Objectives (5 minutes)

1. Understand Sulfonated Functions: The main objective is for students to identify and understand the structure and characteristics of sulfonated functions, including the presence of the sulfonate functional group.

2. Differentiate Sulfonated Functions from Other Organic Functions: Students should be able to distinguish sulfonated functions from other organic functions, such as alcohols, ethers, aldehydes, and ketones. They should be able to identify the elements present in the structure of sulfonated functions and how they differ from other functional groups.

3. Apply Theoretical Knowledge to Problem Solving: Students should be able to apply the acquired knowledge about sulfonated functions to solve practical problems and questions. This includes the ability to identify sulfonated functions in organic compounds, name and draw structures of sulfonated functions, and predict the properties and reactivity of these compounds.

Secondary Objectives:

1. Stimulate Critical Thinking and Analysis: In addition to theoretical knowledge, students should be encouraged to develop critical thinking and analysis skills. This includes the ability to evaluate different organic functions and their properties, and the ability to make connections between theory and practice.

2. Promote Active Participation and Collaborative Learning: The teacher should encourage active participation from students during the lesson, encouraging questions and discussions. Additionally, students should be encouraged to work in groups to solve problems, thus promoting collaborative learning.

Introduction (10 - 15 minutes)

1. Review of Previous Content (3 - 5 minutes): The teacher should start the lesson by briefly reviewing the concepts of organic functions already studied, such as alcohols, aldehydes, ketones, ethers, and carboxylic acids. This review is important to establish the necessary foundation for the Introduction of the new content on sulfonated functions.

2. Problem Situations (5 - 7 minutes): The teacher can present two problem situations to arouse students' interest and introduce the topic of sulfonated functions:

   • Situation 1: "A chemist is studying an organic compound that has a SO3H functional group. He observes that this compound is highly soluble in water and has an acidic character. He concludes that this compound is a sulfonated function. Why did he reach this conclusion and how can he be sure that the compound has a sulfonated function and not another functional group?

   • Situation 2: "A drug manufacturer is developing a new drug and needs to ensure that it is quickly absorbed by the body. He knows that the presence of a SO3H functional group in the compound can increase its solubility in water and, therefore, its absorption by the body. How can knowledge about sulfonated functions help the drug manufacturer design a more effective compound?"

3. Contextualization (2 - 3 minutes): The teacher should contextualize the importance of sulfonated functions, explaining that they are widely used in the pharmaceutical, dye, detergent, and resin industries. Additionally, it can be mentioned that sulfonates are often used as intermediates in organic synthesis and as ion exchange agents in water purification processes.

4. Introduction to the Topic (2 - 3 minutes): To introduce the topic of sulfonated functions, the teacher can share interesting facts or applications:

   • Curiosity 1: "Did you know that the first sulfonated function to be isolated and characterized was benzenesulfonic acid, in 1877? This discovery was a milestone in the history of organic chemistry, as it demonstrated that sulfur can replace oxygen as the central atom in an acidic functional group."

   • Application 1: "Sulfonated functions are used in dye manufacturing, as the presence of the sulfonate group increases the solubility of dyes in water. In addition, sulfonate groups are commonly used in the synthesis of drugs, as they increase the solubility of these compounds in water, facilitating their absorption by the body."

Development (20 - 25 minutes)

1. Theory of Sulfonated Functions (10 - 12 minutes): The teacher should start the theoretical part of the lesson by explaining what sulfonated functions are. He should address the following points:

   • Definition: "Sulfonated functions are a type of organic function that contain the sulfonate functional group (-SO3H). This functional group is formed by a sulfur atom bonded to three oxygen atoms, which are in turn bonded to a hydrogen atom."

   • Structure: "The structure of the sulfonate group is similar to that of the carboxylate group (-COOH), with the substitution of the carbon atom by a sulfur atom. The sulfonate group can be attached to an aromatic ring or a carbon chain."

   • Nomenclature: "Compounds containing the sulfonate functional group are called sulfonates. In IUPAC nomenclature, the names of sulfonates derive from the name of the corresponding acid, replacing the suffix 'ic' with 'ate'. For example, benzenesulfonic acid gives rise to benzenesulfonate."

   • Properties: "Sulfonates are highly soluble in water due to the polarity of the sulfonate group. Additionally, the presence of the sulfonate group confers acidity to compounds containing it."

2. Differences between Sulfonated Functions and Other Organic Functions (5 - 7 minutes): The teacher should then explain the differences between sulfonated functions and other organic functions already studied. He should highlight:

   • Structural Differences: "Sulfonated functions differ from the organic functions already studied by the presence of the sulfonate functional group, which consists of a sulfur atom bonded to three oxygen atoms, which are in turn bonded to a hydrogen atom. This structure differs from the functional groups present in other organic functions."

   • Property Differences: "Sulfonated functions have different properties from other organic functions. For example, the presence of the sulfonate group confers high solubility in water and acidity to compounds containing it, characteristics that are not shared by other organic functions."

3. Application of Theoretical Knowledge (5 - 6 minutes): Finally, the teacher should present examples of applications of theoretical knowledge about sulfonated functions. He can:

   • Examples of Industrial Applications: "Sulfonates are widely used in the industry, for example, in dye manufacturing, due to their high solubility in water. Additionally, compounds containing the sulfonate group are frequently used in the pharmaceutical industry, as the presence of the sulfonate group increases the solubility of these compounds in water, facilitating their absorption by the body."

   • Research Applications: "Knowledge about sulfonated functions can be useful in research, for example, in the synthesis of new compounds for applications in medicine, dye industry, and other sectors. The ability to identify and understand sulfonated functions in organic compounds can provide valuable information about the properties and reactivity of these compounds, which can be useful in designing new materials and drugs."

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher should promote a group discussion so that students can share their conclusions and reflections on the content presented. This discussion can be structured around the following questions:

   • "How do you think knowledge about sulfonated functions can be applied in real life, in industry, or in scientific research?"
   • "Can you identify sulfonated functions in everyday use products, such as medicines, detergents, dyes, etc.? How does this affect the solubility of these products in water?"
   • "Do you think understanding sulfonated functions can be useful in the identification and characterization of unknown compounds? Why?"

2. Connection with the Real World (3 - 5 minutes): The teacher should then connect the content of the lesson with the real world, highlighting practical examples of how knowledge about sulfonated functions is applied in industry and research. Some examples may include:

   • Use of Sulfonated Functions in the Pharmaceutical Industry: "Sulfonated functions are often used in drug synthesis, as the presence of the sulfonate group increases the solubility of these compounds in water, facilitating their absorption by the body. This is particularly important for drugs that need to be quickly absorbed by the body, such as many antibiotics and analgesics."

   • Use of Sulfonated Functions in the Dye Industry: "Sulfonated functions are widely used in the dye industry, as the presence of the sulfonate group increases the solubility of dyes in water. This allows the production of dyes that can be easily dissolved in water, which is important for many applications, such as dyeing fabrics."

3. Individual Reflection (2 - 3 minutes): To conclude the lesson, the teacher should ask students to silently reflect on the following questions:

   1. "What was the most important concept you learned today about sulfonated functions?"
   2. "What questions have not been answered yet?"

4. Student Feedback (1 minute): The teacher should then ask for feedback from the students, inquiring if they found the content of the lesson interesting and if they felt they learned something new. Student feedback is important so that the teacher can assess the effectiveness of the lesson and make adjustments, if necessary, for future lessons.

Conclusion (5 - 10 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should start the Conclusion by recalling the main points covered that day. This includes the definition of sulfonated functions, the structure of the sulfonate group, the nomenclature, and the acidity of compounds with this functional group. The teacher should emphasize the importance of the presence of sulfonated functions in different industries, such as pharmaceuticals and dyes.

2. Connection between Theory and Practice (2 - 3 minutes): Next, the teacher should highlight how the lesson connected theory, practice, and applications. He can refer to the group discussion on the applications of sulfonated functions in industry and research, and how the examples presented helped illustrate the theoretical concepts. The teacher should also remind students that chemistry is not just a set of facts and formulas, but a way to understand the world around us.

3. Extra Materials (1 - 2 minutes): The teacher should then suggest extra materials for students who wish to deepen their understanding of sulfonated functions. These may include organic chemistry books, chemistry websites, educational videos, and practice problems. The teacher can also encourage students to look for more examples of sulfonated functions in everyday use products, such as medicines, detergents, dyes, etc.

4. Relevance of the Subject (1 - 2 minutes): Finally, the teacher should reinforce the importance of the subject presented. He should explain that knowledge about sulfonated functions is useful not only for chemistry students but also for professionals in different fields, such as the pharmaceutical industry, dye industry, scientific research, among others. The teacher can also highlight that the ability to identify and understand sulfonated functions in organic compounds can provide valuable information about the properties and reactivity of these compounds, which can be useful in designing new materials and drugs.