Lesson plan of Organic Functions: Nomenclature of Aromatic Hydrocarbons

Objectives (5 - 10 minutes)

1. Understand the structure and nomenclature of aromatic hydrocarbons: The teacher should guide students to understand the basic structure of aromatic hydrocarbons, focusing on the benzene ring. Also, it is important that students become familiar with the IUPAC nomenclature for these compounds.

2. Recognize the difference between aromatic and aliphatic hydrocarbons: Students should be able to identify the difference between aromatic and aliphatic compounds, both in terms of structure and nomenclature. This will help to consolidate knowledge about aromatic hydrocarbons.

3. Apply the knowledge acquired in solving exercises: Finally, students should be able to apply the knowledge acquired to solve practical exercises. The teacher should provide a variety of nomenclature exercises so that students can practice and consolidate their understanding of the topic.

Secondary objectives:

• Develop independent research and study skills: By adopting a flipped classroom approach, students will have the opportunity to develop independent research and study skills. They will be encouraged to explore the topic before class and to seek answers to their questions through online resources or classroom references.

• Promote classroom discussion: With a flipped classroom environment, students will have the opportunity to discuss the topic in class, clarify doubts, and share their findings and understanding. This will foster a collaborative and active learning environment.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should begin the class by reviewing the basic concepts of hydrocarbons, especially alkanes and alkenes, which were studied in previous lessons. This review is crucial for students to establish a solid foundation before delving into the topic of aromatic hydrocarbons. (3 - 5 minutes)

2. Problem Situations: The teacher can propose two problem situations to arouse students' interest and contextualize the subject. The first can be the nomenclature of compounds present in everyday products, such as naphthalene (found in mothballs) and benzene (present in gasoline). The second can involve the identification of aromatic compounds in laboratory experiments, such as the extraction of flower essences. (5 - 7 minutes)

3. Contextualization: The teacher should emphasize the importance of aromatic hydrocarbons in the chemical industry, highlighting that many essential chemicals, such as medicines, dyes, plastics, and detergents are derived from aromatic hydrocarbons. In addition, the relevance to health and the environment can be mentioned, as some aromatic hydrocarbons, such as benzene, are carcinogenic and environmental pollutants. (2 - 3 minutes)

4. Introduction to the topic: The teacher should introduce the topic of aromatic hydrocarbons, explaining that they are compounds that have at least one benzene ring, known as the "parent" of all aromatic rings. In addition, the teacher can share curiosities, such as the fact that benzene is one of the most studied compounds in the history of chemistry due to its unique structure and reactivity. (2 - 3 minutes)

5. Capture students' attention: To pique students' curiosity, the teacher can share interesting stories, such as the discovery of benzene by Michael Faraday, or innovative applications of aromatic hydrocarbons, such as in nanotechnology. In addition, it can be mentioned that the study of aromatic hydrocarbons can help to better understand the structure and reactivity of many other organic compounds. (1 - 2 minutes)

Development (20 - 25 minutes)

1. Activity 1 - "Aromatic Treasure Hunt" (10 - 12 minutes)

   • Divide the class into groups of up to five students. Explain that each group will receive a list of aromatic hydrocarbons with the structural formula, but without the name.
   • The objective of the activity is for the groups to use their knowledge about the structure and nomenclature of aromatic hydrocarbons to name the compounds correctly.
   • To make the activity more fun, explain that each correctly named compound is worth a "treasure" and that the group that names the most compounds correctly will be the winner.
   • Instruct the groups to discuss together, consult their study materials, and resolve doubts through online research (if available in the classroom).

2. Activity 2 - "Aromatic Challenge" (10 - 12 minutes)

   • Still in groups, students should receive a sequence of problems that require the use of aromatic hydrocarbon nomenclature to be solved.
   • Problems can range from identifying the structural formula from the name to naming from a partial or complete structural formula.
   • Each problem will have an increasing degree of difficulty, with the aim of challenging and stimulating students to apply the knowledge acquired.
   • The teacher should circulate around the room, assisting the groups, clarifying doubts, and asking questions to promote reflection and understanding.

3. Activity 3 - "Sharing Learnings" (5 - 7 minutes)

   • At the end of the activities, each group should choose a representative to share the strategies used and the solutions found.
   • This moment is important for students to be able to learn from each other, noticing different approaches and ways of thinking in solving problems.
   • The teacher should encourage the involvement of all groups, clarifying any doubts that may arise, and reinforcing key concepts.

These playful and challenging activities allow students to be protagonists of their learning, developing teamwork, research, critical thinking, and problem-solving skills, while consolidating the content of aromatic hydrocarbon nomenclature.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes):

   • The teacher should gather all the students and promote a group discussion. Each group should share the solutions or conclusions they found during the activities.
   • During each group's presentation, the teacher should ask questions that stimulate reflection and connect the content with the real world. For example, "What is the importance of the aromatic hydrocarbons you named in activity 1 for the chemical industry?", or "How can the understanding of aromatic hydrocarbon nomenclature help us to identify substances in our daily lives?".
   • This group discussion will allow students to see different perspectives on the content, deepen their understanding, and realize the relevance of what they have learned.

2. Connection with the theory (3 - 5 minutes):

   • After the group discussion, the teacher should make a Return to Theory, highlighting the main concepts covered in the activities.
   • The teacher can reinforce the structure of the benzene ring, the nomenclature of aromatic hydrocarbons, and the difference between aromatic and aliphatic hydrocarbons.
   • This connection moment is important to consolidate learning and to clarify any doubts that may still exist.

3. Individual reflection (2 - 3 minutes):

   • Finally, the teacher should propose that the students reflect silently for a minute and then share their answers to questions such as: "What was the most important concept you learned today?" and "What questions have not yet been answered?".
   • This individual reflection is an opportunity for students to internalize what they have learned, identify any gaps in their understanding, and express their doubts or concerns.
   • The teacher should pay attention to students' responses and, if there are many unanswered questions, can plan a review of the content for the next class.

This Return moment is crucial to consolidate learning, to stimulate students' reflection and metacognition, and to identify any gaps in understanding that need to be addressed. Also, by promoting group discussion, the teacher is encouraging a collaborative and active learning environment, where students can learn from each other.

Conclusion (5 - 10 minutes)

1. Summary and Recapitulation (2 - 3 minutes): The teacher should summarize the main points addressed in the lesson, recalling the structure of the benzene ring, the difference between aromatic and aliphatic hydrocarbons, and the IUPAC nomenclature for aromatic hydrocarbons. This recapitulation helps to consolidate learning and reinforce the most important concepts.

2. Connection between Theory, Practice, and Applications (2 - 3 minutes): The teacher should explain how the lesson connected the theory (concepts of aromatic hydrocarbons and their nomenclature), practice (naming and problem-solving activities), and applications (understanding of compounds present in everyday life and in the chemical industry). This connection helps students understand the importance and relevance of the content learned.

3. Supplementary Materials (1 - 2 minutes): The teacher should suggest supplementary materials for students to further their study of aromatic hydrocarbons. This can include organic chemistry textbooks, educational websites, online videos, and chemistry apps. For example, the teacher may suggest that students explore the nomenclature of other aromatic compounds, or research more about the properties and applications of aromatic hydrocarbons.

4. Importance of the Subject (1 - 2 minutes): Finally, the teacher should emphasize the importance of the subject for students' everyday lives. He or she can explain that aromatic hydrocarbon nomenclature is essential for organic chemistry, which is the foundation for many fields of science and technology, such as medicine, pharmacology, molecular biology, materials engineering, and the chemical industry. In addition, the teacher can mention that knowledge of aromatic hydrocarbons can help students to better understand the chemicals that are around them, from the medicines they take to the plastics they use, and to make more conscious and informed decisions.

The Conclusion is a crucial moment to close the lesson effectively, consolidate learning, and inspire students to continue studying and exploring the subject. By connecting the theory, practice, and applications, the teacher is helping students to see the relevance of what they have learned and to apply their knowledge in meaningful ways.