Objectives (5 - 7 minutes)

1. Understanding the nomenclature of hydrocarbons: Students should be able to understand and apply the basic rules of hydrocarbon nomenclature, distinguishing between alkanes, alkenes, and alkynes. This includes understanding IUPAC rules and the ability to name and identify hydrocarbon structures.

2. Identification of bond types in hydrocarbons: Students should be able to identify whether a hydrocarbon has single, double, or triple bonds. This involves interpreting molecular structures and applying the concept of hybridization.

3. Practical application of acquired knowledge: Students should be able to apply what they have learned about hydrocarbon nomenclature and bonds to solve practical problems and questions. This may include solving exercises and formulating molecular structures from the name of the hydrocarbon.

   • Secondary objectives:

     • Development of research skills: Students should be encouraged to seek complementary information on the subject, enhancing their research and self-study skills.

     • Stimulation of critical thinking: Through problem-solving and practical questions, students will be challenged to think critically and apply knowledge effectively.

Introduction (10 - 15 minutes)

1. Review of related content: The teacher should start the lesson by reviewing the concepts of hydrocarbons, chemical bonds (single, double, and triple), and the importance of understanding the nomenclature of organic compounds. The teacher can do this through a brief slide presentation or even through a classroom discussion. This step is crucial to ensure that all students are on the same page and can follow the new content that will be presented. (3 - 5 minutes)

2. Problem situations: The teacher should propose two problematic situations to arouse students' interest:

   • Situation 1: 'Imagine you are a chemist and need to identify the molecular structure of an unknown organic compound. How would you do that?'
   • Situation 2: 'You are reading the chemical formula of a compound and find 'C4H8'. What does this mean and how can you determine the structure of the compound from this formula?' (2 - 3 minutes)

3. Contextualization: The teacher should then contextualize the importance of hydrocarbon nomenclature, explaining how it is used in the chemical, pharmaceutical, and fuel industries. The teacher can give concrete examples, such as the importance of correctly identifying a molecule's structure to understand and control its chemical properties. (2 - 3 minutes)

4. Introduction of the topic: The teacher should introduce the topic of the lesson, hydrocarbon nomenclature, explaining that IUPAC nomenclature is the most widely used and internationally recognized. The teacher can share curiosities, such as the fact that IUPAC (International Union of Pure and Applied Chemistry) was founded in 1919 and is responsible for establishing chemical nomenclature rules. (2 - 3 minutes)

5. Capturing students' attention: To capture students' attention, the teacher can share two interesting applications of hydrocarbon nomenclature:

   • Curiosity 1: 'Did you know that gasoline is mainly composed of alkanes, and that the octane rating of gasoline refers to the amount of octane (a type of alkane) present in the mixture? Hydrocarbon nomenclature is essential for the fuel industry to identify and control the composition of hydrocarbon mixtures.'
   • Curiosity 2: 'Did you know that the correct structure and nomenclature of an organic compound are essential for the production of safe and effective medications? Errors in the nomenclature or structure of a compound can lead to unwanted side effects or even ineffective medications.' (3 - 4 minutes)

Development (20 - 25 minutes)

1. Activity 'Chemist for a Day' (10 - 12 minutes)

1.1. Scenario: The teacher proposes that students imagine themselves as chemists working in a laboratory. They have received a sample of an unknown compound and must be able to identify its structure and name correctly.

1.2. Materials: The teacher provides students with cards containing different molecular formulas of hydrocarbons and a set of cards with the corresponding nomenclatures. Additionally, the teacher makes an IUPAC table of hydrocarbon nomenclature available for consultation.

1.3. Task: Students, in groups of up to 5 people, must match the cards of molecular formulas with the correct nomenclature cards. They must ensure that they are correctly applying the IUPAC rules for hydrocarbon nomenclature.

1.4. Activity development: Students, in their groups, start matching the cards, discussing and arguing about the correct correspondence between molecular formula and nomenclature. The teacher circulates around the room, observing the discussions and clarifying doubts.

1.5. Feedback: After the set time for the activity, the teacher asks each group to share a pair of cards and explain why they believe the match is correct. The teacher provides immediate feedback, correcting errors and reinforcing correct answers.

2. Activity 'Chemical Masterchef' (10 - 12 minutes)

2.1. Scenario: The teacher proposes that students imagine themselves as chemists working in a flavors and fragrances laboratory. They need to create a new flavor for a food product, but to do so, they must follow the rules of hydrocarbon nomenclature.

2.2. Materials: The teacher provides students with a list of common hydrocarbons and their respective IUPAC nomenclatures. Additionally, the teacher makes a set of different aroma bottles available.

2.3. Task: Students, in groups of up to 5 people, must choose a hydrocarbon from the list and, based on its IUPAC nomenclature, create a name for a new flavor. They must then select the aroma bottles that, in their opinion, best represent the flavor they imagine.

2.4. Activity development: Students, in their groups, discuss and decide which hydrocarbon to use and how to name the new flavor. They then smell the different aroma bottles and select the ones that best fit the description of the flavor they imagined.

2.5. Feedback: After the set time for the activity, the teacher asks each group to share the chosen hydrocarbon, the name of the new flavor, and the selected aroma bottles. The teacher provides feedback, praising the students' creativity and pointing out how hydrocarbon nomenclature is used in the fragrance and flavor industry.

These playful and contextualized activities encourage students to apply hydrocarbon nomenclature in a fun and meaningful way, promoting understanding of the content and the development of critical thinking and teamwork skills.

Return (8 - 10 minutes)

1. Group discussion (3 - 4 minutes): The teacher should start a group discussion, giving each team the opportunity to share their solutions or conclusions from the 'Chemist for a Day' and 'Chemical Masterchef' activities. This not only allows students to see different approaches to the same problem but also promotes collaboration and communication among team members.

   • The teacher can start the discussion by asking each team about the hydrocarbon they chose and the name of the new flavor they created. The teacher should encourage students to explain the reasoning behind their choices and how they applied the nomenclature rules.

2. Connection to theory (2 - 3 minutes): After the group discussion, the teacher should connect the activities performed with the theory presented at the beginning of the lesson. The teacher can do this by highlighting how the concepts of hydrocarbon nomenclature and bond types were applied in the activities.

   • For example, the teacher can ask: 'How did you apply the IUPAC nomenclature rules in the 'Chemist for a Day' activity? How did you determine whether the hydrocarbon was an alkane, alkene, or alkyne?'

   • The teacher can also ask: 'In the 'Chemical Masterchef' activity, how did you use hydrocarbon nomenclature to create the flavor name? How did you relate the structure of the hydrocarbon to the flavor you imagined?'

3. Individual reflection (2 - 3 minutes): The teacher should then ask students to reflect individually on what they learned in the lesson. The teacher can do this by proposing the following questions:

   1. 'What was the most important concept you learned today?'

   2. 'What questions have not been answered yet?'

   • The teacher should give students enough time to reflect and write down their answers. The teacher can also encourage students to share their answers with the class if they feel comfortable.

4. Feedback and closure (1 minute): To end the lesson, the teacher should thank everyone for their participation, provide feedback on the class and individuals' performance, and reinforce the importance of the content learned. The teacher can also give a brief introduction to the next topic that will be covered in the Chemistry discipline.

Conclusion (5 - 7 minutes)

1. Lesson summary (2 - 3 minutes): The teacher should recap the main points covered in the lesson. This includes reviewing the concepts of hydrocarbons, the importance of hydrocarbon nomenclature, the basic rules of IUPAC nomenclature, and the identification of bond types in hydrocarbons. The teacher can do this interactively by asking students to contribute the information they remember.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should explain how the lesson connected theory, practice, and applications. They can highlight how the 'Chemist for a Day' and 'Chemical Masterchef' activities helped students apply the theory of hydrocarbon nomenclature in a practical and fun way. Additionally, the teacher can reinforce the importance of hydrocarbon nomenclature in everyday applications, such as in the chemical, pharmaceutical, and fuel industries.

3. Additional Materials (1 minute): The teacher can suggest additional materials for students who wish to deepen their understanding of the topic. This may include chemistry books, educational videos online, chemistry websites, and hydrocarbon nomenclature exercises. The teacher should encourage students to explore these materials in their free time as a form of self-study.

4. Importance of the Subject (1 minute): To conclude the lesson, the teacher should reinforce the importance of the subject presented. They can explain how knowledge of hydrocarbon nomenclature is fundamental for any chemistry student, whether to identify and name organic compounds or to understand the structure and properties of these compounds. Additionally, the teacher can emphasize how the ability to apply hydrocarbon nomenclature correctly and effectively is a valuable skill that can be useful in various careers and fields of study.

5. Closure (1 minute): The teacher should end the lesson by thanking the students for their participation and effort, and reinforcing that they are on the right path to becoming masters in hydrocarbon nomenclature. They can also give a preview of what students can expect in the next lesson to maintain their interest and motivation.

This is the end of the lesson. The teacher should remind students that learning is a continuous process, and they should continue studying and practicing hydrocarbon nomenclature to become more proficient in this topic.