Transcript Smells Invesigation II

Smells Unit
Investigation II:
Picturing Molecules
Lesson 1: Molecules in Two Dimensions
Lesson 2: Honk If You Like Molecules
Lesson 3: Connect the Dots
Lesson 4: Eight is Enough
Lesson 5: Dots, Dots, and More Dots
Lesson 6: Where’s the Fun?
Lesson 7: Create a Smell
Lesson 8: Making Scents
Smells Unit – Investigation II
Lesson 1:
Molecules in Two
Dimensions
ChemCatalyst
Here are drawings of two molecules that
you’ve already smelled. List at least
three differences and three similarities
between the two molecules.
H
H O
H
H
C
C
C
H
H
H
C O
Molecule #1
H
H
H
H
H
O
C
C
C
C O
H
H
H
H
Molecule #2
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
The Big Question
• Can the structural formula of a
molecule help us to predict how it will
smell?
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
You will be able to:
• Describe a molecule based on its
smell.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes
• A structural formula is a drawing or
diagram that a chemist uses to show
how the atoms in a molecule are
connected.
• Chemists refer to the connections
between atoms in a molecule as a
bond. In structural formulas, the
covalent bonds are represented as
lines.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Activity
Purpose: In this lesson you are
introduced to the structural formulas of
the molecules you have smelled plus
some new molecules. You will look for
patterns in the ways the atoms are
connected.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Making Sense
• What structural features seem to be
the best predictors of the smell of a
molecule?
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes
H
C
H
H
C
H
C
H
H
C
H
H
H
C
H
C
H
C
H
O
C
H
H
H
H
C
C
H
H
H
H
C
C
C
H
H
H
C
H
O
C
O
H
H
H
H
carboxylic acid
ketone
H
H
C
H
H
H O
H
H
C
C
C
H
H
H
C O
ester
H
H
N
C
C
C
C
C
H
H
O
H
H
C
C
H
H
amine
H
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes (cont.)
• Functional groups are structural
features that show up repeatedly in
molecules and seem to account for
some of their chemical properties.
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes (cont.)
O
O
C
C
ketone
functional
group
O H
carboxylic acid
functional group
O
C
O
C
ester
functional
group
C
N
amine
functional
group
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Check-In
• If a molecule is sweet, what other
things do you know about it? List at
least four things that are probably true.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Wrap-Up
• Structural formulas show how the
atoms in a molecule are put together.
• Certain structural features in molecules
called functional groups appear to be
related to smell.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Smells Unit – Investigation II
Lesson 2:
Honk If You Like
Molecules
ChemCatalyst
• Examine the following molecules.
What patterns do you see in the
bonding of hydrogen, oxygen, carbon,
and nitrogen?
H
H
H
H
H
H C
H
H
C
H
C
H
H C H
H
N
H
H
C
H
H
C
H C H
H
Molecule K
diisobutylamine
fishy
H
C H
H
H
H
H
H
C
C
C
C H
C
C
H
O
C
H
H
H C
C
C
H
H
H
H
Molecule E
menthone
minty
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
The Big Question
• How can HONC 1234 help us to draw
structural formulas?
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
You will be able to:
• Determine whether the structural
formula of a given molecule is
possible.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes
• HONC 1234 is a simple, catchy phrase
reminding us about the bonding of
hydrogen, oxygen, nitrogen and
carbon. This easy-to-remember phrase
reminds us how many bonds each
element usually makes within a
molecule.
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes (cont.)
• Double bonds and triple bonds still
follow the HONC 1234 rule. The
double-bonded oxygen in the
menthone molecule is bonded twice to
carbon and therefore follows the
guidelines.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Activity
Purpose: The purpose of this activity is
to give you practice in creating structural
formulas from molecular formulas and to
help you begin to understand why atoms
end up in the specific arrangements we
find them in.
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
(cont.)
Molecular formula #1 — C3H8
Molecular formula #2 — C3H8O
Molecular formula #3 — C3H9N
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Making Sense
• The third molecular formula has at
least three possible structures. Are
these all the same molecule? Explain.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes
Molecular formula #1 (the same molecule
drawn with two different orientations)
H
H
H
H
H
C
C
C
H
H
H
H
H
C
H
H
C
H
H
C
H
H
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes (cont.)
Molecular formula #2 (four different
drawings are shown – three different
molecules are represented)
H
H
H
H
C
C
C
H
H
H
O
H
H
H
H
H
C
C
C
H
O
H
H
H
H
H
H
H
C
H
O
H
H
C
C
H
H
O
H
H
C
C
C
H
H
H
H
H
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes (cont.)
Molecular formula #3 (four different
drawings are shown – however, they
represent only three different structures)
H
H H
H
C
C
C
N
H
H
H
H
H
H
H
H
C
C
N
C
H
H
H
H
H
H
H
H
H
H
H H
H
H
C
C
C
H
H
H
N
H
N HH
C
C
C
H
H
H
H
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes (cont.)
• Molecules are isomers of one another
if they have the same molecular
formula but different structural
formulas.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Check-In
• Are the following molecules correct
according to HONC 1234? If not, what
specifically is wrong with them?
H
1.
H
C H O H C
H
H
H H H
2.
C O C
H H H
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Wrap-Up
• The HONC 1234 rule tells us how
many times hydrogen, oxygen,
nitrogen and carbon tend to bond.
• When a molecule is oriented differently
in space it is still the same molecule.
• A molecular formula can be associated
with more than one distinct structural
formula.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Smells Unit – Investigation II
Lesson 3:
Connect the Dots
ChemCatalyst
• This is a drawing of the structural
formula of a methane molecule. The
lines represent bonds. Explain what
you think a bond is.
H
H
C
H
H
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
The Big Question
• How can Lewis dot symbols help us to
understand and predict bonding?
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
You will be able to:
• Draw the Lewis dot symbol for an
element and predict how many
covalent bonds it will make.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes
• A covalent bond is a connection that
forms between two atoms when those
atoms are sharing a pair of electrons
between them.
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes (cont.)
• When we draw an atom using dots to
represent the valence electrons it is
called a Lewis dot symbol.
• When we draw a molecule using dots
to represent the valence electrons it is
called a Lewis dot structure.
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes (cont.)
• Nitrogen, with five valence electrons,
would be drawn as follows:
start here
N
N
N
N
N
• Notice that the Lewis dot symbol of
nitrogen has three unpaired electrons
and one electron pair. This means that
nitrogen has three electrons that can
potentially be paired up with electrons
(cont.)
from other atoms.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes (cont.)
H
H
C
H
H
H
H
C
H
H
H
H
H
C
H
H
C
H
H
H
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Activity
Purpose: In this lesson you will begin to
understand why atoms connect to each
other the way they do. You will be
introduced to a tool, called Lewis dot
symbols, which will assist you in building
molecules and predicting how many
bonds an element will have.
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
(cont.)
C
N
O
F
Ne
Si
P
S
Cl
Ar
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
(cont.)
Group number
IV
V
VI
VII
VIII
First row elements
C
N
O
F
Ne
Second row elements
Si
P
S
Cl
Ar
Number of bonds
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
(cont.)
H
4H
+
C
H
C
H
H
3H
+
N
2H
+
O
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Making Sense
• Based on what you’ve learned in this
lesson, explain why the HONC 1234
rule works.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes
C
H
O
N
O
N
H
C
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes (cont.)
• Bonded pair refers to a pair of
electrons that are involved in bonding
between two different atoms.
• Lone pair refers to a pair of electrons
that are not involved in bonding but are
paired up within an atom.
• A single electron is sometimes referred
to as an unpaired electron.
lone pair of electrons
H
N
H
H
bonded pair of electrons
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Check-In
• Draw the Lewis dot symbol for the
element I, iodine. Explain how you
arrived at your particular drawing.
• How many covalent bonds does iodine
make?
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Wrap-Up
• A covalent bond is one in which two
atoms share valence electrons.
• In a Lewis dot structure, pairs of
electrons that are not bonded are
referred to as lone pairs.
• HONC 1234 indicates how many
unpaired electrons are associated with
hydrogen, oxygen, nitrogen and
carbon.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Smells Unit – Investigation II
Lesson 4:
Eight is Enough
ChemCatalyst
• Draw the Lewis dot structure for the
following covalently bonded
molecule. Explain how you arrived at
your answer.
Cl2
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
The Big Question
• How can we use Lewis dot structures
to help draw structural formulas?
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
You will be able to:
• Predict whether a given compound
would be stable and likely to be found
in nature.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes
Cl
+
Cl
Cl Cl
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Activity
Purpose: In this lesson you will use
Lewis dot structures to create structural
formulas of molecules containing
elements in addition to H, O, N, and C.
You will look for patterns in the number
of electrons surrounding each atom in a
Lewis dot structure in order to develop
further understanding of bonding.
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
(cont.)
Br2
H2S
PH3
SiH4
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
(cont.)
Cl
4
+
Cl
Cl C
C
Cl
Cl
P
+
3
F
F
P
F
F
F
P
F
F
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Making Sense
• The noble gases do not form bonds
with other atoms (except under very
extreme conditions). Explain why you
think this might be true (use your Lewis
dot structures).
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes
• Atoms of most elements are very reactive.
• They become stable (the opposite of
reactive) when they combine with other
atoms to form compounds.
• The more stable a molecule is, the more
likely we are to find that it exists in nature.
• The octet rule states that atoms tend to
form bonds by sharing valence electrons
until eight valence electrons surround each
atom.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Check-In
• Which of the following formulas satisfy
the HONC 1234 rule?
• Which of the following formulas satisfy
the octet rule?
• Which of the following formulas
represent stable compounds we might
find in the world around us?
a) CH3
b) CH4
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Wrap-Up
• Elements form bonds by sharing
electrons until each atom has the
same number of valence electrons as
the noble gas in the same row of the
periodic table — this is called the octet
rule.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Smells Unit – Investigation II
Lesson 5:
Dots, Dots, and More
Dots
ChemCatalyst
• Here are the structural formulas for N2
(nitrogen gas), O2 (oxygen gas), and
F2 (fluorine gas). Draw the Lewis dot
structures for these three molecules.
N
N
O O
F
F
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
The Big Question
• How do we draw a Lewis dot structure
for a molecule?
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
You will be able to:
• Use Lewis dot symbols to draw a
possible structure for a C2H4O2
molecule.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes
Draw Lewis dot symbols for C and two O atoms:
C
and
O
and
O
Bring atoms together:
O C
O
Create double bonds:
O
C
O
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Activity
Purpose: In this lesson you will work to
create structural formulas for various
molecules. You will start with the Lewis
dot structures of individual atoms. These
atoms can then be arranged in more
than one way to create molecules.
Finally, structural formulas will be
translated from the Lewis dot
representations.
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
(cont.)
Start with
these atoms…
Draw the Lewis
structure for the
starting atoms
Add hydrogen
atoms to satisfy
the octet rule
How many
H’s are
needed?
Draw the
structural formula
for the molecule
Write the
molecular
formula for the
molecule
2 carbon atoms
bonded together
1 carbon atom
and 1 oxygen
atom
1 carbon atom
and 1 nitrogen
atom
1 carbon atom
and 2 oxygen
atoms
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Making Sense
• Explain how HONC 1234 assists you
in checking out the structural formulas
you create.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Check-In
• We know two things about a certain
molecule. We know that its molecular
formula is C2H4O2 and we know that it
has one C=O in it. Using Lewis dot
symbols and the octet rule to guide
you, draw at least one possible
structure for this molecule. (There are
a total of three possible.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Wrap-Up
• Atoms can form double and triple
bonds to satisfy the octet rule.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Smells Unit – Investigation II
Lesson 6:
Where’s the Fun?
ChemCatalyst
The following two molecules have the
same molecular formula, C8H16O2. They
also have similar properties.
• How are their structural formulas
similar?
• How are their structural formulas
different?
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes
methyl heptanoate
boiling point = 174 °C
smell = fruity (berry)
H
H
H
H
H
H
H
C
C
C
C
C
C
H
H
H
H
H
H
O
H
C
O
C
H
H
propyl pentanoate
boiling point = 167.5 °C
smell = fruity (apple, pineapple)
H
H
H
H
H
C
C
C
C
H
H
H
H
O
C
O
H
H
H
C
C
C
H
H
H
H
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
The Big Question
• How are molecular structure and
molecular properties related?
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
You will be able to:
• Identify some common functional
groups in a large molecule.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Activity
Purpose: The structure of a molecule
determines its properties. Even slight
changes in structure can result in significant
changes in property. In this activity you will
be asked to examine the relationships
between the structures and properties of a
specific set of molecules. From these data
you should be able to predict the properties
of new molecules based on their structures
alone.
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
(cont.)
H
H C H
H
H C
H
C
H C H
H
H
H C H
O
C
O
H
H C
H
H
C H
H
O
H
C
H
C
C
O H
H C H
H
H
H C H
H
H C
H
H
C
C
H
H
C H
H
H C H
H
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
(cont.)
H
H C H
H C
N
H
H
C
H
H
C
H
H
C H
H
H C H
H
H
H C H
H
H C
H
H
C
C
H
C H
H
O H C H
H
H
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Making Sense
1. What kinds of molecular features did
you use to predict the boiling point
and smell of these five molecules?
2. What molecular features did the
following molecules have in common?
a)Molecules that smell fishy
b)Molecules that smell putrid
c) Molecules with a boiling point range
of 49-69 degrees
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes
C
O H
alcohol
functional
group
C
alkane
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Check-In
Group the following molecules according
to their smell.
a. Which ones will have similar smells?
b. What smells would you predict for the
groups and why?
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
(cont.)
H
O
H C
C
H
H
H
H
H O C
H
O H
acetic acid
C
H
H
C
H
H
C H
H
butanol
H
H C
O
H
H
C
O
H
C
H
C
H
C
H
C H
H
H
H
H
butyl acetate
O
H
C
O
H
formic acid
H O
H
H
H
H
H
H
H
H
C
H
C
H
C
C
C
C
C H
H
H
H
C
H
H
H
octanol
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Wrap-Up
• Molecules with the same functional
groups have similar boiling points as
well as similar smells.
• The structural features of a molecule
are largely responsible for the
chemical behavior of the molecule.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Smells Unit – Investigation II
Lesson 7:
Create a Smell
ChemCatalyst
• What are some of the starting
ingredients you will be using in this
lab?
• Name something you will be doing to
the chemicals in this experiment.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
The Big Question
• How do chemists create the smells
they want in the laboratory?
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
You will be able to:
• Determine whether two molecules with
distinct smells can combine to produce
a molecule with a different smell.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Activity
Purpose: You will be working in the lab
to create new smells.
Purpose: Today’s lesson is a formal
laboratory experiment. You should have
read the pre-lab and become acquainted
with the experimental procedure before
today’s class. You will be working in the
lab to create new smells.
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Safety Precautions:
• Dress appropriately for a chemistry lab and
always wear goggles.
• There should be NO OPEN FLAMES because the
organic chemicals are flammable.
• Extreme care should be taken when handling 18M sulfuric acid. It burns the skin and creates
holes in clothing.
• Heating must be done slowly and carefully. When
heating is finished, hot plates should be turned off
immediately.
• During clean-up place the final products in
designated waste containers.
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
(cont.)
Test Tube
Organic Acid
Alcohol
1
acetic acid
isoamyl alcohol
2
acetic acid
butyl alcohol
3
butyric acid
ethyl alcohol
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
(cont.)
Test
Tube
Smell of
Organic
Acid
Smell of
Alcohol
Smell of
Mixture Before
Heating
Smell of
Mixture After
Heating
1
2
3
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Making Sense
• What functional group do you think is
present in the final molecules? Explain.
• What do you think happened to the
molecules to change the smell?
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Check-In
• No Check-In.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Wrap-Up
• Two molecules with distinct smells can
combine to produce a new molecule(s)
with a different smell.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Smells Unit – Investigation II
Lesson 8:
Making Scents
ChemCatalyst
• What do you think happened in
yesterday’s experiment to transform an
acid molecule and an alcohol molecule
into a sweet smelling molecule?
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
The Big Question
• What happened in the test tubes to
create new substances?
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
You will be able to:
• Predict the product of a chemical
reaction.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes
• A chemical reaction (rxn) is defined as
a chemical transformation or change
that occurs when substances interact to
produce new substances with new
properties.
• A chemical reaction is the same as a
chemical change.
• The starting ingredients in a chemical
reaction are called the reactants.
• The ending compounds are called the
products.
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes (cont.)
• When chemists show the reactants
and the products in a chemical
sentence like this:
A+B
C+D
or
A+B
E
it is called a chemical equation.
• A catalyst is a substance added to a
reaction that accelerates that chemical
reaction but is not itself consumed or
altered by the reaction.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Activity
Purpose: This lesson will assist you in
processing and making sense of the
experiment you just completed. By
examining the structural formulas of the
starting ingredients, you will be able to
see how the molecules broke apart and
recombined to create the sweet-smelling
products.
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
(cont.)
H
H
O
C
C
O
H
acetic acid
H
H
O
H
H
H
H
C
C
C
C
H
H
H
H
H
butanol
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
(cont.)
H
H
O
C
C
O
H
H
acetic acid
+
H
O
H
H
H
H
C
C
C
C
H
H
H
H
H2SO4
H
butanol
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
(cont.)
H
H
H
C
O
C
O
H
H
acetic acid
H
O
H
H C
H
H
H
C
C
C
C
H
H
H
H
H
isoamyl alcohol
isoamyl acetate
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
(cont.)
H
H
H
H
O
C
C
C
C
H
H
H
O
H
butyric acid
H
O
H
H
C
C
H
H
H
ethyl alcohol
ethyl butyrate
(cont.)
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
(cont.)
O
H
C
O
H
formic acid
H
O
H
H
H
H
H
H
H
H
C
C
C
C
C
C
C
C
H
H
H
H
H
H
H
H
H
octanol
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Making Sense
• Use your own words to describe what
you think happened on a molecular
level to the two compounds that took
part in this reaction.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Notes (cont.)
H
H
O
C
C
O
+
H
H
O
H
acetic acid
H
O
H
H
H
H
C
C
C
C
H
H
H
H
H2SO4
H
butanol
+
H
H
O
C
C
H
water
H
O
H
H
H
H
C
C
C
C
H
H
H
H
H
butyl acetate
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Check-In
• Predict the structural formula of the
product of the following reaction.
• What is missing from the equation?
• What smell would you expect?
• Could you figure out the name of the
product?
O
H
C
O
H
formic acid
+
H
O
H
H
C
C
H
H
H
ethyl alcohol
© 2004 Key Curriculum Press.
Unit 2 • Investigation II
Wrap-Up
• The smell of the molecules in the ester
lab changed because the reactant
molecules combined to form different
molecules.
© 2004 Key Curriculum Press.
Unit 2 • Investigation II