Key Concepts: The following concepts are developed in this unit and may also be addressed in other

units or in other courses. The intended level and scope of treatment is defined by the learning outcomes.

organic compounds naming organic compounds structural formulas

structural isomers monomers polymers
aliphatic and aromatic saturated/unsaturated functional groups identifying
compounds hydrocarbons alcohols, carboxylic acids, esters
and halogenated hydrocarbons
esterification polymerization addition, substitution
combustion reactions elimination

Specific Outcomes for Knowledge

Students will:
define organic compounds as compounds containing carbon, recognizing inorganic exceptions
such as carbonates, cyanides, carbides and oxides of carbon
identify and describe significant organic compounds in daily life, demonstrating
generalized knowledge of their origins and applications
name and draw structural, condensed structural and line diagrams and formulas, using
International Union of Pure and Applied Chemistry (IUPAC) nomenclature guidelines, for
saturated and unsaturated aliphatic (including cyclic) and aromatic carbon compounds
• containing up to 10 carbon atoms in the parent chain or cyclic structure
• containing only one type of a functional group (with multiple bonds categorized as a
functional group; including simple halogenated hydrocarbons, alcohols, carboxylic acids
and esters and with multiple occurrences of the functional group limited to halogens and
alcohols
identify types of compounds from the hydroxyl, carboxyl, ester linkage and halogen
functional groups, given the structural formula
define structural isomerism as compounds having the same empirical formulas, but with
different structural formulas, and relate the structures to variations in the properties of the
isomers
compare, both within a homologous series and among compounds with different functional
groups, the boiling points and solubility of examples of aliphatics, aromatics, alcohols and
carboxylic acids
describe, in general terms, the physical, chemical and technological processes (fractional
distillation and solvent extraction) used to separate organic compounds from natural
mixtures or solutions

define, illustrate and provide examples of simple addition, substitution, elimination, esterification
and combustion reactions
predict products and write and interpret balanced equations for the above reactions
define, illustrate and provide examples of monomers, polymers and polymerization in living
systems and nonliving systems
relate the reactions described above to major reactions that produce thermal energy and
economically important compounds from fossil fuels.

Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental
Contexts Emphasis)

Students will:
explain how science and technology are developed to meet societal needs and expand
human capability
explain that science and technology have influenced, and been influenced by, historical
development and societal needs

Specific Outcomes for Skills (Social and Environmental Contexts Emphasis)

Initiating and Planning

Students will:
formulate questions about observed relationships and plan investigations of questions, ideas,
problems and issues
design a procedure to identify types of organic compounds
design a procedure to separate a mixture of organic compounds, based on boiling point
differences
predict the ester formed from an alcohol and an organic acid
describe procedures for the safe handling, storage and disposal of materials used in the
laboratory, with reference to WHMIS and consumer product labelling information

Performing and Recording

Students will:
conduct investigations into relationships among observable variables and use a broad range
of tools and techniques to gather and record data and information
build molecular models depicting the structures of selected organic and inorganic
compounds
perform an experiment to compare the properties of organic compounds with inorganic
compounds, considering properties such as solubility, viscosity, density, conductivity,
reactivity
perform an experiment to investigate the reactions of organic compounds

Analyzing and Interpreting

Students will:
analyze data and apply mathematical and conceptual models to develop and assess possible
solutions
follow appropriate IUPAC guidelines when writing the names and formulas of organic
compounds
compile and organize data to compare the properties of structural isomers
interpret the results of a test to distinguish between a saturated and an unsaturated
aliphatic, using aqueous bromine or potassium permanganate solutions
solutions
use IUPAC conventions when writing organic chemical reactions
investigate the issue of greenhouse gases; identify some greenhouse gases, including
methane, carbon dioxide, water and dinitrogen oxide (nitrous oxide); and analyze their
contribution to climate change
draw or use models to illustrate polymers

1. Which of the following chemical compounds is not considered an organic compound?

A. C2H5COOCH3(l)
B. C6H5COOH(s)
C. CH3CH2OH(l)
D. NH4CN(s)

Use the following information to answer the next question.

2. The chemical compounds numbered above that represent organic compounds

are ______, ______, ______, and ______

3. a. Draw the structural diagrams for ethanol and methanol, and compare the two diagrams by
identifying one similarity and one difference. (3 marks)

b. Identify another commonly used organic compound other than methanol or ethanol. Describe the
origin and an application of this compound. (2 marks)
4

5. The IUPAC name for the structural diagram above is

A. 2,2,5-trimethylheptane
B. 3,6,6-trimethylheptane
C. 2-ethyl-5,5-dimethylhexane
D. 5-ethyl-2,2-dimethylhexane
6. Which of the following line diagrams represents 2,2,4-trimethylpentane?

7. a. Draw and name a five-carbon organic compound. Identify if the compound

you drew is saturated or unsaturated. (3 marks)

b. Draw and name a structural isomer of the compound that you drew above.
(2 marks)

8. Which of the following rows identifies the structural diagram and the corresponding
IUPAC name of the compound with the chemical formula C 8H16(l)?
9. a. Identify and name the two organic compounds in the reaction represented by
the equation above. (2 marks)

b. Calculate the molar enthalpy of formation for C 6H5Cl(l).

10.
An interpretation that could be made from the student’s observation is that the hydrocarbon sample is
i and the IUPAC name of the sample could be ii .

The statement above is completed by the information in row

11.
Match the general structural diagrams numbered above with the class of the
compound below.

Carboxylic acid __________ (Record in the first column)

Aromatic __________ (Record in the second column)
Alcohol __________ (Record in the third column)
Ester __________ (Record in the fourth column)

12.
The structural diagram above represents an i compound that contains
a ii and an iii functional group.
13. Which of the structural diagrams numbered above represent isomers?
A. I and II
B. I and IV
C. II and III
D. III and IV

14. Which of the following rows identifies the condensed structural diagram or line
diagram and the IUPAC name of an isomer of C 6H12?
15. Which of the following structural diagrams represents the compound with the
lowest boiling point?
16.a. Draw structural diagrams for compounds I, II, and III. (3 marks)

b. Explain why the boiling point of compound III is higher than the boiling point of compound II,
and explain why compound II is more soluble than compound I. (2 marks)

17. a. Name and draw three hydrocarbons. (3 marks)

b. Describe a physical, chemical, or technological process that could be used to separate a mixture of
hydrocarbons. (2 marks)

18. The method of separating the mixture of hydrocarbon compounds in crude oil that
is represented in the diagram above is
A. titration
B. precipitation
C. solvent extraction
D. fractional distillation
19. Match each equation representing the reactions numbered above with the type of
reaction it exemplifies below.

Addition __________ (Record in the first column)

Substitution __________ (Record in the second column)
Elimination __________ (Record in the third column)
Esterificaton __________ (Record in the fourth column)

20. When methanol and ethanoic acid react, the products are

A. ethyl methanoate only

B. methyl ethanoate only
C. ethyl methanoate and water
D. methyl ethanoate and water

21. The type of reaction that occurs when ethene gas and chlorine gas react
is i , and the name of the organic compound produced is ii .
22. Match the reactants and type of reaction numbered above with two of the methods of
producing chloroethane below.
23. Match the IUPAC name or the organic term numbered above with its descriptor
below.
Product name __________ (Record in the first column)
Reactant name __________ (Record in the second column)
Type of organic reaction __________ (Record in the third column)
Classification of product __________ (Record in the fourth column)

24. Which of the following monomers is required to produce the polymer in the
structural diagram above?

A. CH2–Cl–CH2–Cl
B. CH3–CH2–Cl
C. CH2=CHCl
D. CH≡CCl
25. During this i reaction, energy is ii the surroundings.
The statement above is completed by the information in row

26. Identify one monomer that has economic importance in Alberta.

a. Draw the structural formula and provide the IUPAC name for the monomer that you chose. (2
marks)

b. Identify one use of the polymer formed from the monomer that you chose, and write the equation
that represents the formation of the polymer. (3 marks)
1D
2 2478
3 DO IT
4B
5A
6B
7 DO IT
8B
9 DO IT
10 C
11 2615
12 B
13 D
14 A
15 A
16 DO IT
17 D
18 D
19 1324
20 D
21 A
22 1825
23 4276
24 C
25 A
26 DO IT