Honors Organic Chemistry
Course Description
Organic Chemistry focuses on the study of carbon compounds. This course will focus on the naming, structures and reactions of the important classes of organic compounds; alkanes, alkenes, alkynes, alcohols, benzene and its derivatives, amines, aldehydes, ketones and carboxylic acids. Simple reaction mechanisms and synthesis will also be addressed.
Course Big Ideas
- All forms of matter exist as a result of the combination or rearrangement of atoms.
- The atoms of some substances combine or rearrange to form new substances that have different properties.
Course Essential Questions
- How does the bonding and structure of various organic compounds affect their function, properties, and reactions?
- How are various organic compounds constructed and named?
- How can different types of models be used to illustrate the bonds that hold atoms together in various organic compounds?
- What are the major reactions of various organic molecules?
- How can energy changes in reactions of organic molecules be illustrated?
- What factors affect the rate at which reactions of organic molecules occur?
Course Competencies
- Name, draw, and build a variety of organic compounds.
- Predict the major product of substitution, elimination, oxidation, and reduction reactions of organic compounds.
- Propose mechanisms for substitution and elimination reactions of organic compounds.
Course Assessments
- Homework questions
- Lab reports
- Unit tests
- Project
Course Units
- Unit 1: Introduction to Organic Chemistry
- Unit 2: Acids and Bases
- Unit 3: Alkanes and Cycloalkanes
- Unit 4: Alkenes and Alkynes
- Unit 5: Reactions of Alkenes and Alkynes
- Unit 6: Chirality
- Unit 7: Haloalkanes and Reaction Mechanisms
- Unit 8: Alcohols, Ethers, and Thiols
- Unit 9: Benzene and its Derivatives
- Unit 10: Overview of other Organic Molecules
Unit 1: Introduction to Organic Chemistry
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards
- 3.2.9-12.A Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
- PS 3.2.9-12.B Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
- 3.5.9-12.A Use various approaches to communicate processes and procedures for using, maintaining, and assessing technological products and systems.
PA Reading and Writing in Science and Technical Subjects
- PA Reading Core Standard CC.3.5.9-10.C Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
- PA Reading Core Standard CC.3.5.9-10.D. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
- PA Reading Core Standard CC.3.5.9-10.E. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
- PA Writing Core Standard CC.3.6.9-10.B Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
- PA Writing Core Standard CC.3.6.11-12.C Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Know
Understanding/Key Learning
Do
- Draw Lewis structures for organic molecules and polyatomic ions.
- Draw geometric and stereoisomers of molecules.
- Draw resonance structures for molecules.
- Determine bond polarity, bond angle, and molecule polarity using electronegativity and VSEPR theory.
- Determine the hybridization of central atoms in a molecule.
- Build a 3D representation of a molecule’s structure.
Unit Essential Questions
Lesson Essential Questions
- How can Lewis dot structures be used to predict structure and bonding in simple compounds?
- How can bonds be classified as polar covalent, nonpolar covalent, or ionic?
- How can electronegativity, VSEPR theory, and illustrations be used to determine bond polarity, bond angle, and molecular polarity?
- How can molecule structure be used to predict hybridization?
Materials/Resources
Vocabulary
Assessments
Unit 2: Acids and Bases
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards
- 3.2.9-12.B Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
- 3.5.9-12.A Use various approaches to communicate processes and procedures for using, maintaining, and assessing technological products and systems.
PA Reading and Writing in Science and Technical Subjects
- CC.3.5.9-10.C Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
- CC.3.5.9-10.D. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
- CC.3.5.9-10.E. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
- CC.3.6.9-10.B Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
- CC.3.6.11-12.C Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Know
Understanding/Key Learning
Do
- Identify acid/conjugate base and base/conjugate acid pairs in a reaction equation.
- Differentiate between a strong and weak acid or base.
- Predict the products of an acid-base reaction.
- Write molecular equations for acid-base reactions.
- Rank molecules according to relative acidity or basicity.
- Compare the relative acidity/basicity of reactants and products to determine whether equilibrium of an acid-base reaction lies to the left or the right.
Unit Essential Questions
Lesson Essential Questions
- How can molecules be identified as an Arrhenius acid/base?
- How can molecules be identified as a Bronsted-Lowry acid/base?
- How can molecules be identified as a Lewis acid/base?
- What features of a molecule’s structure help determine the relative strength of an acid or base?
- How can the equilibrium constant be used to determine direction of equilibrium in an acid-base reaction?
Materials/Resources
Vocabulary
- Acids
- Bases
- Conjugate acid
- Conjugate base
- Equilibrium
- Electrophile
- pKa
- Delocalization
- Equilibrium constant
- Acidity
- Arrhenius acid
- Arrhenius base
- Bronsted-Lowry acid
- Nucleophile
- Monoprotic acid
- Oxonium ion
- Bronsted-Lowry bases
- Lewis acid
- Lewis base
- Binary acid
- Oxy acid
- Curved arrow
- Diprotic acid
- Coulomb’s law
- Hydronium ion
- pH scale
- Inductive effect
- Resonance stabilization
- Ka
- Triprotic acid
Assessments
Unit 3: Alkanes and Cycloalkanes
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards:
- 3.2.9-12.B Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles
- 3.2.9-12.R Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
- 3.5.9-12.A Use various approaches to communicate processes and procedures for using, maintaining, and assessing technological products and systems.
- 3.5.9-12.B Critically assess and evaluate a technology that minimizes resource use and resulting waste to achieve a goal.
PA Reading and Writing in Science and Technical Subjects
- CC.3.5.9-10.C Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
- CC.3.5.9-10.D. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
- CC.3.5.9-10.E. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
- CC.3.6.9-10.B Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
- CC.3.6.11-12.C Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Know
- Know the rules for naming alkanes and cycloalkanes.
- Know common names of several alkanes.
- Know the naturally occurring sources of alkanes.
- Know the physical properties of alkanes and cycloalkanes.
- Know how to identify primary, secondary, tertiary, and quaternary carbons.
- Know the reactions of alkanes and cycloalkanes.
- Know how biodiesel can effectively minimize use of fossil fuels.
Understanding/Key Learning
Do
- Identify alkyl substituent groups.
- Identify the most stable conformer of an alkane or cycloalkane molecule.
- Draw structural formulas for alkanes and cycloalkanes based on their name.
- Draw geometric or stereoisomers of alkanes and cycloalkanes.
- Name an alkane or cycloalkane based on their drawn structure.
- Draw a Newman projection from a structural formula.
- Build a 3D representation of an alkane or cycloalkane.
- Draw chair and boat conformations of cycloalkanes.
- Calculate heat energy transfer and heat of combustion of biodiesel fuel.
Unit Essential Questions
Lesson Essential Questions
- How can IUPAC rules be applied to representative alkanes and cycloalkanes?
- How can line angle drawings be used to represent alkane and cycloalkane structures?
- How can alkane structure be represented with a Newman projection?
- How can cycloalkanes be represented with alternative chair and boat conformations?
- How can the most stable conformation of an alkane or cycloalkane be determined?
- How can the physical properties of alkanes and cycloalkanes be explained by their structures?
Materials/Resources
Vocabulary
- Alkanes
- Constitutional isomers
- Nomenclature
- Axial groups
- Prefix
- Staggered conformer
- Fossil fuels
- Diaxial interaction
- Conformations
- Newman projections
- Cycloalkanes
- Equatorial groups
- Infix
- Eclipse conformer
- Branched chain
- Dispersion forces
- Cis-trans isomerization
- Chair conformations
- Boat conformations
- Steric strain
- Suffix
- Combustion
- Structural formula
- Physical properties
- Chemical properties
- Line-angle formulas
- Alkyl group
- Torsional strain
- Thermal cracking
- Condensed formula
Assessments
Unit 4: Alkenes and Alkynes
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards:
- 3.2.9-12.B Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
- 3.5.9-12.A Use various approaches to communicate processes and procedures for using, maintaining, and assessing technological products and systems.
PA Reading and Writing in Science and Technical Subjects
- CC.3.5.9-10.C Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
- CC.3.5.9-10.D. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
- CC.3.5.9-10.E. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
- CC.3.6.9-10.B Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
- CC.3.6.11-12.C Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Know
Understanding/Key Learning
Do
- Identify cis and trans conformations.
- Identify the most stable conformer of an alkene.
- Draw structural formulas for alkenes and alkynes based on their name.
- Draw geometric or stereoisomers of alkenes and alkynes.
- Name an alkene or alkyne based on their drawn structure.
- Build a 3D representation of an alkene or alkyne.
- Label a carbon-carbon double bond as E or Z.
- Identify an alkene structure as a terpene.
- Calculate the number of isoprene units in a terpene.
Unit Essential Questions
Lesson Essential Questions
- How can IUPAC rules be applied to representative alkenes and alkynes?
- How can line angle drawings be used to represent alkene and alkyne structures?
- How can the most stable conformation of an alkene be determined?
- How can priority rules be used to assign E and Z configurations?
- How can terpenes be identified and described?
- How can the physical properties of alkenes and alkynes be explained by their structures?
Materials/Resources
Vocabulary
Assessments
Unit 5: Reactions of Alkenes and Alkynes
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards:
- 3.2.9-12.C Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
- 3.2.9-12.D Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
- 3.2.9-12.E Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
- 3.5.9-12.A Use various approaches to communicate processes and procedures for using, maintaining, and assessing technological products and systems.
PA Reading and Writing in Science and Technical Subjects
- CC.3.5.9-10.C Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
- CC.3.5.9-10.D. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
- CC.3.5.9-10.E. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
- CC.3.6.9-10.B Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
- CC.3.6.11-12.C Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Know
- Know that reaction mechanisms describe how a reaction proceeds.
- Know how energy diagrams show energy changes that occur in a reaction.
- Know the difference between endothermic and exothermic reactions.
- Know that the rate of reaction is determined by the activation energy.
- Know which reactions of alkenes and alkynes are regioselective, which follow Markovnikov’s rule, which are syn-stereoselective, and which are trans-stereoselective.
- Know the relative stabilities of carbocations and how they will rearrange in reactions.
- Know the purpose of a curved arrow in a reaction mechanism.
- Know the chemical properties of carbocations.
- Know the reaction conditions required for hydrohalogenation, acid-catalyzed hydration, halogenation, hydroboration-oxidation, reduction.
- Know the relative stabilities of cis and trans alkenes.
- Know how new carbon-carbon bonds can be formed.
Understanding/Key Learning
- Alkenes and alkynes react in predictable ways based on their structure and the reaction conditions.
- Energy diagrams illustrate the energy changes that occur during the progress of chemical reactions of alkenes and alkanes.
- Reaction conditions, reactants, and catalysts affect the rate at which reactions of alkenes and alkanes occur.
Do
- Label an energy diagram.
- Predict the major products of hydrohalogenation, acid-catalyzed hydration, halogenation, hydroboration-oxidation, ozonolysis, reduction, and alkylation reactions.
- Propose a reaction mechanism for hydrohalogenation, acid-catalyzed hydration, halogenation, and hydroboration-oxidation reactions.
- Label reaction mechanisms with curved arrows.
Unit Essential Questions
Lesson Essential Questions
- How are reaction diagrams used to illustrate the progress of a chemical reaction?
- What factors are involved in hydrohalogenation addition reactions of alkenes?
- How can a reaction mechanism be proposed to explain the progress of hydrohalogenation addition reactions?
- How does the inductive effect explain the relative stability of carbocation intermediates?
- What factors are involved in acid-catalyzed hydration addition reactions of alkenes?
- How can a reaction mechanism be proposed to explain the progress of acid-catalyzed hydration addition reactions of alkenes?
- What factors determine whether a carbocation intermediate will rearrange?
- What factors are involved in the oxidation of alkenes?
- How can a reaction mechanism be proposed to explain the progress of hydroboration-oxidation reactions of alkenes?
- What factors are involved in the reduction of alkenes and alkynes?
- How can alkylation reactions form new carbon-carbon bonds?
Materials/Resources
Vocabulary
- Alkenes
- Alkynes
- Intermediate
- Hydrohalogenation
- Heat of reaction
- Delocalization
- 1,2-shift
- Lindlar catalyst
- Reaction mechanism
- Electrophilic addition
- Transition state
- Hydration
- Activation energy
- Oxonium ion
- Ozonolysis
- Alkylation
- Carbocation rearrangement
- Oxidation
- Reduction
- Reaction coordinate
- Alcohol
- Syn
- Acetylide ion
- Regioselectivity
- Markovnikov’s rule
- Hydroboration
- Halogenation
- Catalyst
- Stereoselectivity
- Anti
Assessments
Unit 6: Chirality
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards:
- 3.2.9-12.B Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
- 3.5.9-12.A Use various approaches to communicate processes and procedures for using, maintaining, and assessing technological products and systems.
PA Reading and Writing in Science and Technical Subjects
- CC.3.5.9-10.C Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
- CC.3.5.9-10.D. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
- CC.3.5.9-10.E. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
- CC.3.6.9-10.B Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
- CC.3.6.11-12.C Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Know
- Know the various types of isomers.
- Know the characteristics required for a molecule to be a stereoisomer.
- Know the priority rules for determining R and S designations.
- Know the physical properties of stereoisomers.
- Know the characteristics and physical properties of meso compounds.
- Know the implications of stereochemistry of cyclic compounds with one or more stereocenters.
- Know the importance of chiral molecules in the biological world.
- Know the characteristics and physical properties of racemic mixtures.
- Know how to separate a racemic mixture into its two enantiomers.
Understanding/Key Learning
Do
- Distinguish between constitutional isomers and stereoisomers.
- Distinguish between enantiomers and diastereomers.
- Evaluate a molecule’s structure to determine isomerism.
- Label a chiral molecule as R or S.
- Draw R and S enantiomers based on the name using line angle drawings, Fischer projections, and structural formulas.
- Apply the 2n rule to determine how many stereoisomers exist for a given molecule.
- Draw and name all possible stereoisomers for a given molecule.
Unit Essential Questions
Lesson Essential Questions
- What are the different types of organic isomers and how can they be distinguished?
- What is a stereocenter in an organic molecule?
- How do you prioritize stereocenter groups in chiral molecules?
- How can structural formulas, line angle drawings, and Fischer projections be used to represent molecules with one or more stereocenters?
- How do you differentiate between R and S enantiomers?
- What is the 2n rule and how is it applied?
- How do you identify a meso compound and how does that impact the maximum number of stereoisomers possible for a given molecule?
- How can you determine the number of stereoisomers possible for a cyclic molecule?
- What are the biological and laboratory implications of chiral molecules?
Materials/Resources
Vocabulary
- Isomer
- Stereoisomers
- Enantiomers
- Dash
- Plane-polarized light
- Levorotatory (L)
- Fischer projection
- Constitutional isomer
- Racemic mixture
- 2n rule
- Meso compound
- Wedge
- Polarimeter
- Diastereomer
- Chirality
- Cyclic chirality
- Resolution
- Rectus (R)
- Optically active
- Superimposable
- Nonsuperimposable
- Stereocenter
- Achiral
- Sinister (S)
- Dextrorotatory (D)
Assessments
Unit 7: Haloalkanes and Reaction Mechanisms
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards:
- 3.2.9-12.B Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
- 3.2.9-12.C Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
- 3.2.9-12.D Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
- 3.2.9-12.E Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
- 3.5.9-12.A Use various approaches to communicate processes and procedures for using, maintaining, and assessing technological products and systems.
PA Reading and Writing in Science and Technical Subjects
- CC.3.5.9-10.C Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
- CC.3.5.9-10.D. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
- CC.3.5.9-10.E. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
- CC.3.6.9-10.B Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
- CC.3.6.11-12.C Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Know
- Know the rules for naming haloalkanes.
- Know common names for select haloalkanes.
- Know the haloalkanes used as common organic solvents.
- Know what species are involved in the rate determining step of SN1 vs SN2 and E1 vs E2 reactions of haloalkanes.
- Know the difference between SN1/SN2 and E1/E2 reactions of haloalkanes with reference to their energy diagrams.
- Know the effect of the nucleophile, haloalkane, leaving group, and solvent on the rate of haloalkane substitution reactions.
- Know the reaction conditions required for SN1, SN2, E1, and E2 reactions of haloalkanes.
- Know how the substitution reaction mechanism affects the stereochemistry of the major product(s).
- Know how the Zaitsev rule determines the major product of a ꞵ-elimination reaction.
- Know why SN and E reactions often compete.
Understanding/Key Learning
- Apply a systematic set of rules (IUPAC) for naming compounds and writing chemical formulas of haloalkanes.
- Haloalkanes react in predictable ways based on their structure and the reaction conditions.
- Reaction conditions, reactants, and catalysts affect the rate at which reactions of haloalkanes occur.
Do
- Draw structural formulas and line angle formulas for haloalkanes based on its name.
- Name a haloalkane based on its drawn structure.
- Predict the major products of SN1, SN2, E1, and E2 reactions of haloalkanes.
- Propose and illustrate a reaction mechanism for SN1, SN2, E1, and E2 reactions of haloalkanes, including curved arrows.
Unit Essential Questions
- How are haloalkanes constructed and named?
- How can different types of models be used to illustrate the bonds that hold atoms together in a haloalkane?
- What are the major reactions of haloalkanes?
- How can energy changes in a substitution and elimination reaction be illustrated?
- What factors affect the rate at which substitution and elimination reactions occur?
Lesson Essential Questions
- How can IUPAC rules be applied to representative haloalkanes?
- How can structural formulas and line angle drawings be used to represent haloalkane structures?
- What factors are involved in aliphatic nucleophilic substitution reactions type SN1 vs SN2?
- How can a reaction mechanism be proposed to explain the progress of aliphatic nucleophilic substitution reactions type SN1 vs SN2?
- What factors are involved in ꞵ-elimination reactions type E1 vs E2?
- How can a reaction mechanism be proposed to explain the progress of ꞵ-elimination reactions type E1 vs E2?
- What factors affect the rate of nucleophilic aliphatic substitution reactions type SN1 vs SN2?
- What factors affect the rate of ꞵ-elimination reactions type E1 vs E2?
Materials/Resources
Vocabulary
Assessments
Unit 8: Alcohols, Ethers, and Thiols
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards:
- 3.2.9-12.B Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
- 3.2.9-12.C Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
- 3.5.9-12.A Use various approaches to communicate processes and procedures for using, maintaining, and assessing technological products and systems.
PA Reading and Writing in Science and Technical Subjects
- CC.3.5.9-10.C Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
- CC.3.5.9-10.D. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
- CC.3.5.9-10.E. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
- CC.3.6.9-10.B Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
- CC.3.6.11-12.C Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Know
- Know the rules for naming alcohols.
- Know common names for select alcohols.
- Know the physical properties of alcohols.
- Know the conditions required for converting alcohols to alkyl halides by SN1 vs SN2.
- Know the conditions required for the dehydration of alcohols to alkenes by E1 vs E2.
- Know that dehydration reactions compete with acid-catalyzed hydration.
- Know the conditions required for the oxidation of alcohols.
- Know how epoxides are formed and how they react.
Understanding/Key Learning
Do
- Draw structural formulas for alcohols, ethers, and thiols based on their names.
- Name an alcohol, ether, and thiol based on its drawn structure.
- Predict the major products of SN1, SN2, E1, E2, and oxidation reactions of alcohols.
- Propose and illustrate a reaction mechanism for SN1, SN2, E1, and E2 reactions of alcohols, including curved arrows.
Unit Essential Questions
Lesson Essential Questions
- How can IUPAC rules be applied to representative alcohols, ethers, and thiols?
- How can structural formulas and line angle drawings be used to represent alcohol, ether, and thiol structures?
- What are the physical properties of alcohols, ethers, and thiols?
- What factors are involved in converting alcohols to alkyl halides by SN1 vs SN2 reactions?
- How can a reaction mechanism be proposed to explain the progress of converting alcohols to alkyl halides by SN1 vs SN2?
- What factors are involved in dehydration of alcohols to alkenes by E1 vs E2 reactions?
- How can a reaction mechanism be proposed to explain the progress of dehydration of alcohols to alkenes by E1 vs E2 reactions?
- What factors affect the competition between dehydration and acid-catalyzed hydration reactions?
- How can alcohol be oxidized?
- What are epoxides and how are they used in forming other organic compounds?
Materials/Resources
Vocabulary
Assessments
Unit 9: Benzene and its Derivatives
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards:
- 3.2.9-12.B Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
- 3.2.9-12.C Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
- 3.5.9-12.A Use various approaches to communicate processes and procedures for using, maintaining, and assessing technological products and systems.
PA Reading and Writing in Science and Technical Subjects
- CC.3.5.9-10.C Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
- CC.3.5.9-10.D. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
- CC.3.5.9-10.E. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
- CC.3.6.9-10.B Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
- CC.3.6.11-12.C Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Know
- Know the requirements needed for aromaticity.
- Know the rules for naming benzene and its derivatives.
- Know common names for select benzene derivatives.
- Know the physical properties of benzene and its derivatives.
- Know which benzene substituents are affected by oxidation.
- Know the characteristic substitution reactions of benzene and its derivatives - halogenation, nitration, sulfonation, and alkylation.
- Know how the electrophile is generated for halogenation, nitration, sulfonation, and alkylation reactions.
- Know what factors affect orientation and rate of substitution.
Understanding/Key Learning
- Apply a systematic set of rules (IUPAC) for naming compounds and writing chemical formulas of benzene and its derivatives.
- Benzene and its derivatives react in predictable ways based on their structure and the reaction conditions.
- Reaction conditions, reactants, and catalysts affect the rate at which reactions of benzene and its derivatives occur.
Do
- Draw structural formulas and line angle drawings for benzene and its derivatives based on their names.
- Name benzene derivatives based on their drawn structures.
- Predict the product(s) of substitution and oxidation reactions of benzene and its derivatives.
- Propose and illustrate a reaction mechanism for electrophilic aromatic substitution reactions of benzene and its derivatives, including curved arrows.
- Propose a sequence of reactions to orient substituents as ortho-para or meta.
Unit Essential Questions
Lesson Essential Questions
- How can structural formulas and line angle drawings be used to represent benzene and its derivatives?
- What are the physical properties of benzene and its derivatives?
- What factors are involved in characteristic substitution reactions of benzene and its derivatives - halogenation, nitration, sulfonation, and alkylation?
- How can a reaction mechanism be proposed to explain the progress of electrophilic aromatic substitution fractions of benzene and its derivatives?
- What factors affect the orientation of products and rate of electrophilic aromatic substitution reactions of benzene and its derivatives?
- How can the sequence of reactions determine the orientation of major products in reactions of benzene and its derivatives?
Materials/Resources
Vocabulary
- Aromaticity
- Hybridization
- Resonance
- Kekule structures
- Toluene
- Phenol
- Anisole
- Nitration
- Benzylic position
- Electrophilic aromatic substitution (EAS)
- Heterocyclic compound
- Ethylbenzene
- Aniline
- Benzaldehyde
- Sulfonation
- Directing effects
- Ortho
- Meta
- Phenyl group
- Cumene
- Polynuclear aromatic hydrocarbon
- Alkylation
- Para
- Phenols
- Acidity
- Benzyl group
- Styrene
- Benzoic acid
- Halogenation
Assessments
Unit 10: Overview of other Organic Molecules
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards:
- 3.2.9-12.B Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
- 3.2.9-12.C Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
- 3.5.9-12.H Evaluate ways that technology and engineering can impact individuals, society, and the environment.
- 3.5.9-12.S Conduct research to inform intentional inventions and innovations that address specific needs and wants.
- 3.5.9-12.JJ Identify and explain how the evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools, materials, and processes.
PA Reading and Writing in Science and Technical Subjects
CC.3.5.11-12.B Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
CC.3.5.9-10.D. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
CC.3.5.9-10.E. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
CC.3.5.11-12.G Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
CC.3.5.11-12.I Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
CC.3.6.11-12.B. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
CC.3.6.11-12.C Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
CC.3.6.11-12.E Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CC.3.6.11-12.F Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CC.3.6.11-12.G Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation
Know
- Know how to identify a specific class of organic molecule from among amines, aldehydes, ketones, carboxylic acids, acid halides, acid anhydrides, esters, and amides.
- Know how to name a specific class of organic molecule from among amines, aldehydes, ketones, carboxylic acids, acid halides, acid anhydrides, esters, and amides.
- Know the physical properties of a specific class of organic molecule from among amines, aldehydes, ketones, carboxylic acids, acid halides, acid anhydrides, esters, and amides.
- Know the typical reactions of a specific class of organic molecule from among amines, aldehydes, ketones, carboxylic acids, acid halides, acid anhydrides, esters, and amides.
- Know why a specific class of organic molecule is important to society from among amines, aldehydes, ketones, carboxylic acids, acid halides, acid anhydrides, esters, and amides.
Understanding/Key Learning
Do
- Draw the structural or line angle formula of a specific class of organic molecule from among amines, aldehydes, ketones, carboxylic acids, acid halides, acid anhydrides, esters, and amides.
- Name examples of a specific class of organic molecule from among amines, aldehydes, ketones, carboxylic acids, acid halides, acid anhydrides, esters, and amides.
- Create an interesting, informative product to share Knows and Dos of a specific class of organic molecule from among amines, aldehydes, ketones, carboxylic acids, acid halides, acid anhydrides, esters, and amides.