Beruflich Dokumente
Kultur Dokumente
Richard A. Kjonaas
Indiana State University, Terre Haute, IN 47809
Bernie A. Riedford
Mt. Vernon Senior High School, Mt. Vernon, IN 47620
Because of modern instrumentation, most of the classical
wet tests used for organicqualitative analysis no longer have
any value in chemical research and quality control. Some of
them do, however, continue t o serve as valuable tools for
teaching organic functional group reactivity in sophomore
organic and allied health chemistry. One very well known
example, the Lucas test,' distinguishes between primary,
secondary, and tertiary ( l o ,ZO, and 3') alcohols, and demonstrates the relative ease of lo,ZO,and 3' carhocation formation. Even thouah the Lucas test is venr easv to undersand
and perfurm,.st;dentsoften fail t o r e p o ~ a p & i t i v etest with
Z0 alcoholn. This observation holds true when using either a
macro- or microscale procedure. Furthermore, lab manuals
are unclear in defininr! the range of alcohols for which the
test is applicable. Theoriginal paper by Lucas is not of much
help because it is based upon so few examples. In an effort to
optimize its reliability for the teaching laboratory, we have
undertaken a study of the Lucas test and our observations
are reported herein.
T o review the Lucas test briefly, an unknown alcohol is
treated with several volumes of Lucas reagent (ZnCls and
concentrated hydrochloric acid in a 1:l molar ratio). As
shown in the equation below, this reagent transforms the
alcohol into an alkyl chloride.
ROH + HCl-
RCL
+ H,O
'
704
Experimental
Pasteur pipets C'disposahle pipets") were used for dispensing
drops of the Lucas reagent and all of the alcohols except neopentyl
alcohol, which is a solid at room temperature. The Lucas reagent
wasprepared by dissolving 1.00 mol(136 g, Fisher certified ACS) of
zinc chloride in 1.M) ma1 (100 g or 84.0 mL, Fisher reagent ACS) of
concentrated hydrochloric acid with cooling. In performing the Lucas test, the alcohol (1,2,3, or 4 drops) and reagent (10 drops) were
placed into a 13 mm X 100 mm test tube followed immediately by
vigorous swirling of the test tube for about 3 to 5 s to mix the
contents and then setting it aside. The amount of time between the
initial addition and the first appearance of a definite eloudineas was
taken as the test time. The temperatureof the room and test materiala was closely held at either 20 'C or 25 "C. When necessary to
distinguish between insolubility and a very fast reaction, the cloudy
test mixture was immediately centrifuged,and the organic layer was
withdrawn with a Pasteur pipet and analyzed hy IR and NMR
spectroscopy and hy gas chromatography.
Cost, @/go
memano1
PRIh4ARYALCOhwLS
ethanol
1-propanol
2-methyl-lpropanol
2,2dime~yl-l-propanol
l-butanol
2-methyl-1-butanol
3-melhyl-l-butanol
22dimelhyl-l-butan01
1-pentanal
3.3dlmeMyC1-butanol
2.3dlmelhyI-1-butand
2-melhyl-l-pamano1
24h+l-bulanol
4-melhyl-l-pentan01
3-melhyl-l-pantand
l-hexanol
78
97
10s
113(mp = 52 'C)
117
129
132
1
1
2
45
1
1
2
ERTIARY ALCOHOLS
2-melhyl-2-pmpanol
2-melhyl-2-butanol
2.3dlmelhyl-2-butand
2-melhyl-2-pentanol
3-methyl-3-pentanol
Ignoring sterecl~somar~sm.
,-"
,,
least 97%
pure
Table 2. Lucaa Test TImm ol Cyclownlanol, Cyclohexanol, and All 11. ol the Secondary C , J i 2 d r 0 ( n 5 6) Alcohols wlth 10 Drops ol
Alcohol
Boiling
Order of
Point, "C
Additionb
A to R
R to A
l(20 'C)
3.0
A to R
R to A
A to R
R to A
A to R
R to A
AIoR
R to A
AIoR
0.5
0.5
1.3
Cost.Q/g
1.0
1.0
0.25
0.25
0.25
0.3
0.5
0.75
0.25
0.2
0.1
0.1
0.1
0.1
1.3
0.5
0.7
0.2
0.2
RIoA
RtoA
AtoR
R to A
A to R
R to A
AtoR
R to A
q25 ' C )
15
20
-L
AtoR
R to A
A to R
RtoA
A to R
Test Time.'Minutes
Drops of Alcohol (TempraNre.OC)
l(25 ' C )
2(25 OC)
3(25 'C)
0.2
0.25
1
0.25
0.2
0.3
0.5
0.5
0.15
0.15
'Ign~ring~ t e r B O i m r i S m .
'"A tow means mat the alcohol was added to ma reagent: "R M A" means that the reagent was added to the alcohol.
<mgamount of time between me initial addition and the first appearance of a definite cloudinem.
M the best 1990 orics in ousntities of 2 ka or less of at least 97% owe matwial.
' I many of Vlese #sopropy1abahoi runs, no claudines appeared at all.
Table 2 eives the 2' alcohol test times that were obtained
by alteringthree variables: temperaure, reagentlalcohol volume ratio, and order of addition. The data shows that (1) a 5
OC drop in temperature can give as much as a threefold
increase in the test time, (2) using more alcohol per given
amount of reagent leads to longer test times, and (3) thk test
times are often longer when the reagent is added to the
alcohol rather than when the alcohol is added to the reagent.
A fourth variable that affects the test times but that is not
reflected in the table is the extent of mixing. No matter what
the order of addition, extensive mixing can lead to longer
test times. As would he expected then, swirling a just barely
cloudy test mixture will, in some cases, cause i t to clear up
and then..uDon sittine.
For consistencv
-.become cloudvaeain.
in this study, the test mixtures weremixed by swirlingvigorouslv for about 3 to 5 s and were then olaced in a test tube
rack and allowed to sit until cloudy. A little more initial
swirline. such as 10 to 15 s. usually has verv little effect on
the tesitimes; i t is additional swiriing sometime during the
waitin2 ueriod that, in some cases, substantially delays the
appearance of cloudiness. Continuous swirling "ntil duudy
has little effect on some alcohols hut with others, especially
some of the low-molecular-weight alcohols as well L& those
with long test times, i t can cause the cloudiness virtually
never t o appear. The reason for the increase in test time
when using a smaller reagent/alcohol volume ratio might be
due to the ability of the alcohol to dissolve the alkyl chloride
as i t forms. In fact, a cloudy test mixturecan often becleared
up by adding another drop or twoof the alcohol being tested.
The reasons for the order of addition effect and the mixing
effect are not as easy to e ~ p l a i n . ~
&
In light of all this, one can easily see some reasons why the
test so often fails with 2- alcohols. For example, some students might use "a little extra" alcohol thinking that, if
anything, this should cause the test to work better! Some
instructors may want to caution students about this and
about additional swirling; others may choose rn let the studentv pay the consequences of not followingdirections. Even
if the students do follow the directions, some lab manuals
provide procedures that, because of the reagentlalcohol volume ratio, are likely to fail or, in some cases, certain t o fail.
Also, students might be using larger than desired amounts of
alcohol simnlv because some medicine dronoers deliver lareer drops t h k o t h e r s . The instructor can &imize the nu;her of failed tests bv havine the students use a Lucas test
procedure that giveaveryshGrt test times and then by citing
an expected test time that is long enough to accommodate
The reaaentlalmhol
and the temaereture
effect
were- - - ratio
~
.effect
. -~-~
. .-~~
both very b k i y mentioned in the original paper by Lucas, out the
order 01 addition effect and the extent of mixing effect were not. The
extent of mixing effect might be due, at least in part, to a loss of aikyl
chloride from the test mixture: i.e.. increased agitation might encourage alkyl chloride volatilization. It could also be a ramiflcation of the
reagentlalcohol ratio effect;i.e., areas of low alcohol concentration
that result from inefficientmixina miaht auicklv.~~~~
become cloudv.
, The
order
of addition
effect miaht~~~.
be. to some extent. an examale of
.
-~~
- the
mixing effect. However, that would not explain the observation that
when 4 drops of 3.3dlmethyl-2-butanol are added to 10 drops of
reagent followed by continuous and vigorous swirling until cloudy, the
testtime is increased tooniy about 3 min ratherthan to 8 min, which is
the test time that is obtained when 10 drops of reagent are added to 4
drops of the alcohol with 3 to 5 s of mixing.
~
~~
7 -
~~
705
~~~
708
~.~
~
~~
~~~~
~~~