Objectives (5 - 7 minutes)

1. Understand the structure and properties of amides: The main objective is for students to understand the molecular structure of amides and their properties, such as the ability to form hydrogen bonds and their polarity. This will allow them to identify amides in organic compounds and understand their role in organic chemistry.

2. Learn the systematic nomenclature of amides: Students should be able to name amides systematically and correctly. This involves understanding the nomenclature rules, including identifying the main chain, selecting appropriate prefixes and suffixes, and numbering the carbon atoms.

3. Differentiate amides from other organic compounds: Students should be able to distinguish amides from other organic compounds, such as amines and carboxylic acids. This requires a clear understanding of the structures and properties of these different types of compounds.

Secondary Objectives:

• Apply knowledge to practical problems: Students should be able to apply their knowledge of amide nomenclature to solve practical problems, such as identifying an amide in a chemical formula or naming an amide from its structure.

• Develop critical thinking and problem-solving skills: Throughout the lesson, students will be encouraged to think critically and solve problems related to amide nomenclature. This will help strengthen their critical thinking and problem-solving skills, which are important skills in chemistry and many other disciplines.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the lesson by quickly reviewing the basic concepts of organic chemistry, especially the main classes of organic compounds (hydrocarbons, alcohols, amines, aldehydes, ketones, carboxylic acids, and esters). This is essential for students to understand the difference between amides and other organic compounds.

2. Problem situation: The teacher can propose two problem situations to motivate students and spark their interest in the topic:

   • "Imagine you are working in a research laboratory and need to identify an unknown compound found in a sample. The only information you have is that the compound is an amide. How would you proceed to identify and correctly name this compound?"

   • "Imagine you are a forensic chemist and have been tasked with analyzing a sample of human tissue. You suspect that the sample may contain a specific amide that is associated with certain health conditions. How would you go about identifying and confirming the presence of this amide in the sample?"

3. Contextualization: The teacher should then contextualize the importance of amides, explaining that they are found in many natural compounds, including proteins and peptides, which are essential for life. In addition, amides have a wide range of industrial applications, such as solvents, chemical intermediates, and even in medications.

4. Capturing students' attention: To capture students' attention, the teacher can share some interesting facts or applications about amides:

   • "Did you know that caffeine, one of the most consumed stimulants in the world, is actually an amide? It is found in many beverages, such as coffee, tea, and soft drinks, and in certain foods, such as chocolate."

   • "Amides are also used in the fashion industry! Nylon, one of the first synthetic polymers, is made of amides. Nylon is widely used in the manufacturing of clothing, stockings, ropes, and even in automotive and aerospace parts."

Development (20 - 25 minutes)

1. Theory - Amide Nomenclature (7 - 10 minutes):

   1.1 General rules of organic nomenclature: The teacher should start explaining amide nomenclature by reviewing the general rules of organic nomenclature, such as identifying the main chain, numbering carbon atoms, and selecting appropriate prefixes and suffixes.

   1.2 Identification of amide in the formula: Next, students should learn how to identify the presence of an amide in a chemical formula. The teacher should explain that the amide is identified by the presence of a carbonyl functional group (C=O) bonded to a nitrogen atom (N), which in turn is bonded to an alkyl group (R).

   1.3 Naming simple amides: The teacher should then teach how to name simple amides, which are amides where the alkyl group is a hydrogen (R = H). They should emphasize that the name of the amide is derived from the name of the corresponding carboxylic acid, replacing the suffix "-ic" with "-amide". For example, acetic acid gives rise to acetamide.

   1.4 Naming substituted amides: Next, the teacher should explain how to name substituted amides, which are amides where the alkyl group is replaced by another group. They should show that, in these cases, the substituent group is considered a branch and is indicated by the corresponding prefix. For example, N-methylpropionamide is an amide in which the methyl group replaces a hydrogen on the nitrogen atom.

2. Practice - Nomenclature Exercises (7 - 10 minutes):

   2.1 Exercises on naming simple amides: The teacher should propose some exercises on naming simple amides so that students can practice what they have learned. They should provide the structural formula of the amide and ask students to name it. For example, the teacher can show the formula of propionamide (CH3CH2CO-NH2) and ask students to name it.

   2.2 Exercises on naming substituted amides: Next, the teacher should propose some exercises on naming substituted amides. They should provide the structural formula of the amide and the name of the substituent group and ask students to name it. For example, the teacher can show the formula of N-methylacetamide (CH3C(O)NHCH3) and ask students to name it.

3. Theory - Differentiation between amides, carboxylic acids, and amines (3 - 5 minutes):

   3.1 Structural differences: The teacher should explain the structural differences between amides, carboxylic acids, and amines. They should emphasize that while amides have the carbonyl functional group (C=O) bonded to a nitrogen atom (N), carboxylic acids have the carbonyl functional group (C=O) bonded to a hydroxyl group (OH) and amines have the amino functional group (NH2).

   3.2 Differences in properties: The teacher should explain that amides, carboxylic acids, and amines have different chemical and physical properties due to differences in their structures. For example, amides have higher melting and boiling points than hydrocarbons and amines, due to the ability to form hydrogen bonds between molecules.

4. Practice - Differentiation Problems (3 - 5 minutes):

   4.1 Differentiation problems between amides, carboxylic acids, and amines: The teacher should propose some differentiation problems between amides, carboxylic acids, and amines so that students can apply what they have learned. They should provide the structural formula of a compound and ask students to identify if it is an amide, a carboxylic acid, or an amine. For example, the teacher can show the formula of the compound (CH3CH2CO-NH2) and ask students to identify if it is an amide, a carboxylic acid, or an amine.

Return (8 - 10 minutes)

1. Review and Reflection (3 - 4 minutes): 1.1 Recap of key points: The teacher should review the main points covered in the lesson, reinforcing the structure of amides, their properties, systematic nomenclature, and differentiation between amides, carboxylic acids, and amines. This will help students consolidate what they have learned and remember the most important points.

   1.2 Discussion on problem situations: The teacher should revisit the problem situations presented in the Introduction and discuss how students could solve them now, with the knowledge acquired. This will allow students to see how the theory presented in the lesson can be applied in practice to solve real problems.

   1.3 Reflection on the importance of amides: The teacher should lead a brief reflection on the importance of amides, highlighting their various applications in everyday life and industry. This will help students realize the relevance of what they have learned and understand how organic chemistry is present in many aspects of their lives.

2. Connection to the Real World (2 - 3 minutes): 2.1 Practical applications: The teacher should discuss some practical applications of what was learned, such as the use of amides in the production of medications, plastics, and textiles. This will help students see how knowledge of organic chemistry can be useful in their lives and in their potential careers.

   2.2 Relevance to other disciplines: The teacher should highlight how knowledge of organic chemistry, and specifically of amides, is connected to other disciplines, such as biology, medicine, and materials engineering. This will help students realize the interdisciplinarity of knowledge and the importance of learning in an integrated way.

3. Self-assessment and Next Steps (3 - 4 minutes): 3.1 Verification questions: The teacher should propose some verification questions so that students can assess their own learning. These questions should cover the main concepts and skills presented in the lesson, such as the structure of amides, their nomenclature, and the differentiation between amides, carboxylic acids, and amines.

   3.2 Reflection on the lesson: The teacher should ask students to individually reflect on what they considered the most important point of the lesson and the biggest difficulty encountered. This reflection will allow students to identify their learning gaps and the teacher to plan future lessons to address these difficulties.

   3.3 Preparation for the next lesson: Finally, the teacher should inform students about the topic of the next lesson and suggest some preparation activities, such as reading a chapter from the textbook or solving some extra exercises. This will help students prepare for the next lesson and consolidate what they have learned.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): 1.1 Review of concepts: The teacher should summarize the main concepts covered during the lesson. This includes the structure of amides, their properties, systematic nomenclature, and differentiation between amides, carboxylic acids, and amines. This review will help consolidate students' learning and recall the most important points.

   1.2 Connection between theory and practice: The teacher should emphasize how the lesson connected theory, through the presentation of concepts, with practice, through the resolution of exercises and problems. This will allow students to see the relevance of what they have learned and understand how they can apply this knowledge in real situations.

   1.3 Relevance of the contents: Finally, the teacher should highlight the importance of the contents learned, not only for the discipline of chemistry but also for other areas of knowledge and everyday life. This will help students realize the relevance of what they have learned and appreciate chemistry as a useful and interesting science.

2. Extra Materials (1 - 2 minutes): 2.1 Recommendation of readings: The teacher should suggest some extra materials for students who wish to deepen their knowledge on the topic. This may include chapters from textbooks, scientific articles, educational videos online, and websites specialized in organic chemistry.

   2.2 List of exercises: The teacher should also provide students with a list of additional exercises so they can practice what they have learned. These exercises should cover the main aspects of amide nomenclature and the differentiation between amides, carboxylic acids, and amines.

3. Practical Applications (1 - 2 minutes): 3.1 Relevance in everyday life: The teacher should highlight some practical applications of the contents learned, showing how knowledge about amides can be useful in everyday situations. For example, the ability to identify and name amides can be useful to understand the composition of certain chemicals or medications.

   3.2 Relevance to the profession: The teacher should also mention some careers or professions that can benefit from knowledge about amides, such as forensic chemistry, biochemistry, pharmacy, and materials engineering. This can help motivate students and show the relevance of what they are learning for possible future careers.

4. Closure (1 minute): 4.1 Final motivation: Finally, the teacher should end the lesson by reinforcing the importance of continuous learning effort and curiosity for science. Students should be reminded that, although the lesson has ended, learning should not stop, and they are encouraged to continue exploring the fascinating world of amides and organic chemistry.