GRADE 12 UNIVERSITY CHEMISTRY WORKBOOK

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Student Course Outline/Parent Information Sheet
 
Program Area:          Science
 Course:                      Chemistry, Grade 12, University
Preparation                                                                        
Course Code:             SCH 4U0
 
Course Description: This course enables students to deepen their understanding of chemistry
through the study of organic chemistry, energy changes and rates of reaction, chemical systems and
equilibrium, and atomic and molecular structure. Students will further develop problem-solving and
laboratory skills as they investigate chemical processes, at the same time refining their ability to
communicate scientific information. Emphasis will be placed on the importance of chemistry in daily
life, and on evaluating the impact of chemical technology on the environment.
 
Prerequisite:              Chemistry, Grade 11, University Preparation
 Textbook:                   Nelson Chemistry 12,  Jenkins et al., Nelson Thompson Learning,  2003
                                    Chemistry 12, McGraw Hill Ryerson
 Here is a guide as to how you will be assessed. There might be changes as necessary.
 
Units of Study:
Unit Major Evaluations  Timelines
Organic Organic Chemistry/Reactions Worksheet 4.0 weeks
Chemistry STSE Issue- Organic Molecule assignment  
Formal lab 1 – Esters or making soap
Unit Test 
Structure and Atomic Theories/Chemical Bonding Worksheet 2.5  weeks
Properties STSE – Structures in Industry
Unit Test 
Energy Changes Formal Lab 2 - Thermochemistry 4.0 weeks
  Rates of Thermochemistry Final test
Reactions Rates test
Chemical Formal Lab 3 -  Ka for acetic acid/unknown acid 4.5  weeks
Systems and STSE Case Study
Equilibrium Equilibrium Unit Test
Acid Base Unit test 
Electrochemistr ISU – independent study unit 2 weeks
y Unit test 
 
Assessment and Evaluation Guidelines
 
The purpose of student assessment is to improve student learning
 
Assessment and evaluation are based on the provincial expectations and levels of achievement
outlined in the provincial curriculum document for each subject in secondary school.  A wide range of
assessment and evaluation opportunities allows students to demonstrate their learning in a variety of
ways.  This information provides the basis for reporting student grades on the Provincial Report
Card.  Achievement (reflected in a final mark) will be calculated using the following categories:

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  Communication Knowledge/ Thinking and Inquiry Application/Making
Understandin Connections
g
(15%) (35%) (35%) (15%)
 Presentations   Quizzes     
 Scientific  Unit tests   Lab design   Case studies 
Models   Knowledg  Lab Reports   Real-life
 Graphing  e based  Experiments and questions on Unit
 Spelling and assignments Investigations tests
Grammar    Problem Solving   Scientific
 Use of  Scientific Research Models 
scientific       Scientific
terminology research 
 Lab report  Presentations 
formatting  Investigations 
 Molecular
 Opinion piece
models
As part of the learning process, students will receive ongoing descriptive feedback which may not be
assigned a mark.
Final Mark = 70% Term + 30% Summative
Summative =  Exam (2hrs) , summative project, summative lab
 
Learning Skills - The following learning skills will be taught and assessed throughout the course and
will be shown on the report card.  Students' performance in these skill areas will not be included in the
final numeric mark.  It is important to remember, however, that the development and consistent
practice of these skills will influence academic achievement.  These skills include:
 
Responsibility, Organization, Independent work, Collaboration, Initiative and Self- Regulation
  
Missed Evaluations - Students who know ahead of time that they will miss an evaluation are
expected to discuss the situation beforehand with the subject teacher.
 Students who miss an in-class summative evaluation for an unauthorized reason may lose the
opportunity to complete the task.
 Failure to complete compulsory major evaluations including the final evaluation may result
in loss of credit.
 
 Deadlines- Deadlines are realistic in the normal working life outside of the school setting.  Deadlines
are also set as a reasonable management strategy for teachers so that workloads can be varied and
balanced.  We also set deadlines as a way of bringing closure to one unit of work and moving ahead to
another.  Students are expected to:
 
 Seek assistance from the teacher when they feel unable to complete a task/assignment due to
insufficient knowledge or skill.  Be sure to advise the teacher of any difficulty well before a
task/assignment is due.
 Negotiate alternate deadlines well before an established due date.
 Understand that some deadlines are negotiated; some are absolute.  Work that is not submitted
/completed on either a negotiated or absolute deadline will not be assessed / evaluated.
 Understand that chronic lateness in submitting tasks/assignments will prevent your teacher from
evaluating your work and may require you to demonstrate your knowledge and skills within an
alternate setting such as summer school.
3
 
Homework - We believe that consistent homework completion is essential for student success.
You are expected to do all homework, it will be very beneficial to you. In this course, students are
expected to spend  7 hours/week   on homework. 

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Pre lab format SCH4U0
Name:

Lab Partners Names:

Title of Experiment - The Title of the Laboratory should give the reader an idea about what the
Laboratory is trying to Discover. The Title should be only a few words. The Title belongs in the Top
center or left of the Laboratory Report.

Examples of Title: Determining the Density of Liquids

Purpose: The Purpose of the laboratory should explain what the students are trying to accomplish in
the Lab.

Example of a Purpose - The Purpose of this Laboratory is to measure the density of a liquid.

Hypothesis: The Hypothesis is an "educated guess" of what the Students thinks the results of the
experiment will be. The Hypothesis is based on Past experiences and knowledge, not a wild guess.
The Hypothesis always uses the If/Then format. Another way to write this could be, This will
happen… because.

Example of the Hypothesis. Hypothesis: If accurate measurements of Mass and Volume of a Liquid
are determined, then the Density of the Liquid can be found by dividing the Mass of the liquid by it's
volume.

Materials: List all materials needed including volume and mass of substances to be used.

Procedure: Written as a list of numbered steps. You do not need to copy the given procedure word for
word. Just summarize it. Although summarized, steps taken should be specific enough so that
someone not familiar with the lab or your work could do the procedure.

Data/Observations: The Data/Observations section of the laboratory Report is the place where all
Measurements, Observations and calculations from the laboratory are located. The key to an
acceptable Data/Observations section is organization and planning. Neat Data tables, Graphs, Charts
should be prepared before the Laboratory during the Prelab in order to be ready to record the data
observed in the Laboratory.

Safety: Safety concerns identified in margins alongside corresponding steps and/or in separate safety
section.
Include chemical disposal instructions. Some of the information in this section may be given verbally
by your instructor before you begin the lab. You should list at least 3 safety precautions per
experiment that are specific to that experiment.

Questions: Answer any questions given before doing the lab.

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 Lab report
(C) Cover Page: (1)
Title of lab in centre and your name, course code, date and teachers name in the bottom left
hand corner.
(K) Aim/ Purpose (1 or 2)
As concise (but informative) as possible. One or two sentences should be sufficient. Example: To
determine the relative molecular mass of an unknown dibasic acid.
(K) Introduction/background information: (2 or 3)
Depends on the lab. One page minimum. You will be told at each practical what is expected. It must
include the theory or concepts behind the lab. Information must flow and it must be specific to what
you are doing. DO NOT CUT AND PASTE FROM INTERNET.
Materials (1)
(K) Method: ( 1 )
As concise as possible but giving sufficient information so that someone else could repeat your work.
Example: A solution of barium chloride (0.05g in 100cm3) was prepared in water and titrated against
silver nitrate (0.1mol dm-3) Notice that this is in the third person past tense. Notice that the quantities
are in brackets after the compound.
(K)Qualitative results: - 1 or 2 marks, depends on the lab.
(K)Quantitative Results: (depends)
Tabulate numerical data when possible. In a good table the columns read down.
(I)Questions/ (Analysis): (depends)
Any calculations or interpretation of results go into this section. Remember to layout your calculations
clearly, showing each step. Marks are awarded for each stage of the calculation so it is possible to
pick up some marks even if you make a mistake along the way.
(I)Discussion: (3-4 marks)
What was your result? How does it compare to theoretical value? How relevant are your results? What
errors are there? Did something go wrong? This is where you can talk fairly freely about the
experiment. Are your results close to the actual value? What is the percentage yield? Try to be
positive, try to show you have understood the experiment. If you can think of ways of improving the
experiment this is where you can let me know.
(C ) (Conclusion) – (1)
 Did you meet the aims of the experiment? If so say so; Example: The relative molecular mass of the
unknown was determined to be 146.5. The conclusion should echo the aims and be as short as
possible.
Proper APA format or MLA

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BIG IDEAS

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 Naming of Alkanes. Draw diagram or write the names.

1.
2.

3.
4.

6.
5.

7. 8.

10.
9.

11. 12.
13.
14.

15. 2,2,3 trimethyl-butane 16. 3-ethyl-2,2-dimethyl-hexane

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17. 3-ethyloctane 18. 2,3,4,5,6,7-hexamethyl-octane

19. 2-methylnonane 20. 2-ethyl-2-methylbutane

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Alkanes naming and writing structures

1. 3.
2.
4. 5. 6.

8. Nitromethane 9. 2-chloropropane

7.
10. 3-amino-3-ethylpentane 11. 2,2-dimethylbutane 12. 3-ethyl-2,5-dimethylheptane

13. 2-chlorobutane 14. 2,2-dibromo-3- 15. 3-ethylheptane

ethylheptane

16. 2,2-dichloro-6-methyl-4- 17. 5-amino-3-bromo-2-methyl- 18. 3-ethylpentane

propylheptane 4-nitrohexane

19. 3-ethyl-2-
methylheptane
20. 21.

23. 24.
22.

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 CYCLOALKANE NAMING WORKSHEET
Structure Name Structure Name

1.
2.

4.
3.

5. 6.

8.
7.
9. 10.

Drawing diagrams for Alkanes and cycloalkanes

1. nitromethane 2. 1,1-dimethylcyclopropane 3. 2-chloropropane

4. 2-amino-3-ethylpantane 5. ethylcyclopentane 6. 3-cyclobutytl-2-methyloctane

7. 2,2-dibromo-3- 8. 1,3-dibromo-4- 9. 1,3-dibromo-4-chlorohexane

ethylheptane chlorocyclohexane

10. 3-cyclobutyl-2- 11. 3-cyclo-6-cyclopropyl- 12. 1-bromo-3-ethylcyclobutane

methyloctane 1,2,5-trimethylnonane

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ALKENES AND CYCLOALKENES WORKSHEET
3.

1.
2.

6.

5.
4.

7. 4-ethyl-2-methyl-2- 8. 2,5-ethyl-2-methyl-2-hexene 9. 2-chloro-3-methyl-1-butene

hexene

10. 2,4,4-trimethyl-1- 11. 3-ethyl-2-pentene 12. 6-methyl-3-octene

pentene

13. 2,3-dibromopropene 14. 3-cyclopropyl-2-pentene

15.

17.

16.
18.

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13
 Cis-Trans Isomers - Cis-trans (geometric) isomerism exists when there is restricted rotation in
a molecule and there are two non-identical groups on each doubly bonded carbon atom.

1. What are cis-trans (geometric) isomers?

2. What two types of compounds can exhibit cis-trans isomerism?
3. Which compounds can exist as cis-trans (geometric) isomers? Draw them.
a. CHCl=CHBr
b. CH2=CBrCH3
c. (CH3)2C=CHCH2CH3
d. CH3CH=CHCH2CH3

4. Classify each compound as a cis isomer, a trans isomer, or neither.

5. Draw the structures of the cis-trans isomers for each compound. Label them cis and trans. If no
cis-trans isomers exist, write none.
a. 2-bromo-2-pentene
b. 3-heptene
c. 4-methyl-2-pentene
d. 1,1-dibromo-1-butene
e. 2-butenoic acid (CH3CH=CHCOOH)
f. 2,3-dimethyl-2-pentene
g. 1,1-dimethyl-2-ethylcyclopropane
h. 1,2-dimethylcyclohexane
i. 5-methyl-2-hexene
j. 1,2,3-trimethylcyclopropane

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 Exploring ALKYNES - Based on what you have learnt from alkANE and alkENE, extend your
knowledge to alkYNE.

Fill in the SPACES BELOW for alkynes

1. General formula _____________________________________

2. Ending _____________________________________________
3. Types of bonds_______________________________________
4. Shape _____________________________________
5. Saturation _____________________________________
6. polarity_____________________________________
7. Molecular formulas and name for alkyne with 2, 3 and 4
carbons____________________________________________________________________

Rules for naming Alkynes

1. __________________________________________________________________________
__________________________________________________________________________
2. __________________________________________________________________________
__________________________________________________________________________
3. __________________________________________________________________________
__________________________________________________________________________

Name the following

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ALKYNES WORKSHEET
Draw structures or name the following

1. 2.
3.

4. 5. 6.

8. 3-heptyne 9. 2,2-diamino-5-chloro-3-hexyne

7.

10. 3,3-dichloro-4-cyclopropyl-5- 11. 2-chloro-6,6-dimethyl-3- 12. 4-ethyl-5-propyl-2-nonyne

propyl-1-cyclohexyne nitro-4-octyne

13. 3-cyclobutyl-1-pentyne

14.
15.

16.

17.

18.
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Naming Benzene Compounds

Name the organic compound using special names when possible

3.

1.
2.

4.

6.
5.
8.

7. 9.
Name the following using ortho (o); meta (m); para, (p) method

2. 3.
1.
4. 6.

5.

Draw the following

7. 2-chloroaniline 8. o-phenylphenol 9. 1-isobutyl-3-methylbenzene

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 10. m-ethylbenzoic acid
11. p-chloronitrobenzene
11. 3-sec-butyl-1-tert-
butyl-5-isobutylbenzene
12. 3- butyl-1-
phenylbenzene
Exploring physical properties of Hydrocarbons

Question 1 – Using the information from the table below, explain how does each of melting point,
boiling point and density vary with molecular size?

Question 2 . On the same piece of graph paper plot boiling point versus number of carbon atoms for
each series ( alkanes and alkenes) of compounds. Draw a smooth curve through each set of points

3. How does boiling point vary with number of carbon atoms?

4. How do the boiling points of alkanes compare with those of alkenes?
5. What is the relationship between boiling point and strength of intermolecular forces?
6. What is volatility?
7. What is the relationship between volatility and boiling point?
8. Compound X has a boiling point of – 6°C while compound Y has a boiling point of +12°C and
compound Z has a boiling point of – 55°C.
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9. List the compounds in order from most volatile to least volatile.
10. Compare the strength of the intermolecular forces in each of these compounds.
11. Compound Y is soluble in water but compounds X and Z are not. Use this information to decide
whether the molecules are polar or non-polar giving a reason for your decision.

Hydrocarbon review

Give the correct name for the following

Structure name structure name

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 Hydrocarbon review cont’d Draw condensed structural or line diagrams for the following

Name Structure
1) 2-hexyne

2) 4-propyloctane

3) 1,2,3,4,5,6-hexamethylcyclohexane

4) 1-methyl-4-nitrobenzene

5) 2,3,5-trimethyl-1,3,7-nonotriene

6) 2,3-diphenylbutane

7) 3,4-diethyl-5-cyclobutyl-2-octene

Derivatives – Halogen Alkane ( alkyl halide)

1. Name the following compounds

a) b)

c) d)

2. Give the common and IUPAC names for each compound.

a. CH3CH2CH2Br b. (CH3)2CHCl
3. Write the condensed structural formula for each compound.
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 a. methyl chloride b. chloroform
4. Write the condensed structural formula for each compound.
a. ethyl bromide b. carbon tetrachloride
5. Write the condensed structural formulas for the two isomers that have the molecular formula C3H7Br.
Give the common name and the IUPAC name of each.
6. Write the condensed structural formulas for the four isomers that have the molecular formula C4H9Br.
Give the IUPAC name of each.
7. What is a CFC? How are CFCs involved in the destruction of the ozone layer?
8. Explain why each compound is less destructive to the ozone layer than are CFCs.
a. fluorocarbons
b. HCFCs

ALCOHOLS
Name the following compounds. Identify if it is primary, secondary or tertiary alcohol

1.
2.

4.
3.

5.
6.

7. 8.

10.
9.

11. 12.

13. 14.

15. 16.
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 Draw structures for the following

(a) isobutyl alcohol

(b) 2-buten-1-ol

(c) 2,4-hexanediol

(d) cis-3-ethylcyclobutanol

(e) 3-ethyl-4-methylcyclohexanol

(f) 2-chloropent-3-ene-1,1,3-triol

Ethers – Write the names of each in the each box.

1. CH3CH2-O-CH3

2.
3.

5. 6.

4.

8. 9.

7.

10. 11. 12.

Draw the structural formula for the following organic compounds.

a. Dimethylether
b. 2- methoxypropane
c. 1-ethoxybutane
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d. diphenylether
e. Ethylmethyether
f. 2-chloro-4-methoxyoctane
g. Methoxybenzene
h. 1-ethyl-3-propoxycyclohexane
i. 3,5-diethoxyheptane
j. 5-methoxy-2-hexene

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 CARBONYL GROUPS- Aldehydes and Ketones
Classify each compound as an aldehyde or a ketone. Give the common name for each ketone.

a.
b.
c.

Name the following

1.
2.
3.

4. 5.
6.

8. 9.

7.

Draw the structure for each compound.

1. 7-chlorooctanal 6. 4-methyl–3-hexanone5-bromo-3-
iodoheptanal
2. 5-bromo-4-ethyl-2-heptanone 7. m-bromobenzaldehyde
3. Butyraldehyde 8. 2-hexanone
4. p-nitrobenzaldehyde 9. 5-ethyloctanal
5. 2-chloropropanal 10. 2-hydroxy-3-pentanone

11. Give the IUPAC name for glyceraldehyde, (HOCH2CHOHCHO)

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 ACIDS - Draw the following carboxylic acids
a) butanoic acid d) 2-methylpentanoic acid
b) 3,5-dimethylheptanoic acid e) 5-hydroxyhexanoic acid
c) 2,3,4-trichloro-2-butenoic acid f) 2-bromoethanoic acid

Name the following in the boxes provided

OH CH3 O H3C
CH3
CH2 CH2 C H3C C C O CH2 C
H3C CH2 CH2 O OH C CH2
1. 2. CH3 CH3
3. OH

H3C F HO
CH2 OH CH3
H3C HC O
C CH2
CH CH2 C CH2
CH C
4. HO CH2 CH2 O
O C
5. F OH
H3C

6.

ESTERS -Draw the following esters

a) ethyl butanoate d) pentyl propanoate
b) propyl 3-ethylhexanoate e) methyl 4-phenylpentanoate
c) 2,3-dimethylpentyl ethanoate f) butyl 3-hydroxyheptanoate

Name the following in the boxes provided

O CH2 CH2 O O O
H3C CH2 CH2 C
CH2 C
H3C CH2 C
H3C CH2 O
2. CH3
CH O CH3

1. CH3
3. OH

O O O O CH2 CH3
C CH2 CH2
H3C C CH3 CH3
CH2 CH2 C CH2
H3C C CH3
O C C CH3 5. H3C CH2 CH2 O CH3

4. CH3 CH3 6. CH3

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 ANINES and AMIDES
1. Show by means of an equation how ethylamine can act as a base.
2. Compare the solubility of methylethylamine with 1-propanol and explain the difference.
3. Rank the following amines in order from lowest to highest water solubility and explain the ranking.
Butyl amine dimethyl ethylamine diethyl amine dimethyl ammonium flouride

Name the following compounds.

2.
H2 H2 H2 H2
C C C C
H3C CH C CH CH3
H2

CH 2 CH 3
H2N
1.

Cl O
N
4. NH
3.

N
Br
5.
6.
OH O

N NH
7.
8.

Draw structures of the following

1. N-ethyl-N-phenylpropanamide 2. N-chloro-pent-2-ynamide

3. cis-N-diethyl-3-amino-2-fluoro-2-heptene 4. N-phenyl-2-aminopentane

5. N-methyl-3-hydroxyhexanamide 6. N-ethyl-N-n-propyl-3-amino-1-heptene

7. N-phenylbenzamide 8. diphenylamine

9. N-cyclobutyl-N-methylpropanamide 10. trans-N-methylpent-2-enamide

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 11. cis-N-isopropyl-1-amino-2-pentene 12. trans-N-chloro-N-ethylhex-2-enamide

Dry Lab Activity – Polarity of Molecules

1. Determine the lewis structure for the following molecules

Ethane Methanol methylamine

C2H6 CH3OH CH3NH2

2. Using your lewis structures construct a table to include the following headers.
 Molar masss
 Number of valence electrrons
 Bonding electron pairs
 Lone pairs of electrons
3. Consider that the molar mass gives some indication of the strength of the relative size of molecules,
are these three molecules approximately the same size?
4. On the basis of molecular size alone, would you expect the boiling points of these compounds to be
similar or different? Explain.
5. Recall that the number of electrons gives some indication of the strength of the London’s forces in
these molecules, would you expect the boiling points of these compounds to be similar or different?
Explain
6. Make models with the model kits provided of these molecules using the Lewis structures above.
7. Using your periodic table determine the electronegativity values for the following:

Carbon hydrogen nitrogen oxygen

8. Make a sketch of your models, showing all relevant details such as dipole arrows, partial charges,
bond polarity and bond angles.
9. Using your models, predict which molecules are polar and which are non-polar. Justify your answer.
10. Which of the three models is the most polar. Explain. Based on polarity, list the three compounds in
order of increasing boiling point.
11. The boiling points of three chemicals are given below:

Chemical Boiling-Point (oC)

Ethane -88.6
Methylamine -6.3
Methanol 65.5
Explain the boiling points given in the table.

12. Propanone, propanol and butane have very similar molar masses. List them in the expected order of
increasing boiling point. Explain your answer.
13. Propane, (bp.= - 42.2oC), ethanol, (bp. = 78.5 oC), and methanoic acid, (bp. = 101.0 oC), state the main
type of intermolecular forces present in these three molecules, and explain their boiling points.

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DERIVATIVIES Functional Groups Nomenclature
1. Draw the following alcohols
a) heptan-2-ol d) 2,4,6-trichlorooctan-2-ol g) but-2-ene-1-ol
b) 3-methylhexan-1-ol e) pentan-1,4-diol h) 4-methylpent-2-yne-1-ol
c) cyclopropanol f) benzene-1,3-diol i) 3,4-dimethylcycloheptan-1-ol
2. Name the following alcohols
H3C CH2 CH2 CH3 CH3
a)
CH CH2 CH
CH2 CH2 OH
H3C CH2 CH2 b) OH OH CH Cl
c) HO CH2
H3C CH2 CH2 CH2 OH
CH2
CH CH OH
CH OH CH CH3
H2C
CH3 CH3 CH2 HC CH2
d) e)

f) CH2
OH CH2 CH3 CH3 CH3 OH

C
CH2 HC H3C C C HC
HC CH
h) H3C C C CH2 OH CH2 CH2
CH3 CH3

HC CH CH3
i)
g) CH

3. Explain why the propane that is used as a fuel in a BBQ is gas at room temperature, but 2-propanol used as
rubbing alcohol is a liquid at room temperature.
4. Draw the following ethers
a) 1-propoxypentane c) 1-methoxy-4-chlorohexane e) 2-propoxy-4-phenylheptane
b) 2-ethoxybutane d) 3-butoxy-2,4-dimethyloctane f) 1-ethoxycyclopentane
5. Name the following ethers
CH2 O CH3 CH3 CH3

a) H3C CH2 CH2

CH CH2 CH3 CH

H3C CH O H3C O

CH CH2
b) CH3
H2C CH2 CH3

c) CH3

CH2 CH3 CH3 H3C CH2

CH2 O CH3
H3C HC
CH2 CH2 O CH2 CH CH2
O CH2 H3C CH2 CH2 CH H2C

CH2 CH3 CH2

d) CH3
e) f) H3C

6. Why is ether no longer used as an anesthetic? Explain using your knowledge of its state and structure.

7. Draw the following aldehydes and ketones

a) hexanal d) 2,2-dimethylhexan-3-one g) 2-methylcyclohexanone
b) heptan-3-one e) 2,4,6-trichloroheptanal h) 4-hydroxyhexanal
c) 3-methyloctanal f) 4-phenyloctan-2-one i) penta-1,4-dione
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 8. Name the following aldehydes and ketones
H3C CH2 CH3 CH2 CH2 CH H3C O

b) H3C CH2 CH2 O

CH C CH3
C CH2
H3C HC CH2 HC

a) O c) CH3 CH3
H3C CH3 H3C CH3
CH CH
CH HC
H2C C
f) O CH CH3
d) O
e)
9. Explain why no numeral is needed as a prefix in the naming of butanal and butanone.
10. Arrange the following compounds in increasing order of predicted solubility, and give reasons for your
answers: butanal, butane, butanol.
11. Draw the following carboxylic acids
d) butanoic acid f) 3,5-dimethylheptanoic acid h) 2,3,4-trichlorobutanoic acid
e) 2-methylpentanoic acid g) 5-hydroxyhexanoic acid i) 2-bromoethanoic acid
12. Name the following carboxylic acids
OH CH3 O H3C

H3C C C CH2 OH
CH2 CH2 C OH
b) CH3
a) H3C CH2 CH2 O CH CH2 C

c) HO CH2 CH2 O
F H3C HO
CH3
CH3
C CH2
H3C HC O O CH2 C CH2
C CH2 O C
CH C CH3 H3C

e) OH
d) F OH

f)
13. Name the following esters
O CH2 CH2 O O
H3C CH2 CH2 C
CH2 C
H3C CH2 O
b) CH3

a) CH3
O O
H3C C CH3 CH3
H3C CH2 C
CH O CH3 O C C CH3

d) CH3 CH3
c) OH
O O O CH2 CH3
C CH2 CH2

CH2 CH2 C CH2 H3C C CH3

H3C CH2 CH2 O CH3 f) CH3

e)

14. Draw the following esters

a) ethyl butanoate c) propyl 3-ethylhexanoate d) methyl 4-phenylpentanoate
b) pentyl propanoate e) 2,3-dimethylpentyl ethanoate
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f) butyl 3-hydroxyheptanoate

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15. In what way is the functional group of an ester different from that of a carboxylic acid? How does this
difference account for any differences in properties?
16. Describe the steps used to name an ester.
17. Draw the following amines
a) butan-1-amine d) pentan-2-amine
b) propan-1,2-diamine e) N-ethyl-hexan-2-amine
c) N,N-dimethyl-pentan-3-amine f) N-methyl-N-propyl-ethanamine
18. Name the following amines
CH3 CH3 H3C CH3 Cl
CH2 H2C
CH CH Cl CH2 CH2
H3C CH CH3 H2C CH2 CH HC
CH
NH2 c) H2N NH2
a)
b) NH2

CH3 CH2 CH3 CH2 NH CH3

H3C CH H3C CH2 CH2
CH CH2 NH2 f)
d) H2N CH2 CH2 N
e) H3C CH3

19. Explain why amines generally have lower boiling points than alcohols of comparable molar mass.
20. Why are secondary and tertiary amines less soluble than primary amines of similar molecular size?
21. In some cuisines, fish recipes include lemon garnish or a vinegar sauce such as sweet and sour sauce.
Suggest a reason why these common culinary techniques might be used.

22. Draw the following amides

a) N-ethylbutanamide b) N-propylpentanamide
c) N-methyl-3-methylhexanamide d) N-2,3-dichlorobutylpropanamide
e) N,N-diethyl-2-methylbutanamide f) N-pentyl-3-hydroxypentanamide
23. Name the following amides

O O

CH2 C CH2 CH3 CH2 C CH3

H3C CH2 NH CH2 H3C CH2 N
a)
b) CH3
H3C CH2 CH2 CH
CH2 NH O
C CH2 C d) H3C CH2 NH O
H3C
CH3 CH3
c)
O O

H3C CH2 C NH
H3C C CH2
CH N CH3 CH2 HC CH2 CH2

CH3 CH3 f) Cl CH3

e)

24. Describe the steps used to name an amide.

25. Which functional groups can you expect to turn litmus paper red? Blue?
26. Which functional groups would form hydrogen bonds with neighbouring molecules?
27. Draw as many structural isomers with the formula C 4H10O as possible.

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INDENTIFY TYPES OF REACTION.

Use the question in the table on the next page to help you classify reactions. The first reaction has
been done for you.

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34
 Reaction 8
Reaction 7
Reaction 6
Reaction 5
Reaction 4
Reaction 3
Reaction 2
Reaction 1
12 U CHEM

double or triple bonds than the reactant?Addition: Does the organic product have fewer

yes
no
double or triple bonds than the reactant?Elimination: Does the organic product have more
no

Substitution: Has an atom or group of atoms been

no

hydrogen and more bonds to oxygen?Oxidation: Does the product have fewer bonds to
no

hydrogen and fewer bonds to oxygen? Reduction: Does the product have more bonds to
no

Condensation: Do two organic molecules combine

no

Hydrolysis: Does a large organic molecule such as

Addition
FMSS

Type of reaction

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Reactions of Hydrocarbons
1. For the following reactions, write the balanced equations for the complete combustion of the following:
a. propane, C3H8 (gas used in torches and gas grills)
b. octane, C8H18 (component of gasoline)
2. For the following halogenation reactions, write the structural formulas and names of the products. For full
points, include all possible isomers

a.

b.

c.

d.

3. Write the structural formula and name the product for each of the following alkene reactions:

a.

b.

c.

d.

e.
For d) and e) above, what rule did you use to determine what goes where? ________________

4. Write an equation, using structural or line formulas, name the product and any catalysts for the following
reactions:
a. hydrogenation of 2-methylpropene
b. addition of chlorine to 2-pentene (halogenation)
c. addition of hydrogen fluoride to 2-methyl-2-butene (hydrohalogenation)
d. hydration of 1-methylcyclobutene
e. addition of bromine to cyclopentene (halogenation)
f.
5. Write the structural formula of the product and name each product.

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REACTIONS OF HALOGEN ALKANES, ALCOHOLS AND ETHERS

1. Draw and name the organic products of the following reactions:

a.

b. C2H5Br(l) + NaOH(aq) 

c. CH3CHBrCH2CH3 + H2O 
2. Complete the following reactions by drawing and naming the organic products.
H H
H C C Br NaOH(alc)
H H

a. CH3CHBrCH2CH3 + NaOH(alc) 
(iii) Explain why the KOH or NaOH must be in alcoholic conditions.

3. Complete the following reactions by drawing and naming the organic products
a. ethoxyethane + oxygen 
b. Methoxypropane + Water 
c. Methoxypropane + HCl 
4. Complete the following reactions by drawing and naming the organic products
a. 3,4-dibromo-1-heptanol + KMnO4 

b. 3,3-dimethyl-2-hexanol + HCl(aq) 

c. 3,3-dimethyl-1-butanol + H2SO4 

d. 2- Pentanol + KMnO4 

e. 2 moles of phenol 

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Reactions of Organic compound Review
Write structural formulas for all organic compounds. State the type of reaction. Complete and balance
the reaction. Name the products.

1. propene + hydrogen  21. 2-hexene + water 

2. cyclohexane + chlorine  22. ethyl 3-methylbutanoate + oxygen 

3. benzene + iodine  23 N,N-dimethylpentanamide + water 

4. ethanol + butanoic acid  24. cyclohexene + fluorine 

5. 2-pentene + bromine  25. 2-bromo-1-hexanol + benzoic acid 

6. ethene + water  26. 3-pentyne + (2 mol) water 

7. chloroethane + Water  27.2,4-dimethyl-2-hexene+hydrogen bromide 

8. propene + bromine  28. cyclopentane + fluorine 

9. chlorobenzene + chlorine  29. 3-methyl-2-butanol + acid

10. ethanol + hexanoic acid  30. 3-chloroheptane + sodium hydroxide 

11. 3-pentanol + oxygen  31. 2-bromo-2,3-dimethylpentane + potassium

hydroxide(aq) 
12. propyne + (2 mol) iodine 
32. chlorocyclohexane + sodium hydroxide (alc) 
13. cyclohexene + water 
33. 2,3,4-trimethylpentanoicacid + oxygen 
14. ethoxyhexane + oxygen 
34. 2,3,4-trimethylpentanoic acid + methanol 
15. 2-pentanol + acid
35. 3-hexyne + chlorine 
16. diethyl ether + oxygen 
36. 3-hexyne + (2 mol) chlorine 
17. 3-methyl-1-cyclohexanol + acid
37. 3-chlorohexanoic acid + 1-propanol 
18. 4-methyl-2-hexanol + acid
38. 5,5-dimethyl-2-hexene + hydrogen bromide 
19. dimethyl amine + chlorethane 
39. ethylmethyl amine + propanoic acid + [H+] 
20. propane + (2 mol) iodine 
40. 1-chlorocyclohexane + KOH(alc) 

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 12 U CHEM FMSS
Organic Reactions Worksheet
For the questions below, give full structural diagrams and names for all reactants and products.
Also indicate any catalysts/reaction conditions for the reaction. Also indicate the TYPE OF
REACTION.

1. The reaction between benzene and 2 moles of chlorine gas.

2. The formation of 2-hexanol from an alkene.
3. The formation of 2,2-pentanediol.
4. The reaction between 3-hexanol and potassium dichromate.
5. The reduction of butanal.
6. The formation of the most common dinitrobenzene.
7. The formation of dimethyl amine for ammonia.
8. The reaction between trans-2-hexene with hydrogen bromide.
9. The formation of ethyl benzoate.
10. The reaction that would occur if isopropanol in acidic conditions.
11. The formation of 2-butanol.
12. The formation of phenyl benzoate.
13. The reaction that would occur if ethyl propanoate was heated in the presence of water and acid.
14. The hydrolysis of N-methyl ethanoate.
15. The reaction between 2 moles of water with 2-pentyne.
16. The oxidation of 2-butanol.
17. The oxidation of 1-butanol. Show any intermediates formed
18. The complete combustion of 2-pentanol.
19. The reaction between t-butyl alcohol and hydrogen chloride.
20. Show the formation of 2-butene from an alcohol.
21. Show the reaction between methanol and butanoic acid.
22. Show the reaction between water and cyclohexene.

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Synthesis Pathway
Given one of the starting materials and end product for each of the following reactions, show all
reactants, reaction conditions and products. Write out structural formula for all reactants and products
for each step .
1. fluoroethane from ethanol 5. 3-methylpentane from 3-methyl-3-pentanol
2. acetone from propene 6. acetic acid from chloroethane
3. 2-iodopropane from acetone 7. ethyl ethanoate from ethene
4. 2 moles butanol reacts with (Acid) 8. isopropylbenzene from benzene
O

H3C OH
9. starting from butane 11. H3C OH starting from butane
CH3
O

CH3 H2C
H3C O

10. CH3 starting from 20 alcohol 12. CH3 starting from 20 alcohol

14. Describe (giving specific reactions and the conditions under which the reactions would

CH3 O

CH3
H3C O

occur)how you would make CH3 starting with alkene.

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TESTING FOR ORGANIC COMPOUNDS

Tollens' reagent is a chemical reagent used to determine the presence of an aldehyde or ketone
functional groups. The reagent consists of a solution of silver nitrate and ammonia

ketone No change in the colourless solution.

The colourless solution produces a grey precipitate of silver, or a silver mirror on

aldehyde
the test tube.
Organic Family Description of Test Results
Alkenes Dissolve bromine (Br2) in water.  Mix or shake The bromine water decolourizes (from
the unknown substance with bromine water. reddish-brown).
Alkanes Same test as above. No change.
Aldehydes Mix the substance with Fehling’s solution. The solution turns from turquoise blue
to reddish-pink.
Ketones Same test. No change.
Carboxylic acids Use blue litmus paper. Blue litmus turns pink in the presence
of an acid.
1o,2o alcohols, Mix with potassium permanganate (KMnO4). Solution changes from purple to
aldehydes brown.
3o alcohols, ketones, Same test as above. No change.
carboxylic acids
Fehling's solution and Benedict's solution are variants of essentially the same thing. Both contain
complexed copper(II) ions in an alkaline solution, used to determine the presence of an aldehyde or
ketone functional groups

1. Clearly describe how you would distinguish between propanal and propanone in the lab using
acidified potassium dichromate.
2. Explain why Tollens reagent can be used to distinguish an aldehyde from either an alcohol or a
ketone?
3. You are given three liquids which are not labelled. However you know that one of them is an
alcohol, one of them is an aldehyde and one of them is a ketone. Describe how you would identify
them, using chemical tests.
4. The labels have fallen off three bottles. Bottle A contains a gas, bottle B contains a liquid, and
bottle C contains a solid. The labels indicate that the compounds have the same number of carbon
atoms, one being an alkane, one an alcohol, and the other a carboxylic acid. Suggest the identity of
the contents of each bottle, and give reasons for your explanation.
5. You have an alcohol with the formula C4H10O. Describe a qualitative test that you could conduct to
determine the structural formula of the alcohol.

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COLLISION THEORY

1. Explain why all reactions have an activation energy, using your knowledge of collision theory.

2. Describe how the activation energy of a reaction affects the overall rate of the chemical reaction.

3. A rule of thumb used by organic chemists is that the rate of a chemical reaction can be doubled by increasing the
reaction temperature by ten degrees Celsius. Explain this drastic increase in reaction rate using your
knowledge of collision theory.

4. It has been observed that more gas station fires occur on hot days than on cold days. Explain this phenomenon
using your knowledge of collision theory. (Hint: It’s not just the temperature increase that causes this!)

5. It has been observed with one variety of paint that the rate of paint drying can be drastically increased by adding
a small amount of “accelerant”. Based on what you know of catalysts, is it reasonable to think of this
accelerant as being a catalyst? Explain.

FACTORS AFFETING THE RATE

1. List the 4 factors that affect the rate of a homogenous reaction and the one additional factor that affects the
rate of a heterogeneous reaction that contains a solid.
2. Why would a mixture of gases react faster when the volume they occupy is decreased?
3. Why would iron filings rust faster than an iron nail?
4. Enzymes are in moulds and bacteria that spoil food. Explain, using your knowledge of factors affecting the
rate of reaction, why food doesn’t spoil as fast when it is refrigerated as it would at room temperature.
5. Due to decomposition reactions with oxygen or carbon dioxide in the air, meat begins to feel slimy and
smell spoiled. Explain, using your knowledge of chemical kinetics, why meat spoils less rapidly when left
unsliced.
6. Based on your knowledge of factors affecting the rate of reaction, why is there a danger of explosions in
places such as coal mines where there are large quantities of powdered, combustible materials?
7. Why is it safe to consume vinegar, which contains 4-8% acetic acid, while solutions of 25-90% acetic acid
are extremely dangerous and corrosive?

8. The graph shows the differences in the rate of reaction at

different temperatures, concentrations, surface area, and
the presence or absence of a catalyst. A steeper line
represents a greater rate of reaction. Indicate which line
(X or Y) each of the following are associated with.
a. lower temperature
b. higher temperature
c. lower concentration
d. higher concentration
e. absence of a catalyst
f. presence of a catalyst
g. Larger pieces (small surface area)
h. smaller pieces (large surface area)

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Measuring Reaction Rates

1. A chemist wishes to determine the rate of reaction of zinc with hydrochloric acid. The equation for the
reaction is: Zn(s) + 2HCl(aq)  H2(g) + ZnCl2(aq) . A piece of zinc is dropped into 1.00 L of 0.100 M HCl
and the following data were obtained:

a. Calculate the Rate of Reaction in grams of Zn consumed per second.

b) Calculate the Rate of Reaction in moles of Zn consumed per second.

c) Write out the complete ionic equation for the reaction.

d) What will happen to the [H+] as the reaction proceeds? _________________________

e) What will happen to the [Cl-] as the reaction proceeds? _________________________

2. When magnesium is reacted with dilute hydrochloric acid (HCl), a reaction occurs in which hydrogen gas
and magnesium chloride is formed.

a) Write a balanced formula equation for this reaction.

If the rate of consumption of magnesium is 5.0 x 10-9 mol/s, find the rate of consumption of HCl in moles/s.

c) If the rate of consumption of magnesium is 5.0 x 10-9 mol/s, find the rate of production of H2 in g/s.

d) If the rate of consumption of magnesium is 5.0 x 10-9 mol/s, find the rate of production of H2 in L/s
(@STP).

e) If the rate of consumption of magnesium is 5.0 x 10-9 mol/s, find the mass of Mg consumed in 5.0
minutes.

AVERAGE RATES AND INSTANTANEOUS RATE

1. What is the difference between an average rate and an instantaneous rate?

2. What is the average rate of the reaction over the first 1200s?
3. What is the instantaneous rate of the reaction at 800s?

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 12 U CHEM FMSS
WORKSHEET 2

1. Define reaction rate. Assuming constant temperature and a closed reaction vessel, why does the
rate change with time?

2. a.) What is the difference between an average rate and an instantaneous rate?

b.) What is the difference between an initial rate and an instantaneous rate?

3. Give two reasons to measure initial rates in kinetics study.

4. For the reaction A (g)   B (g), sketch two curves on the same set of axes that show: 

a.) The formation of product as a function of time

b.) The consumption of reactant as a function of time

5. For the reaction C (g)      D (g) , [C] vs. time is plotted:

[C]

 X        Time

How do you determine each of the following?

a.) The average rate over the entire experiment

b.) The reaction rate at time X

c.) The initial reaction rate

6.Express the rate of reaction in terms of the change in concentration of each of the reactants and
products:  2A (g)   B (g) +  C (g)

When [C] is increasing at 2 mol/L·s, how fast is [A] decreasing

7. Express the rate of reaction in terms of the change in concentration of each of the reactants and
products:

  A (g)  + 2B (g)    C (g)

When [B] is decreasing at 0.5 mol/L·s, how fast is [A] decreasing?

8. Reaction rate is expressed in terms of changes in concentration of reactants and products. Write
the balanced equation for:Rate = - (1/2) Δ [N2O5] / Δt   = (1/4) Δ [NO2] / Δt   = Δ [O2] / Δt   

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