Bromination of (E)-Stilbene

Bromination of (E)-Stilbene Kaisha Butz Abstract: The purpose of this experiment was to synthesize the second intermediate (meso-stilbene dibromide) in the E-Stilbene reaction by Bromination. It was hypothesized that if the reaction was heated at 120 °C for five minutes the reaction between E-stilbene and the pyridium bromide perbromide would occur, and meso-stilbene would be created. After the reaction occurred the results were analyzed by IR and by an ignition test. The hypothesis was supported by the employed methods. Introduction: This experiment was performed to show how bromination of alkenes reacts, and to be able to successfully synthesize meso-stilbene dibromide. The reaction of bromine with alkenes is an addition reaction where the nucleophilic double bond attacks the electrophilic bromine (Mayo, et. al, 2013). Bromine only becomes electrophilic because of induction due to its ability to be polarizable (Mayo, et. al, 2013). Induction occurs when there is a transmission of charge (Bruice, 2014). Bromine as it approaches the (E)-stilbene’s double bond becomes polarized and takes on a slightly positive charge (Mayo, et. al, 2013). This allows it to form a cyclic bond (cyclic bromonium ion) with both sp2, now sp3, carbons. The cyclic bromonium ion takes on a positive charge and by anti-addition the second bromine (negatively charged) attacks from the back of the cyclic compound and bonds to either carbon on the opposite side of the other bromine. This creates a meso-stilbene which is 100% formed. Ther e are no stereoisomers formed (Mayo, et. al, 2013). It was hypothesized that (E)-stilbene, in a solution of glacial acetic acid reacted with pyridium bromide perbromide heated to 120 °C and cooled in an ice bath, would result in the formation of meso-stilbene. It was expected that only meso-stilbene dibromide would be formed, and that its formation could be tested by using IR. The Bromination reaction was also tested by an ignition test. Structures/Mechanisms: Material and Methods: Please refer to pgs. 444-449 of Microscale Organic Laboratory with Multistep and Multiscale Synthesis by Mayo, Pike, and Forbes. Deviations: Procedure was done in microscale: 230mg of (E)-stilbene was used instead of 600mg. 2.2ml of glacial acetic acid was used instead of 6ml. A 10ml round-bottom flask was used instead of a 50ml flask. The magnetic spin bar was a baby magnetic spin bar. 450mg of pyridium bromide perbromide was used instead of 1.2g. 2ml of glacial acetic acid was used to wash down the perbromide instead of 6ml. 4.5 ml of distilled water was used instead of 12ml. Acetone and distilled water were added drop-wise to the crystals instead of three 2ml of distilled water and two 2ml of acetone. Results: IR spectroscopy (E)-Stilbene attached to back IR spectroscopy meso-stilbene attached to back Table 1: Table 2: Table 3: Table 4: Calculations: Crystals: .2451g .1045g = .1406g Limiting Reagent: (E)-Stilbene .230g (E)-Stilbene * (1 mole / 180.25g MW) = 0.0013 moles .450g Pyridium Bromide Perbromide * (1 mole / 319.83g MW) = 0.0014 moles Theoretical Yield: 0.0013 moles * 340.05g MW = .4421g Percent Yield: (.1406g/.4421g) * 100 = 31.8% Discussion: It was found that after bromination of (E)-stilbene into meso-stilbene dibromide that the IR spectroscopy of both were relatively similar in the fingerprint region (à Ã¢â‚¬Å¡ 500-1000cm-1). This should be the case. The only difference in the spectroscopy was the lack of the carbon-carbon double bond in the meso-stilbene dibromide. The IR spectroscopy in the lab does not have the ability to measure the wavelength of carbon-bromine bonds because it is not within the range of the machine. Therefore, the two IR spectroscopies of the two substances were very similar because they both contained aromatic rings with similar wave numbers (cm-1) (Table 1, Table 2). It was expected that (E)-stilbene after undergoing bromination in a solution of acetic acid would produce crystals of meso-stilbene. That was the case! Success! Although the percent yield was low the experiment did produce meso-stilbene dibromide. This was supported by an ignition test. A part of the product was burned, and the flames were green. Green flames were indicative of bromide. Because carbon-bromide bonds were not seen in the IR spectroscopy, the flame test was necessary to show that the (E)-stilbene had, in fact, reacted with the pyridium bromide dibromide and created meso-stilbene dibromide. The percent yield could have been better. One mistake was that the (E)-stilbene was heated and dissolved at 85 ºC instead of 120 ºC. The experiment continued regardless, and the pyridium bromide dibromide was also heated and dissolved at 85 ºC. Once the temperature was noted to be too low the solution was placed back into the heat until the temperature reached 120 ºC. The improper temperatures were most likely the main cause for the low percent yield. The temperature was too low for the reaction to occur completely and effectively. According to Table 1 the primary peaks were all in the fingerprinting zone and were as follows: at wave number 961.39cm-1 (indicated a C=C bond), 762.29cm-1 and 690.00cm-1 (indicated aromatic ring structures). According to Table 2 the primary peaks were also all in the fingerprinting region and were as follows: 761.88cm-1, 688.59cm-1, and 626.87cm-1 (all of which indicated aromatic ring structures). The hypothesis was proven because meso-stilbene was synthesized even with the incorrect temperature at first. The (E)-stilbene reacted with the pyridium bromide dibromide to create meso-stilbene. Conclusion: It was found that (E)-stilbene could be brominated in order to synthesize the second intermediate in a line of reactions so that meso-stilbene could be obtained. The percent yield was poor yet present. The experiment could have gone more smoothly if the temperature had been monitored better, and the mixture not placed on the heat until it was sufficiently hot. That would have allowed for a higher percent yield then previously achieved. Bibliography Bruice, Paula. Organic Chemistry. 7th ed. Pearson, 2014. 1337. Print. Mayo, Dana, Ranold Pike, and David Forbes. Microscale Organic Laboratory with Multistep and Multiscale Synthesis. 5th ed. John Wiley and Sons, 2011. 751. Print.

Intercultural Communications Essay

* This chapter offers six reasons or imperatives for studying intercultural communications * Economics * The workplace * Businesses must be more attentive to diversity issues * As the workforce becomes more diverse, their will be more problems * Benefits * Speaking different languages * Seeing new business markets * Marketing products to different cultures * Learn about different cultures * Global economy * Globalization * Bring money to the poor areas by opening up businesses * Wal-mart, they open one in china, but takes away jobs from Americans * Mom and pop stores out of business * Pollution in other countries because they don’t have regulations * To bridge the cultural gap, many companies employ cross-cultural trainers who assist people abroad by giving them information and strategies from dealing with cultural differences * American’s tend to say that they are the best and won’t open up * Technology * GLOBAL VILLAGE to discribe a world in which communication technology (tv, radeo, news services) brings new and information to the most remote parts of the world * Today people are connected via e-mail, instant message, bulletin boards, and the internet to people they have never met face-to-face. * Complex relationships can develop through technology * Technology and Human Communication * Kenneth gergen describes the changes that occur as technology alters patterns of communication * Relationships were described on how far a person could walk * What does it have to do with intercultural communication * Easier to talk to people * Faster * Convenient * Too reliable, forget your phone at home and you get anxiety * Effects face-to-face communication * Limits what you are trying to say * Miscommunication, taking a text the wrong way * DIGITAL DIVIDE exists between those who have access to technologies like the internet and those who do not * Older Americans, those with low incomes and less education, and people with physical disabilities lag behind. * 22% of Americans have never been online and are categories as the â€Å"truly disconnected† * Demographics * Changes come from two sources, either changing demographics within the United States or changing immigration patterns * Changing us demographics * DEMOGRAPHICS refers to the general characteristics of a given population * Population will change drastically by 2050 * Changing immigration patterns * There is a contradiction when discussing immigration in the United States * â€Å"nation of immigrants† * patters of immigration are having a significant effect on the social landscape of the United States * these demographic changes present many opportunities and challenges for students of intercultural communication and for society * Learn about other cultures * Meet men and women from around the world * Tolerance of other cultures * Miscommunication * Different work habits * Intercultural conflict is not necessarily a consequence of diversity * Expands our linguistics, politics, etc. * Historical overview: we have to look at the history of immigrants in the u.s. to get a better sense of the sociocultureal situation * MELTING POT- the cultures all get together and melt together and make one cultur e * College classroom * SALAD BOWL- when cultures are distinctly different * My big fat Greek wedding * Economic conditions affect attitudes toward foreign workers and immigration policies * They sent all of the Americans back to free up jobs for White Americans * 10 years later they told them all to come back for cheap labor and they can be in the country * The current situation * Always going to have conflict and diversities * â€Å"Crash† the movie shows all the diversities between cultures in LA * Class structure * Usually the one they are born into * Economic disparity among these groups * Peace * The key issue is whether or not individuals of different sexes, ages, ethnicities, races, languages, and cultural backgrounds coexist on the planet * Not realistic because we are not all on the same page * Contact among different cultural groups often leads to disharmony * Conflict is also tied to economic disparities and economic colonialism * Some are extremely poor, and don’t have natural resources * Going somewhere and nobody likes American’s * Media influences us a lot and they don’t like that * It will be naà ¯ve to assume that knowing intercultural communications would end the wars * Self-awareness * One of the most important (but less obvious) reasons for studying intercultural communication is to gain an awareness of one’s own cultural identity and background * Peter Adler observes that the study of intercultural communication begins as a journey into another * If you are white and middle class, intercultural learning may mean an enhancing awareness of your privilege * Ethics * Ethics are the principles of conduct which help to govern the behavior of individuals and groups * Ethical judgments and cultural values: * Ethical judgments focus more on the degrees of rightness and wrongness in human behavior than do cultural values * Cultural values tell us what is â€Å"good† and what â€Å"ought† to be. * â€Å"killing for the name of god† * Universally ethical * This book stresses the relativity of cultural * According to the UNIVERSALIST position, we need to identify those rules that apply across cultures * By contrast, the RELATIVIST position holds that any cultural behavior can be judged only within the cultural context in which it occurs. This means that only community can truly judge the ethics of its member

An analysis of “Night” and “Beloved” Essay

In the list of the most tackled themes for literary works, freedom and love probably top the list. The Novels â€Å"Night† and â€Å"Beloved† are some examples of the literary pieces which intertwine these two popular concepts. Basically, the books dwelled on stories of slavery and brutality which ultimately destroyed the lives of the fictional characters. In this paper, the researcher tries to examine how these books address the importance of freedom and love in terms of living a life of meaning and purpose. The Lack of Freedom Can Deny Worth Both literary pieces demonstrate that without freedom, a person can ultimately loose his sense of self, and thus stripping the individual of his love for himself and his worth as a human being. The lack of worth is often initiated by the perpetrators or those who enslave. However, through continuous exposure to maltreatment, discrimination, and intolerant violence, the enslaved may loose hope, and in the end – accept the fact that he and his life are indeed worthless and that there is no point of loving himself and his fellows. This is clearly shown in the first novel. In the beginning of the â€Å"Night†, the Jews who were brought to the Nazi camp found relief in caring for each other. They also turned to religion and their God at times when they feared for their lives. In particular, Eliezer excessively prayed seeking salvation, security, and purpose in his faith and believing that God would not let evil prevail. The Jews also tried to seek relief from supporting Zionism. To a certain sense, the captives tried to preserve their worth as a human being through loving and caring. (Wiesel) However, brutal experiences forced them to thwart their beliefs and their worth. They had to see babies that were burned in open pit furnaces. Such event is very demoralizing to people since babies are often regarded as symbols of pure and innocent lives which needed love, not brutality. Apart from that, they were also forced to watch the hanging of their fellow Jews, people whom they loved and cared for. Such experiences combined with the inhumane treatment of Nazis gradually led the Jews to believe that they were basically nothing but slaves – individuals who have no purpose in life but to serve the superior race. They were somehow, undeserving of love and life, which will only be wasted through unjustifiable and imposed death. In â€Å"Beloved†, the slaves were liberated but one can see that their liberation was probably too late in the sense that slavery already ruined their â€Å"sense of self†. Take the case of Paul D. As a slave, he was treated with utmost cruelty by the â€Å"school teacher†. When he tried to escape with Sixo, they were captured and Sixo was killed. Paul D was then subjected to humiliation when he was forced to wear an iron bit much like a horse. He also suffered from pitiless beatings and torturing of the ‘chain gang’. As a result of these inhumane treatments, Paul D often felt insecure and unconvinced of his humanness and manhood. (Morrison) In the case of Sethe, she was also treated as an inferior being that, as the school teacher notes, has â€Å"animal characteristics†. She was violated by men and even whipped almost to death, despite the fact that she was pregnant. As a result of these experiences, she felt a feeling of self-hatred for becoming a slave. Sethe also cannot find a sense of satisfaction or fulfillment in her own self. That is why she saw motherhood as the only chance for her to redeem her worth. Thus, she regarded her children, especially ‘Beloved’ as her â€Å"best thing. † By being so selfless to the point of martyrdom, it seems that Sethe did not possess any love for herself. Rather, every loving emotion is directed to her children. The Lack of Freedom Can Distort a Person’s Sense of Life and Love The two novels also showed that slavery can greatly alter a person’s view of living and loving. Basically, the lack of freedom can introduce seemingly irrational and unreasonable perspectives that are derived from sheer fright, panic and anxiety. In â€Å"Night†, the lack of freedom reduced the lives of the Jews as nothing but mere struggles for survival. Through the extensive â€Å"selection† process promoted by the Nazis, the Jews developed the idea that the fittest are truly the only ones who can live. This is demonstrated by the fact that those who were considered as ill and weak were quickly exterminated while the â€Å"strong† ones were used for labor. The idea of the â€Å"survival of the fittest† was further enforced by the scarcity of resources in the camp. There was too little food and water and this prompted the Jews to compete against themselves. What’s worse was that the competition even prompted the prisoners to lose their sense of love and respect for their fathers. As noted by one of them: Listen to me, boy. Don’t forget that you’re in a concentration camp. Here, every man has to fight for himself and not think of anyone else. Even of his father. Here, there are no fathers, no brothers, (and) no friends. Everyone lives and dies for himself alone. (Wiesel) In a sense, without freedom the lives of the Jews became â€Å"animalistic†. They lost their regard for familial relations along with the loss of their hopes to be free. Without freedom, they had no love; and without love, their lives seemed to have no meaning. Elizier further demonstrates this point through his narration of a son’s beating of his father because of a fight over food on the train to Buchenwald. (Wiesel) In â€Å"Beloved†, the most twisted result of slavery is shown through murder. In the story, the schoolteacher wanted to take Sethe and her children back into the barn where slaves were dehumanized. Instead of surrendering her children however, Sethe decided to kill them rather than forcing them into a life without freedom. Through this act, Sethe demonstrated that life without freedom is worse than death. She somehow equated death as the only way to escape slavery and achieve freedom. For her, the act of murdering her own children – cutting their throat with a handsaw – was an act of love. Paul D explained Sethe’s actions: She just flew. Collected every bit of life she had made, all the parts of her that were precious and fine and beautiful, and carried, pushed, dragged them through the veil, out, away, over there where no one could hurt them†¦Outside this place, where they would be safe. (Morrison) In conclusion, the two novels, â€Å"Night† and â€Å"Beloved† show that without freedom, individuals can lose their idea of â€Å"love† – both in terms of self-love and love for others. Continuous demoralization and dehumanization can ultimately ruin a person’s concept of love and life. Moreover, such acts can drain purpose and meaning in living. Works Cited: Morrison, Toni. Beloved. New York: Knopf, 1987. Wiesel, Elie. Night. New York: Bantam Books, 1960.

Environmental Awareness And The Environment - 1191 Words

Our environment is a shared resource that has increasingly been threatened by the rapid expansion of the extractive industry to keep up with demands driven by consumerism. The deterioration of the environment, threatens the earth s natural resources such as our clean water, fossil fuels for energy and food. One attribute that I believe is crucial to good citizenship is having environmental awareness and educating others about it because the health of the environment is not only a political issue, but an issue that endangers the survival of human beings. Having environmental awareness is to understand the fragility of our environment and the importance of its protection. Preserving the environment that we live in for future generations is†¦show more content†¦One thing people can contribute to protect the environment is by focusing on education because schools and universities play a significant role in generating environmental awareness among children and the youth who are t he generation that will make the biggest impact in the future. Across the world, several national and international seminars, conferences and workshops have stressed the need for environmental education. In 1972, the United Nations Conference on Human Environment at Stockholm played an important role in the start of the United Nations Environment Program (UNEP). In 1975, UNESCO held an International Workshop on Environmental Education (ICEE) to identify the guiding fundamentals of promoting environmental education. It was followed by the International Conference on Environmental Education, in 1977 which formulated objectives and principles for developing environmental education. These conferences showed that the most essential need was to help create social consciousness and awareness about the harm caused by ecological disruptions. According to UNESCO, â€Å"Environmental education is a way of implementing the goals of environmental protection. It is not a separate branch of scien ce but lifelong interdisciplinary field of study† (The International Workshop on Environmental Education ). As pointed out by UNESCO, the goals of environmental education are to create environmental awareness in the world population. UNESCOShow MoreRelatedFactors that Affect the Awareness on Environmental Issues: A Case Study at Utem Malacca City Campus584 Words   |  3 PagesIn June 2012, the smoky haze, attributed mostly to fires burning at Sumatera, Indonesia, had hit Malaysia. 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