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Matter and Sustainability Practice: ___alcohol substitution________

Jan-May 2018 Student´s Name: __Yolanda Irma Caballero Contreras _____

Group: _50_

Scientific Question How the alcohols classify and how are they useful?

Hypothesis if we put alcohol through different reactions then it will be able to classify it.
Concept domain
Methodologic Domain

Previous Questionnaire
Tert-butanol, was the fastest in react and turned gray.
1. According to their degree of substitution, how are
Isopropyl, remain the same and was the second one to react;
alcohols classified? Indicate the order of reactivity in an and ethanol turned gray.
oxidation as well as products produced. Ethanol, smelled acid while pentanol turned red with a softer
R=primary, secondary, or tertiary.
The y give ketones, aldehydes, and carboxylic acids.

2. What are some physical properties alcohols exhibit?

Soluble in water, flammable and viscosity Discussion

Tert-butyl was a primary because it was the fastest in react, the

3. Write down the general equations of the alcohol´s chemical properties.
fastest to substitute alcohol, following the same logic, isopropyl
was secondary and ethanol was the third. As the doctors Anne S.
CnH2n+1OH + (1.5n)O2 → (n+1)H2O + nCO2
Hansen , Lin Du and Henrik G. Kjaergaard´s work.
C2H5OH (l) + 3 O2 (g) → 2 CO2 (g) + 3 H2O (g); (ΔHc = −1371 kJ/mol) One error was the lack of time to properly observe reactions

5. How can a 1º, 2º and 3º alcohol be experimentally identified?

They produce ketones, aldehydes, and carboxylic acids.


The hypothesis was correct because by putting alcohol through

certain condition it was able to determine their classification
Designed by QFB Lucila Giammatteo
(n.d.). RSC Publishing Home †“ Chemical Science Journals, Books and Databases
. The effect of fluorine substitution in alcohol–amine complexes - Physical Chemistry
Chemical Physics (RSC Publishing) DOI:10.1039/C4CP02500H.Retrieved from
(n.d.). Chemguide: helping you to understand Chemistry - Main Menu. An introduction
to alcohols. Retrieved from
(n.d.). The European Bioinformatics Institute < EMBL-EBI.secondary alcohol
(CHEBI:35681). Retrieved from http://www.ebi.ac.uk/chebi/searchId.do?chebiId=35681

Performance Achievement Level Points

indicators Not achieved Insufficient Sufficient Outstanding
Previous Formulates a The previous questionnaire In the previous questionnaire, the In the previous questionnaire, besides Besides formulating the scientific
scientific question lacks questions and implicit student poses at least one scientific formulating a scientific question, a question, a hypothesis is included
and poses the or explicit hypotheses. (0) question. Hypothesis is not hypothesis is included which is not which is written in an appropriate /10
hypothesis needed included. (5) written in the correct way or can´t be way and can be tested (includes
to answer it. tested. (7) variables, it is precise, it is written
in an affirmative way). (10)
Obtains, registers The student does not answer Most of the questions included in Most of the questions included in the All of the questions included in the
and systematizes the questions included in the the previous questionnaire are previous questionnaire are answered previous questionnaire are
information to previous questionnaire. (0) answered incorectly and/or in an correctly and in a complete way. (7) answered correctly and in a /10
respond scientific incomplete way. (5) complete way. (10)
Lab Work Applies security Basic security rules are not All team members use security gear
norms in handling followed, including the use (gloves, mask, security glasses and
substances, of gloves, lab coat, mask and lab coat) during the whole lab /5
instruments and security glasses. (0) practice. (5)
Conduct and The student does not respect The student respects rules, follows
discipline in the lab the lab rules and does not instructions and behaves according /10
behave appropriately. (0) to a lab context. (10)

Designed by QFB Lucila Giammatteo

Handles residues in Instructions to dispose The residues are disposed of
an appropriate way. residues are not followed according to instructions in the /5
correctly and securely. (0) given containers. (5)
Report Collects qualitative Data collection is not Presented data is not enough to Quantitative and qualitative data are Collected data is enough to reach a
and quantitative included. (0) sustain the conclusions. (10) included, though they are presented conclusion and it is presented in an /20
data. in a disorganized way. (15) organized way. (20)
Contrasts obtained Obtained results are not The student attempts to explain Obtained data is justified with Experimental data is justified with
results in an justified. Experimental results, eventhough they are not theoretical background. Experimental theoretical background. If data
investigation or errors are not described. (0) justified with theoretical errors are not described. (15) does not match, an explanation is
experiment. background. Experimental errors provided. A brief description of /20
are not described. (10) experimental errors is also
provided. (20)
Communicates Conclusions are not The student develops a conclusion The student develops a conclusion The student concludes base don
conclusions. registered. (0) that is not fully related to the that it is not fully related to the the obtained results, in congruence /10
objective and the hypothesis. (5) objective or the hypothesis. (7) with the lab practice objective and
the hypothesis. (10)
Information Documents The student does not include The student reports information The student obtains information from All the sources of information are
information sources sources of information in the sources without respecting APA unreliable sources reported in APA reliable, are used appropriately and
in APA previous questionnaire and format. (5) format, or the information used does are reported in APA format. (10) /10
the report. (0) not match with the reported sources.
Total /100

Designed by QFB Lucila Giammatteo

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