Lesson plan of Organic Functions: Phenol

Objectives (5 - 7 minutes)

1. Understand the structure and nomenclature of phenol: Students should be able to describe the structure of phenol, recognizing the functional groups present and the arrangement of the atoms in the molecule. In addition, they should be able to correctly name the compound, following IUPAC rules.

2. Recognize the physical and chemical properties of phenol: Students should be able to list and describe the main physical and chemical properties of phenol. This includes characteristics such as melting point, boiling point, solubility in water, and reactivity.

3. Apply knowledge about phenol in practical situations: Students should be able to identify phenol in a list of compounds, based on its physical and chemical properties. In addition, they should be able to predict the behavior of phenol in different situations, based on their understanding of its properties.

Secondary Objectives:

• Stimulate research and independent study: By using the Flipped Classroom methodology, the class aims to encourage students to seek out complementary study materials and deepen their knowledge of the topic before class.

• Promote critical thinking and problem-solving: Through hands-on activities and classroom discussions, students will be encouraged to apply their acquired knowledge to solve problems and complex situations related to phenol.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should begin the lesson by reviewing the concepts of organic functions already studied, such as hydrocarbons and amines, which are fundamental to understanding phenol. This can be done through a quick interactive review, with questions and answers, or even with a crossword puzzle or puzzle.

2. Problem situation 1: "The mystery of the antiseptic": The teacher should present the following situation to the students: "A scientist needs to develop a new type of antiseptic for use in hospitals. He knows that phenol is a compound with antiseptic properties, but it is also toxic. How could he modify the structure of phenol to make it less toxic, but still effective as an antiseptic?" This problem situation will serve as a hook for the Introduction of the topic and to arouse the curiosity of the students.

3. Contextualization 1: "Phenol in our daily lives": The teacher should then contextualize the importance of phenol, explaining that despite being a toxic compound, it has numerous applications in industry and medicine. Among these applications are the production of plastics, dyes, resins, perfumes, and medicines.

4. Curiosity 1: "Phenol in history": The teacher can tell students the story of how phenol was discovered. He can mention that phenol was first isolated in 1834 by Friedrich August von Stradonitz, a medical student. At the time, phenol was used as a revolutionary antiseptic in the treatment of wounds in hospitals, but it was soon abandoned due to its high toxicity.

5. Curiosity 2: "Phenol in nature": To conclude the Introduction, the teacher can mention that phenol is not found in nature in its pure form, but in various organic compounds, such as coal and petroleum. In addition, phenol is also produced by our own body during the metabolism of certain amino acids.

This Introduction, full of problem situations, contextualization, and curiosities, aims to arouse the students' interest in the topic and show the relevance of studying phenol for Chemistry and for everyday life.

Development (20 - 25 minutes)

1. Research and Group Discussion Activity: "Phenol and its Applications" (10 - 15 minutes)

   1.1. Group Formation: The teacher should divide the class into groups of a maximum of five students. Each group will receive an electronic device (if available) or a set of printed materials containing information on the properties, structure, and applications of phenol.

   1.2. Research and Study: The students, in their respective groups, should analyze the information provided, discussing and making notes of the most relevant points. If an electronic device is available, students will be able to conduct additional research on the internet to supplement the information.

   1.3. Preparation of the Presentation: Each group should prepare a brief presentation (maximum of five minutes) on the applications of phenol. They must identify at least three different applications of phenol, explain how the compound is used in each case, and discuss the advantages and disadvantages of its use.

   1.4. Presentation and Discussion: After the preparation time, each group should present their research to the class. During the presentations, the other students should ask questions and make comments, promoting a classroom discussion.

2. Practical Activity: "Synthesis of Phenol" (10 - 15 minutes)

   2.1. Presentation of the Situation: The teacher should propose the following situation: "You are scientists in a laboratory and need to synthesize a quantity of phenol for an experiment. You have at your disposal a sample of benzene and a solution of potassium permanganate. How would you obtain phenol from these reagents?"

   2.2. Resolution of the Situation: The students, still in their groups, should discuss and plan the synthesis of phenol. They should use their acquired knowledge about the structure of phenol and about chemical reactions to develop an experimental procedure.

   2.3. Presentation of the Procedure: Each group should present their procedure to the class. They should explain step-by-step how they would synthesize the phenol, justifying their choices and predicting the results.

   2.4. Discussion and Feedback: After the presentations, the teacher should promote a discussion about the procedures presented, clarifying doubts and giving feedback on the strategies and predictions of the students.

During the Development, the teacher should circulate around the room, assisting the groups, clarifying doubts, and encouraging the participation of all. In addition, it is important that the teacher guides the students to write down the most relevant information, which can be used in the notes synthesis stage, and to reflect on what they learned during the activities.

Feedback (8 - 10 minutes)

1. Sharing the Groups' Conclusions (3 - 4 minutes)

   1.1. Group Presentations: Each group will have a maximum of 2 minutes to present the conclusions of their activities (research/presentation and practical activity). Each group should highlight the main findings, the challenges encountered, and the solutions proposed.

   1.2. Discussion: After all the presentations, the teacher should promote a brief discussion, encouraging students to ask questions and make comments about the presentations of the other groups. This will allow students to expand their understanding of the applications and synthesis of phenol, based on the perspectives and ideas of their colleagues.

2. Connection to Theory (2 - 3 minutes)

   2.1. Teacher Guidance: The teacher should then make the connection between the activities carried out and the theoretical content presented at the beginning of the class. He should highlight how the activities helped students to better understand the structure, properties, and applications of phenol.

   2.2. Individual Reflection: The teacher should propose that the students, individually, reflect for a minute on the following questions:

   2.2.1. "What was the most important concept you learned today?"
   2.2.2. "What questions have not yet been answered?"
   

   2.3. Sharing of Reflections: After reflection time, students should volunteer to share their answers with the class. The teacher should write the main answers on the board, for future reference and planning of the next classes.

3. Feedback and Closing (3 - 4 minutes)

   3.1. Teacher Feedback: The teacher should provide general feedback on the class, highlighting the positive points and areas that can be improved. He should also reinforce the most important concepts and skills developed during the class.

   3.2. Student Feedback: Next, the teacher should ask for feedback from the students on the class. This can be done through a quick satisfaction survey, with questions such as "What did you like most about today's class?" and "What would you like to be different in the next class?"

   3.3. Closing: To conclude, the teacher should make a brief summary of the main points discussed during the class and provide a brief preview of the content that will be covered in the next class.

During the Feedback, the teacher should be attentive to clarify any doubts that may arise and to ensure that all students have understood the concepts and skills worked on. In addition, it is important for the teacher to reinforce the importance of autonomous study and active student participation in the learning process.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes)

   1.1. The teacher should begin the Conclusion by recapitulating the main points covered during the class. He should recall the structure of phenol, its nomenclature, physical and chemical properties, and its applications.

   1.2. It is important that the teacher makes explicit connections between the theory and the practical activities carried out, demonstrating how theoretical knowledge was applied to solve the proposed problems.

2. Connection between Theory and Practice (1 - 2 minutes)

   2.1. The teacher should emphasize how the practical activities, such as the research and group discussion on the applications of phenol and the proposed synthesis, helped to solidify the students' theoretical understanding.

   2.2. In addition, the teacher should emphasize how the practical knowledge acquired can be applied in real situations, such as in solving chemical problems or in understanding and evaluating industrial products and processes.

3. Complementary Materials (1 minute)

   3.1. The teacher should suggest complementary study materials for students who wish to deepen their knowledge of phenol. These materials may include explanatory videos, scientific texts, chemistry websites, among others.

   3.2. The teacher can, for example, suggest that students watch a video that visually and simply explains the structure and properties of phenol, or that they read a scientific article that discusses the latest discoveries and applications of this compound.

4. Importance of Phenol in Everyday Life (1 - 2 minutes)

   4.1. To conclude, the teacher should reinforce the importance of phenol in everyday life, citing examples of products and processes that depend on this compound.

   4.2. The teacher can, for example, mention that phenol is an essential component in the production of various products in our daily lives, such as plastics, dyes, resins, perfumes, and medicines.

   4.3. In addition, the teacher can highlight that, despite its applications, phenol also poses risks to health and the environment, and that, therefore, it is important to study and understand the properties and behavior of this compound.

At the end of the class, students should have a clear and comprehensive understanding of phenol, including its structure, nomenclature, properties, and applications. They should also be able to apply their knowledge of phenol to solve problems and practical situations, and to recognize the importance of this compound for Chemistry and for society.