Heat, Meat and Smelly Feet, Author: Nadine O’Shaughnessy, Grade Level: 11, Subject Area: Organic Chemistry, - "Imagine, if you will, a world without fire. Nothing burns. Imagine a world with no fossil fuels, no wood, no fat, no protein. In small groups, brainstorm what the planet would be like if this were the case. You will be asked to describe your picture to the class."

Learning Unit Title: Heat, Meat, and Smelly Feet Author: Nadine O’Shaughnessy

Grade Level: 11 School Address: Copenhagen Central School

Subject Area: Organic Chemistry School Phone/Fax: 315.688.4411 / 315.688.2001

Time Frame: 2–2.5 Weeks (@ 40-min. each)

CONTENT KNOWLEDGE

Declarative

Names, structures, and nomenclature of functional groups
Biochemical implications
Examples, uses, and nomenclature of organic compounds
Classes of organic chemical reactions

Procedural

Nomenclature of hydrocarbons
Nomenclature of compounds containing functional groups
Predicting products of organic chemical reactions

ESSENTIAL QUESTIONS

If organic compounds were not refined (naturally or synthetically) how would your life be affected and why?
What are some possible future uses of organic compounds?
What biological connections can you make with organic compounds?

INITIATING ACTIVITY

The students will be faced with the following:

"Imagine, if you will, a world without fire. Nothing burns. Imagine a world with no fossil fuels, no wood, no fat, no protein. In small groups, brainstorm what the planet would be like if this were the case. You will be asked to describe your picture to the class."

LEARNING EXPERIENCES

(Brief overview. Detailed explanations located on pages 6-7.)

Initiating activity.
Lecture – discussion and completion of notes entailing definitions of vocabulary terms necessary for understanding the unit.
Concept attainment – cooperative groups – manipulation of compounds to find trends and ultimately general formulas for homologous series of hydrocarbons.
Concept attainment – cooperative groups – students will analyze structures and names of many hydrocarbons to find similarities and develop rules for naming compounds.
Mini-oral reports with advance organizers for audience – students provide names, structures, rules of nomenclature, and examples of functional groups. Each student reports on one functional group.
Mini-oral reports with advance organizers for audience – students provide names, reactants, products, and examples of organic reactions.
Practice – after each new concept is presented, students will be provided the time to practice and perfect the procedure.

CULMINATING PERFORMANCE

(Brief overview. Detailed explanation located on pages 9-16.)

1. Each student will be assigned a class of compound. Outside of class they will each find the functional group and nomenclature procedure for that class of compound. This is presented to the class in a short oral report.

2. The students will research a method to synthesize their compound. Students with those organic reactions required by the Regents exam and NYS Standards will give short oral descriptions.

The students will create a brochure from the point of view of a scientist with knowledge that must be disseminated to the public. It must include information from parts 1 and 2 above. It must also contain how it is important for life, harmful/helpful, biologically useful, commercially significant. The brochure will be accompanied by a molecular model of one example of their compound.

CONNECTIONS TO STANDARDS

MST #4 – Commencement Level

Key Idea #3 (Physical Setting), Performance Indicator #1:

Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them

Key Idea #3 (Physical Setting), Performance Indicator #2:

Use atomic and molecular models to explain common chemical reactions.

Key Idea #7 (Living Environment), Performance Indicator #1:

Describe the range of interrelationships of humans with the living and nonliving environment.

MST #2 - Commencement Level

Key Idea #1, Performance Indicator #1:

Understand and use the more advanced features of word processing, spreadsheets, and data-base software.

Key Idea #1, Performance Indicator #5:

Utilize electronic networks to share information.

ELA #1 - Commencement Level

Key Idea #1, Performance Indicator #1:

Interpret and analyze complex informational texts and presentations, including technical manuals, professional journals, newspaper and broadcast editorials, electronic networks, political speeches and debates, and primary source material in their subject area courses.

Key Idea #2, Performance Indicator #1:

Write and present research reports, feature articles, and thesis/support papers on a variety of topics related to all school subjects.

The following pages are for the teacher

SUGGESTIONS AND HINTS FOR THE TEACHER

1. Technology support at Copenhagen Central School

Students attending Copenhagen Central School have technology at their disposal at almost any time of the day. These students may sign out of study hall to go to a computer lab. They are allowed to stay after school Monday through Thursday until 5:15p.m. They are also welcome to come in on Wednesday nights until 9:00p.m. The Internet is also readily available to students if they need it. This unit requires a great deal of technology. However, this technology and staff support is provided for all students.
Class time is not provided for the students to work on their projects in the computer labs. However, chemistry laboratory time is used in the computer labs to help guide students at the onset of each part of the unit.

IEP Students

Generally, there are few, if any, IEP students in this chemistry class. However, this situation does occasionally arise. In this case, deadlines are rearranged for Part III of the culminating performance, if necessary. The students must be held to the class deadlines for the oral reports. The most significant thing done by the teacher is to work very closely with the student’s resource room teacher. Clear communication of expectations from both teachers makes the project more meaningful to the student.

Suggestions for the students from the teacher

The teacher may want to give helpful hints to the students regarding how to make their presentations complete. For instance, strongly suggest that the student use some form of presentation software such as Power Point. This helps the student be organized, and if they have trouble keeping their thoughts straight, all they have to do is look at the screen. Also, it may be useful to tell students how many slides to create and which information can be included on each.
Inform the student that the presentations must not be more than five minutes in length and should cover the information as concisely as possible. This alleviates a great deal of stress when they realize that the oral reports can be as short as the student desires as long as all of the information is conveyed to the class.

Learning Experiences

(Detailed sequential explanations)

1. On the first day of the unit the essential questions will be introduced. Minimal discussion is necessary. This will merely provide a direction for the students’ thoughts. The initiating activity will follow:

Then the project, "What is Happening to My World?" will be assigned and due dates provided (be sure to allow enough time to create the brochure). All scoring guides are provided at this time.

Lecture/notes/discussion occurs on the first part of the notes. Since the first page of the notes is a basic review of material the students already know from the "Bonding" unit, this is largely student-driven. The new vocabulary terms include "homologous series, hydrocarbon" and the three "alkanes, alkenes, alkynes." The second goal for the day is to introduce the organic prefixes, which must be memorized before nomenclature can be taught. The first ten are provided. This part of the lesson is largely teacher-driven. The students are told that they must, must, must memorize the prefixes and names of homologous series. The teacher "has ways" of determining whether they’ve done this or not. Of course, this means that a "pop" quiz will occur at the beginning of the next lesson. Finally, the class will be broken into three groups. Each group will be charged with determining the general ("generic") formula for one of alkanes, alkenes, or alkynes. Results will be shared with the class and recorded in the notes.
Following the pop quiz, students determine the rules of nomenclature for branched hydrocarbons. They will be provided with a worksheet that shows the structures and names of several branched hydrocarbons as well as hydrocarbons without branches. They will collaborate and the groups will share their discoveries with the teacher and the rest of the class. After the rules are established the students will engage in practice for the remainder of the lesson. The next day will also be devoted to practicing this technique.
The students will give their mini-oral reports from part one of the culminating performance. The audience will take notes in the space provided. Again, the students will be informed that they must, must, MUST memorize the general structures, names, and mode of nomenclature for each. It is the teacher’s position to insure that all information being shared is complete and accurate. It may be necessary to interject during student presentations. The next lesson will be provided for practice. Then, the following lesson will involve the definition of isomerism and practice locating and naming isomers. "Happy and Sad" balls, also called "Smart and Stupid" balls, are used to demonstrate this concept. An entire laboratory period is devoted to isomerism.
After a short discussion about alcohols and the difference between saturated and unsaturated hydrocarbons the students will give their second oral presentations of the unit as described in part two of the culminating performance. Once again, the audience will take notes in the space provided. And again, the students will be informed that they must memorize these reactions. A day will be provided for the students to practice this technique as well.
A day of review will ensue and, finally, a regents style test will be given.
It is left to the teacher’s discretion as to when to administer quizzes and assign homework throughout the unit. However, it is recommended that enough practice is given for students to become accustomed with the process of nomenclature. This is a procedure that is learned best through trial and error, which can only occur during a fair amount of repetition. Homework should be assigned frequently or at the close of every session. Quizzes should also be frequent.

THE FOLLOWING PAGES ARE FOR THE STUDENTS

What Is Happening To My World?

Your name: Dr. _____________________

Your class of compound _______________

Amazingly enough, you woke up this morning and realized that the last nine years of your life seemed to just slip by in a wink. As you are getting up to go to work (you work for the federal government as a research scientist – what a job!), you recalled that earlier in the week you were telling your boss about a chemistry project you did in high school. Your boss is a rather strange sort and actually wants to SEE this project (why – who knows?). Now you need to dig this project out of your attic, or where ever it is, and take it to work.

The first part of the project was:

You were assigned a certain class of organic compound, for example alcohols. You were charged with finding the structure of the functional group, method of nomenclature, some examples of these compounds, and giving a short organized oral report to your class about your findings.

**You will take this to work on the following date: __________

The second part of the project was:

You were asked to find a method to synthesize this compound. You presented this to the class showing them examples using chemical equations.

**You will take this to work on the following date: __________

Explained below, verbatim, is the third part of the project:

"As a scientist conveying knowledge about your compound you have suddenly discovered, much to your dismay, that within the next month, the earth will be void of this substance. You are simply frantic. It is up to you to warn the population what is soon going to happen. First, educate the people about your substance by communicating the findings you have already made in the first two parts of this project. Then inform the public about the current and possible future uses of your substance. Discuss the necessity of your substance biologically and commercially. Finally, describe how life and earth are going to change next month. Place all of this information in a brochure for publication."

**You need to get this brochure and bring it to work on the following date: __________

Use "Microsoft Publisher 97" located on the school’s networked computers.
When prompted, make the following choices:

Brochure
Classic
Side-fold
Picture on the front
To be handed out

You will actually make two pages. Page one (you can see this labeled at the bottom of the window) will be the back of the brochure and page two (you can click the button next to "Page 1" to switch to "Page 2") will be the front. Each side will have three columns. If you numbered the columns on each side it would look like this:

Use the following guidelines:

No more than two fonts or colors per page, except on pages that include chemical structures.
Use font size 12 only with the same exception as above.
Use margins 0.5 inch
Print one side then turn it over and print the second side on the back

You will be manipulating text boxes and picture frames. If you have trouble with either, see me or look them up in the "Help" section. In order to use a text box or picture frame you must always remember to click on it first. This activates that particular object so that you can either edit, or type text as well as insert or delete pictures and photographs.
Column 1

Column 1 is the title page of the brochure. Be sure to include a title that will engage the reader. Remember, people must read this brochure. You are trying to inform the public. Include a picture or photograph that depicts some important feature that the loss of your compound will affect in the next month. Also, don’t forget to include the author’s name (that’s you!).

Columns 2-6

Column 2 – In this column you will provide the general formula and nomenclature procedure for your class of compounds. Also include a specific example (or two) with its name to demonstrate the process. Be sure to show structural formulas. This is most easily accomplished using the font, "Courier New."
Columns 3 – In this column you will provide the information that you presented to the class regarding the synthesis of your compound. Include the general equation discussing any specific mechanisms that the reaction follows. Also, include a specific example with the names of all reactants and products. Explain if this is a natural or commercial process.
Column 4 – In this column describe as many of the uses of your class of compounds as you can. Make your case as to why your compound is so important. Describe what the world is going to be like next month when we have depleted our supply and why the public should conserve or produce this compound.
Column 5 – In this column discuss any biological and/or economic impact that your class of compounds has on this planet.
Column 6 – Conclude your brochure by giving a short summary of why your class of organic compounds is worth studying. Reiterate how it affects human life economically or in any other way. Provide a bibliography for the references you used.

Since many people understand and learn more easily using visuals, feel free to include any pictures or photographs that you think will enhance the appeal of your brochure. If you would like to take a photograph of something yourself, see Mrs. Rowsam for permission to use the digital camera. Above all else, have fun!

What is Happening to My World?

Scoring Guide for Part I

Name: Dr. ______________________

Content: 8 points

_____ The name of the functional group is provided (1 pt).

_____ The structure or general formula of the functional group is provided (1 pt).

_____ The structure or general formula of the functional group is correctly depicted (1 pt).

_____ The rules for nomenclature of compounds containing this functional group are provided (1 pt).

_____ The rules provided for nomenclature are correctly explained (1 pt).

_____ An example is provided (1 pt).

_____ The structure of the example is correctly drawn (1 pt).

_____ The name of the example is correctly written (1 pt).

Presentation: 3 points

_____ The report is organized and presented in a concise fashion (1 pt).

_____ The presenter possesses knowledge about the functional group and can answer fair questions (as determined by the teacher) about it (1 pt).

_____ The volume and pace of the presentation are appropriate for the audience (1 pt).

_____ TOTAL POINTS EARNED

What is Happening to My World?

Scoring Guide for Part II

Name: Dr. ______________________

Content: 6 points

_____ A method of synthesis of the compound is described and the name of the reaction is provided if it has a specific name (1 pt).

_____ A description of the mechanism of how the reaction occurs is attempted (1 pt).

_____ The mechanism for the reaction is described correctly (1 pt).

_____ A general equation is provided (1 pt).

_____ An example is provided (1 pt).

_____ The example is written correctly (1 pt).

Presentation: 3 points

_____ The report is organized and presented in a concise fashion (1 pt).

_____ The presenter possesses knowledge about how the compound forms and can answer fair questions (as determined by the teacher) about the synthesis (1 pt).

_____ The volume and pace of the presentation are appropriate for the audience (1 pt).

_____ TOTAL POINTS EARNED

What is Happening to My World?

Scoring Guide for Part III

Name: Dr. ______________________

Content: 38 points

Column 1

_____ A creative title is included (2 pt). A boring title will earn one point instead of two

_____ An engaging, relevant picture or photograph is included (2 pts).

_____ The author’s name is included (1 pt).

Column 2

_____ The general formula for the compound is included (1 pt).

_____ The process for nomenclature is explained and is correct (2 pts).

_____ A structural formula is included with its name. Both are correctly represented

(2 pts).

Column 3

_____ A general equation depicting the synthesis of the compound is included, and it is correct (2 pts).

_____ The mechanism of the reaction is explained (1 pt).

_____ An equation of a specific example is provided (1 pt).

_____ All structures in the equation are written correctly (1 pt).

_____ All structures in the equation are named correctly (1 pt).

_____ The synthesis is distinguished as being commercial or natural (1 pt).

Column 4

_____ There is an impressive explanation as to the uses (at least three) and importance (at least two) of the compound (5 pts).

_____ There is an accurate discussion of the ramifications of the depletion of the compound (5 pts). Three consequences (three points) are fully explained (two points).

_____ There is a plea to conserve or produce this compound in an attempt to maintain the quality of living that the public currently enjoys (2 pts).

Column 5

_____ The biological and/or economic importance (at least three) of the compound is explicitly discussed (5 pts). Three points will be awarded for the topics and two points for the explanations.

Column 6

_____ A brief conclusion is included with an explanation as to why the compound is worth studying (1 pt).

_____ The affects of the compound on human life are briefly reviewed (1 pt).

_____ There is a "works cited" section (2 pts).

Mechanics: 20 points

Spelling and Grammar

_____ Spelling and grammar are worth ten points. A point will be deducted for each error up to a maximum of ten.

Works Cited

_____ The works cited section is also worth ten points. A point will be deducted for each spelling, punctuation or procedural error up to a maximum of ten.

_____ TOTAL POINTS EARNED

What is Happening to My World?

Overall Score

Points earned in Part I _____

Points earned in Part II _____

Points earned in Part III _____

Molecular Model (5 points)

(Three points for inclusion. Two points for accuracy.) _____

Total points earned _____

Total points possible 83

Overall score expressed as a percentage of total points _____

Some Hydrocarbons and Their Names

**Note: A short line between two symbols (C-C) indicates a bond.

A short line that is adjacent to only one symbol (-C) indicates a bond with hydrogen.

THE FOLLOWING PAGES ARE Guided note-taking pages FOR THE STUDENTS

Heat, Meat, and Smelly Feet

(A Study of Organic Chemistry)

Organic Chemistry –

II. Carbon

Carbon

Electron filling diagram
Lewis dot structure
BUT when carbon is involved in bonding there are _____ electrons available to form these __________.

Modified electron filling diagram

b. Modified Lewis dot structure

Carbon always forms _____ bonds.

Bonding and homologous series of hydrocarbons

A. Single bond –

Ex.

When all carbon-carbon (C-C) bonds are single, the hydrocarbon is called an __________.

Double bond –

Ex.

When one or more carbon-carbon bond(s) are double, the hydrocarbon is called an __________.

Triple bond –

Ex.

When one or more carbon-carbon bond(s) are triple, the hydrocarbon is called an __________.

Organic prefixes for __________ chains.

__________ - one carbon in the chain

Ex. -C- name:

__________ - two carbons in the chain

| |

Ex. -C-C- name:

| |

Ex. -C=C- name:

| |

__________ - three carbons in the chain

| | |

Ex. -C-C-C- name:

| | |

Ex. -C=C-C- name:

Ex. -Cº C-C- name:

General Formulas for homologous series of hydrocarbons

Alkanes

Alkenes

Alkynes

Naming organic hydrocarbon compounds

Alkanes

Alkenes

Ex.

Alkynes –

Branched hydrocarbons - name the longest chain using the above rules. Number the chain so that the branch gets the __________ number possible. Name the branch using the appropriate prefix and the suffix "-yl."

Ex.

Halogenated hydrocarbons

Number the chain so that the halogen gets the __________ number possible.
Use the correct halogen prefix.

F –

Cl –

Br –

I –

Ex.

Cyclic hydrocarbons

Add the prefix

Functional groups

Name –

General formula –
Nomenclature –

Ex: structure name

Name –

General formula –
Nomenclature –

Ex: structure name

Name –

General formula –
Nomenclature –

Ex: structure name

Name –

General formula –
Nomenclature –

Ex: structure name

Name –

General formula –
Nomenclature –

Ex: structure name

Name –

General formula –
Nomenclature –

Ex: structure name

Name –

General formula –
Nomenclature –

Ex: structure name

Name –

General formula –
Nomenclature –

Ex: structure name

Name –

General formula –
Nomenclature –

Ex: structure name

Name –

General formula –
Nomenclature –

Ex: structure name

Name –

General formula –
Nomenclature –

Ex: structure name

Name –

General formula –
Nomenclature

Ex: structure name

Common aromatic compounds

Isomerism – isomers are different

Ex:

Alcohols

Primary alcohol –
Secondary alcohol –
Tertiary alcohol –
Glycerol –

Hydrocarbons

Saturated –
Unsaturated –

Some organic chemical reactions

Substitution –

Ex.

Addition –

Ex.

Esterification –

Ex.

Polymerization –

Ex.

Fermentation –

Ex.

Oxidation –

Ex.

Saponification –

Ex.