English 11 - Review Quarter 1 - PDF

Review Quarter 1 English 11 ~ Lesson 1 - Text as Connected Discourse ~ Text - a Latin word “texere” / mens to weave Discourse - a Latin word “discursus” / denotes conversation speech - used to describe various forms of communication...

Review Quarter 1 English 11 ~ Lesson 1 - Text as Connected Discourse ~ Text - a Latin word “texere” / mens to weave Discourse - a Latin word “discursus” / denotes conversation speech - used to describe various forms of communication - used to analyze language and communication as social phenomena - concepts and insights are arranged in an organized and logical manner Purposes of Discourse: To Inform - shares information through conversations, debates, and other - to gain new perspectives and exchange ideas - can learn new information and develop better understanding of a topic To Persuade - the use of persuasive language, logical reasoning, rhetorical devices, and evidence - presenting an argument in favor of a particular point of view - to illustrate the point and make it more relatable to the audience. (stories/anecdotes) To Entertain - providing interesting topics of conversation or debate. - the use of humor, storytelling, or anecdotes. - providing thought-provoking questions and fresh perspectives on topics. Types of Discourse: Expository Discourse - used to explain, inform, or describe a topic or issue. - based on facts and data, and is usually objective in nature - used in essays, research papers, and other academic writings. Descriptive Discourse - uses language to create a vivid mental image of the topic - used to paint a picture of a person, place, thing, or idea in the reader's mind - typically includes sensory details to create a vivid image. Narrative Discourse - which stories are told, usually through written or spoken language - ideas, events, and experiences are sequenced in a logical and meaningful way - used to tell stories, convey information, and create a sense of purpose Argumentative Discourse - involves making a claim and providing evidence to support it. - present evidence-based arguments in a logical and convincing manner - to persuade an audience to accept a point of view Literary Discourse - focused on creative works such as poetry, short stories, novels, plays, nonfiction. - used strictly for business communication such as letters, and resumes. Academic Discourse - used when communicating ideas between academics in academia - characterized by formal writing, research based evidence, and in-depth analysis Connected Discourse - continuous sequence of sounds forming utterances - conversations in a spoken language - combine sentences are logical and well organized, easy to understand Coherence - unifying element in a text and discourse - how the ideas in a sentence are arranged - connected so that the information or points are properly understood ~ Lesson 2 - Patterns of Development ~ Patterns of Development - the logical arrangement of ideas - helps you follow ideas easily and understand a text better. Writing a Paragraph Effectively: -.Start with a Clear Topic Sentence - Conclude or Transition to the Next Idea - Develop the Idea with Supporting Sentences - Keep it USw: nified and Coherent - Use Transitions for Flow - Be Concise and Focused - Include Specific Examples and Evidence Narration - chronological pattern organizes ideas or events according to time - often used in personal essays, anecdotes, or historical accounts - Sw : about, afterwards, in the meantime, next, before,during, prior to, eventually Description - provides details on the idea by using either a sensory or spatial pattern - arranged based on one or all of the five senses or by location or physical space - Sw : above, across, amidst, near, off, on, around, outside Definition - to develop an idea helps to clarify and explain concepts - explains information through the use of illustrations, examples, and descriptions - Sw : Is defined as, As defined, Means, Refers to, To define, To illustrate Cause & Effect - based on the cause, the reason, and the result or consequences - Sw: because, being that, in view of, one reason, seeing that, therefor, thus Comparison & Contrast - based on how concepts are similar to or different from one another - Sw: in comparison, likewise, however, nonetheless, on the contrary Classification & Division - categories or divisions based on criteria and standards - Sw: another type, classified as, first category, last group Problem-solution - organizes ideas into problems and proposed solutions - Sw: first, nonetheless, one solution is, one way is, the problem, the solution Persuasion - set of evidence leads to a logical conclusion or argument. - presents the issue, the position, and the supporting evidence - Sw: again, consequently, needless to say, obviously, in essence, as a result ~ Lesson 3 - Properties of Written Text ~ Organization - makes a text readable and its message clear - the rhetorical ability to draw attention to all the parts of a composite text - with a defined topic sentence discussed through supporting paragraph Language Use - allows you to capture the message that you want to convey to your readers - choosing the right words that accurately capture your idea - to decide on what particular group of readers the text is directed -Working Language - use of varieties of English not in terms of accent but in terms of purpose - Ex: language of newspapers/advertising, gender language, and adult language Coherence and Cohesion - make your text easier for your readers to follow and understand - Cohesion - connection of ideas to the central concept of a text - Coherence - the relationship of ideas between sentences Achieving Coherence and Cohesion Collocation - words are associated with phrases -adverb + adjective -adjective + noun -Ex: We entered a richly decorated room - Ex: The doctor ordered him to take regular exercise. -noun + noun -noun + verb -Ex: Let's give Mr. Jones a round of applause. - Ex: Snow was falling as our plane took off. -verb + noun -verb + expression with preposition -Ex: The prisoner was hanged for committing murder. - Ex: Their behavior was enough to drive anybody to crime -verb + adverb - Ex: Mary whispered softly in John's ear. Repetition - words or phrases are directly repeated, or synonyms are used. - Ex: Ever since I was a boy, I have been full of dreams. Dreams of leaving my country to go abroad, to make a mysterious East. Substitution - one linguistic term replaced by a shorter one - Personal Pronoun - substitute for noun phrases in the subject or object clauses - Ex: Bill loves the latest gadgets and Bill has two of the latest gadgets - Bill loves the latest gadgets and he has two of the latest gadgets - Auxiliary Verb - as a replacement for verb phrase - Ex: Marie indulges in painting and Zorro indulges in painting, too. - Marie indulges in painting, and Zorro does, too. - So and Not - “So” for a positive clause but “not” for a negative clause - Ex: “We wonder if we need to buy another luggage?. ” Mother said not. - Ellipsis - a part of a sentence is left out. - Ex: The children ate jelly and ice-cream and the adults bread and cheese. - The children ate jelly and the adults, bread and cheese. - Referencing - pronouns are used to make references. - Ex: There are some people who simply never give up. They stick it out through thick and thin. Mechanics - the spellings, punctuations, and capitalizations - ensuring a thoroughly prepared and well-written discourse for effective reading -Capitalization - names of specific people, locations, events, languages, books, songs and the like -Abbreviations - academic and professional titles, degrees, acronyms, times, and dates -Punctuation marks - used to signal the type of statements -Word spelling - A well-written text contains no misspelled word/s. ~ Lesson 4 - Proofreaders’ Marks ~ Grammar / Wrong Spelling ~ Lesson 5 - Selecting and Organizing Information ~ Brainstorming - a group creativity technique - gathering a list of ideas spontaneously contributed by its members - efforts are made to find a conclusion for a specific problem Tips of Mark Nichol: - Cubing - topic is examined by assessing its nature - Free Writing - keeping on writing regardless of errors - Listing - listing down ideas what comes to your mind - Mapping - graphic form of connecting ideas Graphic Organizer - communication tool that uses visual symbols - Concept Maps - graphically illustrate relationships between two or more concepts - Web - how different categories of information relate one another - Mindi Maps - visual representations of hierarchical information - Flow Diagram / Sequence Chart- a series of steps or events in the order - Venn Diagram - identify similarities and differences - Organizational Chart - structure of an organization - Pie Chart - circular / illustrate a numerical proportion - Graph - a collection of all points to satisfy a given relation Outlining - display the arrangement of your content - Topic Outline - demonstrates how information is presented in writing (words / phrases only) - broken into two parts: headings and subheadings - Sentence Outline - same function as topic outlines - states the main and secondary ideas in complete sentences  Review Quarter 1 Research 11 ~ Lesson 1 - Bullet Points in Research ~ Research - a systematic and organized inquiry aimed at discovering new knowledge, establishing facts, - and reaching new conclusion Characteristics of Research Systematic Process - follows a structured approach such as identifying a problem, hypothesis, conclusion, and etc Objective and Unbiased - conducting their work objectively, minimizing a personal bias Replicability - methods and procedures are documented in detail Empirical Evidence - relies on observed and measured phenomena / knowledge from experience Purposes of Research Exploration- to investigate an area where little information exist Description - to detail characteristics or functions of a phenoma Explanation - to understand causes and effects. Prediction - to forecast future occurrences based on current data. Application - to develop practical solutions to problems. Evaluation - to assess the effectiveness of programs, processes, products Types of Research Basic (Pure) Research - aimed at expanding fundamental knowledge Applied Research - focuses on practical applications and solving specific problems Quantitative Research - involves numerical data and statistical analysis. Qualitative Research - involves non-numerical data like interviews, observation and other experiences Mixed-Methods Research - combines both quantitative and qualitative approaches. Social Science Research Areas Social Science Research - focused on understanding human behavior, societies, and the various factors - Sociology - study of social behavior, institutions, and structures - Psychology - focuses on individual behavior and mental processes - Anthropology - study of human cultures and societies, both past and present - Political Science - analyzes political systems, behavior, and institutions - Economics - examines how resources are produced, distributed, and consumed - Education - investigates teaching methods, educational systems, and learning outcomes - Geography - studies the spatial aspects of human existence (interactions) Criteria for Research Problem Sources of Research Problem F - Feasibility E - Experience I - Interest L - Literature R - Research Ability I - Issues E - Ethics T - Theory S - Significance E - External Sources Independent Variable - variable that the researcher manipulates or changes effects Dependent Variable - variable that is measured or observed / expected to change Controlled Variable - variable that are not manipulated / compared to variables being tested Conceptual Definition - provides the theoretical meaning of a variable Operational Definition - specifies how a variable will be measured or manipulated Scope - refers to the range of the research project and the study Limitations - define the boundaries of the project Delimitation - refers to the specific aspects that the study will focus on Related Literature - refers to theoretical and conceptual frameworks, theories, and information - includes existing knowledge, concepts, models, and theories Related Studies - refer to empirical research that has been conducted on similar topics / methods - include research findings, methodologies, and results Sampling Methods - used to select a subset (sample) from a larger population - to ensure that the findings are accurate and generalizable to the entire population -Probability Sampling - each member of the population has a known, non-zero chance of being selected Simple Random Sampling Systematic Random Sampling - selection of subset of a population - random starting point is selected - equal chance of being selected - every kth member of population is selected k=N/n N = population size n = sample size Stratified Random Sampling Cluster Random Sampling - population is divided into subgroups / strata - population is divided into clusters - sample are drawn from each subgroup - chosen cluster are included in the sample -Non-Probability Sampling - not every member of the population has a chance of being selected - used when probability sampling is not feasible Convenience Sampling Judgemental Sampling Snowball Sampling - samples are selected based - samples are selected based on - existing study recruit future on ease of access the researcher's judgment subjects from their acquaintances  Review Quarter 1 Humanities 11 ~ Lesson 1.1 - Western Philosophy ~ Origin of Philosophy - “Love of Wisdom” -Philos - Love Sophia - Wisdom Western Philosophy - uncovering the truth through systematic argumentation and theory. Eristic - argumentation style which aimed to win arguments rather than truth -For a Greek to claim himself as a wise and learned person, he must know a lot of things from various disciplines. -The first philosophers of Ancient Greece were primarily occupied with the study of nature and the universe. Pre-Socratics - the first philosophers Sophists - emerged after the Pre-Socratics - excellent public speakers and they travel through Greece - teaching young people a wide array of subjects. Thales - the Father of Western Philosophy - earliest philosopher to inquire about the world Notable Ancient Greek Philosophers Thales (624-546 BCE) Anaximander (610-546 BCE) - believed that the ultimate - viewed all things to be created and composition of all things is water. emerged from apeiron - the Father of Western Philosophy - Apeiron - boundless and indefinite realm Anaximenes (586-528 BCE) Pythagoras (570-495 BCE) - air makes up all things and that - formulation of the Pythagorean theorem different elements and substances - everything comes up with calculations merely different phases of air. - souls was buried in body like tombs Heraclitus (535-475 BCE) Democritus (460-370 BCE) - for him, change is a permanent aspect - first to propose that matter is composed of the human condition - of tiny particles called atoms - world is constantly in flux - studied causes of natural phenomenon. Diogenes of Sinope (412-323 BCE) Epicurus (341-270 BCE) - guiding principle (shame private = public) - pleasures of the mind instead of the body. - labeled mad for acting against convention - continuous indulgence in bodily pleasure - conventions lack reason (middle finger) often leads to dissatisfaction. Socrates (470-399 BCE) Plato (427-347 BCE) - credited with devising an inquiry method - theory of forms - everything that exists is - involves a series of questions that let the based on the idea or template that can only learner analyze his knowledge be perceived in the mind (founded Academy) Aristotle (384-322 BCE) Archimedes (287-212 BCE) - opposed the theory of forms (founded Lyceum) - known for the practical aspects of his - all ideas are based on perception, and reality philosophical inquiries is based on what we can sense and perceive. - a leading scientist in ancient times. Western Philosophy School of Thought Stoicism - emphasis on morality, virtue, calm, and emotional fortitude Ancient Rome Scholasticism - application of philosophy to define and explain religious doctrines Medieval Period Humanism - emphasis on the human person; Renaissance - to understand society, nature, and humanity Rationalism - reason and logic are considered the basis of knowledge and belief The Enlightenment - man has innate knowledge; can be accessed through intuition or deduction Empiricism - knowledge is gained through the senses and experience - reliance on inductive reasoning to arrive at generalizations Social and Political - the ideal human situation and society Philosophy - emphasis on individual rights and liberties Positivism - relationship between things and the laws of science - knowledge is based on observable phenomena Utilitarianism - action is morally right if it produces the greatest good for the greatest number of people. Pragmatism - emphasis on the practical use of knowledge and ideas 20th century Existentialism - human experience is defined by the views, emotions, and actions of the individual. Phenomenology - experience is studied based on the subjective viewpoint of the individual. Absurdism - man will never understand the human condition or the meaning of life. Postmodernism / - analysis on how knowledge, ideas, and power relations are defined Post-culturalism ~ Lesson 1.2 - Eastern Philosophy ~ Eastern Philosophy - schools of thought that are often closely tied to religious beliefs - goal is to achieve a balanced life and find one’s role in society. Eastern Philosophers - often described as “wisdom” literature. -There is great emphasis on social relations, and the family and community are considered central aspects of life. -There are two classifications: theistic and nontheistic philosophies. Judaism (Israel, the Levant) (ca. 2000 BCE) Hinduism (India, South Asia) (ca. 1500 BCE) -belief in one God (monotheism), -Belief in a pantheon of gods, -who has a role in the ultimate destiny of mankind with three main gods— Brahma, Shiva, and Vishnu -the Jewish people are God's chosen people. -Samsara - cycle of birth and rebirth -observance of God's commandments -Moksha - achieves ultimate union with Divine will result in rewards. -Dharma - fulfillment of duties and behavior -God's laws as revealed in the sacred scriptures -Karma - individual actions contribute to either a will lead to wisdom. good or bad effect Shinto (Japan) (ca. 600 BCE) Jainism (India) (ca. 600-500 BCE) -animistic religion influenced by Japanese -rejects the idea of a Creator and considers the myths and traditions. universe as eternal and unceasing -material and spiritual worlds are closely connected -Wisdom is developed through five main vows -mankind and the world are essentially good and pure - Vows-ahimsa (non-violence) -harmony and balance are essential in - Asteya (honesty) - Satya (truth), maintaining purity. - Aparigraha (piety) - Brahmacharya (chastity) Buddhism (South/east Asia) (ca. 400 BCE) Confucianism (East Asia) (ca. 400 BCE) -Shares a number of main beliefs (samsara, -Contemplation of the order of things has the dharma, moksha) with Hinduism. potential to transform oneself. -The Four Noble Truths -worldly existence as -Human relationships are based on mutual imperfect and influenced by earthly desires obligations and suffering (dukkha); - individuals should perform their - to rid oneself of desire and achieve liberation from intended roles and contribute to social order. suffering, Major branches: Theravada and Mahayana Buddhism Taoism (East Asia) (ca. 200 BCE) Islam (West Asia) (ca. 610 CE) -Emphasis on the unity and harmony among -Belief in one God (Allah); opposing elements (yin and yang) -The Five Pillars - testament of faith (shahada) -individuals must seek to understand and act in - fasting during the month of Ramadan (sawm) accordance with the natural order. - alms-giving (zakat) - daily prayers (salat) - pilgrimage to the holy city of Mecca (hajj). Sikhism (India) (ca. 1440 CE) - all Muslims are members of a community (ummah) -Meditation - Man to communicates with God -Major Branches: Sunni Islam and Shia Islam. -Man ultimate destiny is union with the Divine -Believers must devote themselves to selfless service and action. -God is believed to have created the universe and is present everywhere and in everything. Framework - defined as a way of thinking about the world - composed of the views and beliefs of a person. Internal Questions - questions dealing with our own correctness and values External Questions - question the very frameworks upon which people base their own beliefs and views. Philosophy - can also be thought of as an examination of a particular area of knowledge Aesthetics - deals with beauty and what makes things "beautiful" Ethics - deals with moral questions, dilemmas, and standards for human behavior Logic - deals with correct reasoning Political Philosophy - justice, power, the rights and obligations of citizens, and right governance Epistemology - nature of knowledge and knowing Metaphysics - questions regarding the nature of reality and existence Why do we need to philosophize? -Sense of Wonder by plato -To Doubt by Rene Descartes -Because of Experience by Karl Jaspers ~ Lesson 2 - Doing Philosophy ~ Reality - the state of existence / understand what is real and everything in it - Concrete Reality - things that physically exists - Abstract Reality - do not physically exists - Metaphysics - questions regarding the nature of reality - Ontology - focuses on the classification of existing things Certainty - How do we know what we know? Are the things that we know true? Certainty - perfect knowledge that is free from error or doubt - Rationalism - a priori knowledge or based on pure reasoning - Empiricism - posteriori knowledge or knowledge from experience - Skepticism - understanding reality, thus all knowledge is uncertain Causality - What is the ultimate cause and purpose of all things ? ”Free” choice and action? - relates to the causes of events and phenomena - Purpose - refers to the reason for a thing' s existence / ultimate cause - Agency - capacity of man to govern or control his actions - Determinism - each are determined by set of specific events that are causally related - Destiny - a predetermined course of events leading to a specific outcome or future - Etiology - dealing with studies on causality - Teleology - dealing with questions on purpose Ethics - How should one live his own life ? What is the right course of action to face problems? - standards of right and wrong / define human behavior - Moral Philosophy - guidelines that will govern the decisions and actions of people. ~ Lesson 3 - Tools and Problem Solving Devices ~ Philosophical Inquiry - employs many methods depending on the topic of inquiry Steps and Tools Used By Philosophers: -Systematic Doubt - employ a skeptical attitude in looking at ideas, events, or things. -Argument - engage in discussion, discourse, and debate over their ideas. -Dialectic - ideas and perspectives are analyzed / new ideas and views are formulated Problem-Solving Devices: -Socratic Method - formulating a series of questions to analyze its various aspects -Axioms - convey certain assumptions in a philosophical discussion -Occam’s Razor - simplest one with the fewest unnecessary assumptions -Formal Logic - use of syllogisms or presentation of logical arguments -Allegory - imagined scenarios used to illustrate a problem or describe a theory ~ Lesson 4 - Determining the Truth ~ Concept of Truth - rooted in an ancient greek philosophy’s concept of knowledge as: - Justified - true things can be known - True - something is true because you believe it to be true - Belief - there is justification for such a belief -Correspondence Theory - something is true if it corresponds to reality -Coherence Theory - true if it makes sense when placed in a certain situation or context -Relativism - contends that there are no absolute truths -Constructivism - knowledge is shaped by social forces and influenced by culture and history -Consensus Theory - true if almost everyone agrees that it is true (agreement / scientific claims) -Pragmatic Theory - true if we can put it into practice / continually tested -Verificationism - ideas must be verified using the senses or experience Fallacies - errors in reasoning which may be intentional -Ad Hominem - attacking the person instead of the argument itself -Appeal to Force - using the threat of force or an undesirable event -Appeal to Emotion - using emotions such as pity or sympathy -Appeal to the Popular - the idea is presented as acceptable because a lot of people accept it -Appeal to Tradition - idea is acceptable because it has been true for a long time -Begging the Question - assuming the thing or idea to be proven is true (circular argument) -Cause-and-Effect - assuming a "cause-and-effect" relationship between unrelated events -Fallacy of Composition - assuming that what is true for a part is true for the whole -Fallacy of Division - assuming that what is true for the whole is true for its parts Facts - truths that are verifiable / do not easily change Opinions - the most subjective / may express certain beliefs and views. - may express bias Bias - not necessarily errors in reasoning - refer to tendencies or influences that affect people’s views -Correspondence Bias - also known as attribution effect - judge a person's personality by his actions, without regard for external factors -Confirmation Bias - to accept information that fits with one's own beliefs - to reject ideas or views that go against it -Framing - focusing on a certain aspect of a problem while ignoring other aspects -Hindsight - the tendency to see past events as predictable / a pattern to historical events -Conflict of Interest - a person or group is connected to or has a vested interest in the issue -Cultural Bias - analyzing an event or issue based on one's cultural standards Holistic - views things in its entirety the whole is more than the sum of its parts Partial - views things based on the parts of a whole  Review Quarter 1 Chemistry 11 ~ Lesson 1 - Inorganic Compounds ~ Metals - elements on the left side / positive charge Non Metals - elements on the right side / negative charge Metalloids - red part / both charge Group Name Ion Charge Hydrogen / Alkali Metals 1+ Alkaline Metals 2+ Boron Family 3+ Carbon Family 4± Nitrogen Family (Pnictogens) 3- Oxygen Family (Chalcogen) 2- Halogen Family (Fluorine) 1- Anion - atom that gains electron becomes the anion (ex: -2) Cation- the atom that loses electron forms the cation (ex:+2) “Granted that metals lose electrons as they ionize, and nonmetals must receive all these lost electrons. Ionic Bonding - defined as the transfer of electron from a metallic atom to a nonmetallic atom. Naming Binary Compounds: Type II Binary Compounds Type I Binary Compounds Stock Method Classical Method -Just copy the first element (metals) -Just copy the first element -Derive the first element in its -For the 2nd element, cut the and its ion charge (metals) Latin word and add -ous or -ic name of the element and add -2nd element, cut and add -2nd element, cut and add ‘-ide’ (nonmetals) add ‘-ide’ (nonmetals) add ‘-ide’ (nonmetals) -Ex: NaCl → Sodium Chloride -Ex: CuCl2 →Copper (II) Chloride -Ex: CuCl2 →Cuprous Chloride Covalent Bonding - occurs when the atoms compound have similar tendency to gain electrons - commonly exist between two bonded nonmetals. Naming Covalent Compounds: -use the prefix system for the first element (mono is not included) -for the 2nd element, use the prefix system and replace the last with “-ide” Naming Acids: - an acid is a molecular compound that contains one or more hydrogen atoms Hydracids - Acid In Pure State Acid Name -Copy the Word “Hydrogen” -Write the word “hydro-” -2nd element, cut and add -Cut the first element and add “-ic” add ‘-ide’ (nonmetals) -Add “acid” as the 2nd word -Ex: HCl → Hydrogen Chloride -Ex: HCl → Hydrochloric Acid Oxyacids - Acid In Pure State Acid Name -Copy the Word “Hydrogen” -For 1st word, cut and identify the polyatomic ion -2nd element, copy the name -If “ate” then replace it with “ic” and “ite” is to “ous” of the polyatomic -Add “acid” as the 2nd word -Ex: H2CO3 → Hydrogen Carbonate -Ex: H2CO3 → Carbonic Acid ~ Lesson 2 - Organic Compounds ~ Hydrocarbons - compounds that contains only carbon and hydrogen - the simplest organic compounds -Saturated - contains only single bonds between carbon atoms -Unsaturated - contain double or triple bonds between carbon atoms -Aromatic - contain benzene rings or similar features Formula of Hydrocarbons: Alkanes Alkenes Alkynes Cn H2n + 2 Cn H2n Cn H2n - 2 Alkenes - having C-C and C-H single bonds - Acyclic Alkenes - chains of carbon atoms but no rings - Cycloalkenes - carbons joined one or more rings Condition Acyclic Alkanes: ConditionCycloalkenes: -find the longest continuous chain -find the longest continuous chain -closest to a branch -start from a branch (alphabetically arrange) -if equidistant, alphabetically close -go to a nearest branch -if equidistant, go to closest alphabetical Naming Acyclic Alkanes: Naming Cycloalkenes: Branch - location + “-” + prefix + alkyl groups Branch - location + “-” + prefix + alkyl group - Ex: 2-methyl or 2,3-diethyl - Ex: 2-methyl or 2,3-diethyl Parent - parent name + “ane” Parent - parent name + “ane” - Ex: hexane or octane - Ex: hexane or octane Final - Alphabetic Branch + Parent Final - Alphabetic Branch + “cyclo” + Parent - Ex: 2,3-diethyl-2- methylhexane - Ex: 2,3-diethyl-2- methylcyclohexane Isomers - two different compounds with the same molecular formula Alkenes - compounds that contain a carbon-carbon double bond -ene - suffix of Alkenes Alkynes - compounds that contain a carbon-carbon triple bond -yne - suffix of Alkynes Condition Acyclic Alke/ynes: Condition Cycloalke/ynes: -find the longest continuous chain -find the longest continuous chain -ignore branch, closest double/triple bond -ignore branch, start at double/triple bond -if equidistant and no more bond, go to -go to closest double/triple bond alphabetically close branch -if equidistant or no more bond, go to closest majority branch (not alphabetical) Naming Acyclic Alke/ynes: Naming Cycloalke/ynes: Branch - location + “-” + prefix + alkyl groups Branch - location + “-” + prefix + alkyl groups - Ex: 2-methyl or 2,3-diethyl - Ex: 2-methyl or 2,3-diethyl Parent - parent name + “-” + location “-” + suffix Parent - parent name + “-” + location “-” + suffix - Ex: hex-1-ene or hex-1,2,3-triene - Ex: hex-1-ene or hex-1,2,3-triene Final - Alphabetic Branch + Parent Final - Alphabetic Branch + “cyclo” + Parent - Ex: 2- methylhex-1-ene - Ex: 2,3-diethyl-2- methylcyclohex-1,2,3-triene Skeletal Structure - shorthand representations containing both rings and chains of atoms Condensed Structure - used for compound having a chain of atoms bonded together