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Identifying an unknown organic compound through a three-step process ... Strongly acidic compounds such as carboxylic acids react with NaHCO3 to form.
Typology: Exercises
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This handout is a supplement to Signature Lab Series ANAL 0727 and contains material adapted from Signature Lab Series ANAL 0727 and 0728, Cengage Learning. This lab contains material copywritten by Cengage Learning and has been reproduced only to adapt the lab to experimental needs. This supplement should not be used without the purchased lab manual, which contains the above experiments. Purpose Of The Experiment: Identifying an unknown organic compound through a three-step process involving selective solubility tests, selective functional group tests and spectral analysis. Background Required: You should be familiar with techniques for weighing, measuring by volume, and mixing in a test tube, as well as analysis of 1 H NMR and 13 C NMR spectra. Background Information: Organic qualitative analysis is an exercise in spectroscopy. Nuclear magnetic resonance spectroscopy and infrared spectroscopy are the major spectroscopic techniques used by organic chemists. However, much insight can be gained from using simple qualitative tests to determine the identity of unknowns. Structures of unknown compounds can be determined by comparing physical properties, performing functional group tests, and checking melting points of derivatives against those of known compounds reported in the literature. Solubility properties and chemical reactivity become apparent during these qualitative tests. Spectroscopy has been discussed extensively in the lecture portion of this course. Organic qualitative analysis involves four types of tests.
contain only a single type of these functional groups. Each of these functional groups has a unique combination of solubility and reactivity that allows it to be distinguished from the others. In Part A of the experiment (Week 1), you will use solubility tests to characterize your unknown compound. By comparing the solubility of your unknown in several aqueous solutions (described below), you will be able to limit the possible functional groups on your compound. A flow chart, Figure 2, will help guide you in this effort. In some cases, these tests will be sufficient to identify the functional group(s) of your unknown substance. In Part B of the lab (Week 2), you will conduct a series of experiments to distinguish between the remaining functional group possibilities to uniquely identify the functional group on your unknown compound. You should note that in most cases, with proper planning and utilization of the information gained in Part 1, only a few functional group tests will be required to uniquely identify the functional group(s) contained within your molecule. You will not need to run all of the chemical tests on each sample. You job is to decide which are needed for each unknown in order to determine its functional group(s). If you are not thoughtful in this process, and try to run all of the tests, you will likely run out of material (see below). Each group will be given approximately 1 gram of two different unknown samples. You must carefully think about what tests you wish to conduct as not to waste your sample. If you carelessly run too many tests and exhaust your material, you can obtain an additional sample of your unknown from your TA. Additional sample will cost you 10% of your grade for this lab per additional sample required. Take-home message: plan your experiments carefully. For both Part A and Part B, several known compounds will also be available so you can compare your results from your unknown to both known positive and negative tests. Figure 1 lists the known compounds that will be available to you. Tables 1 and 2 outline known substrates for each of the tests. Figure 1. List of Known Compounds Available For Use As Positive and Negative Standards Me Me Cl H O OMe OMe (^) Me OH Me Me O OH Me Me Me Cl (^) Me H N Me Me Me octanoic acid diisobuytlamine Me O OH tert-butylchloride 4-tert-butylphenol HO t-Bu 3-propanone (^) 2-propanol 1-propanol Me 1-chloropentane 3,4-dimethoxybenzaldehyde cyclohexene hexane Me Me In Part C of the lab (take home), once you have correctly identified the functional group present in your unknown compounds, your TA will provide you with the 1 H NMR and 13 C NMR spectra for your compounds, as well as the compound’s molecular formula. From this data, and the results of your experiments above, you will then assign the structure of the unknown and label the spectral data.
R OH substituted phenol
Preview:
If the compound is soluble in 5% HCl, it is most likely an amine.
5. Performing Concentrated Sulfuric Acid Solubility Test If the compound is insoluble in 5% HCl and 5% NaOH, add 1 drop of a liquid sample or about 25 mg of a solid sample to 0.5 mL of concentrated sulfuric acid (H 2 SO 4 ) in a dry test tube. Tap the tube with your finger to mix or stir gently with a glass stirring rod. Do not use a metal spatula. Record the sample as soluble or insoluble. Interpret a color change or a precipitate as soluble. If the compound is soluble in H 2 SO 4 , the sample is an alkene, an alcohol, an aldehyde, or a ketone. Conduct classification tests for each compound type. If the compound is insoluble in H 2 SO 4 , the sample is an alkane or an alkyl halide. Conduct classification tests for alkyl halides. If alkyl halide tests are negative, the compound is an alkane. Based upon the positive and negative results from the above experiments you should now be able to narrow the possibilities for the functional group(s) present in your unknown sample. You should now carefully decide which experiments are needed during Part B (Week 2) to distinguish those possibilities.
Solubility tests (Week 1) alone can indicate whether an unknown compound in this experiment is a carboxylic acid, a phenol, or an amine. The other functional groups must be identified or verified by classification tests. Classification tests are based on the chemical reactivity characteristic of particular functional groups. The results are intended to be visual and obvious, such as a color change, formation of a precipitate, or evolution of bubbles. Sometimes the results are difficult to interpret or are borderline between positive and negative. There are two inviolable rules when performing classification tests. First, perform the test exactly as described. If the procedure says add 3 drops, do not add 4 or 5. Second, always perform tests in duplicate. Perform the test on a known compound that will result in a positive test ( known positive ); perform the test on a known compound that will result in a negative test ( known negative ); and perform the test on the unknown compound. This direct visual comparison of the results of testing the unknown against a known positive test and a known negative test confirms that the reagents are good and you are performing the test properly. No classification test is always accurate in every case. A compound may produce a false positive if the test is positive even though the compound giving the test is not of the expected type. For example, some phenols give a positive test for aldehydes. A false negative occurs if the test is negative even though the compound undergoing the test is the expected type. For example, less reactive aldehydes or very insoluble aldehydes may fail to give a positive test for aldehydes. The following classification tests are performed in this experiment and are among those tests commonly performed in qualitative organic analysis. Bromine in Cyclohexane Alkenes react with bromine (Br 2 ) in cyclohexane, an orange solution, to produce colorless vicinal dibromides, as shown in Equation 5. This test is commonly used for water-insoluble compounds. Alkenes with strong electron-withdrawing groups may fail to react. Phenols, phenyl ethers, and some aldehydes and ketones also react to decolorize bromine in cyclohexane. C C alkene
OH phenol
H 2 NHN O 2 N NO 2 H+ 2,4-dinitrophenylhydrazine NHN O 2 N NO 2 R R' a 2,4-dinitrophenylhydrazone red to yellow solid
Preview:
Performing the Iron(III) Chloride Test for Phenols Place 1 mL of 95% ethanol into a small test tube. Add 2 drops of a liquid sample or about 30 mg of a solid. Add 3-5 drops of 3% FeCl 3. Tap the tube with your finger to mix or stir gently with a glass stirring rod. Note and record any formation of a brightly colored solution. The presence of bright color, even briefly, indicates a phenol. NOTE: Some aldehydes or ketones also give colored complexes with FeCl 3. Performing the Bromine in Water Test for Phenols Place 1 mL of 95% ethanol into a small test tube. Add 5 drops of a liquid sample or about 30 mg of a solid. Add a drop of water. Tap the tube with your finger to mix or stir gently with a glass stirring rod. Add 1 drop of Br 2 /H 2 O. Tap the tube with your finger to mix or stir gently with a glass stirring rod. Note and record whether or not the orange color disappears. The disappearance of the orange color indicates a phenol. Performing the 2,4-DNP Test for Aldehydes and Ketones For liquid samples, place 1 drop of sample into a clean, dry test tube. Add up to 20 drops of 2,4-DNP solution. Tap the tube with your finger to mix or stir gently with a glass stirring rod. For solid samples, add about 30 mg of solid into a clean, dry test tube. Add 0.5 mL of ethanol. Tap the tube with your finger to mix or stir gently with a glass stirring rod. If the unknown does not dissolve, prepare a warm-water bath by placing 175-200 mL of tap water into a 250-mL beaker. Use a hot plate to heat the water to 40°C. Place the test tube into a warm-water bath and swirl the tube until the unknown is dissolved. Cool the solution to room temperature. Add up to 20 drops of 2,4-DNP solution. Tap the tube with your finger to mix or stir gently with a glass stirring rod. Note and record whether or not a precipitate forms. An immediate, brightly colored precipitate indicates an aldehyde or ketone. Preforming the Schiff Test for Aldehydes. Add 1 drop of a liquid sample or about 15 mg of a solid sample a clean, dry test tube. Place 2 mL of
CAUTION – Schiff solution contains pararosaniline hydrochloride, sodium hydrogen sulfite, and HCl. Schiff solution is toxic, irritation and a suspected carcinogen.
Schiff solution in a test tube. Mix well. After 5 min, mote the color of the solution and record your observation. A fuchsia color indicates an aldehyde. Cleaning Up And Getting the Spectra Once you believe you have identified the functional groups present in your unknown, check with your TA to see if you have determined them correctly. After your TA has confirmed your assignment, you should clean-up your work area and rinse any remaining unknown compound into the organic waste using acetone. DO NOT PUT YOUR UNKNOWN INTO THE WASTE UNTIL YOU HAVE CLEARED IT WITH YOUR TA. If you have misassigned your functional groups and disposed of your unknown, you will be penialized to obtain an additional sample. Thoroughly rise the vials you unknowns came in, and them present them to your TA for inspection. Once your TA is satisfied that you have cleaned-up properly, they will give you the spectra so you can complete Part 3 of the lab. Wash your hands with soap or detergent before leaving the laboratory. Part C. Using Spectra To Identify Your Unknown Compound. In Parts A and B, you used solubility and chemical reactivity test to identify the functional group(s) contained within your unknown compound. Using these results in conjunction with molecular formula and the spectra data that you have received, please fully identify the unknown compound. Assign the 1 H and (^13) C NMR spectra completely. In your lab report, please state the identity of each of your unknown compounds along with the unknown number. Discuss the relevance of the solubility and chemical tests to this structural assignment.