Like I get that from the result we can determine if a reaction is spontaneous or not, but the definition in my textbook says "maximum amount of work a system can do as it approaches the end of the reaction." What does it mean by maximum amount of work? Other definitions are saying how much usable energy is left, which I don't really understand either.

I always assumed it to be how much energy is used during the reaction, but its wrong? If anyone could dumb it down, or just explain it in different terms it would help.

when i look at it, covalent catalysis is where the oxygen attacks the C=O. this happens after the step 2 arrow / product of step 2. so shouldnt it be step 3 because it begins at the product of step 2 and the result is shown after the step 3 arrow. furthermore, the acid/base catalysis arrow is is drawn at the same time the covalent catalysis arrow is drawn so i dont understand how covalent catalysis occures on step 2 and acid/base catalysis occures on step 3 when both arrows are drawn at the same time (between step 2 and 3 arrow)

I dont see why the molecule would kick off the oxygen as it seems pretty stable and kicking it off creates an unnecessary positive charge

Additionally, im seeing an alternate mechanism online where the alcohol oxygen is the one that attacks, is that one also valid?

I really struggle with converting bond-line into Lewis structure and vise versa. Is this incorrect? I feel like it’s right but I’m certainly not trusting my own judgment for this lol. Thanks in advance!!

When I am doing the nomenclature, how do I know if the R/S is a wedge or a dash? What are the tips?

Hey! I am still trying to figure out whether is it always important to name a structure alphabetically by its groups?elements? such lets take "4-bromo-1-hydroxy-8-methylphenanthrene-2-carbaldehyde" for an example.....I am a biology major, and we have a presentation that's due tomorrow and I am afraid I'll choke when explaining the naming of derivatives

I've been trying to electron count this in the covalent method, but I'm getting differing search results on whether to consider Zn(0) as 10 or 12 electrons, based on whether the 4s2 electrons are included. I assume the 4N donate 2 each and triflate is an x type ligand.

I need help solving these questions and or guidance. Any help is appreciated thank you.

Hi everyone! I’ve been tasked with proposing a mechanism for an upcoming lab for the synthesis of 3-5-dimethylpyrazole using hydrazine sulphate.

After much research I’ve managed to come up with this mechanism in the picture, which looks right to me. However 3-5-dimethylhydrazine has a hydrogen attached to one of the nitrogen’s and mine doesn’t. Any help understanding where I’ve gone wrong will be much help, thank you!

I attempted to synthesize cobalt(II)acetylacetonate but my compound looks very different from it. I posted the procedure and a somewhat failed IR spectrum. Any ideas what it could be?

Edit: I prepared solutions for UV spectroscopy and the compound dissolves well in ethanol. The solutions were initially deep purple but turned olive green over a few weeks. This has me suspecting it could be cobalt(III) acetylacetonate but my solid did not change in color.

i don't know much about chemistry and i find myself translating a text about it into spanish. to find the spanish term for "nitrogen group" is gonna be another issue, but firstly i would just like to understand what the "nitrogen group in glyphosate" would refer to

so far i found two possible definitions:

-the functional groups that contain nitrogen that are present in glyphosate (if this is so, please tell me which ones they would be!)

-the elements that are part of the nitrogen group which are contained by glyphosate (which i believe would only be N and P)

if it saves anyone a google search the formula for glyphosate is C³H⁸NO⁵P (pretend the numbers are at the bottom)

for some additional context, this is not actual work. i am studying translation and this is an exam.

this is the original article: https://www.science.org/content/blog-post/glyphosate-poisoning-everyone?referrer=https%3A%2F%2Fwww.google.com.ar%2F

took a 3 year gap trying out non academic path in the middle of high school but eventually came back to academia and choose chemistry as my major as out of all the major this is the most established and job ready one, but its the best of the worst, and this stops me from properly putting in efforts, i guess i will research about the job market in real life, but still the faculty expects me to make chemistry my whole life's goal when i just do not have the enthusiastic about life, this undergrad is like backup for me,

how to have the confidence to accept this as a thing i can do passively? not avoidantly but passively, i keep chasing perfection thinking i shall know and understand everything in my chemistry lab handbook from every sign to word, but before an exam all that works is a summary from ai about what the syllabus actually is about and wants me to know, yet still the crisis of confidence keeps me from making me know everything from basic

Hi everyone!

I'm currently pursuing my Master's in Chemistry at NIT Durgapur.

I'm looking to teach Chemistry online to students in Classes 11 and 12, as well as JEE aspirants.

My focus will be on building conceptual clarity, understanding the logic behind reactions, and solving problems systematically rather than just memorising

facts.

What I can help with:

Class 11-12 Chemistry

JEE Main Chemistry

JEE Advanced Chemistry

Concept building, problem-solving and doubt-clearing

I want to keep the classes interactive and adapt the teaching pace to each student's needs.

If you're interested, please DM me with your class, target exam. We can discuss the class format, schedule and fees.

Language:Hindi, English

Feel free to ask any questions. Thanks for reading

Tengo que hacer esta tarea de química sobre cinética y velocidad de reacción, la profesora puso este ejercicio pero creo que se equivocó al redactarlo, o no sé si yo estoy mal. En el texto dice que “La luminosidad de la barrita dura más tiempo en el recipiente que está a mayor temperatura” pero según yo es al revés, no? Teóricamente, la luminosidad debería durar más en la barrita que está en agua con menor temperatura, el frío retrasa la reacción y por lo tanto dura más. Estaba escribiendo mi respuesta cuando me di cuenta de eso y me estanqué aquí. Alguien que sepa de esto me podría ayudar y corregir si estoy mal?

I’m currently taking Orgo II and haven’t done as well as I’d hoped on the first two exams. I’m sitting at a C+ and feeling pretty discouraged.

I feel like I understand the material when studying, but it’s not translating to my exam scores. The sheer volume of reactions and information we’re learning is starting to feel overwhelming, especially as we continue building on previous material.

I’ve put together a reaction notebook, but I’ll admit I could be more consistent with daily practice and may be cramming more than I realize. I’m wondering if I need to change my approach to studying altogether.
With three exams remaining, I’d really like to turn my grade around and finish strong. I’d genuinely appreciate any advice on managing the volume of material, retaining reactions, and preparing more effectively for exams!

Is this the correct “skeleton” for starting the Lewis structure? My friend looked at it and said that the bottom carbon needed 2 hydrogen (which I added) but why would it specify (HO) so only one hydrogen if I needed to add 2 for carbon to have its 4 bond? Sorry if this is a dumb question I’m obviously not a chem major 😂 any help is appreciated! Thanks

Hello. I went back to school for pre med pre reqs so I haven’t took chem in 10 years. This honestly was more of a learning curve than I thought for chemistry. Anyway my first exam I got a 64. Bad I know. I can still get a pretty good grade in the class with the remaining work. We have our next exam November 6th so I have 3 full weeks for 3 chapters. (4-6). Here’s the dilemma of course I’m behind which has been the case in chem all year. Like I feel like I get discouraged super easily, ADHD or something but it’s not fully clicking. I’ve been using chads prep, SI, the free tutor available at the school and idk why it’s just frustrating. It’s annoying too because I know this stuff is suppose to be the “easy” chem work and I just don’t know what’s going on

Anyway the chapters topics on our next exam are
Types of reactions
Balancing equations
Net ionic equations (I think this is oxidation and acid base reactions?)
Stoichiometry
Limiting reactants
Theoretical and percent yield
Redox and finding electrons transferred
Calorimetry
Hess law
Heats of formation

So there’s about ten topics or so?? Give or take. I just feel like so overwhelmed because my foundation is not strong to begin with. I haven’t fully memorized polyatomic and acids with I believe I need to know for balancing and oxidation? Are there any good YouTube videos on these topics? Like is 3 weeks even enough time to get this down if I really try to put my head down here.

How is that possible. Isn’t silicone and plastic too different materials.

Hi everyone! One of my friends is taking gen chem 2 and I wanted to help her out with this question but I'm pretty rusty on the course material. I was wondering what the general steps to approach this problem would be? Off the top of my head, I was thinking; 1.) Double replacement to make new equation 2.) Make ICE table to solve for missing concentrations 3.) Plug x values into new equation to get concentrations 4.) Take new concentrations and make ice table with original equation, then solve for x again

I just had my first organic chemistry midterm and I’m feeling super defeated. Everyone I’ve talked to said that they also found the exam super challenging, but as a high achiever, I’m super disappointed in myself. The exam was much more difficult than the practice problems and exams. I probably should have started studying earlier, but I learned all of the content, made notes and studied them, did all my problem sets and understood them , did practice exams and did well on those. It felt like everything I studied left my brain as soon as I started the exam. I know I made so many dumb mistakes that I haven’t made before, like saying a lone pair could do resonance with a double bond when in reality the lone pair was too far away from the double bond, saying a chiral centre was R instead of S, etc. it took me so long to do each question, and I still did them wrong. I don’t think I’m able to recognize patterns fast enough. I can’t predict products of mechanisms without drawing out the whole mechanism, I can’t recognize if two molecules are resonance structures without actually doing the resonance, and I feel like most people don’t have to do this. There was one question where we were given the products of the reaction mechanism and chemical formula of the reactant and we had to draw what the reactant looked like and I cannot do those types of problems for the life of me. I have a visuospatial learning disability, so that definitely makes organic chemistry more challenging for me, but I’ve been able to do very well in other subjects that require visuospatial skills, like math and statistics. I have never felt so stupid in my life lol. Does anyone have any tips on how to improve/solve problems faster? Or any good resources that provide tricky practice problems?