philosophy of science (HPS) Juan QUÍLEZ IES José Ballester, Departamento de Física y Química, Valencia (Spain) A HISTORICAL APPROACH TO THE DEVELOPMENT OF CHEMICAL EQUILIBRIUM THROUGH THE EVOLUTION OF THE AFFINITY CONCEPT: SOME EDUCATIONAL SUGGESTIONS Received 20 September 2003; revised 11 February 2004; in final form/accepted 20 February 2004 ABSTRACT: Three basic ideas should be considered when teaching and learning chemical equilibrium: incomplete reaction, reversibility and dynamics. In this study, we concentrate on how these three ideas have eventually defined the chemical equilibrium concept. To this end, we analyse the contexts of scientific inquiry that have allowed the growth of chemical equilibrium from the first ideas of chemical affinity. At the beginning of the 18th century, chemists began the construction of different affinity tables, based on the concept of elective affinities. Berthollet reworked this idea, considering that the amount of the substances involved in a reaction was a key factor accounting for the chemical forces. Guldberg and Waage attempted to measure those forces, formulating the first affinity mathematical equations. Finally, the first ideas providing a molecular interpretation of the macroscopic properties of equilibrium reactions were presented. The historical approach of the first key ideas may serve as a basis for an appropriate sequencing of -
Andrea Deoudes, Kinetics: a Clock Reaction
A Kinetics Experiment The Rate of a Chemical Reaction: A Clock Reaction Andrea Deoudes February 2, 2010 Introduction: The rates of chemical reactions and the ability to control those rates are crucial aspects of life. Chemical kinetics is the study of the rates at which chemical reactions occur, the factors that affect the speed of reactions, and the mechanisms by which reactions proceed. The reaction rate depends on the reactants, the concentrations of the reactants, the temperature at which the reaction takes place, and any catalysts or inhibitors that affect the reaction. If a chemical reaction has a fast rate, a large portion of the molecules react to form products in a given time period. If a chemical reaction has a slow rate, a small portion of molecules react to form products in a given time period. This experiment studied the kinetics of a reaction between an iodide ion (I-1) and a -2 -1 -2 -2 peroxydisulfate ion (S2O8 ) in the first reaction: 2I + S2O8 I2 + 2SO4 . This is a relatively slow reaction. The reaction rate is dependent on the concentrations of the reactants, following -1 m -2 n the rate law: Rate = k[I ] [S2O8 ] . In order to study the kinetics of this reaction, or any reaction, there must be an experimental way to measure the concentration of at least one of the reactants or products as a function of time. -2 -2 -1 This was done in this experiment using a second reaction, 2S2O3 + I2 S4O6 + 2I , which occurred simultaneously with the reaction under investigation. Adding starch to the mixture -2 allowed the S2O3 of the second reaction to act as a built in “clock;” the mixture turned blue -2 -2 when all of the S2O3 had been consumed. -
Part I Principles of Enzyme Catalysis
j1 Part I Principles of Enzyme Catalysis Enzyme Catalysis in Organic Synthesis, Third Edition. Edited by Karlheinz Drauz, Harald Groger,€ and Oliver May. Ó 2012 Wiley-VCH Verlag GmbH & Co. KGaA. Published 2012 by Wiley-VCH Verlag GmbH & Co. KGaA. j3 1 Introduction – Principles and Historical Landmarks of Enzyme Catalysis in Organic Synthesis Harald Gr€oger and Yasuhisa Asano 1.1 General Remarks Enzyme catalysis in organic synthesis – behind this term stands a technology that today is widely recognized as a first choice opportunity in the preparation of a wide range of chemical compounds. Notably, this is true not only for academic syntheses but also for industrial-scale applications [1]. For numerous molecules the synthetic routes based on enzyme catalysis have turned out to be competitive (and often superior!) compared with classic chemicalaswellaschemocatalyticsynthetic approaches. Thus, enzymatic catalysis is increasingly recognized by organic chemists in both academia and industry as an attractive synthetic tool besides the traditional organic disciplines such as classic synthesis, metal catalysis, and organocatalysis [2]. By means of enzymes a broad range of transformations relevant in organic chemistry can be catalyzed, including, for example, redox reactions, carbon–carbon bond forming reactions, and hydrolytic reactions. Nonetheless, for a long time enzyme catalysis was not realized as a first choice option in organic synthesis. Organic chemists did not use enzymes as catalysts for their envisioned syntheses because of observed (or assumed) disadvantages such as narrow substrate range, limited stability of enzymes under organic reaction conditions, low efficiency when using wild-type strains, and diluted substrate and product solutions, thus leading to non-satisfactory volumetric productivities. -
Chapter 10 – Chemical Reactions Notes
Chapter 8 – Chemical Reactions Notes Chemical Reactions: Chemical reactions are processes in which the atoms of one or more substances are rearranged to form different chemical compounds. How to tell if a chemical reaction has occurred (recap): Temperature changes that can’t be accounted for. o Exothermic reactions give off energy (as in fire). o Endothermic reactions absorb energy (as in a cold pack). Spontaneous color change. o This happens when things rust, when they rot, and when they burn. Appearance of a solid when two liquids are mixed. o This solid is called a precipitate. Formation of a gas / bubbling, as when vinegar and baking soda are mixed. Overall, the most important thing to remember is that a chemical reaction produces a whole new chemical compound. Just changing the way that something looks (breaking, melting, dissolving, etc) isn’t enough to qualify something as a chemical reaction! Balancing Equations Notes: Things to keep in mind when looking at the recipes for chemical reactions: 1) The stuff before the arrow is referred to as the “reactants” or “reagents”, and the stuff after the arrow is called the “products.” 2) The number of atoms of each element is the same on both sides of the arrow. Even though there may be different numbers of molecules, the number of atoms of each element needs to remain the same to obey the law of conservation of mass. 3) The numbers in front of the formulas tell you how many molecules or moles of each chemical are involved in the reaction. 4) Equations are nothing more than chemical recipes. -
Recyclable Catalysts for Alkyne Functionalization
molecules Review Recyclable Catalysts for Alkyne Functionalization Leslie Trigoura 1,2 , Yalan Xing 1,* and Bhanu P. S. Chauhan 2,* 1 Department of Chemistry, William Paterson University of New Jersey, 300 Pompton Road, Wayne, NJ 07470, USA; [email protected] 2 Engineered Nanomaterials Laboratory, Department of Chemistry, William Paterson University of New Jersey, 300 Pompton Road, Wayne, NJ 07470, USA * Correspondence: [email protected] (Y.X.); [email protected] (B.P.S.C.); Tel.: +1-973-720-2470 (B.P.S.C.) Abstract: In this review, we present an assessment of recent advances in alkyne functionalization reactions, classified according to different classes of recyclable catalysts. In this work, we have in- corporated and reviewed the activity and selectivity of recyclable catalytic systems such as polysiloxane- encapsulated novel metal nanoparticle-based catalysts, silica–copper-supported nanocatalysts, graphitic carbon-supported nanocatalysts, metal organic framework (MOF) catalysts, porous organic frame- work (POP) catalysts, bio-material-supported catalysts, and metal/solvent free recyclable catalysts. In addition, several alkyne functionalization reactions have been elucidated to demonstrate the success and efficiency of recyclable catalysts. In addition, this review also provides the fundamental knowl- edge required for utilization of green catalysts, which can combine the advantageous features of both homogeneous (catalyst modulation) and heterogeneous (catalyst recycling) catalysis. Keywords: green catalysts; nanosystems; nanoscale catalysts; catalyst modulation; alkyne functional- ization; coupling reactions Citation: Trigoura, L.; Xing, Y.; 1. Introduction Chauhan, B.P.S. Recyclable Catalysts for Alkyne Functionalization. Alkyne functionalization methods constitute one of the most relevant topics in organic Molecules 2021, 26, 3525. https:// synthesis and has resulted in numerous advancements over several years. -
Organic Chemistry PEIMS Code: N1120027 Abbreviation: ORGCHEM Number of Credits That May Be Earned: 1/2-1
Course: Organic Chemistry PEIMS Code: N1120027 Abbreviation: ORGCHEM Number of credits that may be earned: 1/2-1 Brief description of the course (150 words or less): Organic chemistry is an introductory course that is designed for the student who intends to continue future study in the sciences. The student will learn the concepts and applications of organic chemistry. Topics covered include aliphatic and aromatic compounds, alcohols, aldehydes, ketones, acids, ethers, amines, spectra, and stereochemistry. A brief introduction into biochemistry is also provided. The laboratory experiments will familiarize the student with the important laboratory techniques, specifically spectroscopy. Traditional high school chemistry courses focus on the inorganic aspects of chemistry whereas organic chemistry introduces the student to organic compounds and their properties, mechanisms of formations, and introduces the student to laboratory techniques beyond the traditional high school chemistry curriculum. Essential Knowledge and Skills of the course: (a) General requirements. This course is recommended for students in Grades 11-12. The recommended prerequisite for this course is AP Chemistry. (b) Introduction. Organic chemistry is designed to introduce students to the fundamental concepts of organic chemistry and key experimental evidence and data, which support these concepts. Students will learn to apply these data and concepts to chemical problem solving. Additionally, students will learn that organic chemistry is still evolving by reading about current breakthroughs in the field. Finally, students will gain appreciation for role that organic chemistry plays in modern technological developments in diverse fields, ranging from biology to materials science. (c) Knowledge and skills. (1) The student will be able to write both common an IUPAC names for the hydrocarbon. -
HISTORICAL ASPECTS of ORGANIC CHEMISTRY TEACHING (On the Example of Chemistry Direction of Higher Educational Institutions)
Journal of Critical Reviews ISSN- 2394-5125 Vol 7, Issue 13, 2020 CONCEPTUAL - HISTORICAL ASPECTS OF ORGANIC CHEMISTRY TEACHING (on the example of chemistry direction of Higher educational institutions) Rajabov Khudayor Madrimovich Uzbekistan, Khorasm region, Rajabov Khudayor Madrimovich, Doctor of philosophy (PhD) on pedagogical sciences, Urganch State University E-mail: [email protected] Received: 16.04.2020 Revised: 18.05.2020 Accepted: 13.06.2020 Abstract. The article reveals the historical approach on the teaching of organic chemistry in pedagogical universities. The development of modern trends and general competencies of students on the basis of historical approach, the creation of educational motivation, the focus on independent research and training of creative specialists are the most important directions. In this regard, it is important to improve the technology for organizing the educational process on the basis of historical principles in the system of training future chemistry teachers, to improve the mechanisms on the methodological support, to fulfill the system of competencies and cyclic diagnostics. Keywords: historical approach, organic chemistry, conceptual - historical aspects, professional competence, principle of historicism, methodology, self-improvement, innovation, non-historical, positive attitude, extracurricular activities. © 2020 by Advance Scientific Research. This is an open-access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/) DOI: http://dx.doi.org/10.31838/jcr.07.13.129 -
5.3 Controlling Chemical Reactions Vocabulary: Activation Energy
5.3 Controlling Chemical Reactions Vocabulary: Activation energy – Concentration – Catalyst – Enzyme – Inhibitor - How do reactions get started? Chemical reactions won’t begin until the reactants have enough energy. The energy is used to break the chemical bonds of the reactants. Then the atoms form the new bonds of the products. Activation Energy is the minimum amount of energy needed to start a chemical reaction. All chemical reactions need a certain amount of activation energy to get started. Usually, once a few molecules react, the rest will quickly follow. The first few reactions provide the activation energy for more molecules to react. Hydrogen and oxygen can react to form water. However, if you just mix the two gases together, nothing happens. For the reaction to start, activation energy must be added. An electric spark or adding heat can provide that energy. A few of the hydrogen and oxygen molecules will react, producing energy for even more molecules to react. Graphing Changes in Energy Every chemical reaction needs activation energy to start. Whether or not a reaction still needs more energy from the environment to keep going depends on whether it is exothermic or endothermic. The peaks on the graphs show the activation energy. Notice that at the end of the exothermic reaction, the products have less energy than the reactants. This type of reaction results in a release of energy. The burning of fuels, such as wood, natural gas, or oil, is an example of an exothermic reaction. Endothermic reactions also need activation energy to get started. In addition, they need energy to continue. -
Organometallic Chemistry BASIC PRINCIPLES, APPLICATIONS, and a FEW CASE STUDIES
Safety Moment TYLER LAB GROUP MEETING 1 Safety Moment TYLER LAB GROUP MEETING 2 Metal Hydrides: Benchtop vs. Box Hydride = :H- Hydrides are powerful Lewis bases and reducing agent ◦ Exothermically form H2 (this should scare you) ◦ Heating leads to faster reactivity ◦ H evolution leads to rapid increase in pressure2 ◦ Uncontrolled reactions easily cause runaway exotherm, class D fire, explosion, and death/unemployment LiAlH is the #1 chemical cause of fatality in chemical4 industry 3 Metal Hydrides: “I want to commit the murder I was imprisoned for†.” LiAlH4 ◦ Insanely irritating (serious safety hazard) ◦ Extremely moisture sensitive (don’t leave out for >2 minutes) ◦ Ethereal mixtures are pyrophoric! DiBuAl-H ◦ Pyrophoric – it will explode upon exposure to oxygen NaEt3BH ◦ Pyrophoric in solution LiH and NaH ◦ Can be handled on the benchtop (not >2 minutes) ◦ Parrafin oil dispersions much safer KH ◦ Pyrophoric if not in a dispersion ◦ Handle with extreme care! † Sirius Black, Harry Potter and the Prisoner of Azkaban 4 Metal Hydrides: “I want to commit the murder I was imprisoned for†.” CaH2 ◦ Very safe to handle on the benchtop Pt-H, Pd-H, Ni-H ◦ All very pyrophoric NaBH4 ◦ Very safe in general Other hydrides ◦ Treat as pyrophoric ◦ Transition metal hydrides vary in hydridic strength ◦ General rule of thumb: if it does hydrogenations, it is probably pyrophoric ◦ If they’re in organics of any kind, they are probably pyrophoric † Sirius Black, Harry Potter and the Prisoner of Azkaban 5 Organometallic Chemistry BASIC PRINCIPLES, APPLICATIONS, -
Introduction to Chemistry
Introduction to Chemistry Author: Tracy Poulsen Digital Proofer Supported by CK-12 Foundation CK-12 Foundation is a non-profit organization with a mission to reduce the cost of textbook Introduction to Chem... materials for the K-12 market both in the U.S. and worldwide. Using an open-content, web-based Authored by Tracy Poulsen collaborative model termed the “FlexBook,” CK-12 intends to pioneer the generation and 8.5" x 11.0" (21.59 x 27.94 cm) distribution of high-quality educational content that will serve both as core text as well as provide Black & White on White paper an adaptive environment for learning. 250 pages ISBN-13: 9781478298601 Copyright © 2010, CK-12 Foundation, www.ck12.org ISBN-10: 147829860X Except as otherwise noted, all CK-12 Content (including CK-12 Curriculum Material) is made Please carefully review your Digital Proof download for formatting, available to Users in accordance with the Creative Commons Attribution/Non-Commercial/Share grammar, and design issues that may need to be corrected. Alike 3.0 Unported (CC-by-NC-SA) License (http://creativecommons.org/licenses/by-nc- sa/3.0/), as amended and updated by Creative Commons from time to time (the “CC License”), We recommend that you review your book three times, with each time focusing on a different aspect. which is incorporated herein by this reference. Specific details can be found at http://about.ck12.org/terms. Check the format, including headers, footers, page 1 numbers, spacing, table of contents, and index. 2 Review any images or graphics and captions if applicable.