Course Profile Chemistry (SCH4U), Grade 12, University Preparation, Catholic
Unit 3: Organic Chemistry
Time: 20 hours
Activity
1 | Activity 2 | Activity
3 | Activity 4 | Activity
5
Unit Description
Students
build on the knowledge they gained in the SCH3U Hydrocarbons and Energy unit to
study the structure of various organic compounds and the chemical reactions
involving these compounds. They name and represent the structures of organic
compounds using the IUPAC system. Through research and experimentation,
students investigate organic compounds. They describe the physical properties
of classes of organic compounds, predict the products of organic reactions, and
evaluate the impact of organic compounds on society.
In the first
cluster, students recognize the vast variety of organic compounds that touch
their lives, e.g., medicines, dyes, polymers, synthetic fibres, food additives,
pesticides, etc. They are introduced to the different organic functional
groups, including alcohols, aldehydes, ketones, carboxylic acids, esters,
ethers, amines, and amides. Students recall the IUPAC system for organic
nomenclature introduced in the SCH3U Hydrocarbons and Energy unit, and build on
their skills to name and write the appropriate structures for the different
classes of organic compounds. They distinguish between the terms organic,
natural and chemical, and critically evaluate the accuracy of the use of these
terms in the promotion of consumer goods by compiling an advertisement
portfolio (Caveat Emptor portfolio).
In the
second cluster, students apply the concepts learned in Unit 1, Structure and
Properties, to describe and explain the physical properties of the different
classes of organic compounds in terms of molecular polarity, melting point,
boiling point, solubility in different solvents, and odour. They demonstrate
their knowledge by performing a physical property model building activity,
where they build models of a variety of aliphatic (both open chain and cyclic)
and aromatic organic compounds, and make predictions about their physical
properties based on their structures. (Note: Teachers should recognize
that organic compounds are divided into two broad classes: aliphatic compounds
and aromatic compounds. Aliphatic compounds are the alkanes, alkenes, and
alkynes and all the compounds that can be derived from them by replacing the
hydrogen atoms with other atoms or groups of atoms). Students are introduced to
the end-of-unit task, A “PRESS’ing Concern.
In the third
cluster, students apply their knowledge of the concepts related to
oxidation-reduction studied in the Electrochemistry Part 1 unit and build on
their knowledge of functional groups from the first cluster of this unit.
Through teacher-directed presentations, students examine the chemical
properties of the different organic functional groups and describe the
different types of organic reactions, such as substitution, addition,
elimination, oxidation, esterification, and hydrolysis. Students predict and
name the products of the various organic reactions. Through experimentation,
students synthesize various organic compounds, such as esters and simple
polymers.
In the
fourth cluster, through a teacher-directed class discussion, students build on
their knowledge from Cluster 1 to recognize that all living organisms are made
of organic compounds. Through a cooperative group activity, students research
the importance of naturally occurring organic compounds such as carbohydrates,
proteins, and nucleic acids. They recognize and reflect on the greatness of
God’s creativity in the transformation of these complex molecules into forms of
life. In addition, students research and create a database to provide examples
of organic compounds used to improve existing health, safety, and environmental
problems.
In the fifth
cluster, students carry out the end-of-unit task, A “PRESS’ing Concern. They
research various organic synthetic products and analyse the risks and benefits
involved in their development and application. Each group’s research is
presented in the form of a press conference. At the press conference, students
share their research by answering questions posed to them by another group who
assume the role of reporters. As reporters, students use their findings to
write an editorial in which they evaluate the impact that organic synthetic
compounds have on society and the environment.
Students reflect and recognize their role as stewards of the earth in
addressing environmental concerns and issues, thereby acquiring an appreciation
for the need to protect God’s creation.
(Note: Expectations
OC3.02 and OC3.04 are introduced in Cluster 2 but assessed in Cluster 4.)
|
Activity |
Learning Expectations |
Assessment Categories |
Task |
|
1.1 Introduction
to functional groups 1.2 Nomenclature
of functional groups |
OCV.01, .02, .03,
OC1.01, 2.01, 2.02, 2.04, 3.01, 3.02 |
Knowledge/
Understanding |
- Brainstorming
organic compounds used in everyday life |
|
2.1 Organic
compounds and their physical properties2.2 Introducing the end-of-unit task,
A “PRESS”ing Concern |
OCV.01, .02, .03,
OC1.02, 2.01, 2.03, 3.03 |
Knowledge/
Understanding |
- Physical
property model building activity |
|
3.1 Functional
groups and their chemical properties 3.2 Synthesis of
organic compounds |
OCV.01, .02,
OC1.03, 1.04, 2.01, 2.05, 2.06 |
Knowledge/
Understanding |
- Worksheets on
organic reactions |
|
4.1 Introduction
to compounds of life 4.2 There is a
solution |
OCV.01, .03,
OC1.05, 3.02, 3.04 |
Knowledge/
Understanding |
- Jigsaw activity
on compounds of life - Database of
solutions to health and environmental problems |
|
5. A “PRESS”ing
Concern |
OCV.03, OC2.01,
3.02, 3.03 |
Knowledge/
Understanding |
- End-of-unit
task: press conference |
Time: 3 hours
Following a review
of the Hydrocarbons and Energy unit studied in SCH3U, students participate in a
class discussion and recognize the vast number of organic compounds and their
importance to everyday life. They are introduced to the different classes of
organic compounds, including alcohols, aldehydes, ketones, carboxylic acids,
esters, ethers, amine, and amides. Students recall the IUPAC system for organic
nomenclature introduced in the SCH3U Hydrocarbons and Energy unit, and build on
their skills to name and write the appropriate structures for the different
classes of organic compounds. They name and draw organic compounds containing
various functional groups using the IUPAC system. In addition, they name common
organic compounds using non-systematic names. For example, the non-systematic
name for ethanoic acid is acetic acid or vinegar. Students distinguish between
the terms organic, natural, and chemical, and correctly use the terms to
determine the accuracy of the use of these terms in the promotion of consumer
goods by compiling an advertisement portfolio (Caveat Emptor portfolio).
Ontario Catholic
School Graduate Expectations
CGE2b - reads, understands,
and uses written materials effectively.
Strand(s): Organic Chemistry
Overall
Expectations
OCV.01 - demonstrate
an understanding of the structure of various organic compounds, and of chemical
reactions involving these compounds;
OCV.02 - investigate
various organic compounds through research and experimentation, predict the
products of organic reactions, and name and represent the structures of organic
compounds using the IUPAC system and molecular models;
OCV.03 - evaluate
the impact of organic compounds on our standard of living and the environment.
Specific
Expectations
OC1.01 - distinguish
among the different classes of organic compounds, including alcohols,
aldehydes, ketones, carboxylic acids, esters, ethers, amines, and amides, by
name and by structural formula;
OC2.01 - use
appropriate scientific vocabulary to communicate ideas related to organic
chemistry;
OC2.02 - use the
IUPAC system to name and write appropriate structures for the different classes
of organic compounds, including alcohols, aldehydes, ketones, carboxylic acids,
esters, ethers, amines, amides, and simple aromatic compounds;
OC2.04 - identify
some non-systematic names for organic compounds;
OC3.01 - present
informed opinions on the validity of the use of the terms organic, natural, and
chemical in the promotion of consumer goods;
OC3.02 - describe
the variety and importance of organic compounds in our lives.
Scientific
Investigations Skills
SIS.05 - select and
use appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate scientific ideas, plans, and experimental
results.
SCH3U: Hydrocarbons
and Energy
·
There are two
possible approaches when teaching this unit.
· The first approach is to teach the nomenclature, physical properties, and chemical reactions for each organic functional group individually. Using alcohols as an example, the teacher introduces the alcohol functional group and teaches its physical properties, nomenclature, and chemical properties. This is then repeated for each organic functional group.
· In the second approach, the teacher introduces all the organic functional groups. Students build on their knowledge and skills of IUPAC organic nomenclature studied in SCH3U to name and write structures of the different organic functional groups using the IUPAC system. They apply their knowledge of intermolecular forces to explain the physical properties of each of the functional groups, and compare between the physical properties of the different functional groups. Finally, the chemical properties of different classes of organic compounds are introduced through the study of the different types of organic chemical reactions.
· This Course Profile uses the second approach, since it provides students with numerous opportunities to practice and build on their knowledge and skills to recognize functional groups, practice nomenclature, and predict and describe the physical and chemical properties of the different functional groups.
·
Homework should
be assigned daily to provide students with the opportunity to practice and
develop their knowledge and problem-solving skills in organic chemistry.
·
It is recommended
that the unit test be administered before Activity 5.
Activity 1.1
Introduction to Functional Groups
·
Prepare a
diagnostic assessment tool to assess students’ knowledge and skills developed
in the SCH3U Hydrocarbons and Energy unit.
·
Students may not
be aware of the vast number of organic compounds and that organic chemistry is
a science that touches the lives of everyone. Thus, a brainstorming session
provides students with an opportunity to become aware of the importance of
organic compounds in their lives.
·
Prepare
worksheets to provide students with practice identifying functional groups in
simple and complex organic compounds. Structural formulae of complex organic
molecules containing multiple functional groups can be found in various sources
including the Merck Index, CRC Handbook of Physics and Chemistry, Internet.
Activity 1.2 Nomenclature of Functional Groups
·
Prepare a
diagnostic assessment tool to assess students’ knowledge and skills relating to
the IUPAC system for naming and writing structures of hydrocarbons covered in
SCH3U, and prepare the appropriate remedial work.
·
Prepare a list of
common organic compounds and their non-systematic names. The teacher may want
to conference with the biology teacher to compile a list of non-systematic
names used in the biology courses.
·
Search websites
for tutorials on organic nomenclature and keep a list which may be shared with
students.
·
Prepare
worksheets to provide students with numerous and varied opportunities to
practise and use the IUPAC system to name and draw structures for the different
classes of organic compounds.
·
To reinforce
student learning and give students opportunities for peer assessment, students
prepare a flash card activity. For this activity, the class is arranged into
groups of four; each group represents a different class of organic compounds
(functional group). Within each group, students individually prepare three to
five flash cards, each containing the full structural formula on one side and
the IUPAC name and non-systematic name (if applicable) on the other side.
Within the group of four, students exchange flash cards and correct each flash
card for accuracy, variety, and possible duplication. The students should
consult with the teacher about any concerns. The teacher collects and assesses
all flash cards, compiles sets with different functional groups, and
redistributes the sets to students to practise and improve their nomenclature
skills, either in pairs or individually. The flash cards can also be used for
self and peer formative assessment throughout the unit whenever time permits.
·
Prepare a
paper/pencil quiz on organic nomenclature.
·
Collect samples
of consumer goods promoted as organic, natural, and chemical (e.g., organic
shampoo, natural spring water) to use when introducing the Caveat Emptor
portfolio. Caveat Emptor is a term students are introduced to in a
business class. (Note: Caveat Emptor is a Latin phrase which
means, “Let the buyer beware” and is used in business to express the principle
that it is the buyer’s responsibility to satisfy herself/himself about the
quality of the goods received).
·
The teacher may
want to conference with the business teacher regarding ethical advertising
practices.
·
Prepare a handout
outlining the Caveat Emptor portfolio. Students collect samples of
advertisements promoting consumer goods as organic, natural, and chemical from
various sources, e.g., labels, commercials, advertisements, storefronts, and
business cards. The teacher determines the number and variety of samples to be
collected. Students gain consumer awareness by completing the portfolio.
Students apply their knowledge of the accurate definitions of the terms
organic, natural, and chemical to identify the advertisements as accurate or
misleading. They communicate their understanding by writing informed opinions
on the validity of each of the advertisements collected. Students submit their
portfolio at the end of the unit.
Activity 1.1
Introduction to Functional Groups
The
teacher:
·
administers a
diagnostic assessment tool to assess students’ knowledge and skills developed
in the SCH3U Hydrocarbons and Energy unit, and provides appropriate remedial
material;
·
leads a class
discussion on the vast number of organic compounds and the importance of
organic chemistry as a science that touches everyone’s lives;
·
directs students
to brainstorm and compile a list of different classes of organic compounds they
use in a day, for example, plastics, synthetic fibers, pesticides, household
products, beauty industry products, and fuels;
·
presents a
Socratic lesson and distinguishes among the different classes of organic
compounds in terms of the functional group present, using relevant examples to
recognize functional groups of each class, including alcohols, aldehydes,
ketones, carboxylic acids, esters, ethers, amines, and amides;
·
provides
worksheets for students to practise identifying functional groups in simple and
complex organic compounds containing multiple functional groups.
Students:
·
participate in a
class discussion on the variety and the importance of organic compounds;
·
brainstorm to
create a list of different organic compounds used in a day, and recognize the
vast variety of organic compounds that play a major role in their lives, e.g.,
plastics, synthetic fibres, pesticides, household products, beauty industry
products, and fuels;
·
recognize the
need to organize organic compounds into groups that can be studied for similar
physical and chemical properties;
·
record in their
notebook the teacher’s presentation on the different classes of organic
compounds in terms of the functional group present, and identify the organic
compounds in terms of their functional group;
·
practise
identifying the organic functional groups present in simple and complex organic
compounds containing multiple functional groups.
Activity 1.2
Nomenclature of Functional Groups
The
teacher:
·
reviews the IUPAC
system rules learned in the SCH3U Hydrocarbons and Energy unit as a basis for
this unit;
·
through a
Socratic lesson, presents the IUPAC system for naming and writing the
structures for the different classes of organic compounds; as well, provides a
list of some non-systematic names and structures for organic compounds. The
presentation of the IUPAC system can be done in the following order:
· alcohols: including primary, seconday and tertiary alcohols, glycols (contain two hydroxyl groups), and glycerols (contain three hydroxyl groups). Some non-systematic names include isopropyl (rubbing) alcohol for 2-propanol, ethylene glycol (antifreeze) for 1,2-ethanediol, and glycerin for 1,2,3-ethanetriol;
· carboxylic acids: Some non-systematic names include acetic acid (vinegar) for ethanoic acid;
· esters;
· ethers: Make students aware that there is a non-systematic method as well as the IUPAC method for naming ethers, and that they are responsible for the IUPAC method. Some non-systematic names include the anesthetic “ether” for ethoxy ethane;
· aldehydes: Some non-systematic names include formaldehyde for methanal; - ketones. Some non-systematic names include acetone for propanone;
· amines: Make students aware that there is a non-systematic method as well as the IUPAC method for naming amines, and that they are responsible for the IUPAC method;
· amides.
·
provides students
with worksheets to practise and use the IUPAC system to name and draw
structures for the different classes of organic compounds;
·
conferences with
students while they practise and use the IUPAC system, answering questions and
providing feedback;
·
arranges students
in groups of four and assigns each group a different class of organic compounds
and instructs students to carry out the flash card activity (see Planning
Notes);
·
collects and
assesses all flash cards, compiles sets with different functional groups, and
redistributes the sets to students to practise either in pairs or individually,
whenever time permits;
·
prepares,
administers, and assesses a paper/pencil quiz on the nomenclature of organic
compounds;
·
introduces the Caveat
Emptor portfolio by
· providing students with clear definitions of the terms organic, natural, and chemical compounds;
· leading a class discussion, using examples collected (see Planning Notes) to determine whether advertisements for consumer goods are accurate or misleading.
Students:
·
complete the
diagnostic assessment and the required remedial work to review organic
nomenclature studied in SCH3U;
·
record in their
notebook the IUPAC rules used to name and write structures for the different
classes of organic compounds, including some non-systematic names;
·
complete
worksheets to practise and use the IUPAC system, and conference with the
teacher to clear any problems;
·
individually
prepare 3-5 flash cards representing the assigned class of organic compounds.
Once completed, exchange flash cards with other group members to check for
accuracy, variety, and duplication, and consult with the teacher about any
concerns;
·
submit their
flash cards for assessment;
·
in pairs or
individually, use flash cards for practice and self and peer assessment,
whenever time permits;
·
write a
paper/pencil quiz on the nomenclature of organic compounds;
·
participate in a
class discussion on the accurate use of the terms organic, natural, and
chemical in the promotion of consumer goods;
·
collect
advertisements promoting consumer goods as organic, natural or chemical from
various sources for their Caveat Emptor portfolio.
· The paper-and-pencil quiz on organic nomenclature may be assessed for Knowledge/Understanding and Communication using a marking scheme (OC1.01, 2.01, 2.02, 2.04).
· The Caveat Emptor portfolio is collected and assessed at the end of the unit for Communication and Making Connections using a rubric (OC2.01, 3.01).
See course overview
for general accommodations.
Possible
enrichment activities:
·
Prepare a chart
of household organic compounds. Give their IUPAC name, their non-systematic
name(s) and draw their structures (e.g., pesticides, pharmaceuticals,
cosmetics, and cleaners). To further enhance this activity, students prepare a
pamphlet on safe and dangerous household organic compounds, their use, and
their storage in the home.
·
Research and
prepare a chart containing the structures of large organic molecules containing
multiple functional groups.
·
Prepare a
pamphlet on esters and their uses in industry.
·
Design a webpage,
media presentation, or tutorial on organic nomenclature.
·
Produce a game
that allows students to practise organic nomenclature.
·
Computerize the
flash card activity.
Textbooks
Budavari,
Susan, et al. Merck Index, An Encyclopedia of Chemicals, Drugs and
Biologicals. Rahway: Merck and Co. Inc., 1996. ISBN 0911910123
Hill, John
W., S. Baum and D. Feigl. Chemistry and Life: An Introduction to General,
Organic, and Biological Chemistry Fifth Edition. Upper Saddle River:
Prentice-Hall, Inc., 1997. ISBN 0-13-569294-6
Lide, David
R. CRC Handbook of Chemistry and Physics. Boca Raton: CRC Press Inc.,
2000.
ISBN 0849304814
Smith, John
E., et al. ALCHEM Chemistry. Toronto: The Bryant Press, 1990. ISBN
0-920008-31-3
Snyder, C. The
Extraordinary Chemistry of Ordinary Things. New York: John Wiley and Sons,
Inc., 1998. ISBN 0-471-17905-1
The
Catholic School. Rome, 1977
The
Religious Dimension of Education in a Catholic School. Rome, 1988.
This Moment of
Promise. Ontario Conference Of
Catholic Bishops, 1989.
Internet Sites
Molecules,
nomenclature – www.biochemlinks.com
Molecules,
remedial work – www.chemistrycoach.com/high.htm
Nomenclature
– www.acdlabs.com/iupac/nomenclature
Links –
www.organicworldwide.net
Videos
Carbon
Chemistry. Burnaby: Classroom Video. 43 minutes
Time: 4.5 hours
Students apply the
concepts learned in Unit 1, Structures and Properties, to describe and explain
the physical properties of the different classes of organic compounds in terms
of molecular polarity, melting points, boiling points, solubility in different
solvents, and odour. They demonstrate their knowledge by performing a physical
property model building activity where they build models of various organic
compounds and predict their physical properties based on their structure. In
addition, students are introduced to the end-of-unit task, A “PRESS”ing
Concern. In this end-of-unit task, students further their study of organic
consumer products by analysing the risks and benefits of the development and
application of synthetic products such as pesticides, polymers, and food
additives, and present their findings in the form of a press conference. As a
result, students evaluate the impact that organic compounds have on society and
the environment through written editorials.
Ontario Catholic
School Graduate Expectations
CGE2b - reads,
understands, and uses written materials effectively.
Strand(s): Organic Chemistry
Overall
Expectations
OCV.01 - demonstrate
an understanding of the structure of various organic compounds, and of chemical
reactions involving these compounds;
OCV.02 - investigate
various organic compounds through research and experimentation, predict the
products of organic reactions, and name and represent the structures of organic
compounds using the IUPAC system and molecular models;
OCV.03 - evaluate
the impact of organic compounds on our standard of living and the environment.
Specific
Expectations
OC1.02 - describe
some physical properties of the classes of organic compounds in terms of
solubility in different solvents, molecular polarity, odour, and melting and
boiling points;
OC2.01 - use
appropriate scientific vocabulary to communicate ideas related to organic
chemistry;
OC2.03 - build
molecular models of a variety of aliphatic, cyclic, and aromatic organic compounds;
OC3.03 - analyse the
risks and benefits of the development and application of synthetic products.
Scientific
Investigations Skills
SIS.05 - select and
use appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate scientific ideas, plans, and experimental
results.
Activity 2.1
Organic Compounds and their Physical Properties
·
To review the
concepts of intermolecular forces from Unit 1, Structure and Properties, the
teacher prepares a review activity.
·
Possible
misconception among students are as follows:
· solubility is a chemical property;
· the hydroxyl group (-OH) is confused with the hydroxide ion (OH–);
· all alcohols, carboxylic acids, esters, amines, and amides are soluble in water;
· there are hydrogen bonding interactions between aldehydes, ketones, and ethers.
· Safety Notes
· Teachers should be aware of all the safety precautions involved with the use of organic compounds and must follow school board regulations.
· alcohols are extremely flammable and should not be used near open flame;
· Esters and short straight chained carboxylic acids are volatile and must not be inhaled; these chemicals should be used with a fume hood;
· Many aromatic compounds are carcinogenic.
·
To reinforce the
physical properties of the organic functional groups studied, prepare a
physical property model building activity. In this activity, students build
molecular models of assigned groups of organic compounds using model-building
kits provided by the teacher. The students use their molecular models to
predict the physical properties of the assigned organic compounds, give reasons
for their predictions, and then verify their predictions using resource
materials the teacher makes available. The teacher prepares a marking scheme
for the activity. Students’ models can be assessed using a checklist. The
physical property model building activity may contain the following procedures:
· Build molecular models for ethanol and hexanol. Predict their relative melting points and boiling points, and their solubility in polar and non-polar solvents;
· Build molecular models for propanol, propanal, propanoic acid, propanone, aminopropane, propanamide, methoxypropane, methyl propanoate;
· Predict their molecular polarity;
· Rank them from lowest to highest boiling point and melting point;
· Predict their solubility in polar and non-polar solvents;
· Predict their odour;
· Draw and build molecular models for all structural isomers for C3H8O;
· Rank them from lowest to highest melting point and boiling point;
· Predict their solubility in polar and non-polar solvents.
·
Prepare an
assessment tool for the physical property model building activity.
·
Homework should
be assigned daily to provide ample opportunities for the students to practise
and develop their knowledge and problem-solving skills related to organic
structure and physical properties.
·
Prepare a
pencil/paper quiz to assess students’ understanding of the physical properties
of organic functional groups.
Activity 2.2
Introducing the End-of-Unit Task, A “PRESS”ing Concern
·
Prepare an
example of a synthetic product and the risks/benefits associated with (i) the
reactants used to prepare it and the methods used to obtain the reactants, (ii)
its chemical synthesis and the byproducts formed, and (iii) its use in society.
An example is rubber tires. One benefit of rubber tires is that they are
durable and essential for various modes of transportation; however, tires are
not biodegradable and pose a serious health problem if burned.
·
Prepare a handout
describing the end-of-unit task, A “PRESS”ing Concern – see Appendix I. In this
activity each group has two roles. The first is to research the risks and
benefits of the development and application of a synthetic product. Students
present this information in the form of a press conference. The second is to
assume the role of reporters who interview another group researching a
different synthetic product. Students use the information obtained from the
interview to write an editorial on the risks and benefits associated with that
product.
·
Compile a list of
different organic compounds students can choose from to complete the
end-of-unit task, A “PRESS”ing Concern. The list could include the compounds
listed by the students during their brainstorming in Activity 1, as well as any
other organic compounds decided on by the teacher.
·
Arrange students
in groups of three.
·
Remind students
that they should compile information on their chosen synthetic organic compound
throughout the unit, e.g., students determine the functional groups present
using their knowledge from Activity 1, the physical properties using their
knowledge from Activity 2, and the chemical properties using their knowledge
from Activity 3.
·
Make arrangements
to have the students visit the library/resource centre for 75 minutes so that
they can select their synthetic organic compound and begin their research as a
group. If this is not possible, collect resources for classroom use or arrange
Internet access through your computer department.
·
Review the
ethical use of the Internet with students.
·
Each student in a
group must participate in the presentation. Students are assessed and evaluated
individually. Group marks are not to be assigned.
·
The questions for
the press conference prepared by the reporters should be collected and assessed
for completion and appropriate content prior to the press conference. This
ensures that students are prepared.
·
Prepare a
checklist for students to assess their group members’ work before the
presentation.
·
Prepare a rubric
for the A “PRESS”ing Concern conference presentation. This rubric should assess
each student in their role as both a presenter and a reporter. Note: a
rubric for the editorial is available in Appendix II.
Activity 2.1
Organic Compounds and their Physical Properties
The
teacher:
·
reviews from Unit
1, Structure and Properties, the intermolecular forces of attraction including
London dispersion, dipole-dipole and hydrogen bonding interactions, and how
these affect physical properties, e.g., melting points, boiling points,
solubility and odour;
·
through a class
discussion and a Socratic lesson, summarizes the physical properties of the
different classes of organic compounds. For each class, the functional group is
drawn and the intermolecular forces present are identified to determine the
resulting physical properties. The functional groups are presented in the
following order: alcohols (including primary, secondary, tertiary,
diols/glycols, and triols/glycerols), ethers, aldehydes, ketones, carboxylic
acids, esters, amines, and amides. In addition to the general physical
properties of organic functional groups, the teacher’s presentation should also
include:
· properties of compounds containing hydrogen bonding interactions that change as the carbon chains gets longer, e.g., solubility in polar solvents;
· the difference in physical properties between organic compounds that have a hydrogen atom bonded to an oxygen atom, as opposed to a hydrogen atom bonded to a nitrogen atom, e.g., methanol has a higher boiling point than aminomethane;
· safety concerns associated with physical properties;
· structural isomers and their corresponding physical properties, e.g., methoxy methane and ethanol both have the formula C2H6O but have different physical properties;
·
organizes
students into groups of two and directs students to apply their knowledge of
intermolecular forces from Unit 1, as well as the lesson on physical properties
of the different classes of organic compounds, to build molecular models of the
organic molecules assigned in the physical property model building activity
(see Planning Notes for examples). The students are asked to make the required
predictions about physical properties of the different classes of organic
compounds, verify their predictions using resources available, and correct and
explain any incorrect predictions;
·
collects and
assesses the physical property model building activity;
·
administers and
assesses a paper/pencil quiz on the physical properties of the classes of
organic compounds.
Students:
·
recall intermolecular
forces of attraction including London dispersion, dipole-dipole, and hydrogen
bonding interactions and apply their knowledge to explain variations in melting
point, boiling point, solubility, and odour;
·
record in their
notebook the teacher presentation on the intermolecular force interactions
present as a result of the different functional groups, and the resulting
physical properties of the different classes of organic compounds;
·
in pairs, build
the required molecular models of the organic molecules assigned in the physical
property model building activity, predict the compounds’ physical properties,
verify their predictions using available resources, and correct and explain any
incorrect predictions made. They submit the physical property model building
activity for assessment;
·
write a
paper-and-pencil quiz on the physical properties of the classes of organic
compounds.
Activity 2.2
Introducing the End-of-Unit Task, A “PRESS’ing Concern
The
teacher:
·
through a class
discussion, discusses the term synthetic product and gives an example of a
synthetic product and the risks and benefits associated with (i) the reactants
used to prepare it and the methods used to obtain the reactants, (ii) its
chemical synthesis and byproducts formed, and (iii) its use in society, e.g.,
rubber tires;
·
introduces the
end-of-unit task, A “PRESS’ing Concern – see Appendix I;
·
arranges students
in groups of three to carry out the end-of-unit task;
·
assigns which
group takes on the role of reporter for each presentation;
·
introduces the
assessment tools for the end-of-unit task. These include a peer assessment
checklist, a presentation rubric, and an editorial rubric;
·
provides class
time for the assigned groups to choose the organic compound (synthetic
product), assign roles, and complete preliminary research either in the
library/resource centre or classroom;
·
conferences with
each group to make sure they are proceeding in the appropriate direction.
Students:
·
in their assigned
groups, review the project, select the organic compound (synthetic product),
and assign roles;
·
meet throughout
the unit to research and conference with each other and the teacher;
·
work
collaboratively to gather information for the assigned task.
The physical
property model building activity may be assessed for Knowledge/Understanding
and Inquiry using a marking scheme (OC1.02, OC2.03).
The paper/pencil
quiz on physical properties may be assessed for Knowledge/Understanding,
Inquiry and Communication using a marking scheme (OC1.02, OC2.01, OC2.02,
OC2.03).
· See Course Overview for general accommodations.
·
Possible
enrichment activities:
· Research how the physical properties of the organic compounds make them suitable for various uses in the home, industry, hospitals, toymaking, etc.
Textbooks
Budavari,
Susan et al. Merck Index, An Encyclopedia of Chemicals, Drugs and
Biologicals. Rahway: Merck and Co. Inc, 1996. ISBN 0911910123
Frankel, Art
and John Li. Chemistry: A Second Course: Teacher’s Manual. Don
Mills: Addison Wesley, 1989. ISBN 0-201-51302-1
Herron,
J., et al. Heath Chemistry. Canada: D.C. Heath Canada Ltd., 1987. ISBN
0-669-95289-3
Lide, David
R. CRC Handbook of Chemistry and Physics. Boca Raton: CRC Press Inc.,
2000.
ISBN 0849304814
Rayner-Canham,
Geoff et al. Chemistry: A Second Course. Don Mills: Addison Wesley,
1989.
ISBN 0-201-17885-0
Smith, John
E., et al. ALCHEM Chemistry. Toronto: The Bryant Press, 1990. ISBN
0-920008-31-3
Snyder, C. The
Extraordinary Chemistry of Ordinary Things. New York: John Wiley and Sons,
Inc., 1998. ISBN 0-471-17905-1
Internet Sites
Drawing program – www.mdli.com/downloads/isis.draw/isisdraw.html
Models, molecules, properties – www.biochemlinks.com
Molecules, remedial work – www.chemistrycoach.com/high.htm
Molecules,
properties – www.bris.ac.uk/Depts/Chemistry/MOTM/motm.htm
Links –
www.organicworldwide.net
CD-ROMs
“Chem Matters CD 1993-1998 Version 2.0.” Washington: American Chemical Society, 1998.
“Saunders Interactive General Chemistry CD-ROM, Ch. 11-21.” USA: Archipelago Productions, 1996.
“The Electric
Chemistry Building Phase III: Organic Chemistry.” Hamilton: Snowbird Software,
1990.
Videos
Carbon Chemistry. Burnaby: Classroom Video. 43 minutes
The Magic of
Chemistry. Burnaby: Classroom
Video. 60 minutes
Time: 5 hours
Students build on
their knowledge of chemical reactions, addition, and combustion, taught in the
SCH3U Hydrocarbons and Energy unit, as well as their knowledge of the concepts related
to oxidation-reduction studied in Unit 2, Electrochemistry I. They investigate
how functional groups determine an organic compound’s chemical properties.
Students examine the different types of organic reactions, such as
substitution, addition, elimination, oxidation, esterification, and hydrolysis.
Students continue to practise nomenclature of organic functional groups by
predicting and naming the products in the various organic reactions. Through
experimentation, students carry out procedures to synthesize various organic
compounds, such as esters and simple polymers, and submit a laboratory report.
Ontario Catholic
School Graduate Expectations
CGE2b - reads, understands, and uses written materials effectively;
CGE2e - uses and
integrates the Catholic faith tradition, in the critical analysis of the arts,
media, technology, and information systems, to enhance the quality of life;
CGE5a - works
effectively as an interdependent team member;
CGE5b - thinks
critically about the meaning and purpose of work;
CGE5e - respects the
rights, responsibilities and contributions of self and others;
CGE5f - exercises
Christian leadership in the achievement of individual and group goals;
CGE5g - achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others.
Strand(s): Organic Chemistry
Overall
Expectations
OCV.01 - demonstrate
an understanding of the structure of various organic compounds, and of chemical
reactions involving these compounds;
OCV.02 - investigate
various organic compounds through research and experimentation, predict the
products of organic reactions, and name and represent the structures of organic
compounds using the IUPAC system and molecular models.
Specific Expectations
OC1.03 - describe
different types of organic reactions, such as substitution, addition,
elimination, oxidation, esterification, and hydrolysis;
OC1.04 - demonstrate
an understanding of the processes of addition and condensation polymerization;
OC2.01 - use
appropriate scientific vocabulary to communicate ideas related to organic
chemistry;
OC2.05 - predict and
correctly name the products of organic reactions, including substitution,
addition, elimination, esterification, hydrolysis, oxidation, and
polymerization reactions;
OC2.06 - carry out
laboratory procedures to synthesize organic compounds.
Scientific
Investigations Skills
SIS.01 - demonstrate
an understanding of safe laboratory practices by selecting and applying
appropriate techniques for handling, storing, and disposing of laboratory
materials, and using appropriate personal protection;
SIS.02 - select
appropriate instruments and use them effectively and accurately for collecting
observations and data;
SIS.03 - demonstrate
the skills required to plan and carry out investigations using laboratory
equipment safely, effectively, and accurately;
SIS.04 - demonstrate
a knowledge of emergency laboratory procedures;
SIS.05 - select and
use appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate scientific ideas, plans, and experimental
results;
SIS.06 - compile and
interpret data or other information gathered from print, laboratory, and
electronic sources, including Internet sites, to research a topic, solve a
problem, or support an opinion;
SIS.07 - communicate
the procedures and results of investigations for specific purposes by
displaying evidence and information, either in writing or using a computer, in
various forms, including flow charts, tables, graphs, and laboratory reports.
Safety Notes:
· Safety regarding organic compounds is a major issue. It is important to be aware of the dangers and safety precautions involved with the use of organic compounds. The health and safety of the teacher and students must be addressed when conducting laboratory activities by using safe laboratory practices and following Workplace Hazardous Materials Information System (WHMIS) legislation;
· When dealing with organic chemistry, it is the teacher’s responsibility to seek out and follow their Board policy;
· Open flames must not be used near organic compounds;
· Aromatic compounds, for example xylene, must not be used since they are carcinogenic;
· A fume hood must be used with volatile organic liquids since most organic vapours are dangerous. Students/staff must not inhale organic vapours;
· Contact lenses must not be worn by students/staff;
· Students must wear lab aprons/coats when performing organic experiments;
· If using concentrated acid, e.g., in an esterification lab, caution students to be extremely careful when pouring the acid;
· If the nylon rope experiment is performed, it is strongly recommended that the teacher demonstrate this experiment in a well-ventilated area due to the corrosive nature of the chemicals involved;
· All wastes must be disposed of in a properly labelled organic waste container, e.g., a glass Winchester bottle, which should be kept in a fume hood;
· MSDS sheets give information on compounds;
· WHMIS and STAO safety rules must be reviewed.
Activity 3.1
Functional Groups and Their Chemical Reactions
·
Prepare
worksheets on organic reactions. Build on the reactions studied in the SCH3U
Hydrocarbons and Energy unit. The worksheets should include chemical equations
where students predict the product(s) formed given the reactants. The types of
reactions studied include substitution, addition, elimination, oxidation,
esterification, hydrolysis, addition polymerization, and condensation
polymerization.
·
Homework should
be assigned to provide students with enough opportunity to practise and develop
their knowledge and problem solving-skills related to organic reactions.
·
When discussing
oxidation reactions, students recall and apply their knowledge of
oxidation-reduction concepts studied in Unit 2, Electrochemistry I.
·
In organic
chemistry, oxidation is also defined as the addition of oxygen or the
elimination of hydrogen.
· Prepare a quiz to assess students’ understanding of organic chemical
reactions.
Activity 3.2 Synthesis of Organic Compounds
·
Use professional
judgment to determine which reactions are appropriate to perform for the
synthesis of organic compounds lab, based on chemical availability and safety.
·
Esterification,
polymerization, and the oxidation of primary, secondary, and tertiary alcohols
are three types of experiments recommended. Some possible reactions are listed
below:
· Synthesis of an ester, e.g., ethanoic acid and 1-octanol will form octyl ethanoate, which has the fragrance of an orange;
· Synthesis of a putty-like substance – see Internet Resources;
· Oxidation of a primary, secondary, and tertiary alcohol to show that tertiary alcohols do not undergo an oxidation reaction.
·
If esters are
prepared, it is suggested that the students add blue dehydrating chips
(drierite) 3-4 at a time into the reaction vessel until the blue colour
remains. The drierite chips serve as boiling chips and in addition, drive the
equilibrium established between the product and reactants towards the product
side.
·
If demonstrating
polymerization, an environmentally friendly synthesis should be shown, e.g.,
the preparation of slime. If you choose to use a nylon kit for the synthesis of
nylon, make sure to follow all safety precautions enclosed. A common
polymerization lab students can perform is the preparation of slime or putty.
This lab can easily be found on the Internet and prepared using common
household items, e.g., washing soda, white glue, and water. You may wish to ask
your students to find a polymer lab on the Internet.
·
Prepare pre-lab
questions for the synthesis of organic compounds lab that guide and direct
students in writing structural formula equations for the organic reactions
performed during the lab activity (reactants and products only). It may be too
difficult for students to write the structural formula equation for the
formation of a slime or a putty-like polymer.
·
Use a microscale
lab whenever possible, since this type of lab requires only very small amounts
of chemicals (The Microscale Laboratory Manual by Slater is listed in the
Resources list.).
·
Prepare an
appropriate assessment tool, e.g., rubric, to assess the Synthesis of Organic
Compounds lab report.
Activity 3.1
Functional Groups and Their Chemical Reactions
The
teacher:
·
reviews and
builds on the organic reactions studied in the SCH3U Hydrocarbons and Energy
unit, and the oxidation-reduction concepts studied in Unit 2, Electrochemistry
I;
·
through a
teacher-directed lesson, defines and describes the following general type of
organic reactions: substitution, addition, elimination, oxidation, reduction,
esterification, and hydrolysis;
·
through a
Socratic lesson, introduces the different types of organic reactions based on
the organic functional group present. The lesson includes the functional groups
involved, general equation including any special conditions, the type of
reaction, and examples. The reactions for each organic family can be grouped as
follows:
· alcohols:
· are prepared by adding water to an alkene;
· react with carboxylic acids to form an ester;
· undergo dehydration to form an alkene;
· primary alcohols undergo oxidation to form aldehydes;
· secondary alcohols undergo oxidation to form ketones;
· carboxylic acids:
· undergo esterification reactions with alcohols;
· undergo neutralization reactions to form an acid and a salt;
· esters:
·
are prepared
through the reaction of an alcohol and a carboxylic acid;
· aldehydes:
· undergo hydrogenation to form a primary alcohol;
· undergo oxidation to form a carboxylic acid;
· ketones:
· undergo hydrogenation to form a secondary alcohol;
· amines:
· react with carboxylic acids to form amides;
· amides:
· are hydrolyzed to acids;
· are converted to amines through reduction with lithium aluminum hydride, LiAlH4 in ether, followed by reaction with water;
·
through a
teacher-directed lesson, introduces the terms monomer and polymer and gives
examples of natural and synthetic polymers, such as rubber and Dacron. Defines,
provides examples of, and compares addition polymerization reactions and
condensation polymerization reactions. For example, addition polymerization
involves unsaturated monomer units and no byproducts are formed, whereas
condensation polymerization involves the joining of two different monomers and
a byproduct is formed, usually water;
·
assigns and
assesses worksheet(s) on organic chemical reactions;
·
administers and assesses
a paper/pencil quiz on organic chemical reactions.
Students:
·
record in their
notebook the teacher’s presentation on the various types of organic reactions
of the different classes of organic compounds;
·
complete and make
corrections to the worksheet(s) on organic chemical reactions;
·
write a
paper/pencil quiz on organic chemical reactions.
Activity 3.2
Synthesis of Organic Compounds
The
teacher:
·
introduces and
assigns the synthesis of organic compounds lab;
·
assigns pre-lab
questions for the synthesis of organic compounds lab;
·
ensures students
are aware of all safety concerns and precautions associated with the lab
procedures;
·
reviews proper
lab skills and procedures associated with the laboratory activity;
·
reviews
procedures for writing a lab report;
·
reviews the
rubric for the lab report evaluation with the students;
·
directs students
to carry out the prepared laboratory activity to synthesize organic compounds;
·
assesses the
students’ lab skills during the experiment;
·
collects and
assesses the laboratory report.
Students:
·
prepare to
perform the synthesis of organic compounds lab (students should be familiar
with procedures and any safety concerns related to the experiment);
·
complete pre-lab
activity by drawing the structural formula equations for the appropriate
reactions in the synthesis of organic compounds lab;
·
review the safety
concerns associated with the lab procedures, the proper procedures for writing
a lab report, and the rubric for the lab report evaluation;
·
perform a
laboratory activity investigating various organic reactions, following proper
lab procedures and safety rules;
·
complete and
submit the lab report.
· The student prepared lab report may be assessed for Knowledge/Understanding, Inquiry, and Communication using a rubric (OC1.03, OC2.01, OC2.05, OC2.06).
· The paper/pencil quiz may be evaluated for Knowledge/Understanding and Communication using a marking scheme (OC1.03, OC1.04, OC2.01, OC2.05, OC2.06).
See
Course Overview for general accommodations.
·
A lab station can
be set up for wheelchair access.
·
Large print can
be used on all containers for visually challenged students.
Possible enrichment activities:
·
Investigate
organic reactions of the functional groups that occur under special conditions
or with special reagants, e.g., Markovnikov and anti-Markovnikov type
reactions, Friedel-Crafts alkylation, SN1 and SN2
mechanisms, chirality, and Grignard reactions.
·
Research and
write a short biography on chemists who have made substantial contributions to
the understanding of chemical reactions of functional groups, e.g., Vladimir
Markovnikov and Victor Grignard.
·
Devise reaction
schemes for the synthesis of single organic molecules, e.g., alcohols from
alkanes.
·
Investigate
polymers used in toymaking.
·
Investigate
various polymers produced through condensation and addition polymerization.
·
Investigate how
some polymer products are used in our homes, e.g., Teflon, Dacron, nylon.
·
Build a simple
Breathalyzer to mimic those used to detect alcohol in a person’s breath.
Textbooks
Beran, Jo A.
Laboratory Manual for Fundamentals of Chemistry. Kingsville: John Wiley
and Sons, 1987. ISBN 0-471-62798-4
Frankel, Art
and John Li. Chemistry: A Second Course: Teacher’s Manual. Don Mills:
Addison Wesley, 1989. ISBN
0-201-51302-1
Herron,
J., et al. Heath Chemistry. Canada: D.C. Heath Canada Ltd., 1987. ISBN
0-669-95289-3
Slater,
Alan, and Geoff Rayner-Canham. Microscale Chemistry Laboratory Manual: Student’s
Edition. Don Mills: Addison-Wesley, 1994. ISBN 0-201-60215-6
Rayner-Canham,
Geoff et al. Chemistry: A Second Course. Don Mills: Addison Wesley,
1989.
ISBN 0-201-17885-0
Slater,
Alan, and, Geoff Rayner-Canham. Microscale Chemistry Laboratory Manual:
Teacher’s Edition. Don Mills: Addison-Wesley, 1994. ISBN 0-201-60216-4
Smith, John E. et
al. ALCHEM Chemistry. Toronto: The Bryant Press, 1990.
ISBN: 0-920008-31-3
Toon, Ernest R.,
Ellis, George L., et al. Foundations of Chemistry. Toronto: Holt,
Rinehard and Winston of Canada, 1991. ISBN 0-03-922500-3
Internet Sites
Organic
reactions, remedial work – http://www.chemhelper.com
Organic
reactions, remedial work – http://www.chemistrycoach.com/high.htm
Polymer experiments
– http://matse1.mse.uiuc.edu/~tw/polymers/f.html
Time: 3.5 hours
Through a
teacher-directed class discussion, students build on their knowledge from
Activity 1 to recognize that all living organisms are made of organic
compounds, and that not all organic compounds are synthetically produced, as
was demonstrated in Activity 3. Through a cooperative group activity, students
research the importance of naturally occurring organic compounds such as
carbohydrates, proteins, and nucleic acids. Students read and reflect on the
magnitude of God’s work in the transformation of these complex molecules into
forms of life. They recognize the power of God, as stated in Psalm 8: “O Lord,
our Lord, your greatness is seen in all the world.” Students research and
create a database to provide examples of organic compounds used to improve
existing health, safety, and environmental problems.
Ontario Catholic
School Graduate Expectations
CGE1e - speaks the
language of life... “recognizing that life is an unearned gift and that a
person entrusted with life does not own it but that one is called to protect
and cherish it.” (Witnesses to Faith);
CGE2b - reads,
understands, and uses written materials effectively;
CGE2c - presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2e - uses and
integrates the Catholic faith tradition in the critical analysis of the arts,
media, technology, and information systems, to enhance the quality of life;
CGE4g - examines and
reflects on one’s personal values, abilities, and aspirations influencing
life’s choices and opportunities;
CGE7d - promotes the
sacredness of life;
CGE7h - exercises
the rights and responsibilities of Canadian citizenship;
CGE7i - respects the
environment and uses resources wisely;
CGE7j - contributes
to the common good.
Strand(s): Organic Chemistry
Overall
Expectations
OCV.01 - demonstrate
an understanding of the structure of various organic compounds, and of chemical
reactions involving these compounds;
OCV.03 - evaluate
the impact of organic compounds on our standard of living and on the
environment.
Specific
Expectations
OC1.05 - describe a
variety of organic compounds present in living organisms, and explain their
importance to those organisms;
OC3.02 - describe
the variety and importance of organic compounds in our lives;
OC3.04 - provide
examples of the use of organic chemistry to improve technical solutions to
existing or newly identified health, safety, and environmental problems.
Scientific
Investigations Skills
SIS.05 - select and
use appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate scientific ideas, plans, and experimental
results;
SIS.06 - compile and
interpret data or other information gathered from print, laboratory, and
electronic sources, including Internet sites, to research a topic, solve a
problem, or support an opinion;
SIS.10 - identify
and describe science- and technology-based careers related to the subject area
under study.
·
A unit test
should be administered at the end of this activity. Determine which
expectations need to be assessed, and use these as a guide to prepare the unit
test.
·
Note: It is suggested that a checklist of the unit
expectations be given to students at the beginning of every unit. Students can
use the checklist to assess their own knowledge and skills throughout the unit
and to prepare for the unit test. This checklist can further be used to help
students prepare for the final examination.
Activity 4.1
Introduction to Compounds of Life
·
Provide Bibles or
copies of the First Creation Story (Genesis 1:1-2:4a) and Psalm 8.
·
The teacher may
want to conference with the SBI4U teacher to provide some synchrony between
both classes with regard to the different classes of organic compounds present
in living organisms.
·
Provide resources
on the different classes of organic compounds present in living organisms for
classroom use. One method might be to book the library/resource centre or a
computer classroom. If this is done, proper use of the Internet should be
discussed with the students.
·
The jigsaw method
can be used to cover the different classes of organic compounds present in
living organisms, e.g., proteins, carbohydrates, fats, nucleic acids, steroids,
hormones, and cholesterol-based molecules. The expert group is responsible for
one class of these organic compounds. The size of the groups is dependent on
the number of classes of organic compounds selected. The information the
students obtain should include the organic compounds’ general structure, functional
group(s) present, and its function and importance in living organisms.
Each student should prepare a summary sheet of all the naturally
occurring organic compounds researched in the activity.
·
Prepare a marking
scheme to assess the summary sheet.
Activity 4.2 There
is a Solution
·
To give students
clear directions for their database activity, prepare an example of an organic
chemical with known safety, health, and environmental concerns and the
technical solution (alternate product); for example, the alternate product for
DDT is natural pheromones.
·
Prepare and
provide a list of organic compounds with known safety, health, and
environmental concerns, (e.g., ether, carbon tetrachloride, PCB, CFC, leaded
gas, saccharin, olestra, and formaldehyde) that students can choose from, or
allow the students to research an organic compound of their choice. In the
database activity, students produce a database on the product, its use, known
safety/health/environmental concerns regarding this product, alternate products
used in response to these concerns, and the reason for the use of alternates
(Why is it better?) in table format as suggested below:
|
·
Product ·
(Organic
Compound) |
·
Uses |
·
Concerns Due to
Uses of Product |
·
Alternate
Product |
·
Reason for Use
of Alternate Product |
·
The teacher
decides on the format of this database, e.g., summary sheet, computer-generated
presentation, or computer disk.
·
Prepare a marking
scheme to assess the database activity.
·
Arrange to have
students visit the library/resource centre. If it is not available, collect
resources for classroom use or arrange Internet access through the computer
department.
·
Review the
ethical use of the Internet with students.
Activity 4.1
Introduction to Compounds of Life
The
teacher:
·
together with the
students reads the First Story of Creation from the book of Genesis. The
teacher facilitates a class discussion on the wonder of God and His ability to
create;
·
introduces
naturally occurring organic compounds present in living organisms, such as carbohydrates,
proteins, and nucleic acids;
·
groups students
for the jigsaw activity to research the importance of naturally occurring
organic compounds present in a living organism, and assigns a different class
of organic compounds to each expert group, e.g., proteins, carbohydrates, fats,
nucleic acids;
·
facilitates the
jigsaw activity, and instructs students to prepare a summary sheet of all the
naturally occurring organic compounds researched in the activity;
·
together with the
students reads Psalm 8 and instructs students to write a reflection in their
journal on how they can, in the words of Psalm 8, detect “the finger of God” at
work in the creation of living organisms.
Students:
·
read the First
Story of Creation from Genesis and participate in a class discussion on God’s
creations and on organic compounds present in living organisms;
·
in their assigned
expert groups, research one type of organic compounds present in a living
organism, and determine its structure, functional groups present, and its
function and importance in living organisms;
·
present their
findings to their home group and record the information researched by other
members of their home group;
·
write a summary
sheet on the organic compounds present in living organisms and their importance
to living organisms;
·
write a
reflection in their journal on God’s impact on living organisms.
Activity 4.2 There
is a Solution
The
teacher:
·
leads a class
discussion on the risks and benefits to society of the use of an organic
compound product, e.g., DDT. Where risks outweigh benefits, identify alternate
organic solutions;
·
introduces the
database activity along with the assessment tool (see Planning Notes);
·
collects and
assesses the database activity;
·
administers and
assesses a paper/pencil test on the unit.
Students:
·
participate in
the class discussion;
·
choose three
organic compounds causing health, safety, and environmental problems in
society, and research how organic chemistry has been used to solve the problems
related to each of these three chemicals;
·
compile their
findings in a database and submit the completed database activity to be
assessed;
·
prepare for and
write the unit test.
·
The Summary Sheet may be assessed for
Knowledge/Understanding using a marking scheme
(OC1.05).
· The database activity may be assessed for Making Connections and Communication using a marking scheme (OC3.02, OC3.04).
· The unit test may be assessed for Knowledge/Understanding, Inquiry, Communication, and Making Connections using a marking scheme.
See course overview
for general accommodation.
Possible
enrichment activities:
·
Create a website
with their research information. (Board policies may govern this.)
·
Investigate the
chemical reactions that occur between biochemical compounds studied, e.g.,
condensation of amino acids to form proteins.
·
Investigate the
problems with the technical solutions presented.
Textbooks
The Holy
Bible: New Revised Standard Version: Catholic Edition. Kansas: Fireside Bible
Publishers, 1999. ISBN
0-310-90304-1
Stanitski,
Conrad L., et al. Chemistry in
Context. Boston: McGraw-Hill
Higher Education, 2000.
ISBN 0-697-36024-5
Pope John
Paul II. The Jubilee of Year 2000. Sherbrooke, Quebec: Mediaspaul, 1994.
ISBN 2-89420-269-5
Pope John Paul II. The
Millennium. Sherbrooke, Quebec: Mediaspaul, 2001. ISBN 2-89420-452-3
Internet Sites
Compounds of
Life – www.biochemlink.com
Organic
compounds, remedial work – http://www.chemistrycoach.com/high.htm
Time: 5hours
The end-of-unit
task, A “Press”ing Concern, gives students the opportunity to research and
analyse the risks and benefits of the development and application of organic
synthetic products. Students at a simulated press conference share their
research by answering questions posed to them by a group of students acting as
reporters. As reporters, students use their findings to write an editorial
evaluating the impact of organic synthetic compounds on their lives and the
environment. Students reflect on the information presented at the press
conference and the editorials written, and recognize their role as stewards of
the earth in addressing environmental concerns and issues, thereby acquiring an
appreciation for the need to protect God’s Creation.
Ontario Catholic
School Graduate Expectations
CGE1d - develops
attitudes and values founded on Catholic social teaching, and acts to promote
social responsibility, human solidarity, and the common good;
CGE2b - reads,
understands, and uses written materials effectively;
CGE2c - presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2e - uses and
integrates the Catholic faith tradition, in the critical analysis of the arts,
media, technology, and information systems, to enhance the quality of life;
CGE3c - thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d - makes
decisions in light of gospel values with an informed moral conscience;
CGE3e - adopts a
holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f - examines,
evaluates, and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic, and ecological) for the development of a
just and compassionate society;
CGE4a - demonstrates
a confident and positive sense of self, and respect for the dignity and welfare
of others;
CGE4c - takes
initiative and demonstrates Christian leadership;
CGE4e - sets
appropriate goals and priorities in school, work, and personal life;
CGE4f - applies
effective communication, decision making, problem solving, time and resource
management skills;
CGE4g - examines and
reflects on one’s personal values, abilities, and aspirations influencing
life’s choices and opportunities;
CGE5e - respects the
rights, responsibilities, and contributions of self and others;
CGE7a - acts morally
and legally as a person formed in Catholic traditions;
CGE7b - accepts
accountability for one’s own actions;
CGE7e - witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful, and compassionate society;
CGE7h - exercises
the rights and responsibilities of Canadian citizenship;
CGE7i - respects the
environment and uses resources wisely;
CGE7j - contributes
to the common good.
Strand(s): Organic Chemistry
Overall
Expectations
OCV.03 - evaluate
the impact of organic compounds on our standard of living and the environment.
Specific
Expectations
OC2.01 - use
appropriate scientific vocabulary to communicate ideas related to organic
chemistry;
OC3.02 - describe
the variety and importance of organic compounds in our lives;
OC3.03 - analyse the
risks and benefits of the development and application of synthetic products.
Scientific
Investigations Skills
SIS.05 - select and
use appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate scientific ideas, plans, and experimental
results;
SIS.06 - compile and
interpret data or other information gathered from print, laboratory, and electronic
sources, including Internet sites, to research a topic, solve a problem, or
support an opinion.
·
The Caveat
Emptor portfolio is collected at this time.
·
Refer to the
Planning Notes in Activity 2 pertaining to the end-of-unit task, A “PRESS”ing
Concern.
·
Ensure that all
audiovisual equipment and other technology items needed for presentations are
available, and make all necessary arrangements.
·
Prepare a
schedule for presentations. The length of the presentation is to be determined
by the teacher. The time available and the class size may be factors to
consider.
·
It is recommended
students spend the first 75 minutes of the activity preparing their materials
and presentations for the press conference. They must also collaborate in their
groups to decide which questions they should ask during their sessions as
reporters. The teacher may wish to inform them that a good journalist always
attends a press conference prepared with some knowledge and questions on the
topic investigated. The press conference takes place during the next 150
minutes. Students will write their editorial in class during the last 75
minutes.
·
Students use
their reporter notes to write their editorial. The reporter notes are to be
attached to the editorial they submit.
Activity 5: A
“PRESS”ing Concern
The
teacher:
·
collects the Caveat
Emptor portfolio;
·
collects the
reporter questions, assesses them for appropriate content, and gives feedback;
·
facilitates the A
“PRESS”ing Concern press conference;
·
assesses the
presentation and the editorial;
·
instructs
students to write a reflection in their journal on their role as stewards of
the earth in addressing environmental concerns and issues, and the need to
protect God’s Creation.
Students:
·
submit the Caveat
Emptor portfolio;
·
individually
submit the questions that they are going to ask as they assume role of
reporter;
·
individually
present their findings at the press conference by answering all questions asked
and submitting their fact sheet;
·
peer assess for
group cooperation;
·
assume the role
of reporter and ask questions to a group presenting a different organic
synthetic product. Use the answers to the questions to write an editorial on
the synthetic product for which they were reporters;
·
individually
write and submit their editorial;
·
write a
reflection in their journal on their role as stewards of the earth in
addressing environmental concerns and issues, and develop an appreciation for
the need to protect God’s Creation.
The Caveat Emptor
portfolio may be assessed for Communication and Making Connection using a
rubric (OC2.01, 3.01).
The presentation and
fact sheet may be evaluated for Making Connections and Communication using a
rubric – Appendix II (OC2.01, 3.02, 3.03).
The editorial for A
“PRESS”ing Concern may be evaluated Making Connections and Communication using
a rubric – Appendix II (OC2.01, 3.02, 3.03).
· See Course Overview for general accommodations.
·
Possible
enrichment activities:
· Write an editorial in the school newspaper to share their findings with the school community.
· Prepare a videotaped news report of their findings.
Textbooks
Catechism of the Catholic Church, Canadian
Conference of Catholic Bishops. 1994. ISBN 088997-281-8
Stone,
Peter. Getting Assessment Right, Science Grade 9-10. Barrie: Data Base
Directions, 2000.
ISBN 1-894369-06-8
Bowers, Ray, et al. Biology
11 Teacher Resource Package. Toronto: Addison Wesley, 2002.
ISBN 0-201-70803-5
As
consumers, we use many different types of organic synthetic products daily,
e.g., synthetic polymers, cosmetics, pharmaceuticals, insecticides, pesticides,
plastics, and solvents. These compounds have an impact on our standard of
living and on the environment. The development and application of these organic
synthetic products has had both beneficial and harmful impacts on our lives and
on the environment.
In this
activity, students prepare and participate in a simulated press conference.
They research, report (orally and in written form), and further investigate the
risks and benefits associated with the development and application of organic
synthetic products. Students take on two roles: first, as members of a research
team and second, as members of investigative reporting team. As members of the
research team, students research an assigned organic synthetic product, and
present their findings at the simulated press conference. As a member of the
investigative reporting team, students ascertain information on a different
organic synthetic product through the use of (researched) probing questions
directed at another research team. As reporters, students should remember that
a good investigative reporter always attends a press conference with prior knowledge
and prepared questions on the topic under investigation.
Role
1: Research Team
·
As a group,
choose an organic synthetic product;
·
Delegate research
responsibilities amongst the group members so that the following questions are
researched:
1. What are the reactants used to
prepare the organic synthetic product? What methods are used to isolate these
reactants?
2. What methods are used to
synthesize the organic synthetic product? List any byproducts produced for each
method described.
3. What uses does the organic
synthetic product have in society?
4. What are the risks and
benefits associated with the production and use of the organic synthetic
product?
5. How does its production and
use have an impact on our standard of living and on the environment?
Each
member of the research team will:
·
Meet and
conference with the other group members to peer assess researched information,
and plan and practise their presentation for the press conference;
·
Produce and
submit a fact sheet of the information s/he has researched to the teacher for
assessment prior to the press conference;
·
Present their
findings and answer all reporters’ questions at the press conference.
Role
2: Investigative Reporting Team
·
You have been
assigned to investigate a different organic synthetic product from the one your
group has researched.
·
Delegate research
responsibilities to each group member and consolidate researched information on
the organic synthetic product to be investigated. Use the questions in Role 1
as a guide.
Each
member of the investigative reporting team will:
·
Prepare four
probing questions to be asked at the press conference. These questions will be
peer assessed by members of the group.
·
Submit questions
to the teacher for assessment prior to the press conference.
·
Use their own
reporter notes to write a one-page editorial on the risks and benefits
associated with the organic synthetic product investigated.
·
Submit reporter
notes and editorial to the teacher for assessment.
K = Knowledge/Understanding I = Inquiry C = Communication
MC = Making Connections
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge of the
development and application of the synthetic products investigated (K/U) |
- demonstrates
limited knowledge |
- demonstrates
some knowledge |
- demonstrates
considerable knowledge |
- demonstrates
thorough knowledge |
|
Use appropriate
scientific vocabulary to communicate information and ideas (C) |
- uses appropriate
scientific vocabulary with limited clarity |
- uses appropriate
scientific vocabulary with moderate clarity |
- uses appropriate
scientific vocabulary with considerable clarity |
- uses appropriate
scientific vocabulary with high degree of clarity |
|
Understanding of
connections between organic synthetic compounds and their applications among
science, technology, society, and the environment (MC) |
- demonstrates
limited understanding of connections |
- demonstrates
some understanding of connections |
- demonstrates
considerable understanding of connections |
- demonstrates
thorough understanding of connections |
|
Identification of
the risks and benefits of the development and application of synthetic
products to society and the environment (MC) |
- demonstrates
limited understanding of the risks and benefits |
- demonstrates
moderate understanding of the risks and benefits |
- demonstrates
considerable understanding of the risks and benefits |
- demonstrates
thorough understanding of the risks and benefits |
|
Analysis of the
risks and benefits of the development and application of synthetic products
to society and the environment (MC) |
- analyses risks
and benefits with limited effectiveness |
- analyses risks
and benefits with moderate effectiveness |
- analyses risks
and benefits with considerable effectiveness |
- analyses risks
and benefits with high degree of effectiveness |
|
Evaluate the
impact of organic compounds on the standard of living and the environment (MC) |
- evaluates the
impact with limited effectiveness |
- evaluates the
impact with moderate effectiveness |
- evaluates the
impact with considerable effectiveness |
- evaluates the
impact with high degree of effectiveness |
|
Research, compile,
and interpret data from various sources including the Internet (C) |
- utilizes
resources with limited effectiveness |
- utilizes
resources with moderate effectiveness |
- utilizes
appropriate and varied resources with considerable effectiveness |
- utilizes
appropriate and varied resources with high degree of effectiveness |
Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.
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