organic compounds naming organic

explore organic

compounds

asa

common

form ofmatter

2. describechemical reactionsoforganic

compounds.

Key

Concepts:

The

followingconceptsare developedin this unit

and may

also be addressedinother unitsorinother courses.

The

intendedleveland scope oftreatmentisdefined

by

the learningoutcomes.

organic

compounds naming

organic

compounds

structural formulas structural isomers

monomers

polymers

aliphaticand aromatic

compounds

saturated/unsaturatedhydrocarbons functionalgroupsidentifying alcohols,carboxylicacids, esters

and

halogenatedhydrocarbons

esterification

combustion reactions polymerization addition, substitution elimination

UnitC:

Chemical Changes

of Organic

Compounds

©AlbertaEducation, Alberta,Canada

Chemistry 30 /59 (2007)

Studentswillexploreorganic

compounds

as a

common

form ofmatter.

Specific

Outcomes

for

Knowledge

Studentswill:

3

0— C

^{1.1k define organic}

compounds

as

compounds

containingcarbon,recognizing inorganic exceptions suchascarbonates,cyanides, carbides andoxidesof carbon

30-C

1.2k identify

and

describesignificantorganic

compounds

indailylife,demonstrating

generalized

knowledge

oftheirorigins andapplications; e.g., methane, methanol, ethane, ethanol, ethanoicacid,propane, benzene, octane, glucose,polyethylene

30-C

1.3k

name

and

draw

structural, condensed structural

and

linediagrams and formulas,using International

Union

of Pureand Applied Chemistry

(IUPAC)

nomenclatureguidelines, for saturated

and

unsaturatedaliphatic(includingcyclic) andaromaticcarbon

compounds

• containing

up

to 10carbonatomsintheparentchain {e.g.,pentane; 3-ethyl-2,4-dimethylpentane) orcyclic structure (e.g., cyclopentane)

• containingonlyonetypeof afunctionalgroup (withmultiplebondscategorized asa functional group;e.g.,pent-2-ene), includingsimple halogenatedhydrocarbons {e.g.,

2-chloropentane), alcohols (e.g.,pentan-2-ol), carboxylic acids(e.g.,pentanoicacid)

and

esters (e.g., methylpentanoate),andwith multiple occurrencesofthe functional grouplimited tohalogens (e.g., 2-bromo-l-chloropentane)

and

alcohols

(e.g.,pentane-2,3-diol)

30-C

1.4k identifytypesof

compounds

fromthehydroxyl, carboxyl, esterlinkage and halogen functionalgroups,giventhe structuralformula

30-C

1.5k define structuralisomerism as

compounds

havingthe

same

empirical formulas,butwith different structural formulas,andrelatethe structures to variationsinthe properties ofthe isomers

30-C

1.6k compare, both within a

homologous

series and

among compounds

withdifferentfunctional groups,theboilingpoints andsolubilityofexamples

of

aliphatics,aromatics, alcoholsand carboxylic acids

30-C

1.7k describe,ingeneral terms,tljephysical, chemical

and

technological processes(fractional distillation

and

solventextraction)usedto separate organic

compounds

fromnatural mixtures orsolutions;e.g.,petroleumrefining, bitumenrecovery.

Specific

Outcomes

for Science,

Technology and

Society(STS) (Social

and

Environmental Contexts Emphasis)

Studentswill:

30-C

¹.lsts explain

how

scienceand technologyaredevelopedto

meet

societalneedsand

expand human

capability

(SEC1) (ICT

F2-4.4,F2-4.8]

• describe

where

organic

compounds

areusedinprocesses

and common

products, such as inhydrogenation to

produce

margarine

and

estersused asflavouring agents

• describeAboriginaluse

of

^{organicsubstances}forwaterproofing, tanning, dyeing, medicines, salves

and

insectrepellents

30-C

1.2sts explainthatscienceand technology have influenced,

and

beeninfluenced by, historical development and societalneeds

(SEC2) [ICT

F2-4.8]

• explainhow, as

a

result

of

^chemistry

and

chemicaltechnology, synthetic

compounds of

greatbenefittosociety, such asplastics, medicines,

hydrocarbon

fuels

and

pesticides, have been produced.

Note:

Some

oftheoutcomesaresupportedbyexamples. Theexamplesarewrittenin italicsand donotformpart oftherequired programbutareprovidedasanillustrationof

how

theoutcomes might bedeveloped.

General Outcome

¹

Studentswillexplore organic

compounds

asa

common

form ofmatter.

Specific

Outcomes

for Skills (Social and Environmental Contexts Emphasis)

Initiatingand Planning

Students will:

30—

CI.Is formulate questions about observed relationships andplan investigationsofquestions, ideas, problems

and

issues

• designa procedureto identifytypesoforganic

compounds (IP-NS1, IP-NS2, IP-NS3)

• describeprocedures forthe safe handling, storage

and

disposal ofmaterials usedinthe laboratory,with referenceto

WHMIS

and

consumer

productlabelling information

(IP-SEC3)

• design aproceduretoseparate amixture

of

organic

compounds,

based

on

boiling point differences

(IP-ST2,

IP-ST3).

Performing and Recording

Studentswill:

30-C

1.2s conductinvestigations into relationships

among

observable variablesanduse a broadrange

of

tools

and

techniquestogather

and

record data

and

information

• build molecular

models

depictingthe structures ofselected organic

and

inorganic

compounds (PR-NS4) [ICT

C6-4.4]

• perform an experimentto

compare

thepropertiesoforganic

compounds

with inorganic

compounds,

consideringproperties suchas solubility,viscosity, density, conductivity, reactivity

(PR-NS2, PR-NS3, PR-NS5).

Analyzing and Interpreting J

Studentswill:

30-C

1.3s analyze data

and

apply mathematical

and

conceptual

models

todevelop

and

assess possible solutions

• follow appropriate

IUPAC

guidelines

when

writing the

names

and formulas oforganic

compounds (AI-NS1)

• compile

and

organize datato

compare

the propertiesofstructural isomers; e.g.,pairs

of

hydrocarbon isomers

and

primary, secondary

and

tertiaryalcohols

(AI-NS1)

[ICT

C6-4.2]

• interpretthe results ofatesttodistinguish

between

a saturatedand an unsaturated aliphatic, usingaqueous bromine orpotassiumpermanganate solutions

(AI-NS2)

• analyze the contributions

and

limitations

of

^scientific

and

technological

knowledge

in societaldecision making, in relation tothe costs

and

benefits

of

societaluse

of

petrochemicals,pharmaceuticals

and

pesticides

(AI-SEC2) [ICT

F3-4.1]

• explore aspects

of

present-dayrelianceon extractedorsynthesizednutrients, with consideration

of

^{the synergy}

of compounds

(reliance

on

vitaminsupplements,

meal

replacements

and

nutraceuticalsversustraditional

methods ofconsuming

^natural foods)

(AI-SEC2).

Note:

Some

oftheoutcomesare supportedbyexamples. Theexamplesarewritteninitalicsanddonotformpart ofthe required

program

butareprovidedasanillustrationof

how

theoutcomesmight bedeveloped.

UnitC: Chemical

Changes

of Organic

Compounds

Chemistry 30 /61

©AlbertaEducation, Alberta,Canada (2007)

General Outcome

1

Students willexplore organic

compounds

as a

common

form ofmatter.

..,..;

Communication

and

Teamwork

Studentswill:

30-C

1.4s

work

collaborativelyinaddressingproblems

and

applythe skills

and

conventionsof science in

communicating

informationandideas andin assessingresults

• use

advanced menu

features within

word

processingsoftware toaccomplish

a

task

and

toinserttables,graphs, text

and

graphics

(CT-SEC2) [ICT

^P4-4.3]

Note:

Some

oftheoutcomesaresupportedbyexamples. Theexamplesare writtenin italicsand do notformpart of the required

program

butareprovidedasanillustrationof

how

theoutcomes might bedeveloped.

UnitC:

Chemical

Changes

of Organic

Compounds

Chemistry 30 /63

©AlbertaEducation, Alberta,Canada (2007)

Students willdescribechemical reactionsoforganic

compounds.

]

Specific

Outcomes

for

Knowledge

Students will:

30-C2.1k

define,illustrateandprovide examples ofsimpleaddition, substitution,elimination, esterificationandcombustion reactions

30-C2.2k

predictproductsand write

and

interpret balancedequationsfor the above reactions

30-C2.3k

define,illustrate

and

provide examples of

monomers

(e.g., ethylene),polymers

(e.g.,polyethylene)

and

polymerization inliving systems(e.g., carbohydrates, proteins)

and

nonliving systems(e.g., nylon,polyester, plastics)

30-C2.4k

relatethe reactionsdescribedabove tomajorreactions thatproducethermalenergy

and

economicallyimportant

compounds from

fossil fuels.

Specific

Outcomes

for Science,

Technology and

Society

(STS)

(Socialand Environmental Contexts Emphasis)

Studentswill:

30-C2.1sts explain

how

science

and

technologyaredevelopedto

meet

societalneedsand expand

In document problems and issues. By doing so, students become aware of the role of science in responding (Page 61-66)