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Organic Chemistry Homework Help
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Organic Chemistry, a subdiscipline of chemistry, involves the scientific study of properties, structures, and reactions of different organic compounds along with organic materials. Although the demand for the subject is quite high in colleges due to its diverse futuristic scopes, it is undoubtedly one of the hardest STEM subjects. If you are a student encountering doubts and comprehension issues due to the complex concepts of organic chemistry, you are not alone. But instead of losing hope and switching out, we recommend organic chemistry homework help for betterment.
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Organic Chemistry Homework Help?
Who Can Avail It?Students of all levels can benefit from Organic Chemistry homework help. Our subject specialist team has experienced that students struggle to grasp organic chemistry nowadays. The problem areas in organic chemistry assignments are diverse, though all of these lead students towards stress and frustration caused by poor performance. Students facing subject difficulties can opt for this organic chemistry help from the TutorBin subject matter specialists. This chemistry homework help will assist you to do better if you are struggling with your studies.
It's a fact that anyone can take this expert assistance. However, there are three types of students who take this homework help organic chemistry. The first type of students find it challenging to ace the subject due to their limited knowledge of concepts and organic chemistry vocabulary. The lack of mathematical knowledge and logic hinders them from performing well. The second student category has time restrictions because of family engagements and part-time jobs. The third category of students is slightly different from these two. They either have doubts about specific topics or must improve their logical, analytical, and reasoning skills. If you are one of them, we suggest this expert assistance for organic chemistry homework answers.
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Difficulties That Lead Students To Opt For ItOrganic chemistry assignment sometimes seems intimidating because of the diverse challenges the subject throws to students. It's not like you could not be able to master the subject and achieve academic excellence. However, the way is full of difficulties you must cross to get the desired subject mastery. Working with students helped our experts to understand the challenges faced by students. Here, we have discussed these for which you need help from an organic chemistry tutor.
1) Dependency on visualizationOrganic chemistry has a vast number of elemental symbols and shapes that require visualization to memorize. Although the base rules are mathematical, the subject is not dependent on it. Without visualization skills, you may fail to understand the patterns of chemical reactions. Therefore, it could be possible that you often come up with inaccurate solutions.
2) Less intuitive & can't be memorizedDue to the less intuitive nature of the subject, you can't apply guesswork if you are solving organic chemistry problems. There are hundreds of reagents, substrates, and products of reactions. Memorizing all of them is beyond student limits. Moreover, students also face problems while studying organic chemistry as they tend to put all elements into a common structure, forgetting that the behavior of these compounds can be different. Lack of conceptualization, sound logic, and elemental knowledge prevents them from comprehending the subject.
3) Lacking an in-depth understanding of reactionsOne of the biggest challenges for organic chemistry students is accurately predicting chemical reactions. Some students try rote memorization, but that often does not apply. Lack of a deeper level of understanding and less practice often causes trouble whenever you try to solve real-life organic chemistry problems.
4) Complexity of long-chain reactionsUnlike general chemistry, organic chemistry students have to deal with many compounds and their elements. Rearranging those elements accurately in the long-chain reactions adds complexity and makes it difficult to sort out the reaction problems efficiently. It takes a great deal of focus and comprehension from students.
5) Absence of strong chemistry foundationMastering the subject requires a solid foundation in chemistry. Lacking conceptual understanding or having insufficient knowledge of chemistry can be challenging for students pursuing organic chemistry in their advanced education. Knowledge building is time-consuming. Thus, students often feel demotivated whenever they face these difficulties.
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| Chemical reaction | Alkan |
| Alkene | Aromatic compounds |
| Organic compound | Catalysis |
| Amine | Chromatography |
| Organic synthesis | Alkyne |
| Functional groups | Stereochemistry |
| Elimination reaction | Haloalkane |
| Free-radical reaction | Organic acid anhydride |
| Aromaticity | Acyl halide |
| Enamine | Conjugated system |
| Enolate anion | Electrophilic aromatic substitution |
| Hydrocarbons | Aldehydes and ketones |
Organic Chemistry Homework Helper
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Recently Asked Organic Chemistry Questions
Expert help when you need it- Q1:Objectives (1 pt): identify the overall goal of the lab and briefly mention the methods used in the experiment along with relevant minor goals.See Answer
- Q2: 6. Orthoesters are compounds that have three alkoxy groups attached to the same carbon.For example, ethyl orthoacetate, CH3C(OCH2CH3)3. When ethyl orthoacetate is treated with dilute aqueous acid, ethyl acetate is obtained. Propose a step-wise mechanism for this reaction using arrows to show electron flow where appropriate. \mathrm{CH}_{3} \mathrm{C}\left(\mathrm{OCH}_{2} \mathrm{CH}_{3}\right)_{3}+\mathrm{H}_{2} \mathrm{O}+\mathrm{H}^{+} \rightarrow \mathrm{CH}_{3} \mathrm{C}(=\mathrm{O}) \mathrm{OCH}_{2} \mathrm{CH}_{3}+2 \mathrm{CH}_{3} \mathrm{CH}_{2} \mathrm{OH}See Answer
- Q3:Question 2. Provide a route for the following. (10 marks)See Answer
- Q4: Compound A has a parent peak of M+ = 95 m/z in its mass spectrum and shows a medium intensity, sharp infrared absorption band at 2280 cm-1.The 'H NMR spectrum of compound A shows 3 signals in a 4 :4:1 ratio. Treatment of Compound A with hot aqueous acid generates Compound B (M+= 113 m/z; strong infrared absorption 1723, medium3350 cm-1). Compound B can be transformed back to A by using SOCI2. Finally Compound B can be transformed with lithium aluminum hydride (ether) then aqueous acid to Compound C (M+ = 99 m/z). Identify Compounds A, B, C. State your reasoning.See Answer
- Q5: Q1. Write the ionization reaction and the ion-product expression (Qsp) at equilibrium for each compound: \text { a) } \mathrm{Sr}_{3}\left(\mathrm{PO}_{4}\right)_{2} \text { b) } \mathrm{Ag}_{3} \mathrm{PO}_{4} \text { c) } \mathrm{Cu}(\mathrm{OH})_{2}See Answer
- Q6: Because fingerprints are unique to an individual (even between identical twins), they are useful information in forensic situations. To make fingerprints visible, various chemistry can be used. Cyanoacrylate fumes are the most common method of developing fingerprints, turning them white. a) One such compound is ethyl cyanoacrylate, which can be synthesized as below. Propose a mechanism for the reaction, identifying the driving force for the reaction.[4] b) Propose a mechanism for the dimerisation of ethyl cyanoacrylate, which will also involve the incorporation of water. If the pi bond is a nucleophile, use acid catalysis; if it is an electrophile, use base catalysis.14] Ninhydrin, reacting with amino acids present, produces a compound with a purple colour that makes the finger prints visible. c) Propose a mechanism for either Step 1or Step 4. d) Propose a mechanism for Step 2, identifying the structure of J. e) Propose a mechanism for Step 3, identifying the structure of Q.See Answer
- Q7: 5. Describe features important for catalysis that are present in protein enzymes but not ribozymes.See Answer
- Q8: 4. The Frost diagram below shows the redox behaviour of phosphorous and sulfur. Briefly discuss the relevance of this redox behaviour for the biological roles of phosphorous and sulfur.(4]See Answer
- Q9:. Write the systematic names of the following compounds:See Answer
- Q10: Question 3. Provide the mechanism for the transformation provided below. (10marks) See Answer
- Q11: Draw the structures for the following compounds: 2,3,6,8 \text {-tetramethyl-4-decene } 3 \text {-ethyl-1,1,2-trimethylcyclopentane }See Answer
- Q12: a) What are the two aldohexoses that can be reduced to the alditol drawn.Provide both the name and the Fischer projection. b) Provide the systematic name for the disaccharide drawn below. Draw the same disaccharide, but with a B (1→ 3) linkageSee Answer
- Q13: Complete the following synthetic scheme for the synthesis of ether starting from ketone See Answer
- Q14:Predict the alcohol used to prepare the following esters:See Answer
- Q15: Predict ALL possible products of sulfuric acid-catalyzed dehydration of2-methylpentan-3-ol (shown below). Assign the major product and justify your answer. Submit your answer as document file or image. See Answer
- Q16: \text { Rate }=\frac{1}{2} \frac{-[?] ?][A]}{[?][?] t}=\frac{-[?] ?][B]}{[?][?] t}=\frac{1}{2} \frac{[?][?][C]}{[?][?] t}=\frac{[?][?][D]}{[?][?] t} AA gaseous reaction has the rate relationship listed above a. Write a balanced equation for this reaction b. In the first 15s of the reaction, 0.015 mole of B is consumed in a reaction vessel with a volume of0.500 L. What is the rate of reaction during this time interval? This reaction was performed multiple times and provided the following data: c. Determine the order of reaction with respect to reactant A. Justify your answer d. Determine the order of reaction with respect to reactant B. Justify your answer. e. Write the rate law for the overall reaction f. Determine the value of the rate constant, k, for the reaction. Include units with your answer. g. Calculate the initial reaction rate for experiment 4. h. The following mechanism has been proposed for the reaction A + A + B –→ E +E + Cslow \text { Step 2: } \quad \mathrm{E}+\mathrm{E} \leftrightarrows \mathrm{D}+\mathrm{C} \quad \text { fast equilibrium } Provide two reasonswhy the mechanism is acceptable. i.In the mechanism in part (h), is species E a catalyst or is it an intermediate? Justify your answer.See Answer
- Q17: Write balanced equations for the following nuclear reactions: | \alpha \text { decay of Americium-243 }(\mathrm{Z}=95) \beta-\text { decay of Bismuth-213 }(\mathrm{Z}=83)See Answer
- Q18: Chapter 8 Page 7 1) Conditions that have catalytic acid in excess weakly nuceophilic solvent 2) Most stable cation intermediate forms, which dictates where the incoming nucleophile ends up. 3) Is a cation rearrangement via 1,2 hydride or methyl shift possible leading to a more stable cation? If so the hydride/methyl shift takes place before nucelophile addition. 4) When chirality centers are produced, both enatiomers are produced. Draw the arrows/ intermediates/products for the acid catalysed hydration reactions: Draw the arrows/ intermediates/products for the acid catalysed hydration reactions: Draw the arrows/ intermediates/products for the acid catalysed hydration reactions: + what other compound?See Answer
- Q19: Chapter 8 Page 8 Draw the arrows/ intermediates/products for the acid catalysed hydration reactions: Draw the arrows leading to the carbocation intermediates and the products for the acid catalysed hydration reactions: See Answer
- Q20: 2) For the mass spectrum in Figure 1, indicate which groups fragmented off of the M* to give the labelled peaks on the spectrum.Provide curve arrow mechanism of how 3 fragments are formed.See Answer
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