1. The document provides a worksheet with questions about naming organic compounds. It asks the student to name hydrocarbons, identify isomers, write formulas, and identify functional groups.
2. The questions cover topics such as naming alkanes, alkenes, alkynes, aromatics, and compounds containing functional groups such as halogens, alcohols, acids, and amines.
3. The student is asked to demonstrate their understanding of organic chemistry nomenclature through a variety of naming and structure drawing exercises.
Organic compounds are almost 60% of all compounds. because of carbons tendency to form a compound as it has more than1 electron(4electrons) to form covallent compounds. SO a wide range of everything we eat is formed from carbon and hydrogen, which is the second important element to form organic compounds.
NOMENCLATURE OF ORGANIC COMPOUNDS BY -- KHUSH AHUJAKhushAhuja
In chemical nomenclature, the IUPAC nomenclature of organic chemistry is a method of naming organic chemical compounds as recommended[1] by the International Union of Pure and Applied Chemistry (IUPAC). It is published in the Nomenclature of Organic Chemistry (informally called the Blue Book). Ideally, every possible organic compound should have a name from which an unambiguous structural formula can be created. There is also an IUPAC nomenclature of inorganic chemistry.
To avoid long and tedious names in normal communication, the official IUPAC naming recommendations are not always followed in practice, except when it is necessary to give an unambiguous and absolute definition to a compound. IUPAC names can sometimes be simpler than older names, as with ethanol, instead of ethyl alcohol. For relatively simple molecules they can be more easily understood than non-systematic names, which must be learnt or looked over. However, the common or trivial name is often substantially shorter and clearer, and so preferred. These non-systematic names are often derived from an original source of the compound. In addition, very long names may be less clear than structural formula.
Organic compounds are almost 60% of all compounds. because of carbons tendency to form a compound as it has more than1 electron(4electrons) to form covallent compounds. SO a wide range of everything we eat is formed from carbon and hydrogen, which is the second important element to form organic compounds.
NOMENCLATURE OF ORGANIC COMPOUNDS BY -- KHUSH AHUJAKhushAhuja
In chemical nomenclature, the IUPAC nomenclature of organic chemistry is a method of naming organic chemical compounds as recommended[1] by the International Union of Pure and Applied Chemistry (IUPAC). It is published in the Nomenclature of Organic Chemistry (informally called the Blue Book). Ideally, every possible organic compound should have a name from which an unambiguous structural formula can be created. There is also an IUPAC nomenclature of inorganic chemistry.
To avoid long and tedious names in normal communication, the official IUPAC naming recommendations are not always followed in practice, except when it is necessary to give an unambiguous and absolute definition to a compound. IUPAC names can sometimes be simpler than older names, as with ethanol, instead of ethyl alcohol. For relatively simple molecules they can be more easily understood than non-systematic names, which must be learnt or looked over. However, the common or trivial name is often substantially shorter and clearer, and so preferred. These non-systematic names are often derived from an original source of the compound. In addition, very long names may be less clear than structural formula.
Organic reactions are chemical reactions involving organic compounds. Organic reactions are used in the construction of new organic molecules. The production of many man-made chemicals such as drugs, plastics, food additives, fabrics depend on organic reactions.
Energy required to beak a chemical bond, almost same amount of energy is used to form the same bond between reactants. Bond energies can be used to predict exothermic and endothermic nature of chemical reactions
Organic reactions are chemical reactions involving organic compounds. Organic reactions are used in the construction of new organic molecules. The production of many man-made chemicals such as drugs, plastics, food additives, fabrics depend on organic reactions.
Energy required to beak a chemical bond, almost same amount of energy is used to form the same bond between reactants. Bond energies can be used to predict exothermic and endothermic nature of chemical reactions
6445I need a Policy Analysis Group Paper – Using APA, Students.docxtroutmanboris
6445
I need a
Policy Analysis Group Paper – Using APA, Students will participate in an assignment to conduct an analysis of a social welfare policy and the development of programs and services. The policy analysis should be examined through the lens of a marginalized/vulnerable/oppressed population.
Students will chose from groups that may include (choose 1 or identify your own): I choose Families, women, and children
The broad social welfare policy area I choose is Healthcare
Upon selecting a broad policy area, you may examine a more specific policy to analyze how your specific group has fared under the policy. You must also look at the development of programs and services and the extent of its effectiveness to address the problem. The policy analysis paper will be divided into four parts (see the questions to be answered in each heading on page 29 in our American Social Welfare Policy book):
(1)Introduction and Statement of the Problem
Historical background of the policy
· What historical problems led to the creation of the policy?
· How important have these problems been historically?
· How was the problem previously handled?
· What is the historical background of the policy?
· When did the policy originate?
· How has the original policy changed over time?
· What is the legislative history of the policy?
Description of the problem that necessitated the policy
· What is the nature of the problem
· How widespread is it
· How many people are affected by it
· Who is affected and how?
· What are the causes of the prolem
(2) Policy Intervention ?
(3) Evaluation and Recommendation.
This paper must be 6 typed pages, including citations and a minimum of 6 references. Rough Draft Paper Due 3/18 and Paper Due Date: 4/14
[email protected]
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter 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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Complete organic chemistry worksheet answers
1. The Complete Organic Chemistry Worksheet
The Complete Organic Chemistry Worksheet.doc
Name
1. Name the following hydrocarbons.
3 j'- d m.u q'Lxc.$'s
i"'a.CH3-CH2-CH-CH-CH.
I
CHz
I
CHr
CHr
A A -k ,e*qt^'-tt i"' f"l-'"'-lu*",Uo..q b cur-f-is-a",
ll
"'
cH:
?"
3 a-O,trtrc$nt1t
c' cHl-C-CH3
b*fa^q- lt'CH:
. A CH7-CH2-CHJ
4 ,3
- /.eltrt1Ii'*-lt'asq,n,-"r',-J
'cH2-cH3
cH2-cH3
2. Name the following hydrocarbons.
J ^thl[r,k*
CHr
t"a.CH3CH2CH2CHCH3
9H,
I
b.CH3CHCH2CH3
CHI
I
c.CH3CHCHCH3
I
CH2CH3
d'n*{l'1lltnk, t
CHr
t-
CH: 9n'
tte. CHr-CH-CH-CH-CHl
I
CH:
CHr
I
?"' !t'f. CH3-CH2-CH-CH-CH
CHr
CH:
I
CH2
I
g. CH3-CH-CH-CHr
is-cHr-cH,
I
CH:
CHz-CHr
I
h. cH3-cH-cH-cH3
I
c+r3-cH-cH3
d.CHICHzCHCHzCH:
I
CHz
I
CH:
g'ulktlfe J-o'"L
'l.3')'ont'lr,,lyW
3'ml{f ynh'^t
f"' fn' ) u (A nolfu''{ ttu'*u*'Qe.CH3CHCH2CHCH3 cJ 1{
,. .,.[X1".","", a,, - &*]f'f gw-fu{"{
cI{3
A,r'd.'*uf $'
tf W^u*g.CH3CHCH2CH3
I
cH,
l'CH:
?',CH"
l'
h. cH3cHcHCH3
CH;
f, ,3,
q - c' *"jtr1-s.x^t'"*-
j - A.^ r.alh-{hq"{n-"*
3 ;1,
Ll
-.lr iu .t"1ihqaru-
Z, 1, q * ,,0'ah.1F *+ra*r's
2. vr*
J, q -di r'Ctt P-*,,i::",i::",
Listed below are the condensed structural formulas or names of the nine isomers of heptane, CzHre. Write the formula and
name for each.
a (a[ru
a. CH: CHzCHz CHzCHzCHzCHz
?t' .r- *nlrh*.u(4rt0tCHTCHzCHCHzCHzCHT ) tr re
ag-d,r"}*tPM*
'"'[|L'"**
i 3-ethvlpentane
f-"-.f
*
Name (use common and systematic for benzene if appropriate; ttre compourFrepresented by the following formulas.
CH: CHI
J,*3, {r,r"ethq
".
.",1-8r.r,
h. 2-methylhexane t)-------r"-k^J.'{-
I
CH:
a. 3-heptyne
cyclopentene
clpheny l-2,2-dimethylhexane
) af
,,r-O*.,*)#@
/-'-/
1 -ethyl-2-methylbezene
,,{r-tx
H,2,4-dimethy l-2-pentene
rlM
3. 6. Listed below are the condensed structural formulas or the names for the eight isomers of C5H11Cl.Write either formula and the
name for each.
,/
'1'l "*-'f:1:P''
:'1e'5 '';
a. CH3CH2CH2CH2CH2CI
CHrifil
. ttr fli,- . !:r'"V'1
b. CH3CHCH2CH2CI ';_;1a$;q.g
Fr
' c.2-chloropentane
io;;f
d. 2-chloro-2-methylbutane
7. Name the following compounds.
CI
I
e. CH3CH2CHCH2CH3
?", :- 1 i, ,r , ij "r - 1 , c.,1 -
I
a. CHTCHTCCHTCHTBT o i. .., f . lx !*- -l f. i
CHr
t-CHr
j -crt'c,-'b [.,];
si ";
CHI CI
i--' i--^.- 6 -e ''c"n '3-rru'*L?h '''is^rp
CH3CH-CHCH3
l-chloro-2-methylbutane --.-*){
l'---i-
* -I -chloro-2, 2-dimethylpr"?ri_,-X:
CHr
i--1 r - rro*h'{ * }' -
P'tx'':k*eh. CHTCHCH:CHCH:
CH. CH"
' ^'' I
-
l^:' ^" ! 't' -d t {-' .'}ri
"*" Pa^nffrti.CH3C:CCH2CH3
t_.-t,. .-" ".
r
j
'{ .nn/
{t
i
f.
g.
h.
. ^rr ^,,i1,,
+r-qN)n1- 1,{-par{adt**'0,.^..
il, i" ^-- ) , A...ah.i - ,'4 - prr*&re:e'*
5. CHr:CHCHCH-CH, t'CHr-QQgzC-gy1rc',-' ur'
CHr
I
c' CHI-CHCCH3
I
CH:
I O..l 2-methylnaptJralene
!; ir'd,i,*s''ia - 1-bu'knc
!', f",k.cHr-c-c-cH-CHCH3
cHr
rBr
j,3 ,'i-lr'n'r),hql - 1, t -
h''wa.15 l{,u
d.
e.
c6H5cl akot dCli', }l'r)
CH:CH:CHCH2CH3
CHr
I
f. CH3C:CHCH3
g. CH3CH2CH=CH2
Draw structural formulas for the following.
a. 3-heptene
8.
trichloromethane n Ftf
.1't li
d. 2-chloro-3-phenylhexane
^
,^_,_. .,..
-" -Y
e. 1,3-cyclopentadiene
{i1
_-
L)toluene (methy lbenzene)
g. 1,4-dibromobenzene
tlt :...tls,
h. 2-bromo-3-methyl-2-butene
tJ, i
.'.rt
4. rite structural formulas for the following compounds.
2-chlorobutane
c.r
/=-'-/
2-butene
//v2-ethyl-3-methy l- I -butanol
t
.-,,^--..-rlo _
3,3-dimethy lbutanoic ucid
/ tl
-4-=4ot-{
2,5,5 -trimethy l-4-hepto-ne
ro
#1,8-nonadiyne
w
L.
Y
J-
g. 1.3-diiodobenzenef
&h. ethoxybenzene
",^-oYt'
i. l-butanol
---^_./--OF+
j. 3-methyl-2-pentene
n. 2-ohenvlbutane L
o
{
o.
)
7-bromo-2-naphthol
r.-, '/
p. 4-bromobenzoic acid
3 -ethyl-2,4-dimethyl-3 -hexanol
5 -chloro-3 -ethyl-2:methy
5. 10. Name the following organic compounds.
i, , I
,3'r. li-1 l- a.cHrcH-cHCH,cHl
,;p,"'^Janol
-J",
J"to
b. cH3cH28cHcH3
d. CHTCHTCHCHTCHT-l
CI
d. cH,cH.cH"c/ :l-^Inr n!*.
H
?n,
e. cH3cCH2cH2cH2oH d,J - Ah;lvt- 1 y^,hrt'"?.
CHr
rrt ru ,#'{iyi- V-y:e4 $e.rur,q J", ?''
r. cH2:6slg11-cHCH3
5-ftU.jf,,rf * ,q - tW*$,Un* -'1-
""q-OH
c. CH3CHCH-Q!{2
3 n'ofYr* -:L - b"j"r*
11. Name the following organic compounds.
a. CH.CH"CHCH"CI
-Ch{oo -X -nutt- q I
-1",
L,^)+rl.Q i"tb. CHTC-CHCH,BT
J-$q,rr'r-d 4,j-.krrnxlhq i 1", J",
bula$L
CHr
.. cH,EcLcr, 2.- rnolhq*a *b{r-qrrs'
"l
OH
r. cH3cH2!:cHCH3 !-h *,t**0 - qurnefil-
Br
". A s. ,rmnO*tp':?roflr*.
g. CH3(CH2)2CH2NH2 buJqAfr",rfS.
h.H,N-[-cH2cH3
p/Wcr((^&-[-
c. C5H16
Cl, - Cu. -K -- Ctr - c L{
35d
pj{.,.k {.,0*
t
*!j
f g!.ogl"'r"le*'u
rr1pflt6r,ywill*xr d-pt',pr','*r'a
3- ci".*,crPn'e"na
12.Each ofthe following formulas can be written as two compounds with dif[erent functional groups. Write the structural
formulas, name the compounds, and identify the functional groups.
c]r'C,ilr - c,f+
MaryTL P^cff
rbl
a. CzHoO
eu"-al^-0F- 5 *"d
b. C:HoO
0
ll
a
[
nu^- t-LH.v"5 -)cHr- o -cll3
7. 14. Draw and name the five structural isomers of hexane (CoFir+)
Q nilhllyntiarn
'/o'
cH2cH2cll
J,b)5--|r,ur ddrl -
8-dt1dscq,.rI
cx{3
-c -cHI
cH3
o,
2cH2CHCH2CH
I
cH2cH3
CH;
b.
3, 5 - A^d.aj - 3 - 'aqRl'*
3- r'nqrh1 h-ue'"o
17. Name each of the following alkenes.
a.
CH, :611
-(]12 -CH3-4.+-
L- buJ'[fa
cll3
c. I
I
cH3cH2cH-cFI-CH-Cr{
/"r
o,
'3l'nCf'qlk $qj.tq
./ -J,Q - d''
^.tJ
[t I
)<----/ D',ier
i. orlanq
15. Draw the structural formula for each of the following.
a. 2-Methylpentane
,
-/A------//^-
16. Name each of the following:
a.
CHT CH:
llcH
-c -cH2cH2cH3
ttbH, cH:
),i,3- rr m'dh'1 htxaru
C H3---{H2--{H2-C H
-C Hj
I
clI2_cHj
b. 2,2,4-Tnmethylpentane, also called isooctane. This compound is the reference for octane ratings for gasoline.
,/
X- -/---
-/--
c. 2-tert-Butylpentane
d. The name given in part c is incorrect. Give the correct name for this hydrocarbon.
0 ,
!, i - -h taru"I'h'1 ha"v.c$-tl-
8. 18. Give the structure for each of the following:
a. 3-hexene
b. 2,4-Heptadiene
c. 2-Methyl-3-octene
z
19. Give the structure for each ofthe following aromatic hydrocarbons.
a.
/nnvuar","
I -/';'E
Cr-a' f-oi-tert-burvlbenzene
&
c. f-oi"tttrtu.
)nzene
Cl,
d. r_phenyr-2-buten"
e,-=_Z
20, Name each of the following:
a.
ct
-cHz -cHz -cFI -CH3
I
tl
1i -aicNctobuJ€doo
b' cl{3cll2cr-I2trI3 , , - t ic,tfo-cobt"faxlt
c
;)*-f-{"*"
3,i -dd$c', - !,{-d}rRah-'oxo.ra-