Organic chemistry homework help

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1) Would it better to use 1H NMR or 13C NMR spectroscopy to distinguish compounds H-J?
Explain your answer (HINT: think about # of signals produced)
2) The coupling constant for protons in the compound shown below are Jab=10 and Jac=6
Identify protons A,B, and C
3) Propose a structure that is consistent with following molecular formula and 1H NMR
data:
Molecular Formula C5H10O
Clearly label (a,b, … so on) all protons and assign the chemical shifts, in your
proposed structure

Organic chemistry homework help

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Weekly Check Problems
October 19 – November 01, 2020
1. For each pair, indicate which one would undergo the indicated reaction faster.
2. What is the difference between a protic and an aprotic solvent?
3. For substitution reactions (SN1 and SN2), how is the rate of reaction influenced?
4. Provide two methods for the synthesis of the following compound. Which one is better? Explain.
5. Will the following reaction produce the desired compound? Why?
6. Why is a tosylate a good leaving group?
7. Predict the products for the following transformations.
8. Provide a reasonable mechanism for the following:

Organic chemistry homework help

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Discussion 1:
 

  1. Components of Human Resource Management

The human resource management or HRM is the practice by which people that mainly consists of employees and staff are managed in order to achieve better performance. The management of business culture is maintained for longer stay, and in such a way that people could easily fit in the company culture. This development of bonding between culture and humans is based on the management policy of Human Resource. Thus, basically the tools that are used to manage the resource of humans comes under the category of human resource management. HRM is the portion where the maximum amount of individual and organizational work are completed. In terms of employee management, HRM plays an essential role in the function of company culture (Michael, 2019).
 
From Chapter 9 it is seen that the organization needs to certainly focus on the concept of communication strategies. These communication strategies help to build the regulation and permanent binding in the organization. HRM is the connecting link in the process of communication within organization and employee. These strategies develop better pathways for understanding the sequence of organization.
 

  1. Relation with the Behavior

In the given table, performance of any organization is focused. In terms of phrenology, ideas are needed to discuss the facts of personality and behavior in any organization. In this sequence, the organizational goals are fixed with few approaches and measurements that are developed in order to understand the actual need of skills. The HRM is thus responsible for the development and enhancement of skills of individuals. Increasing performances enhances the growth of an organization making a balance in the work environment.
 

  1. Tools for Best Talent Selection

Leaders are the link that joins each and every component of a team. In this portion, there are fundamental issues that every leader faces. For any organization, their company culture is very important. According to this selection of an appropriate candidate for organization is very much important. There are in total five elements which the organizational leader focuses on, in order to select the best talent (Macke, & Genari, 2019). This consists of the following structures:
 

  1. Knowledge about the organizational culture: A leader should have the knowledge about company culture. This insight should be cleared with all the working of the organization. Also, the ethical consideration of organizations with a work environment must be studied. This is the framework based on which the leader must select an employee.
  2. Job description : Before hiring any person, the manager or leader must consciously focus on the alignment of people with the regulation of job description. Also, the insights and beyond of job description must be verified.

 

  1. Candidate conditioning : In this aspect, the leader must check on the appraisal and understanding of the employee. Resume, team advancement, experience, crisis, and other things must be likely focused.

 

  1. Evaluation of all the employees: In order to hire new employees all the current employees and their bill statement must be focused. This is done to understand the opportunity within the organization.

 

  1. Counting attitudes: The attitude of every applicant is an issue of keen observance. In this process, every step expresses different terms of work behavior for individuals.

 
References
Michael, A. (2019). A handbook of human resource management practice.
 
Macke, J., & Genari, D. (2019). Systematic literature review on sustainable human resource management. Journal of cleaner production, 208, 806-815.
 
 
 
Discussion 2:
Transformational leader
COLLAPSE
Top of Form
4 key components of Human resource management are (Bratton, 2020):

  1. Recruitment: Recruitment is the process of finding the individuals and hiring hem for a position in the organization (Bratton, 2020).
  2. Induction: This is form of welcome process of the newly recruited member of the team. It comes under orientation (Bratton, 2020).
  3. Working environment: Human resource management oversee how the office is organized and where the employees are going to work. HR strive to keep the work environment safer and peace.
  4. Staff development: Human resources are responsible for caring employees. They conduct trainings that help staff to develop their skills (Bratton, 2020).

 
Factors that affect performance of individuals (Bratton, 2020):

  1. Goal: performance of individuals are tied to their goals and clarity towards their goals. When individuals have clear clarity towards their goals, individuals increases performance.
  2. Motivation: individual to performance at its best, they have to be motivated to work at their peaks. Motivation is the feeling that creates the interest to work.
  3. Environment: Employees work in the office environment. If the work environment is not up to the mark and not comfortable, employee’s performance will be affected.
  4. Feedback: Feedback plays an important role in the individual’s performance. Feedback is the place where employees can tell about their problems and they can find some solutions for it (Bratton, 2020).

 
Intellectual stimulation
Intellectual Stimulation is the degree to which groundbreaking pioneers challenge suspicions, face challenges and request adherents’ thoughts. They perceive devotees through stimulation, imagination and advancement (Bass & Riggio, 2006). The pioneer uphold and teams up with the adherents as they attempt new methodologies and create imaginative methods of managing authoritative issues. The pioneer urges devotees to thoroughly consider things all alone and urges supporters to think freely with the goal that adherents become self-ruling (Bass & Riggio, 2006).
 
Leaders finding talent
Organizations experience patterns of activities to improve their ability measures. However, they harvest just gradual enhancements, and by far most of leaders report that their organizations neither enlist enough profoundly capable individuals nor accept that their present techniques will work (Ennis, 2002).
 
References
Bass, B. M., & Riggio, R. E. (2006). Transformational leadership. Mahwah, N.J. : L. Erlbaum Associates.
Bratton, J. (2020). Organizational Leadership. SAGE Publications.
Ennis, S. (2002). The Managers Pocket Guide to Hiring Top Performers. Amherst : HRD Press.
 
Bottom of Form
 
 
 

Organic chemistry homework help

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1) Would it better to use 1H NMR or 13C NMR spectroscopy to distinguish compounds H-J?
Explain your answer (HINT: think about # of signals produced)
2) The coupling constant for protons in the compound shown below are Jab=10 and Jac=6
Identify protons A,B, and C
3) Propose a structure that is consistent with following molecular formula and 1H NMR
data:
Molecular Formula C5H10O
Clearly label (a,b, … so on) all protons and assign the chemical shifts, in your
proposed structure

Organic chemistry homework help

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EXAMasap
 
· This exam is due on 11/13/20 at 10:45AM
· No late submissions will be accepted
· Exams are to be submitted in one orderly PDF file, all other formats will not be accepted
· Only one upload permitted
· Submissions in which pages are out of order will incur a 10 % penalty
· All work must be shown for credit/partial credit
ATTACHED TO THIS POST IS EXAM #3 IN A PDF OR WORD FILE.

Organic chemistry homework help

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plz check the attachment and follow the instructions ( Real-time PCR technique )
 
Assignment 1 
by using – Real-time PCR  following the  technique and briefly describe it in half a page (200-250 words). You can use one figure explaining the technique. 
Write in no more than a page and half (400-800 words) about a disease that can be diagnosed by the technique you have chosen. You need to cover the following:
– Briefly describe the disease and its cause. 
– How the chosen technique can be used to diagnose the disease?
– Give at least an example from the published literature that reports a case where the chosen technique was used (You can support by figures).
– Conclude by describing the advantages and disadvantages of using the technique in comparison with other in diagnosis of the chosen disease. 
Bibliography
– APA style
– You must use in-text citation
– Number of references, 7 minimum and 10 maximum 
Format
– Font size 12
– Font type Arial
– Spacing 1.5 
– You need to write a title for your assignment
– Plagiarism report zero 

Organic chemistry homework help

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project
1. Read “143C Spectroscopic Elucidation Project”
2. Use this article “Synthesis of Dimethyl Derivatives of Imidazolinone Herbicides: Their Use in Efficient Gas Chromatographic Methods for the Determination of These Herbicides” to creat 8-10 ppt slides and write explanation and analysis for each slide.

143C Spectroscopic Elucidation Project
 
OBJECTIVE:
 
Students will be tasked to create a presentation based on a publication describing the structural elucidation of an organic molecule. This project will demonstrate the student’s ability to interpret the data and critically analyze the elucidation methods. This project will also demonstrate the student’s proficiency in science communication.
 
SCOPE:
 
Each student will be given the freedom to explore the literature and present an elucidation of their choice (with TA or instructor approval). The publication must describe a structural elucidation based on, at minimum, mass spectrometry (MS), nuclear magnetic resonance (NMR, 13C and 1H) spectroscopy, and one other spectroscopic analytical method (i.e. IR, 2D- NMR, UV-Visible Spectroscopy, etc.)
 
Students will prepare a critical analysis (not just a description) of the elucidation methods detailed in the publication for a verbal Powerpoint presentation. Presentations will be recorded on Zoom using Cindy Tran’s (143B Lab Staff) account, which will be automatically be uploaded onto Canvas. You will need to sign up for a designated recording time slot by November 18-19.
 
The presentation must meet the following criteria:
 

  • Presentation time limit: 5-10 minutes
  • Presentation slide limit: 8-10 slides
  • Presentation of data AND rationalization/justification of why the data are important: you will focus on one piece of spectral data that you believe (not necessarily what the authors say) was key to assigning the structure and provide your justification why these data were critical in assigning the structure
  • Also, you will need to include your assessment of the of the elucidation. Propose other methods that could have been done and what information they would hypothetically provide.

 
 
 
SUBMISSION DATES
 

  • October 26-27: Journal Article Submissions due
  • October 28-29: Article Approved, Draft Outline due
  • November 18-19: Presentation Draft Slides due, Recording Date Selection due
  • November 22-23: Project Slides due
  • December 7-8: Presentations recorded

 
The following is an outline of the presentation format:
 
ONE SLIDE ONLY
Title slide: Analysis of “The structural elucidation of …..”   by Joey Bag of donuts, et al; J. of
Irreproducible results, 2000, 23, 100-101. By:  Student Name
*NOTE: your citations MUST be in ACS citation format.
 
ONE SLIDE ONLY
Introduction: Where the product was isolated? How was it isolated? How was it purified? What was the purity level and method used for the evaluation of percent purity?
 
 
 
2 SLIDES
Present critical data related to structural determination with explanations in a logical order.
 
2-3 SLIDES
 
Student analysis of data including the key data that were crucial for the elucidation (without
which the elucidation would not be as good/possible)…be specific; not just “NMR” but “the
2D NMR showing the stereochemistry of….”
 
1-2 SLIDES
Student evaluation/critique of the quality of the structure: 99+% certain, etc. with justification. What other data could be obtained to firm up the structure?
 
ONE SLIDE ONLY
Conclusions
 
PROJECT RUBRIC
 
*FOR ANY MISSING ITEM, NO POINTS WILL BE AWARDED FOR THAT ITEM
 

Item Point Distribution
Quality of Slides 5 points 3 points 1 point
(Max: 5 points)      
  Slides are Slides are presented clearly; text Slides present
  presented in a presents ideas well, but may little to no
  clear, concise, include more information than information
  and creative necessary; presentation provides OR is
  manner; text few figures comprised
  highlights   predominantly
  important points;   of excessively
  presentation   detailed text;
  provides an   presentation
  appropriate   provides no
  amount of figures   figures
Organization of 5 points 3 points 1 point
slides      
(Max: 5 points) Information is Information is presented clearly, Information is
  presented in a
reasonable and organized manner		 with a few key points presented
out of order		 presented in a
scattered or disorganized manner
Key Data* 25 points 15 points 5 points
(Max: 25 points)      
  Presentation Presentation provides relevant Presentation
  provides relevant data or a reasonable provides
  data and a clear interpretation of the data, but not neither
  understanding and both relevant data
  interpretation of   nor any
  the data   interpretation
      of the data
Analysis* 40 points 30 points 20 points 10 points
(Max: 40 points)        
  Strong analysis of Adequate Better than poor Poor analysis
  elucidation analysis of but not quite of elucidation
  methods: elucidation adequate methods:
  strengths and methods: analysis of Little to no
  weaknesses of the strengths and elucidation analysis of the
  elucidation weaknesses methods strengths and
  methods were of elucidation   weaknesses of
  critically analyzed methods were   the elucidation
    sufficiently   methods
    analyzed,    
    missing two    
    or more    
    critical points    

 
 

Limitations in Elucidation* (Max: 15 points) 15 points
 
Presentation proposes additional analytical methods and justification for why that
analytical method is needed to address the limitations in the elucidation		 10 points
 
Presentation proposes additional analytical methods but does  not provide justification for why that analytical method is needed to address the limitations in the elucidation		 5 points
 
Presentation neither proposes additional analytical methods nor provides its justification to address the limitations in the elucidation
Slide Limit
(Max: 5 points)		 5 points
 
Presentation is between 8-10 slides		 3 points
 
Presentation is  one slide above or below the acceptable slide limit		 1 point
 
Presentation is two or more slides above
or below the acceptable slide limit
Time Limit
(Max: 5 points)		 5 points
 
Presentation is 10 minutes or less in length		 3 points
 
Presentation is  three minutes above or below the acceptable time limit		 1 point
 
Presentation is four or more minutes above or below the acceptable
time limit
Using a non-approved article 0 points
TOTAL
POINTS: 100		  

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Page 4 of 4

Organic chemistry homework help

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Attached are the data and questions

 
 
DATA SECTION
 

  1. SN2 Conditions – Reaction with NaCN.

 
In this part of the experiment, different alkyl halides were treated with LiCN according to the general reaction shown below.  The reaction was carried out in DMSO-d6 at 25°C, and after 10 min, a 1H NMR spectrum was taken and the peaks integrated.
 
(You may also find this reaction in Remote Learning Topic 5.ppt on D2L. Look for the red box.)
The spectra are shown on pages 1-2 in the data pages file.  Note that the spectra are of the reaction mixture (without purification), so we should expect to see peaks from both the reactant – alkyl halide and the product – alkyl nitrile.
 
For the reactions with 1-halobutanes and 2-halobutanes, only the signals for the CH2X (from reactant) and CH2CN (from product) are shown, while for the tert-butyl halides, the methyls (from reactant and product, respectively) are shown.
Notice that So for each set of three reactions (Trials 1-3, Trials 4-6, and Trials 7-9), the same product is obtained despite which halogen was used.You should first identify the product structure, then find the product’s signal CH2CN, as that will be the signal that is at the same ppm in each of the 3 spectra.
The red decimal numbers above each peak is the corresponding integration.
For trial 10, you need look back in 1-9, and find the trend of the relative chemical shifts of CH2X and CH2CN. Make an “educated guess” of which peak is from the reactant and which from the product.
 
Here are your tasks:
 

  1. Determine the percent conversion for the reaction, using the formula below (“S. mat.” Stands for “reactant”):

 
 

  1. Calculate the percent conversion for each reaction, and enter it in Table 1. Summary of results 1-10 below.
  2. Rank the reactivity based on the calculated percent conversion – highest percent conversion gets number 1 reactivity, whereas lowest percent conversion gets number 10 reactivity. Place your ranking in the last column of table 1.
  3. complete the remaining columns in the table.

 
 
 

  1. SN1 Conditions – Reaction with CH3OH.

 
In this part of the experiment, different alkyl halides were treated with CH3OH according to the general reaction shown below.  The reaction was carried out in CH3OH at 25°C, and after 10min, a portion of the reaction mixture was analyzed by GC.
 
The chromatograms are shown on pages 4-5 in the data pages file.
Same scenario, notice that from the reaction above, the same product is obtained despite what type of alkyl halide was used for each set (Trials 20-22, Trials 23-25, and Trials 26-28). You should first identify the product structure, then the product signal, as that will be the signal that is at the same ppm retention time in the 3 chromatograms of the same set of trials (note that some peaks could be really, really tiny….).
Beside each chromatogram, a table of peak retention times and areas (aka integrations) are shown.
For trial 29, you need look back in 22-28, and find the trend of the relative retention times of RX and ROCH3. Make an “educated guess” of which peak is from the reactant and which from the product.
 
Here are your tasks:
 

  1. Determine the percent conversion for the reaction, using the formula below (“S. mat.” Stands for “reactant”):

 
 

  1. Calculate the percent conversion for each reaction, and enter it in Table 2. Summary of results 20-29 below.
  2. Rank the reactivity based on the calculated percent conversion – highest percent conversion gets number 1 reactivity, whereas lowest percent conversion gets number 10 reactivity. Place your ranking in the last column of table 2.
  3. Complete the remaining columns in the table.

 
 
 

  1. Role of Nucleophile #1 – Reaction of 1-chlorobutane.

 
In this part of the experiment, 1-chlorobutane was treated with different nucleophiles according to the general reaction shown below.  The reaction was carried out in acetone (similar to DMSO) at 25°C.
 
 
Since the byproduct NaCl is not soluble in acetone, a precipitate will form as the reaction occurs.
 
Here are your tasks:
 
Given below is a table that gives the time until a precipitate was observed, and from this data, rank the relative reactivity of nucleophiles (shortest time means fastest reaction, which gets number 1 reactivity, whereas longest time means slowest reaction, which gets number 10 reactivity).
 
 

Nucleophile (Nu) Time until precipitate observed Relative reactivity
NaOCH3 0.52 sec  
HOCH3 none observed  
NaSCH3 0.15 sec  
HSCH3 4.35 min  

 
 
 
 

  1. Role of Nucleophile #2 – Reaction of tert-butyl p-nitrophenyl ether.

 
In this part of the experiment, tert-butyl p-nitrophenyl ether was treated with different nucleophiles according to the general reaction shown below.  The reaction was carried out in ethanol (similar to CH3OH) at 25°C.
 
 
The byproduct –OC6H4NO2 has an intense yellow color, while the starting materials are colorless, so the appearance of a yellow color indicates the reaction is occurring.
 
Here are your tasks:
 
Given below is a table that gives the observed results, and from this data, rank the relative reactivity of nucleophiles. (shortest time means fastest reaction, which gets number 1 reactivity, whereas longest time means slowest reaction, which gets number 10 reactivity). Note that we could have “ties”.
 
 

Nucleophile (Nu) Data observed Relative reactivity
NaOCH3 Yellow after 0.52 sec  
HOCH3 Very bright yellow immediately  
NaSCH3 Yellow after 0.52 sec  
HSCH3 Faint bright yellow immediately  

 
 
Table 1. Summary of results 1-10

 
Trial		  
Alkyl Halide		 Line Structure of
Compound		 Type of Alkyl Halide
(1°, 2°, or 3°)		 Percent Conversion Relative
Reactivity
1 1-chlorobutane        
2 1-bromobutane        
3  
1-iodobutane
 		        
4  
2-chlorobutane
 		        
5 2-bromobutane        
6 2-iodobutane        
7 tert-butyl chloride        
8 tert-butyl bromide        
9 tert-butyl iodide        
10 Chlorocyclobutane        

Table 2. Summary of results 20-29

 
Trial		  
Alkyl Halide		 Line Structure of
Compound		 Type of Alkyl Halide
(1°, 2°, or 3°)		 Percent Conversion Relative
Reactivity
20 1-chlorobutane        
21 1-bromobutane        
22  
1-iodobutane
 		        
23  
2-chlorobutane
 		        
24 2-bromobutane        
25 2-iodobutane        
26 tert-butyl chloride        
27 tert-butyl bromide        
28 tert-butyl iodide        
29 allyl chloride        

 
DATA ANALYSIS
 
SN2 Reactions.
 

  1. Answer each of the following questions completely but briefly.  Be sure to use your data and to note any discrepancies in your data.

 

  1. Looking at trials 1, 4, and 7, what conclusion can you draw about the type of alkyl chloride (1o, 2o, or 3o) employed and the rate at which the SN2 reaction occurs? Explain why this might be.

 
 
 
 
 
 
 
 
 
 

  1. Looking at trials 2, 5, and 8, is the trend the same or different with the alkyl bromides (so compare with trials 1, 4, 7, in terms of the halide type)?  Also look at trials 3, 5, and 9 – is the trend the same or different with the alkyl iodides (again, in terms of the halide type, please)? Does these results make sense?

 
 
 
 
 

  1. Comparing the trend in trials (1 to 2 to 3), does the type of halogen have an effect on the reaction?  If so, what is the trend?  Do you see the same trend in comparing trials 4 to 5 to 6 (in terms of the halogen type)?  How about trials 7 to 8 to 9 (in terms of the halogen type)?  Explain the effect, or lack of effect, of the alkyl halide.

 
 
 
 
 
 

  1. Comparing trials 4 and 10, is there a difference in the halide type? And is there a difference in the rates?  If there is, explain why there is a difference in the rate.  (Hint:  think about the mechanism and molecular structures of 4 and 10)

 
 
 
 

  1.  Compare the chemical shift of the signal for the alkyl halides in trials 1, 2, and 3 (from the data file).  Is there a trend?  If so, what is it and does it make sense?

 
SN1 Reactions.
 

  1. Answer each of the following questions completely but briefly. Be sure to use your data and to note any discrepancies in your data.

 

  1. Looking at trials 20, 23, and 26 what conclusion can you draw about the type of alkyl chloride (1o, 2o, or 3o) employed and the rate at which the SN1 reaction occurs? Explain what conclusion you can draw about the stability of carbocations from this data.

 
 
 
 
 
 
 

  1. Looking at trials 21, 24, and 27, is the trend the same or different with the alkyl bromides (so compare with trials 1, 4, 7, in terms of the halide type)?  Also look at trials 22, 25, and 28 – is the trend the same or different with the alkyl iodides (again, in terms of the halide type, please) (again, in terms of the halide type, please)? Does these results make sense?

 
 
 
 
 

  1. Comparing the trend in trials (20 to 21 to 22), does the type of halogen have an effect on the reaction?  If so, what is the trend?  Do you see the same trend in comparing trials 23 to 24 to 25 (in terms of the halogen type)?  How about trials 26 to 27 to 28 (in terms of the halogen type)?  Explain the effect, or lack of effect, of the alkyl halide.

 
 
 
 
 
 

  1. Comparing trials 21 and 29, is there a difference in the halide type? And is there a difference in the rates?  If there is, explain why there is a difference in the rate.  (Hint:  think about the mechanism and the intermediate structures)

 
 
 

  1. Compare the retention times in trials 21, 22, and 23. Is there a trend (in terms of halogen), and if so, can you explain it?

 
 
 

  1. Compare the retention times in trials 21, 24, and 27.  Is there a trend (in terms of halide type), and if so, can you explain it?

 
 
 
 
Comparison of SN1 and SN2 Reactions.
 

  1. Is the trend in the reactivity between leaving groups (Br vs Cl) the same or different between the SN1 and SN2 experiments? Does this make logical sense to you?  Explain.

 
 
 
 
 
 
 
 
 
 
 
 

  1. a. Is the trend in the reactivity with different degrees of substitution (1°, 2°, and 3°) the same or different between the SN1 and SN2 experiments?  Does this make logical sense to you?  Explain.

 
 
 
 
 
 
 
 
 
 

  1. Based on your answer to 7a, for which type of alkyl halide (1°, 2°, or 3°) will it be the most difficult to control the type of substitution reaction (SN1 and SN2) it undergoes?

 
 
 
 
 
 
Effect of the Nucleophile.
 

  1. Explain the relationship between the strength of the nucleophile (see also in RLT 5.ppt on D2L) and the reactivity based on the results in the table in part 3 Role of Nucleophile #1 – Reaction of 1-chlorobutane.

 
 
 
 
 
 
 

  1. Explain the relationship between the strength of the nucleophile (see also in RLT 5.ppt on D2L) and the reactivity based on the results in the table in part 4 Role of Nucleophile #2 – Reaction of tert-butyl p-nitrophenyl ether.

 
 

Organic chemistry homework help

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COLLEGE
Hello,
First, watch this video to help you complete the lab.
Link: https://palmbeachstate-elearning.mediaspace.kaltura.com/media/Boca+Raton+2210L+Organic+Chemistry+1+Lab+-+Experiment+24A/1_ge7y81qr
Second, use the format file named “Exp 24B” to do the lab.
Third, use the screen shot (1-3) I provided from my lab book to help you complete the lab.
Fourth, complete all the questions for the file named “Screenshot 3” in the lab book.
Thank you!