Experiment 13 Synthesis of 1-Bromobutane - 819 Words

Experiment 11: Reactivities of Some Alkyl Halides in Substitution Reactions Materials amp; Methods: Materials used: 1-bromobutane 1-chlorobutane bromocyclopentane Bromocylcohexane 2-chlorobutane 2-bromobutane 2-chloro2-metylpropane 2-bromo-2-methylpropane Crotyl chloride Bromobenzene Benzyl chloride 1-chloroadamantene Methods/Techniques: Physiochemical Research: Reagent | Formula Weight | Density | Boiling Point | Melting Point | Color | 1-bromobutane | 137.023 g/mol | 1.2676 g/ml | 372-376 K | 160.7 K | Clear | 1-chlorobutane | 92.57 g/mol | .89 g/ml | 351 K | 150 K | Clear | bromocyclopentane | 158.08 g/mol | 1.473 g/ml | 411.15 K | | Clear | Bromocylcohexane | 163.06 g/mol | 1.324 g/cm3 | 439.15 K | |†¦show more content†¦| Bromocylcohexane | lt; 10 secconds | cloudy | The mixture was found to be reactive in less than 10 seconds. The color changed to a light white color. | 2-chlorobutane | lt;30 sec | cloudy | The mixture turned cloudy within 30 seconds. | 2-bromobutane | lt;30 sec | cloudy | The mixture turned cloudy within 30 seconds | 2-chloro2-metylpropane | immediately | cloudy | The mixture was reactive on entering the test tube. The color changed from clear to cloudy. | 2-bromo-2-methylpropane | immediately | cloudy | The mixture was reactive on entering the test tube. The color changed from clea r to cloudy. | Crotyl chloride | No reaction | | | Bromobenzene | lt;2min | Slightly cloudy | With in 2 minutes it was determined that the mixture was reactive. The color changed from clear to slightly cloudy | Benzyl chloride | immediately | cloudy | The mixture was reactive on entering the test tube. The color changed from clear to cloudy. | 1-chloroadamantene | About 10 min | cloudy | After about 10 minutes the mixture turned cloudy and was found to be moderately reactive. | Conclusion: I this experiment, it was concluded that the time in which it took the substrates to react by indication of a cloudy color in the the Sn1 reactions and a yellow color in the Sn2 reactions, was a direct result of reactivity of the alkyl halides in thisShow MoreRelatedSynthesis of 1- Bromobutane an Sn2 Reaction1160 Words   |  5 PagesExperiment 13: Synthesis of 1- Bromobutane An SN2 Reaction Theory: One of the methods of preparing alkyl halides is via the nucleophilic substitution reactions of alcohols. Alcohols are inexpensive materials and easy to maintain. However, they are a poor leaving group the OH group is a problem in nucleophilic substitution, this problem is fixed by converting the alcohol into H2O. Objective: The objective of this lab is to observe the synthesis of 1-bromobutane in an SN2 reaction, to see howRead MoreNucleophilic Substitution: Synthesis of N-Butyl Bromide and T-Pentyl Chloride1608 Words   |  7 PagesNucleophilic Substitution | Synthesis of n-Butyl Bromide and t-Pentyl Chloride | | Jessica | [Pick the date] | Abstract The synthesis of the alkyl halide n-Butyl Bromide from alcohol is the foundation for the experiment. During the isolation of the n-butyl bromide, the crude product is washed with sulfuric acid, water, and sodium bicarbonate to remove any remaining acid or n-butyl alcohol. The primary alkyl halide halide n-butyl bromide is prepared by allowing n-butyl alcohol to react withRead MoreOrganic Chemistry Lab Report4021 Words   |  17 Pagesmethods are designed to organize experimental data in a format similar to that required for publication in major scientific journals. Here are some important considerations that apply in research settings. 1. Your work is unique, meaning that you might be the only person performing certain experiments. 2. Research is an ongoing process. The projects assigned to you will likely continue after you leave. People assigned to those projects will need to access your records for reference, or to attempt to

Module 7 †Reflective Practice and Professional Development Free Essays

Certificate in Education Module 7 – Reflective Practice and Professional Development Report to compare teaching roles In any organisation there must be some structure and it is this that leads to a selection of teaching and management roles within education. All roles are focused on the quality of service provided to not only the learners but to the community, our stakeholders, awarding bodies, funders and parents. The 3 roles I have chosen for comparison are Team Manager, which is my role at NN, a Trainer on the foundation learning programme at NN and the role of Learning Support Assistant. We will write a custom essay sample on Module 7 – Reflective Practice and Professional Development or any similar topic only for you Order Now I have collected the information by talking to and observing, the trainer on foundation learning. I have researched the post of LSA as this is a role that I need to employ in the New Year for the new programme I will be running. I have 12 learners on programme at any given time, the course is entry 3 and the maximum I have in a group is 6. The courses are a mixture of practical and theory for example the driving theory course as the name suggests is mainly theory however the nail technicians course is mainly practical. The trainer on foundation learning has a maximum of 16 learners and the level ranges between entry 3 and level 1. He does 75% practical and 25% theory as he gets the learners to take a lot of responsibility for their own learning. The LSA that I will be employing will be working on a 1:1 or 1:2 basis. We all work with 16-18 year olds that have not fitted into mainstream education. . I have split the responsibilities into sections of common themes to compare the roles. My role as Team Manager is to plan and direct the activities of the team. Through Team meetings and one to one support supervision sessions we discuss the needs of current and potential learners, with this information in mind, I then need to create Schemes of Work which not only meet the individual needs of the learner and the targets, but also the standards and outcomes set by senior management, funders and regulatory bodies. The session plans are then created by either myself or the trainers for the appropriate programme. The LSA’s, trainers and myself are all responsible for working from the session plans and ensuring that outcomes and targets are met and standards adhered to. As a group we would also discuss what additional resources and materials would be necessary for the course and create an essential list and a wish list. It would then be my responsibility to check what was available within the budget and authorise any additional spending. I am responsible for risk assessing and ensuring the health Safety of the staff and learners. The trainers are responsible for the health and safety of themselves and learners during sessions and have a responsibility to bring to the attention of the team manager anything that arises during their sessions. The LSA has a responsibility to report any health and safety issue to their line manager. We all have a responsibility to ensure that our areas are clean, tidy and secure at the end of each session. I am responsible for learner registrations, arranging internal and external verification and attending standardisation meetings. The trainers are responsible for providing me or their team manager with the necessary information for us to do the registrations and to ensure that learner’s portfolios are completed to an acceptable standard. The LSA’s can complete learner progress reports and are responsible for completing the tasks with the learners that have been set by the trainer. All of the roles are responsible for discipline and classroom management, the trainer is responsible for the discipline and management of the whole class, the LSA, alongside the trainer is responsible for the learners they are working with and I am responsible overall for making any final decisions about discipline and behavioural issues. On my project specifically, I allow the learners quite a lot more latitude initially as my focus is on engagement following a long period of no education. The trainer on FL would expect a far greater standard of behaviour as he is preparing the learners for further training or employment. Ideally we would see a journey of improving behaviour from when they start on my course to when they finish on FL. The LSA’s are responsible for setting up equipment and resources whilst the trainer is responsible for deciding which equipment to use, designing any handouts/resources and ensure that resources are used effectively and efficiently. I need to ensure that there are adequate resources for the trainers including purchasing and designing my own resources whilst remaining inside the allocated budget. I am responsible for securing adequate funding to provide appropriate resources. We are all responsible for the learning journey of the learner; the LSA must be impartial when assisting the learners and ensure that their practice is professional and inclusive. The trainer is responsible for ensuring the practice with the group is inclusive and that they can challenge any discriminatory behaviour and attitudes. They design individualised learning plans with the learners and the LSA’s work towards goals set with the learners on these plans. I need to ensure that any new paperwork is designed within our, and other regulatory bodies, codes of practice. The trainer is responsible for completing initial assessments with the learner and I am responsible for ensuring that initial assessments take place and that all relevant paperwork is completed. The LSA would not be expected to do initial assessments however would be expected to contribute to learning reviews. I am responsible for ensuring that practice and assessments are standardised. All staff are required to attend standardisation meetings for the various awarding bodies that we use. This ensures that our assessments are fair, reliable, sufficient and valid. The Trainer on FL would be expected to work with external bodies to find and maintain suitable work placements however on my course this is not as relevant. The Team manager along with the health and Safety manager would be responsible for carrying out a risk assessment on the placement. The trainer is responsible for communicating with colleagues and attending meetings to ensure that training is standardised. They are responsible for collecting information that could be needed by others and passing it to their line manager. I am responsible for collating performance data to present to senior management, external agencies and regulatory bodies. In addition I am responsible for leading, managing, developing and motivating staff, including support supervision and arranging adequate cover. I control and monitor expenditure against a set budget and contribute to the budget setting process. I am responsible for maintaining the viability of my project and work with my team manager colleagues to ensure that we maximise, and identify any potential use of any shared resources. I am responsible for developing relationships with referral agencies, stakeholders and partnership agencies and where required work collaboratively in a multi agency setting, whilst maintaining confidentiality of information. The conclusion is that there are a lot of similarities between the roles as they are all predominantly based on supporting the learning journey of young people. All roles are vital for the success of the young people. The differences are based around the levels of responsibility and accountability. How to cite Module 7 – Reflective Practice and Professional Development, Essays

Tourist Visiting in Pahang-Free-Samples for Students-Myassignment

Question: Discuss about the sharp decline in the number of Tourists visiting Pahang. Answer: Introduction and Background Tourism contributes a significant part to the revenue generation of a nation. The Tourism refers to the wealth and cultural heritage present in a nation. The socioeconomic transformations have a pivotal part in affecting the industry of tourism. In the current research proposal, a detailed account of the issues present behind the decline of the number of tourists in the PAHANG state of Malaysia has been presented. The Tourism sector in Malaysia has been sharply increasing ever since 2014. However, in the year 2015, there has been a sharp decline in the number of tourists from 27.44 million to 25.72 million. Additionally, the positioning of Malaysia in the tourism sector shifted from 26th to 25th in 2015 (Tourism Malaysia, 2015). Moreover, tourism can bring enormous benefits to a nation in terms of strengthening the economy. However, the recent decline suggests that immediate measures need to be taken by the government for the improvement of the revenue generation from Tourism. Research objectives and questions The research will aim at investigating the sole reason behind the sharp decline in the number of Tourists visiting Pahang. Objectives of the research: The research project will therefore look into investigating the following objectives: To critically access the contribution of tourism in promoting the economy of the state To evaluate the factors affecting the number of tourists visiting Pahang To recommend ways in which the loss in the tourism sector could be compensated Research questions: The study will focus on the following research questions such as: How does tourism contribute in promoting the economy of a state? What are the factors affecting the number of tourists visiting the Pahang region of Malaysia? What are the possible ways in which the losses suffered by the tourist industry can be compensated? Review of the literature The current proposal focuses on the tourism aspects in the state of Pahang in Malaysia. In this respect, Pahang is the third largest state in Malaysia by land. It is also the largest in state in peninsular Malaysia. The naming of the state has been done after the Pahang river basin. It originates at the confluence of the Jelai and Tembelling rivers on the Titiwangsa Mountains, draining into the South China Sea. Kuantan is the state capital of the city. The economy of the state is generated from diverse areas such as timber, oil palm, fishing and the tourism industry. The region is rich in its natural beauty and attracts many tourists annually. However, in between December 2014 and January 2015, the region state experienced severe flood between he the Telerloh and Pekan river basin. This resulted in huge property losses and evacuation of almost 29, 000 people from the adjoining areas. In the year 2016, the tourism industry of the state has experienced a sharp decrease in the number of tourists visiting the place. This could be attributed to the massive devastation of the region caused by the flood. Pahang harboured a number of beaches, rainforests, and several mountains. It also consists of a number of resorts, plantations and terrace farms. However, the flood caused huge disruptions to the tourism assets of the state. The aspects of tourism are judged upon based upon a number of factors such as perceived quality, perceived value and expectations. This perceived quality is affected by the satisfaction rate of the visitors. As commented by Giap et al. (2016), the satisfaction quotient is based upon a number of factors such as the attraction of the region, the facilities offered by the region, the accessibility of the region. As argued by Loureiro (2014), the accessibility of the region can be a critical governing factor. One of the consistent problems encountered by the tourists visiting the Malaysian continent has been price competitiveness. The high costs of the goods in the Malaysian market often limit the buying attributes of the tourists (Spilanis et al. 2014). There are a number of factors based upon which the selection of a tourist destination done. It includes the safety and security concerns, international openness, price competitiveness, natural and cultural resources of the region and tou rist service infrastructure (Hall Page, 2014). In this context, the tourism can have a profound and diverse impact of the economy, society, culture and the ecology. The overlapping of the interests of the all three sectors is crucial in enhancing the tourism growth prospects. The economic group might comprise of the business class looking for job opportunities in the Tourism sector. As argued by Spilanis et al. (2014), some of the local residents might feel displaced by a huge number of visitors. The third group might include the local environmental enthusiasts. As supported by Giap et al. (2016), community participation from all the three classes is needed to meet the required objectives of tourism. However, as argued by Rossell-Nadal (2014) security concerns have been a prime issue in the decreases in the number of tourists in Malaysia. Increased incidences of theft, kidnapping, terrorism along with the recent disappearance of the flight number MH370 had reduced the number of Chinese visitors by almost 27%. As asserted by Park et al. (2015), the media plays an important role in promoting tourism prospects of a region. Additionally, sufficient funds from the government can also play an effective role in promoting the tourism infrastructure. Theoretical framework Figure 1: Theoretical framework (Source: Researcher) Analysis: There are considerable factors influencing development and growth in the tourism industry. In the current decade, the Pahang region has seen a sharp decline in the rate of a tourist visit. It could be attributed to a number of reasons such as the current natural and ecological resources. These have been seen to generate tourist attraction for a place. Similarly, the factors governing the tourist's attraction towards a place can be divided into push and pull factors. The push and pull factors act as catalyst guiding the internal motivation of the tourists in visiting a place. Some of these factors are the suitable demographics as well as the cultural interests of a person. It is further supported by the security concerns and job opportunities. As argued by Rossello-Nadal (2014), provision of a suitable amount of supportive infrastructure to the tourists can also affect their intention to visit a place. Research methodology The research methodology is the systematic approach adopted by the researcher for the collection and the analysis of the data. For the current research proposal, the researcher will use simple, random non-probability method for the collection of the data. Thus, a primary quantitative research design has been adopted where a sample size of 100 respondents have been selected for the collection of the data. For the purpose of comparative analysis, the researcher will use secondary literature sources such as books and journals. The researcher will use these along with newspapers and local tourism databases for lead generation. Data analysis: The researcher will use Cronbach's alpha for testing the reliability of the collected data. T-test will be used to compare the levels of a tourist attraction as per the destination characteristics. Additionally, multivariate analysis will be used to test the effect of demographics, cultural characteristics and travelling intentions of the tourists. The well tabulated and the well-organised data will be presented in charts and graphs for further analysis. Schedule of the project Research activity Period of time Research proposal development and Approval One month Review of the literature Three months Research methods determination One month Designing of questionnaire Fifteen days Collection of primary data Two months Collection of secondary data One month Data entry and testing the reliability Seven days Data analysis Eighteen days Findings, suggestions and conclusion One month Table 1: Schedule of the project (Source: researcher) Timeline: July 2017 Aug. 2017 Sept. 2017 Oct. 2017 Nov. 2017 Dec. 2017 Jan. 2018 Feb. 2018 March 2018 Research activity 31 days 31 days 30 days 15 days 15 days 30 days 31 days 31 days 10 days 7 days 11 days 31 days Research proposal development and Approval Review of the literature Research methods determination Designing of questionnaire Collection of primary data Collection of secondary data Data entry and testing the reliability Data analysis Findings, suggestions and conclusion Table 2: Gantt chart (timeline) (Source: researcher) Estimated research cost Items Cost in Malaysian Ringgits Salary of the officials Research officer =RM 85, 000 Research staff =RM 70, 000 Consultant =RM 72, 000 Plan production =RM 1,50,000 Installation of software (SPSS) =RM 2,75,000 Security charges =RM 2,50,000 Additional infrastructural costs =RM 2,32,000 Total =RM11,34,000 Table 3: Estimated costs References Giap, T. K., Gopalan, S., Ye, Y. (2016). Drivers of growth in the travel and tourism industry in Malaysia: A Geweke causality analysis. Journal of Economic Literature, DOI: 10.3390/economies4010003. Hall, C. M., Page, S. J. (2014).The geography of tourism and recreation: Environment, place and space.Abingdon: Routledge. Hou, Y., Zhou, S., Burkhard, B., Mller, F. (2014). Socioeconomic influences on biodiversity, ecosystem services and human well-being: A quantitative application of the DPSIR model in Jiangsu, China.The science of the Total Environment,490, 1012-1028. Khan, A. H., Haque, A., Rahman, M. S. (2013). What Makes Tourists Satisfied? An Empirical Study on Malaysian Islamic Tourist Destination. Middle-East Journal of Scientific Research, 14(12), 1631-1637. Loureiro, S. M. C. (2014). The role of the rural tourism experience economy in place attachment and behavioural intentions. International Journal of Hospitality Management,40, 1-9. Middleton, V. T. C. and Clarke, J. (2001), Marketing in Travel and Tourism (3rd Edition), Butterwith-Heinemann. Park, D. B., Nunkoo, R., Yoon, Y. S. (2015). Rural residents attitudes to tourism and the moderating effects of social capital.Tourism Geographies,17(1), 112-133. Rossell-Nadal, J. (2014). How to evaluate the effects of climate change on tourism.Tourism Management,42, 334-340. Spilanis, I., Vayanni, H. (2014). Sustainable tourism: utopia or necessity? The role of new forms of tourism in the Aegean Islands. Stylidis, D., Biran, A., Sit, J., Szivas, E. M. (2014). Residents' support for tourism development: The role of residents' place image and perceived tourism impacts.Tourism Management,45, 260-274. Tourism Malaysia. (2016). Malaysia registers 25.7 million tourists in 2015. Retrieved from: https://www.tourism.gov.my/media/view/malaysia-registers-25-7-million-tourists-in-2015. Xiang, L. T. (2015). 2016 Malaysia outlook: challenging.Retrieved from: https://www.fundsupermart.com.my/main/research/-View-2016-Malaysia-Outlook-Challenging--6639.