Lesson Plan | Active Learning | Organic Functions: Hydrocarbon Nomenclature

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The Objectives stage is crucial to establish the direction and focus of the lesson. By clearly defining what is expected for students to learn, this section guides both the teacher and students in planning and executing activities. The goal is to ensure that by the end of the lesson, students are able to effectively and accurately apply the naming rules for hydrocarbons, a fundamental skill in organic chemistry.

Main Objectives:

1. Empower students to differentiate and correctly name the main chain and branches of hydrocarbons.

2. Develop the skill of counting and locating unsaturations in hydrocarbons.

3. Allow students to understand the types of hydrocarbons and correctly apply the IUPAC naming rules.

Side Objectives:

1. Encourage active participation of students in group discussions and problem-solving.

Introduction

Duration: (15 - 20 minutes)

The Introduction serves to engage students with the content they studied previously, applying it to problem situations that challenge understanding and memory, in addition to contextualizing the practical and theoretical importance of hydrocarbon nomenclature. These preparatory activities encourage the practical application of knowledge and help solidify students' understanding of the topic, facilitating the transition to practical activities in the classroom.

Problem-Based Situations

1. Consider the following compound: CH3-CH2-CH(CH3)-CH3. How would you name this molecule using the IUPAC nomenclature for hydrocarbons?

2. Imagine a hydrocarbon with the molecular formula C5H10. What could be the possible isomeric structures for this compound? Name each of these isomers.

Contextualization

The nomenclature of hydrocarbons is essential not only to identify and correctly name organic compounds but also has practical applications in various areas such as the pharmaceutical industry, the development of new materials, and environmental research. Furthermore, understanding the structure of hydrocarbons and how to name them correctly is fundamental to understanding chemical reactions and molecular interactions, which is of great importance in advancing chemistry and technology.

Development

Duration: (75 - 85 minutes)

The Development stage is designed for students to apply the knowledge previously acquired about the nomenclature of hydrocarbons practically and interactively. The proposed activities aim to consolidate the understanding of IUPAC nomenclature rules and the ability to apply them in varied contexts, in addition to promoting teamwork, quick reasoning, and logic skills. This way, learning becomes more dynamic and effective, ensuring better assimilation of concepts.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - The Hydrocarbon Marathon

> Duration: (60 - 70 minutes)

- Objective: Practice the nomenclature of hydrocarbons dynamically, promoting teamwork and quick thinking.

- Description: In this playful activity, students will be divided into groups of up to 5 people and will participate in a competition to name as many hydrocarbons correctly and as quickly as possible. Simple and complex molecular structures will be presented on projections in the classroom, and each group will have a limited time to correctly name the compound using IUPAC rules.

- Instructions:

• Divide the class into groups of no more than 5 students.

• Project different hydrocarbon structures on the board or screen.

• Each group must name the presented compound as quickly as possible.

• Use paper and pen to note the answers.

• After the determined time, each group presents their answers and corrections are made together.

Activity 2 - Molecule Builders

> Duration: (60 - 70 minutes)

- Objective: Visually understand the structure of hydrocarbons and reinforce the learning of nomenclature through model building.

- Description: Students, organized in groups, will receive cards with atoms and bonds to build molecular models of hydrocarbons. The challenge will be, after construction, to correctly name the created molecule, using IUPAC nomenclature rules.

- Instructions:

• Organize students into groups of up to 5 members.

• Distribute molecular model building kits to each group.

• Hand out cards with carbon and hydrogen atoms and single and double bonds.

• Groups must build the molecule based on the received cards.

• After construction, the group must name the molecule, justifying the nomenclature used.

• Present the model and the nomenclature to the other groups.

Activity 3 - Chemistry Detectives

> Duration: (60 - 70 minutes)

- Objective: Develop analytical and deductive skills by applying prior knowledge of hydrocarbons to solve a chemical 'mystery'.

- Description: Students, in groups, will receive files that contain partial information about different hydrocarbons, such as the molecular formula and some physical properties. They must use these clues to identify and correctly name the compounds, simulating an investigative environment.

- Instructions:

• Divide the class into groups of up to 5 students.

• Distribute files containing partial information about different hydrocarbons to each group.

• Students must analyze the clues and determine the structure of the molecules.

• Correctly name the hydrocarbons using IUPAC nomenclature rules.

• Present their findings and justify the nomenclatures used.

Feedback

Duration: (10 - 15 minutes)

The goal of this section is to allow students to reflect on and verbalize what they learned, consolidating the knowledge acquired during practical activities. The group discussion helps identify areas that may need further clarification, in addition to promoting a deeper understanding of concepts through the exchange of experiences and perspectives among peers. This stage also serves to evaluate students' understanding and ensure that everyone is aligned with the learning objectives of the lesson.

Group Discussion

To initiate the group discussion, the teacher should ask each group to share their experiences and learnings from the activities carried out. It is suggested that the teacher use the following questions as an initial guide: 'What were the biggest challenges your group faced in naming the hydrocarbons in the activities? How did you overcome these challenges? And what did you find most interesting about the nomenclature of hydrocarbons?' This approach helps structure the conversation and ensures that all students have the opportunity to contribute their perspectives and learnings.

Key Questions

1. How can we apply the knowledge of hydrocarbon nomenclature in everyday situations or in other chemistry disciplines?

2. What are the differences between naming linear and branched hydrocarbons, and why are these differences important in organic chemistry?

3. What were the most effective strategies you used to memorize the IUPAC nomenclature rules?

Conclusion

Duration: (5 - 10 minutes)

The purpose of this stage is to ensure that students have a clear and consolidated understanding of the concepts discussed during the lesson, connecting practical activities with the theory studied and highlighting the relevance of the topic in the real world. Additionally, it aims to prepare students for future applications of knowledge in practical and academic situations, reinforcing the utility and importance of what was learned.

Summary

In the conclusion of the lesson, the teacher should summarize the main points addressed about the nomenclature of hydrocarbons, emphasizing the identification of the main chain, branches, and unsaturations, and how to apply IUPAC rules to name different types of hydrocarbons.

Theory Connection

It should be highlighted how practical activities, such as building molecular models and solving chemical 'mysteries', helped connect the theory studied with real applications and the importance of nomenclature in organic chemistry and other areas of knowledge.

Closing

Finally, it is essential to reinforce the importance of hydrocarbon nomenclature in everyday life and in various industrial and scientific applications, such as in the formulation of medications and the design of materials, ensuring that students understand the relevance and practical utility of what they have learned.