Q1. Write your definitions on loose leaf and attach to your report. (Include diagrams if it would help clarify your answ

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Q1. Write your definitions on loose leaf and attach to your
report. (Include diagrams if it would help clarify your answers.)
Write enough detail for three marks (i.e. provide three relevant
points in your answer). Point-form is acceptable.
a) Dipole-dipole interaction:
b) London Dispersion forces:
c) Hydrogen Bonding:
d) Adsorption:
e) Stationary Phase
f) Rf
Q2. For each set of mobile phases, circle the one that is
the most polar.
(a) Ethyl acetate VERSUS Dichloromethane?
(b) Ethanol VERSUS Diethyl ether?
(c) Tetrahydrofuran VERSUS Acetone?
(d) Ethyl acetate : Dichloromethane (60:40)* VERSUS Ethyl
acetate : Dichloromethane (40:60)*?
(e) Hexane : Tetrahydrofuran (60:40)* VERSUS Hexane:
Tetrahydrofuran (40:60)*?
Q3. Would you expect methanol (as the mobile phase) or
acetone (as the mobile phase) to form stronger intermolecular
attractions with silica (as the stationary phase). Clarify the
specific type of intermolecular interactions involved. Always use
attached loose leaf if more space is required.

Q1 Write Your Definitions On Loose Leaf And Attach To Your Report Include Diagrams If It Would Help Clarify Your Answ 1 (323.53 KiB) Viewed 45 times

Q4. A student produced the following TLC using Hexane: Ethyl acetate (90:10)* as the mobile phase SOLVENT FRONT ORIGIN Unknown Compound X To repeat the experiment and get a higher Rf value, the student should a) spot more sample on the TLC plate b) use hexane as the mobile phase c) use Hexane: Ethyl acetate (70:30) as the mobile phase d) use a longer time to allow the solvent to migrate further up the plate. *(note: Ethyl acetate : Dichloromethane (60:40) means a ratio of 60 ml Ethyl acetate to 40 ml Dichloromethane

Experiment 1 - 3 Q5. A student measured the melting point of Compound X and compared it to a list of possible known compounds. The student narrowed down the list of possibilities to Compounds A, B, and C (all of which had similar melting points). The student developed a TLC plate using an appropriate eluant, in order to observe the relative Ry's of each of the compounds. The outcome is illustrated below: SOLVENT FRONT ORIGIN Compound A Compound B Compound C Unknown Compound X Which of the following statements is most true. 1. 2. 3. 4. 5. Compound C appears to be less polar than Compound X Compound A is not the same as Compound X Rf values provides supporting evidence that Compound B might be Compound X Compound A is more polar than compound X All of the above are true. Q6. A student suspected that Compound X is the same compound as known Compound C. The student developed another TLC plate with Compound X, a co-spot of Compound X and Compound C, and Compound C. The outcome is illustrated below: A co-spot is made by applying two compounds directly on top of each other in one lane of a TLC run. SOLVENT FRONT ORIGIN Compound C Compound C and Unknown Compound X Unknown Compound X a). The best interpretation of the evidence is that Compound X and Compound C are the same compound. (true/false)