This document contains questions for an organic chemistry exam divided into three parts:
Part A contains 10 multiple choice questions testing definitions and concepts related to stereochemistry, functional groups, reaction mechanisms, and reactivity.
Part B contains 5 short answer questions requiring explanations and examples related to geometrical isomers, stereochemistry, stability of conformations and isomers, substitution reactions, and reaction pathways.
Part C contains 4 long answer questions testing understanding of stereospecific and stereoselective reactions, Cram's rule, optical isomerism, stability and activity of cyclohexane derivatives, SN1 and SN2 mechanisms, Dickmann condensation, determination of reaction mechanisms, and nitration reactions.
Use of stoichiometric amounts of a chiral source. The usual suspects will be discussed, including borane reagents (mostly pinene derivatives) and the Brown allylation.
Gives an introduction to total synthesis and why we do it (which reminds me, I must add a picture of Everest, as I think the fact that 'it is there' is the main reason for most syntheses). Then to introduce the topic with a reasonably simple synthesis, we will look at an example of the synthesis of Tamiflu.
This is the biggy, the one everyone wants to achieve. Here we will be looking at metal-based chiral catalysis. We will concentrate on bisoxazoline-based Lewis acid catalysis and then look at reductions before finishing with the ubiquitous Sharpless epoxidation and dihydroxylation.
Understanding the Chemistry Reference Tables Lab w/ KeyRyan Frank
Lab assessment to help students understand how to use the Chemistry Reference Tables. It can be used for all versions, but the 2011 is the version that the key was made for.
Use of stoichiometric amounts of a chiral source. The usual suspects will be discussed, including borane reagents (mostly pinene derivatives) and the Brown allylation.
Gives an introduction to total synthesis and why we do it (which reminds me, I must add a picture of Everest, as I think the fact that 'it is there' is the main reason for most syntheses). Then to introduce the topic with a reasonably simple synthesis, we will look at an example of the synthesis of Tamiflu.
This is the biggy, the one everyone wants to achieve. Here we will be looking at metal-based chiral catalysis. We will concentrate on bisoxazoline-based Lewis acid catalysis and then look at reductions before finishing with the ubiquitous Sharpless epoxidation and dihydroxylation.
Understanding the Chemistry Reference Tables Lab w/ KeyRyan Frank
Lab assessment to help students understand how to use the Chemistry Reference Tables. It can be used for all versions, but the 2011 is the version that the key was made for.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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The French Revolution Class 9 Study Material pdf free download
55701 mcr1 a (4)
1. APRIL 2016 55701/MCR1A
Time : Three hours Maximum : 75 marks
PART A — (10 1 = 10 marks)
Answer any TEN questions, each in 50 words.
1. Define prochrality.
2. Designate E/Z notation for the following
compound.
3. What are atropisomers?
4. Draw the structure of most stable conformation of
1,2 – dichloroethane.
5. Cis-decalin is a non resolvable recemate – why?
6. How – NO2 behaves as an ambident nucleophile?
2. 55701/MCR1A
2
7. What is the reagent in Von-Brawn reaction?
8. Write Taft equation.
9. Explain primary isotopic effect with an example.
10. Nitrobenzene is less reactive than benzene
towards electrophilic substitution. Account.
11. What are the reagents used in Gattermann
reaction?
12. Which among the following is m-directing group?
3
3
3
2 OCH
,
)
(CH
N
Cl,
OH,
,
NH
.
PART B — (5 × 5 = 25 marks)
Answer any FIVE questions, each in 200 words.
13. Draw the geometrical isomers of 1, 4 – dimethyl
cyclobutane and discuss their optical activity.
14. Illustrate enantiotopic and diastereotopic
hydrogens with suitable examples.
15. Discuss the stabilities of cis-and trans-9-methyl
decalin.
16. Write an account of nucleophilic substitution at
carbonyl carbon.
3. 55701/MCR1A
3
17. How the following conversions are carried out?
(a)
(b)
18. Discuss the electrophilic substitution in
Pyridine-N-Oxide.
19. Discuss the mechanism of Reimer-Tiemen
reaction.
PART C — (4 × 10 = 40 marks)
Answer any FOUR questions, each in 500 words.
20. Discuss stereospecific and stereoselective reactions
with suitable examples.
21. Write an account of the following
(a) Cram’s rule.
(b) Optical isomerism in allenes.
22. (a) Discuss the stability and optical activity of
cis-and trans –1, 3 –dimethyl cyclohexane.
(b) Discuss the effect of conformation on the
oxidation of cyclohexanol.
4. 55701/MCR1A
4
23. (a) Illustrate stereochemistry involved in SN1
and SN2 mechanisms with suitable reactions.
(b) Give the mechanism and synthetic utility of
Dickmann condensation.
24. Discuss any two non-kinetic methods of
determination of reaction mechanism with
suitable examples.
25. Write an account of the following :
(a) Mechanism of nitration in aniline.
(b) Gattermann reaction.
(c) Mechanism of nitration in pyrrole.
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