Consider the following organic compounds:
Which of the following statements correctly compares the boiling points of these compounds?
Compound 1 has a higher boiling point than Compound 2, and Compound 3 has a lower boiling point than Compound 1.
Compound 3 has a higher boiling point than Compound 1, and Compound 1 has a higher boiling point than Compound 2.
Compound 2 has a higher boiling point than Compound 1, and Compound 3 has a higher boiling point than Compound 1.
Compound 1 has a higher boiling point than Compound 3, and Compound 2 has a higher boiling point than Compound 1.
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Create Free Account Log inThis is a free VCE Units 3 & 4 Chemistry practice question worth 1 mark, testing your understanding of Homologous trends. It falls under How are organic compounds categorised and synthesised? in Unit 4: How are carbon-based compounds designed for purpose?. Submit your answer above to receive instant AI-powered marking and personalised feedback.
Carbon is the basis not only of the structure of living tissues but is also found in fuels, foods, medicines, polymers and many other materials that we use in everyday life. In this unit students investigate the structures and reactions of carbon-based organic compounds, including considering how green chemistry principles are applied in the production of synthetic organic compounds. They study the metabolism of food and the action of medicines in the body. They explore how laboratory analysis and various instrumentation techniques can be applied to analyse organic compounds in order to identify them and to ensure product purity. Students conduct practical investigations related to the synthesis and analysis of organic compounds, involving reaction pathways, organic synthesis, identification of functional groups, direct redox titrations, solvent extraction and distillations. Throughout the unit students use chemistry terminology including symbols, formulas, chemical nomenclature and equations to represent and explain observations and data from their own investigations and to evaluate the chemistry-based claims of others. A student-designed scientific investigation involving the generation of primary data related to the production of energy and/or chemicals and/or the analysis or synthesis of organic compounds is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4 Outcome 3. The design, analysis and findings of the investigation are presented in a scientific poster format. School-based assessment The student’s level of achievement in Unit 4 will be determined by School-assessed Coursework, which contributes 30 per cent to the study score. Students complete a set of tasks to address Outcomes 1 and 2, and design and conduct a student investigation for Outcome 3. External assessment The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination contributing 50 per cent to the study score.
In this area of study students focus on the structure, naming, properties and reactions of organic compounds, including the chemical reactions associated with the metabolism of food. They explore how synthetic organic compounds can be produced more sustainably for use in society. Outcome 1 On completion of this unit the student should be able to analyse the general structures and reactions of the major organic families of compounds, design reaction pathways for organic synthesis, and evaluate the sustainability of the manufacture of organic compounds used in society. Key knowledge
trends in physical properties within and between homologous series (boiling point, melting point, viscosity), with reference to structure and bonding
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