Objectives After studying this Unit‚ you will be able to • name haloalkanes and haloarenes according to the IUPAC system of nomenclature from their given structures; • describe the reactions involved in the preparation of haloalkanes and haloarenes and understand various reactions that they undergo; • correlate the structures of haloalkanes and haloarenes with various types of reactions; • use stereochemistry as a tool for understanding the reaction mechanism; • appreciate the applications of organo-metallic
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BIOCHEMICAL TESTS Reducing and non-Reducing Sugars Sugars can be classified as either reducing or non-reducing based on their ability to reduce copper(II) ions to copper (I) ions during the Benedict’s Test. Reducing sugar have contain free aldehyde or ketone group and have the ability to reduce copper(II) ions to copper (I) ions during the Benedict’s Test. All monosaccharides are reducing sugars while only some dissacharides are reducing sugar. Examples of reducing sugar are: Monosaccharides
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thiosulphate Notes: 1. Yellow precipitate (sulphur) is formed. 2. The reaction is slow. Potassium Dichromate (VI) with Ethanedioic Acid Cr2O72- + 14H+ + 3C2O42- ⎯→ 6CO2 + 7H2O + 2Cr3+ Notes: 1. In the reaction‚ the orange colour of the solution turns into green. Cr2O72-: dichromate(VI) ion (Orange) C2O42-: ethanedioate ion (Colourless) Cr3+ : Chromium(III) ion (green) Potassium Manganate(VII) with Ethanedioic Acid 2MnO4- + 16H+ + 5C2O42- ⎯→ 10CO2 + 8H2O + 2Mn2+ Notes: 1
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(KMnO4) and oxalate ion (C2O42-) C. Iodine clock reaction A. REACTION BETWEEN LEAD NITRATE AND POTASSIUM CHROMATE SOLUTIONS Lead nitrate reacts with potassium chromate to form yellow lead chromate precipitate and aqueous potassium nitrate. The formation of a yellow precipitate indicates the completion of the reaction. The reaction is extremely fast. Pb(NO3)2 (aq) + K2CrO4 (aq) → PbCrO4 (s) + KNO3 (aq) B. REACTION BETWEEN POTASSIUM PERMANGANATE AND OXALATE ION The reaction between
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oxidize potassium iodide as follow: Equation: K S 0 (aq) + 2KI (aq)->2K S0 (aq)+I (aq) 2 2 8 2 4 2 KI(aq) +I (aq) -> KI (aq) 2 3 _________________________________________________ K S 0 (aq) +3KI(aq) -> 2K S0 (aq)+ KI (aq) 2 2 8 2 4 2 The rate law of this reaction can be represented as follow: Rate=k[S208 2-]^a [I-]^b When the concentration of peroxydisulphate ions is fixed‚ the order of reaction with respect to iodide ion is formed. Alos‚ when the concentration of iodide ion is fixed‚ the
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SCIENCE RATIONALE This syllabus is prepared with a view to address new trends in integrated science teaching and science teacher education. Science has gained world-wide acceptance as a course of study for various reasons such as the concern for social relevance and environmental issues. The teacher is seen‚ as the key to the success of the Educational Reform in Zambia and the effective implementation of the science curriculum will thus depend on the commitment‚ competence and resourcefulness
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atoms/molecules/ions as there are atoms in a 12g sample of carbon -12 12g of carbon-12 contains a constant number of atoms. This number is known as the Avogadro constant (L) and is equal to 6.02 x 1023. 1 mole of carbon-12 contains 6.02 x 1023 atoms. Therefore‚ 1 mole of any substance contains 6.02 x 1023 atoms/molecules/ions. For example‚ 1 mole of aluminium contains 6.02 x 1023 Al atoms 1 mole of ammonia contains 6.02 x 1023 NH3 molecules 1 mole of iron ions contains 6.02 x
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Determination of Chlorine and Iodine in Water I. Introduction The purpose of this laboratory was to determine the amount of chlorine and iodine in a sample of water by titration using a starch indicator and to standardize a sodium thiosulfate solution. Chlorine is added to municipal water supplies to purify it enough to become safe to drink. Iodine is also added to water when people camp or go hiking in the back country where they cannot bring purified water along. Chlorine and iodine are
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Subject Content Most of the objectives specified in this section relate to Knowledge with Understanding‚ although some indication has been given as to where the skills of Handling Information and Solving Problems may be developed. Teachers are reminded that‚ in the written papers‚ 40% of the marks are allocated to these higher ’thinking’ skills. In almost every section‚ students should therefore be given practice at dealing with unfamiliar situations so that these higher thinking skills can be developed
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will be the most important tool to have on hand for this exercise and for every quiz‚ exam and most homework problems you do. Write on it‚ use color for regions‚ and individualize it for yourself. You have been learning how to combine metal ions with nonmetal ions to write ionic compounds in lecture. In this exercise you will be learning how to name the formulas for many of these compounds‚ along with many of those you have been using in the previous experiments‚ and examples. Communication skills
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